4.5Homeostasis and response
4.5.1Homeostasis
4.5.1 Homeostasis (not assessed in these 9 papers)
4.5.2The human nervous system
07.1 — Give two variables controlled in a ruler-drop investigation
07.2 — Read the distance on a ruler from a figure
07.3 — Draw a ring around the anomalous result in a table
07.4 — Identify the median of a set of results
07.5 — Calculate a mean distance from a table
07.6 — Calculate the difference in two reaction times, using a conversion scale
07.7 — Identify an improvement to make ruler-drop results more valid
07.8 — Give one conclusion about the effect of caffeine on reaction time
09.1 — Identify two examples of reflex actions
09.5 — Describe how the structures in a reflex arc coordinate a reflex action (6-mark)
01.1 — Match stimuli to the sense organs that detect them
01.2 — State what a reflex action is
01.3 — Identify how a muscle moves the hand away from a hot object
01.4 — Complete a table of ruler-drop readings from a figure
01.5 — Give evidence from results to support a conclusion about coffee and reaction time
01.6 — Suggest two improvements to a reaction time investigation
05.3 — Identify the word that describes the role of the brain
05.4 — Name the cell that carries impulses from the ears to the brain
04.5 — Complete a diagram of the pathway for a blinking reflex
02.1 — Identify the statement that describes a reflex action
02.2 — Match parts of a reflex pathway to their names
02.3 — Identify two human actions that are reflexes
02.4 — Calculate a mean reaction time from a table
02.5 — Draw a ring around the anomalous result in a table
02.6 — Give two factors that might affect a person's reaction time
08.6 — Plan an investigation into the effect of coffee on reaction time
01.1 — Complete the order of structures that link a stimulus to a response
01.2 — State what a reflex action is
01.3 — Identify an example of a reflex action
01.4 — Identify the type of tissue that causes movement
04.5 — Describe how information from the retina reaches the brain
02.1 — Give two features of a reflex action
02.2 — Complete sentences naming the receptor and effector in a reflex
02.3 — Match neurones on a diagram to their types
02.4 — Identify how information crosses a synapse
02.5 — Calculate a mean ruler-drop reading from a table
02.6 — Give evidence from results that practice improved reaction time
02.7 — Suggest one way to improve a ruler-drop investigation
05.1 — Label three parts of the brain
05.2 — Identify the part of the brain that controls balance
01.6 — Identify the cerebral cortex on a diagram of the brain
01.7 — Identify the function of the cerebellum
09.2 — Name a stimulus that changes the size of the pupil
09.3 — Name the structure that changes the size of the pupil
09.4 — Describe how this structure changes the size of the pupil
05.5 — Identify the part of the eye with light-detecting cells
05.6 — Explain why detecting UV light is an advantage to birds
05.7 — Identify the process in the eye when focusing on a distant object
05.8 — Identify the change in the eye when looking at a distant object
05.9 — Name the eye defect that makes distant objects blurred
04.1 — Label three structures of the eye
04.2 — Identify how the lens refracts light more
04.3 — Identify the two structures that control the shape of the lens
04.4 — Name the structure where light must focus to form a clear image
08.1 — Identify the term for adjusting focus from a distant to a near object
08.2 — Identify where the image is focused in the eye
08.3 — Identify the muscle that contracts when focusing on a near object
08.4 — Describe the change in lens shape when focusing on a near object
08.5 — Describe how the iris muscles respond when moving into bright light
04.1 — Label two structures of the eye
04.2 — Complete a sentence about the ciliary muscles when focusing on a near object
04.3 — Complete a sentence about the lens when focusing on a near object
04.4 — Complete a sentence about the structure that controls pupil size
04.6 — Give the reason a short-sighted person cannot see a distant object clearly
04.7 — Give one way other than spectacles to correct short sight
11.3 — Explain why more water is lost through the skin during a race
10.1 — Give the reason the person should not move during the investigation
10.2 — Identify a person's normal internal body temperature from a graph
10.3 — Explain why the temperature near the brain fell after a cold drink
10.4 — Identify how the thermoregulatory centre sends information to sweat glands
