4.5Homeostasis and response
4.5.1Homeostasis
08.1 — Explain the term homeostasis
4.5.2The human nervous system
06.1 — Suggest two ways to improve a ruler-drop method for valid results
06.2 — Identify the median ruler-drop distance
06.3 — Calculate a mean reaction time to 3 significant figures
06.4 — Give two reasons why a computer reaction test is more valid than a ruler drop
01.1 — Identify two examples of reflex actions
01.5 — Describe how the structures in a reflex arc coordinate a reflex action (6-mark)
06.1 — Define a reflex action
06.2 — Describe how the nervous system coordinates a reflex to a hot object (6-mark)
02.6 — Plan an investigation into the effect of coffee on reaction time
05.1 — Suggest two improvements to a ruler-drop reaction time method
07.1 — Identify the median ruler-drop result
07.2 — Calculate a mean reaction time in milliseconds, to 3 significant figures
07.3 — Describe two ways to improve a ruler-drop investigation
07.4 — Describe how the nervous system coordinates catching a falling ruler (6-mark)
06.5 — Suggest which part of the brain is damaged, from memory and language symptoms
06.6 — Suggest which part of the brain is damaged, from balance symptoms
06.1 — Identify the part of the brain used for balance
06.2 — Name the part of the brain responsible for decisions
06.3 — Suggest how an fMRI scanner could help investigate brain damage
05.1 — Describe and explain changes in the pupil and iris as light levels change
05.2 — Explain how glasses correct a vision defect, from diagrams
01.2 — Name a stimulus that changes the size of the pupil
01.3 — Name the structure that changes the size of the pupil
01.4 — Describe how this structure changes the size of the pupil
04.1 — Explain how the eye adjusts to focus on a nearer object (6-mark)
04.2 — Explain why a long-sighted person has difficulty seeing near objects
04.3 — Describe how spectacle lenses correct long-sightedness
06.4 — Describe how the brain receives information about light entering the eye
02.1 — Identify the term for adjusting focus from a distant to a near object
02.2 — Identify where the image is focused in the eye
02.3 — Identify the muscle that contracts when focusing on a near object
02.4 — Describe the change in lens shape when focusing on a near object
02.5 — Describe how the iris muscles respond when moving into bright light
03.3 — Explain why more water is lost through the skin during a race
03.1 — Give the reason the person should not move during the investigation
03.2 — Identify a person's normal internal body temperature from a graph
03.3 — Explain why the temperature near the brain fell after a cold drink
03.4 — Identify how the thermoregulatory centre sends information to sweat glands
03.5 — Explain how a change in sweating rate helps maintain body temperature
03.6 — Identify what causes the skin to look red during exercise
08.1 — Compare body temperature variation in an echidna and a human, using data
08.2 — Explain why lower body temperature helps an echidna during hibernation
08.3 — Explain why an active echidna has a higher body temperature
08.4 — Explain how dilation of skin blood vessels lowers body temperature
08.5 — Calculate the daily volume of sweat lost, in dm³
4.5.3Hormonal coordination in humans
06.3 — Give three differences between endocrine and nervous coordination
05.2 — Give two differences between endocrine and nervous coordination
05.3 — Name a hormone produced by a labelled gland
05.4 — Name a hormone produced by a second labelled gland
04.1 — Name another hormone made by the pituitary gland
09.1 — Explain how blood glucose is controlled in a person without diabetes
09.2 — Compare the causes and treatments of the two types of diabetes
09.3 — Calculate the percentage of the UK population estimated to have diabetes, to 2 significant figures
09.4 — Suggest why a blood test is more reliable than a urine test for diabetes
09.5 — Suggest why patients fast before a glucose tolerance test
09.6 — Identify which patient has diabetes from glucose tolerance results, with a justification
08.1 — Explain how insulin and glucagon control blood glucose after a meal
08.2 — Explain why Type 2 diabetics often have high blood insulin
08.3 — Suggest three variables to control in a drug trial
08.4 — Identify the most precise result from means and standard deviations