10.5 — Explain how a change in sweating rate helps maintain body temperature
10.6 — Identify what causes the skin to look red during exercise
06.1 — Read the lowest and highest body temperatures of an animal from a graph
06.2 — Read how many times an animal woke from hibernation, from a graph
06.3 — Suggest why a hibernating animal needs to eat several times
06.6 — Calculate the energy used to evaporate sweat
06.7 — Calculate the percentage of energy intake used to evaporate sweat
06.8 — State the effect of resting on the volume of sweat produced
04.2 — Identify the change in sweat loss on the day of a race
4.5.3Hormonal coordination in humans
09.1 — Label two glands on a diagram
02.1 — Identify the pituitary gland on a diagram
02.2 — Identify the pancreas on a diagram
01.1 — Identify the organ system with glands that produce hormones
01.2 — Identify how hormones are transported around the body
01.3 — Match glands on a diagram to their names
01.4 — Identify the gland that produces insulin on a diagram
01.5 — Identify the pituitary gland on a diagram of the brain
04.1 — Name an organ shown on a diagram
04.2 — Name the hormone injected to lower blood glucose
05.1 — Identify the organ that makes insulin
05.2 — Complete sentences about how insulin lowers blood glucose
05.4 — Calculate the difference between two peak blood glucose concentrations, from a graph
05.5 — Describe one other difference between two people's blood glucose results
05.6 — Identify the type of relationship shown on a scatter graph
05.7 — Suggest two ways to lower the chance of developing Type 2 diabetes
02.3 — Identify a target organ for insulin
02.4 — Identify the storage substance formed from glucose
02.5 — Calculate the highest blood glucose concentration, from a graph
02.6 — Read the time for blood glucose to return to its starting value
02.7 — Explain why a time read from the graph may not be accurate
02.8 — Sketch the expected blood glucose line for a person with Type 2 diabetes
10.1 — Identify a time when blood insulin would be high, from a glucose graph
10.2 — Explain the effect of a high insulin concentration on blood glucose
10.3 — Identify a person's weight category from a height–mass chart
10.4 — Give the healthy body mass range for a given height, from a chart
10.5 — Give two ways blood test results suggest Type 2 diabetes
10.6 — Give two ways to reduce the chance of developing Type 2 diabetes
01.5 — Identify the organ that insulin mainly affects
01.6 — Give one effect of insulin
05.1 — Identify the organ that produces insulin
05.2 — Identify why people with Type 2 diabetes have high blood glucose
05.3 — Give two control variables in a drug investigation on mice
05.4 — Determine how many minutes earlier one group reached its maximum, from a graph
05.5 — Give two conclusions about the effect of a drug on blood glucose, from a graph
05.6 — Identify how to find the best dose of a drug
04.3 — Identify the organ that produces urine
04.4 — Explain why marathon runners drink sports drinks
11.1 — Calculate the volume of water lost in faeces from a chart
06.1 — Complete a sentence about the diet that leads to more urea
06.2 — Give the reason why urea must be excreted
06.4 — Complete a table of relative urine volumes on three days
06.5 — Identify how urea moves out of the blood during dialysis
06.6 — Identify the substance that does not pass into dialysis fluid, with a reason
06.7 — Read the number of dialysis sessions per week from a graph
06.8 — Describe what happens to blood urea between dialysis sessions
06.9 — Give two reasons why a kidney transplant is better than dialysis
04.1 — Calculate the percentage of water lost as urine, from a chart
04.2 — State what happens to sweat loss during a marathon
04.3 — State what marathon runners must do to prevent dehydration
04.4 — Complete sentences about how the kidney produces urine
04.5 — Describe advantages and disadvantages of a kidney transplant compared with dialysis
06.1 — Match substances to the reason they are or are not filtered by the kidney
06.2 — Calculate the volume of water reabsorbed by the kidneys
06.3 — Evaluate kidney transplant compared with dialysis, using information (6-mark)
06.4 — Calculate the total cost of a kidney transplant over five years
04.1 — Complete a bar chart of water lost by different methods
04.3 — Match kidney processes to their names
04.4 — Evaluate a kidney transplant compared with dialysis
09.2 — Identify the gland that produces oestrogen
02.1 — Identify the purpose of the uterus lining thickening
02.2 — Identify the hormone that thickens the uterus lining
02.3 — Identify the day fertilisation is most likely, from a figure
03.9 — Explain why a woman may not notice an embryo failing to implant
05.1 — Identify two female reproductive hormones
05.2 — Identify the function of FSH in the menstrual cycle
01.7 — Identify the hormone that causes an egg to mature
01.8 — Identify two hormones that maintain the uterus lining in pregnancy
09.3 — Identify the least effective method of contraception, from a table
09.4 — Identify the method of contraception that protects against STIs
09.5 — Evaluate two types of IUD as contraceptives, using information
02.4 — Match methods of contraception to how they work
02.5 — Suggest three reasons for choosing a method of contraception, using data
05.3 — Give the range of days on which intercourse could result in fertilisation
05.4 — Explain how different methods of contraception prevent pregnancy (6-mark)
01.9 — Give two methods of contraception that use hormones
4.5.4Plant hormones (biology only)
06.1 — Describe the direction of root growth, with a reason
06.2 — Predict the direction of shoot growth towards a light, with a reason
06.3 — Identify the stage of ripeness with most ethene, from a graph
06.4 — Suggest how to find out if a result was an anomaly
08.1 — Identify two conditions to keep constant in a phototropism investigation
08.2 — Identify the purpose of aluminium foil on a seedling
08.3 — Suggest how to measure the length of a curved shoot
08.4 — Give evidence from results that the shoot tip is needed to respond to light
08.5 — Identify the hormone distribution that causes a shoot to bend towards light
09.1 — Name another plant tropism and its stimulus
09.2 — Plan an investigation into the effect of one-sided light on seedling growth (6-mark)
09.3 — Explain how phototropism in a shoot helps a plant to survive
02.1 — Identify two improvements to a seedling light investigation
02.2 — Identify the dependent variable in a seedling light investigation
02.4 — Identify how growth differs on the two sides of a seedling facing a lamp
02.5 — Identify the tropism that causes growth towards light
02.6 — Identify the hormone that causes growth towards light
03.1 — Identify the type of response shown by a shoot growing towards light
03.2 — Match seedling experiments to their expected appearance
03.3 — Explain why a second experiment was set up
03.4 — Identify how to set up a third experiment to make the investigation more valid
03.5 — Identify a suitable control variable for a seedling investigation
03.6 — Give one stimulus that plant roots respond to
03.7 — Give two reasons why scientists repeat investigations
06.1 — Identify the name for a plant growth response
06.2 — Identify the substance that controls the response to light in shoots
06.4 — Plan an investigation into the effect of one-sided light on seedling growth (6-mark)
10.1 — Define geotropism
10.2 — Plan an investigation into the effect of light direction on seedling growth (6-mark)
10.3 — Name the hormone that controls the response to light direction
10.4 — Identify how the hormone controls the response to light direction
10.5 — Explain how a response to light helps a plant survive
06.5 — Suggest an advantage of soaking seeds in gibberellins in cold climates
4.6Inheritance, variation and evolution
4.6.1Reproduction
03.5 — Explain why children of the same parents are not genetically identical
05.8 — Explain why plants produced asexually from a resistant parent are all resistant
08.1 — Complete a table comparing sexual and asexual reproduction
08.2 — Name the male gamete in flowering plants
03.4 — Identify the male gamete in a flower
03.1 — State the number of chromosomes in a normal body cell
03.2 — Identify the mass of DNA in a sperm cell
03.3 — Identify the type of cell division that produces sperm
03.6 — Identify the number of cells in an embryo after three divisions
03.1 — State how many sperm cells are formed by meiosis
03.2 — State the number of chromosomes in a human egg cell
08.7 — Identify the mass of DNA in a sperm cell
08.8 — Identify the type of cell division that produces sperm
08.3 — Identify when DNA is being copied, from a graph of DNA mass during meiosis
08.4 — Identify the two times when cells divide during meiosis, from a graph
08.5 — Identify the mean mass of DNA in a sperm cell, from a graph
08.6 — Identify the mean mass of DNA in an embryo cell, from a graph
03.1 — State where in the body sperm cells are produced
03.2 — Give the number of chromosomes in two cells during sperm formation
03.3 — Name the process in which a sperm cell joins an egg cell
09.1 — Suggest an advantage of growing genetically different tomato plants
09.2 — Suggest an advantage of growing genetically identical tomato plants
03.5 — Identify the process that produces new cells in runners
03.6 — Identify two substances that pass through runners to offspring plants
03.7 — Give one advantage of sexual reproduction for a plant
03.8 — Give one advantage of asexual reproduction for a plant
01.1 — Identify the part of a cell that contains chromosomes
08.2 — Name the section of DNA that codes for one protein
08.1 — Name the structures in the nucleus that contain DNA
08.3 — Give the term for the structure of a DNA molecule
08.5 — Give two benefits of understanding the human genome
07.1 — Describe the shape of a DNA molecule
07.7 — Suggest one advantage of DNA analysis for cancer patients and families
08.1 — Name the structures in the nucleus that contain DNA
08.6 — Identify what type of substance a gene codes for
01.7 — Name the chemical that alleles are made from
01.8 — Identify the part of the diet made of amino acids
08.3 — Identify how many amino acids a strand of DNA codes for
08.2 — Label parts of a DNA strand
08.4 — Identify how many amino acids a section of DNA could code for
07.2 — Identify the part of DNA that codes for an amino acid
07.3 — Identify the substance made when amino acids join
07.4 — Identify the name of the repeating unit in DNA
07.5 — Calculate the length of DNA in a cell, in millions of nanometres
07.6 — Convert a length of DNA into metres
08.2 — Name a labelled part of a DNA molecule
08.3 — Identify the type of substance labelled A, C, G and T in DNA
08.4 — Label the missing bases on a section of DNA
08.5 — Identify what is happening to the DNA in one part of a diagram
10.3 — Identify what a plant can make using phosphates
05.1 — Identify the name for A, C, G and T in DNA
05.2 — Calculate how many amino acids a DNA sequence codes for
08.4 — Complete a genetic diagram for cystic fibrosis and give the probability
08.5 — Identify the genotype of a parent
04.3 — Identify when a recessive allele is expressed
04.4 — Give the genotype of a pea plant from a family diagram
04.5 — Complete a Punnett square for a pea plant cross
04.6 — Draw a circle around a homozygous offspring
04.7 — Give the ratio of tall to short offspring
02.1 — Identify what a dominant allele is
02.2 — Complete a Punnett square for earlobe shape
02.3 — Identify the probability of a child having attached earlobes
03.3 — Identify what an allele is
03.4 — Identify the word that describes a genotype
03.5 — Complete a genetic diagram for an inherited disorder
03.6 — Draw a ring around the genotype of a child who will have the disorder
03.7 — Identify the chance of a child having the disorder
05.5 — Complete a Punnett square for a potato cross
05.6 — Draw a ring around a homozygous genotype
05.7 — Identify the percentage of offspring that will be resistant
01.1 — Identify what a recessive allele is
01.2 — State what a symbol missing from a family tree key would represent
01.3 — Complete a Punnett square for an inherited condition
01.4 — State the phenotype of a person with a given genotype
01.5 — Identify the percentage of offspring that will have the condition
01.6 — Identify the term that describes a given allele
08.1 — Give the genotype of a pea plant from a cross diagram
08.2 — Complete a Punnett square showing gametes and offspring genotypes
08.3 — Give the ratio of round to wrinkled seeds in the offspring
08.4 — State what heterozygous means
01.1 — Identify what a dominant allele is
01.2 — Identify the genotype of a white rabbit
01.3 — Complete a Punnett square showing gametes and offspring genotypes
01.4 — Draw a ring around a homozygous offspring
01.5 — Predict how many of four offspring will show the dominant phenotype
03.9 — Suggest how embryo screening helps people with a family history of a disorder
01.2 — Match types of human cell to the number of chromosomes they contain
01.3 — Draw a ring around an egg cell on an inheritance diagram
01.4 — Give the sex chromosome genotype of a male
01.5 — Identify the chance that a child will be a boy
02.4 — Complete a diagram of the inheritance of sex chromosomes
02.5 — Calculate the probability of a girl with attached earlobes
09.5 — Complete a Punnett square to show the inheritance of sex in dogs
09.6 — Explain why equal numbers of male and female offspring are expected
01.6 — State the number of X chromosomes in a male's body cells
01.7 — Predict how many of four offspring will be female
4.6.2Variation and evolution
03.4 — Identify what a mutation is
03.4 — Identify the term for an error in genetic material
03.8 — Name the term for a change in a gene
09.4 — Give a reason why genetically identical plants grow to different heights
09.1 — Define a mutation
05.3 — Identify the name for a change in DNA
10.3 — Explain how two types of rat snake evolved to suit different environments
03.5 — Describe the process of natural selection
07.3 — Identify the evidence used to classify two birds as different species
09.2 — Describe the process of natural selection
12.1 — Suggest two other reasons for selectively breeding cats
12.2 — Describe one problem caused by inbreeding
12.3 — Explain how selective breeding produced a cat that does not cause allergies
09.7 — Suggest two control variables for a chicken growth investigation
09.8 — Give the reason for using a large number of chickens
09.9 — Describe how to selectively breed a chicken variety for meat and eggs
02.7 — Describe how selective breeding could produce a less aggressive animal
09.7 — Suggest a concern about using a genetically modified rice
03.1 — Identify the part of a virus put into a yeast cell, from a diagram
03.2 — Identify the part of a virus made by a yeast cell, from a diagram
03.3 — Identify why a vaccine containing heat-treated viruses might be dangerous
03.5 — Suggest one advantage of using a weed killer on a GM crop
03.6 — Suggest one problem of using a weed killer on a GM crop
09.3 — Describe what tissue culture is
07.1 — Explain why a control tube was included in a root growth investigation
07.2 — Calculate how many times more concentrated one solution is than another
07.3 — Identify the best concentration of a chemical for root growth, from a figure
07.4 — Give evidence from a figure that a high concentration of a chemical may be toxic
07.5 — Explain why taking cuttings is better than growing seeds to get more of one plant type
4.6.3The development of understanding of genetics and evolution
10.1 — Identify who proposed that changes during an organism's life could be inherited
01.1 — Identify the two scientists who proposed evolution by natural selection
09.3 — Identify the scientists who proposed evolution by natural selection
08.1 — Match scientists to their significant work in genetics and evolution
04.1 — Identify the scientist who studied inheritance in pea plants
04.2 — Identify the chemical that makes up genetic material
08.5 — Suggest two reasons why Mendel's work was not recognised for many years
01.5 — Identify two pieces of evidence for evolution
07.4 — Identify two pieces of evidence that one species evolved from another
10.2 — Explain how a fossilised snake may have formed
03.1 — Give a reason why there are few fossils of the earliest life forms
03.2 — Suggest how a fossil was formed
06.5 — Give a reason why only the bones of an animal became fossils
06.6 — Suggest how scientists estimate when an extinct animal lived
01.2 — State what a fossil is
01.3 — Identify how a fossil footprint was formed
07.5 — Complete sentences about how fossils are formed
08.1 — Suggest how a fossil formed after an animal died
08.2 — Calculate the real length of a fossil animal from an image, in metres
10.4 — Give one reason why a species might become extinct
03.3 — Give two possible causes of extinction
05.2 — Suggest two reasons why the dodo became extinct after humans arrived
06.7 — Read when an animal became extinct from a timeline
06.8 — Determine how long two species existed together, in years
06.9 — Suggest two factors that may have caused an extinction
01.4 — Give two causes of extinction
07.6 — Give three possible causes of extinction
07.7 — Suggest why scientists cannot be sure what caused an extinction
02.5 — Give two possible causes of extinction
08.4 — Suggest two other possible causes of an extinction
04.5 — Identify an antibiotic the bacterium is resistant to, from a Petri dish
04.6 — Complete a sentence about the cause of antibiotic resistance
04.7 — Complete a sentence about why resistance spreads quickly in bacteria
04.8 — Suggest why antibiotic-resistant bacteria are a problem for farmers
05.4 — Calculate the mean rate of increase in cases of a resistant infection, from a graph
05.5 — Identify the word for bacteria not killed by antibiotics
05.6 — Suggest a reason for a fall in cases of a resistant infection
4.6.4Classification of living organisms
05.1 — Identify the genus of the dodo from its scientific name
06.1 — Identify the genus of an extinct animal from its scientific name
06.2 — Identify the domain an extinct animal belonged to
06.3 — Identify who developed the three-domain system
05.1 — Identify the genus of a fungus from its scientific name
07.1 — Complete a classification table for two species
07.2 — Identify the scientist who invented the classification system
07.3 — Identify the binomial name of a species from a table
07.2 — Identify the two most closely related birds from their scientific names
02.1 — Identify the largest classification group
02.2 — Identify the two groups that form a binomial name
02.3 — Identify when two animals last shared a common ancestor, from an evolutionary tree
02.4 — Identify the most distant relative of an animal, from an evolutionary tree
08.3 — Complete a classification table for an extinct reptile
4.7Ecology
4.7.1Adaptations, interdependence and competition
02.3 — Suggest why a prey population may increase when its predators die
02.4 — Identify the term for all the snails in a garden
01.4 — Explain why a prey population increases when its predators die
02.3 — Give two factors seedlings compete for
07.1 — Identify the term for all the organisms living in one habitat
07.4 — Describe how one bird population changed during a year
07.5 — Identify which species had the lowest resistance to a disease, from a graph
02.6 — Suggest one reason why wolves began to follow groups of humans
03.4 — Give three factors that weeds and crop plants compete for
02.8 — Name one abiotic factor
06.5 — Give three environmental factors that affect plant growth
04.6 — Give evidence from a table for different oxygen levels at two river sites
02.6 — Give one other abiotic factor that affects plant numbers
09.3 — Describe the effect of distance from a tree on soil water content
09.5 — Suggest three other abiotic factors that could affect daisy growth
04.2 — Describe two ways a graph shows that protozoa feed on bacteria
09.1 — Give two abiotic and two biotic factors affecting an earthworm population
11.5 — Suggest two reasons why tadpoles died
06.4 — Suggest an advantage of a long horn
03.3 — Explain how a change in fur colour increases an animal's chance of survival
07.6 — Identify which species migrates, with a reason from a graph
09.4 — Explain how its markings help a hoverfly survive
4.7.2Organisation of an ecosystem
02.1 — Name one consumer in a food chain
03.1 — State what a tape is used for in a quadrat investigation
03.2 — Suggest how to place quadrats randomly
03.3 — Identify two ways to make a quadrat estimate more valid
03.4 — Calculate the estimated number of plants in a field
03.5 — Identify the mode of a set of quadrat results
03.6 — Suggest which quadrat was in the shade of a tree, with a reason
06.1 — Suggest a method for placing quadrats
06.2 — Give the reason for the quadrat placement method
06.3 — Explain why water was sprayed on one side of a lawn
06.4 — Calculate a mean number of weeds from a table
06.5 — Calculate the percentage decrease in weeds after spraying
06.6 — Suggest an improvement to make quadrat results more valid, with a reason
07.4 — Calculate the mean number of Daphnia per cubic metre of pond water
07.5 — Estimate the number of Daphnia in the pond, in standard form
07.6 — Explain why one fertiliser concentration increased the Daphnia population
07.7 — Explain why a predator population would fall when fertiliser is added
01.3 — Name the process plants use to make glucose
06.1 — Identify how quadrats should be placed
06.2 — Calculate a mean percentage cover from a table
06.3 — Identify how a figure shows the percentage cover method is not accurate
06.4 — Suggest two improvements to make a quadrat estimate more valid
09.2 — Plan an investigation to compare earthworm numbers per m² in two areas (6-mark)
02.1 — Complete sentences naming the equipment used to sample plants on a lawn
02.2 — Identify how to choose sample locations
02.3 — Complete sentences about calculating area and mean from sample data
02.4 — Describe how sample results were used to estimate a population
02.5 — Identify how to improve the accuracy of a population estimate
03.1 — State the source of energy for grass
03.2 — Complete a table of feeding relationships from a food chain
03.4 — Suggest two reasons why a prey population increases, from a graph
03.5 — State the effect of more prey on a predator population
03.6 — Suggest why a predator population decreased, using a graph
11.1 — Suggest one improvement to a tadpole sampling method
11.2 — Calculate a missing value in a results table
11.3 — Plot total tadpole numbers against time and draw a line of best fit
11.4 — Calculate the percentage of tadpoles remaining at one time, from a graph
06.1 — Identify where a producer gets its energy from
06.6 — Complete a tally table of organisms in a sample
09.1 — Suggest why soil was heated until there was no further change in mass
09.2 — Calculate the percentage of water in a soil sample, to the nearest whole number
09.4 — Describe two changes that would increase the validity of a conclusion
11.4 — Explain how carbon in dead leaves is recycled into new leaf growth (6-mark)
10.5 — Give a biological process that could lower carbon dioxide levels in summer
11.1 — Explain why a gardener might be against anaerobic composting
11.2 — Determine a carbon to nitrogen ratio
11.3 — Identify the best material for compost, with a justification
11.5 — Give three possible reasons why one strawberry decayed faster
04.1 — Identify two types of organism that cause decay
04.2 — Explain how oxygen and temperature affect the rate of decay
04.3 — Give one other environmental factor needed for decay
04.4 — Identify the main fuel gas in biogas
04.5 — Read the percentage of a gas in biogas from a chart
04.6 — Explain why a farmer spreads partly decayed plant material on fields
08.1 — Name two types of microorganism that cause decay
08.3 — Give one way to measure the pH of decaying milk
08.4 — Give two control variables for a milk decay investigation
08.5 — Identify which milk stays fresh longest at one temperature, from a graph
08.6 — Describe the effect of temperature on the time for milk to reach pH 5, using data
08.7 — Suggest why milk reaches pH 5 sooner at the higher of two temperatures
08.8 — Suggest two reasons why different milks took different times to reach pH 5
08.9 — Identify how to develop the investigation to test a food poisoning claim
09.1 — Suggest how to keep milk at a constant temperature for five days
09.2 — Give one variable to keep constant in a milk decay investigation
09.3 — Plot pH against time for decaying milk and draw a line of best fit
09.4 — Sketch the expected pH line for milk at a higher temperature
11 — Describe how microorganisms in a compost heap recycle chemicals for plants (6-mark)
05.1 — Identify the other type of organism that causes decay
05.2 — Identify the dependent variable in a milk decay investigation
05.3 — Identify how to keep milk at a constant temperature
05.5 — Identify why the pH stopped falling, from a graph
05.6 — Give one reason why digestion of fat in milk is faster at a higher temperature
05.7 — Calculate a rate of pH change from a graph
05.8 — Calculate how many times faster one rate is than another
10.1 — Explain why dead plant remains in a peat bog do not decay
07.1 — Calculate the percentage of carbon dioxide in biogas, from a chart
07.2 — Give evidence from a graph to support three conclusions about biogas production
07.3 — Complete sentences about the effect of adding fish fat on biogas, from a table
07.4 — Suggest why a farmer would not add fish fat to a biogas generator
07.5 — Explain why a farmer spreads leftover manure on fields
4.7.3Biodiversity and the effect of human interaction on ecosystems
05.3 — Identify the meaning of biodiversity in a river
09.1 — Calculate how many times the human population increased, from a graph
09.2 — Calculate the mean annual increase in human population
09.3 — Predict a future human population by extrapolating a graph
05.4 — Explain why biodiversity in a river decreased after pesticide spraying
04.1 — Identify the organism that increased most rapidly after sewage entered a river, from a graph
04.5 — Complete a bar chart of animal numbers at two river sites
10.5 — Explain how destroying peat bogs affects atmospheric temperature
05.1 — Determine the total area of forest lost from a chart
05.2 — Identify possible reasons for an increase in forest loss
05.3 — Complete sentences about how forest loss affects atmospheric gases
05.4 — Identify two negative effects of deforestation
05.3 — Suggest one use of land after rainforest is cleared
05.4 — Identify why removing trees increases atmospheric carbon dioxide
01.6 — Identify two reasons why insect-based dog food is more sustainable than beef
10.1 — Complete a table of trends in carbon dioxide and air temperature from a graph
10.2 — Explain how more atmospheric carbon dioxide could raise air temperature
10.3 — Evaluate evidence for and against carbon dioxide causing a rise in air temperature
10.4 — Give a human activity that could raise carbon dioxide levels in winter
10.6 — Give two effects of a rise in global temperature on living organisms
05.5 — Identify the effect of more carbon dioxide on global air temperature
07.1 — Describe two patterns in atmospheric carbon dioxide, using data
07.2 — Give two human activities that affect atmospheric carbon dioxide
07.3 — Explain how rising carbon dioxide could affect living organisms
05.5 — Give one way of reducing the negative effects of humans on ecosystems
05.6 — Calculate how long it takes to cut down all areas in a sustainable forestry plan
05.7 — Explain how a sustainable forestry pattern protects biodiversity
4.7.4Trophic levels in an ecosystem (biology only)
02.2 — Name one carnivore in a food chain
01.1 — Match scientific terms to organisms in a food chain
07.1 — Identify the term that describes an organism in a pond food chain
01.1 — State the trophic level of the dog in a food chain
01.2 — Match organisms in a food chain to their positions
06.2 — Name a primary consumer in a food web
02.5 — Identify the correct pyramid of biomass for a food chain
07.2 — Draw and label a pyramid of biomass for a pond food chain
01.5 — Identify the correct pyramid of biomass for a food chain
03.3 — Identify the correct pyramid of biomass for a food chain
06.3 — Identify the correct pyramid of biomass for a food web
02.6 — Calculate the energy transferred to the next trophic level
02.7 — Identify one reason why only some energy passes to the next trophic level
01.2 — Calculate the percentage of biomass transferred between two trophic levels
01.3 — Complete sentences about how biomass is lost from a food chain
07.3 — Give a reason why biomass differs between two trophic levels
01.4 — Identify one reason why not all biomass passes to the next trophic level
03.7 — Give two ways biomass is lost when a herbivore eats grass
10.2 — Identify the approximate biomass passed to primary consumers
06.4 — Identify the percentage of biomass passed along a food chain
06.5 — Identify two ways energy is lost from organisms in a food chain
4.7.5Food production (biology only)
09.5 — Describe why more land is farmed and how farming has reduced biodiversity (6-mark)
04.1 — Calculate a total energy input from a table
04.2 — Calculate the percentage efficiency of keeping cows indoors
04.3 — Identify why keeping cows indoors is more energy efficient
04.4 — Suggest why diseases spread more quickly when cows are kept indoors
09.4 — Describe how fishing quotas help restore fish stocks
03.4 — Calculate the percentage decrease in herring biomass from a graph
03.5 — Describe the change in herring biomass after conservation laws, using data
03.6 — Explain how controlling net mesh size helps conserve fish stocks
07.1 — Explain why a fermenter is sterilised before use
07.2 — Identify the temperature at which a fungus grows fastest
07.4 — Suggest why it is useful for air bubbles to mix the contents of a fermenter
07.5 — Identify the mass of mycoprotein with the same protein as a portion of chicken
09.6 — Identify the advantage of a genetically modified rice
4.1Cell biology (Paper 1 topic)
4.1.1Cell structure
03.7 — Measure the length of an embryo on an image
03.8 — Calculate the real length of an embryo in micrometres
4.2Organisation (Paper 1 topic)
4.2.2Animal tissues, organs and organ systems
05.3 — State what would happen to insulin taken as a tablet in the stomach
08.2 — Name the product of lipid breakdown that lowers the pH of milk
05.4 — Identify the acid produced when fats are digested
4.2.3Plant tissues, organs and systems
06.3 — Identify two substances a root absorbs more of when it grows downwards
4.4Bioenergetics (Paper 1 topic)
4.4.1Photosynthesis
03.1 — Identify two substances algae need for photosynthesis
03.2 — Identify the energy source for photosynthesis
04.4 — Explain why oxygen concentration rises as algae increase
10.4 — Identify what a plant can make using nitrogen
4.4.2Respiration
07.3 — Explain why a fungus needs glucose and oxygen
11.2 — Identify the metabolic process that produces water
05.2 — Identify how growing near the surface helps a fungus respire
04.3 — Name the process in living organisms that uses oxygen
06.4 — Identify the process that releases energy from stored food
06.5 — Suggest one use of energy in an animal's body
11.4 — Explain why more water is lost by breathing during a race
06.3 — Complete sentences about making and removing carbon dioxide during exercise
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