08.5 — Evaluate a claim about combined drug treatments using standard deviations (6-mark)
03.1 — Identify a time when blood insulin would be high, from a glucose graph
03.2 — Explain the effect of a high insulin concentration on blood glucose
03.3 — Identify a person's weight category from a height–mass chart
03.4 — Give the healthy body mass range for a given height, from a chart
03.5 — Give two ways blood test results suggest Type 2 diabetes
03.6 — Give two ways to reduce the chance of developing Type 2 diabetes
09.1 — Give two conclusions about Type 2 diabetes from a graph
09.2 — Identify a mean value after 12 weeks of drug treatment, from a graph
09.3 — Evaluate the methods and usefulness of two diabetes drugs (6-mark)
03.1 — Calculate the volume of water lost in faeces from a chart
06.1 — Identify the gland that releases the hormone controlling water loss
06.2 — Identify the hormone that helps the kidneys control water loss
06.3 — Explain how the gland and kidneys reduce water loss in a desert
06.4 — Explain two biological reasons why a kidney transplant is better than dialysis
05.3 — Identify the organ where amino acids are broken down to urea
05.5 — Explain why the toxic substance appears in urine
08.6 — Suggest why an athlete in a hot climate takes salt tablets
05.3 — Explain how a fall in ADH concentration changes urine, using data
08.2 — Describe what happens to glucose, protein and urea in the kidneys
08.3 — Explain how ADH affects the production and concentration of urine
10.2 — Describe the roles of FSH and LH in the menstrual cycle
06.4 — Describe how hormones control the menstrual cycle
07.1 — Give evidence from a graph that follicles release oestrogen
07.3 — Explain why a lack of FSH caused underdeveloped breasts
10.3 — Explain why missing a progesterone-only pill reduces its success rate
08.6 — Suggest why IVF and embryo transfer were used instead of natural mating
07.2 — Calculate the number of follicles in the ovaries, to the nearest whole number
05.6 — Explain the use of hormones in contraception and infertility treatment (6-mark)
10.1 — Suggest the effects of an overactive thyroid gland
05.1 — Explain how negative feedback controls the concentration of a substance, from a diagram
05.2 — Explain how thyroxine production raises body temperature
05.5 — Describe two effects of adrenaline on the body
4.5.4Plant hormones (biology only)
06.1 — Identify why seedlings were surrounded by damp blotting paper
06.2 — Explain how the rotating apparatus acts as a control
06.3 — Suggest why a calculated mean length change is not valid
06.4 — Suggest how to obtain a more valid mean length change
06.5 — Explain how a root hormone causes different growth in two seedlings
03.1 — Name another plant tropism and its stimulus
03.2 — Plan an investigation into the effect of one-sided light on seedling growth (6-mark)
03.3 — Explain how phototropism in a shoot helps a plant to survive
03.2 — Describe two improvements to a seedling light investigation
03.3 — Suggest how to measure the length of a curved seedling
03.4 — Explain the different growth on the two sides of a seedling facing a lamp
09.1 — Suggest two control variables for a shoot phototropism investigation
09.2 — Describe how two experiments act as controls
09.3 — Give two conclusions from ink marks on a growing shoot
09.4 — Name the type of response shown by a seedling
09.5 — Describe evidence that supports a hypothesis about auxin movement
09.6 — Give evidence that auxin is not broken down by light
04.1 — Give the reason seedlings were kept in the dark
04.2 — Identify two reasons for using damp blotting paper around seedlings
04.3 — Explain why a control apparatus is needed
04.4 — Complete a drawing of a root and its ink marks after 24 hours
04.5 — Describe how a root in the control apparatus would look different
04.6 — Explain how auxin causes the result in the test apparatus
03.1 — Define geotropism
03.2 — Plan an investigation into the effect of light direction on seedling growth (6-mark)
03.3 — Name the hormone that controls the response to light direction
03.4 — Identify how the hormone controls the response to light direction
03.5 — Explain how a response to light helps a plant survive
06.6 — Match plant hormones to their uses in horticulture
03.1 — Identify two uses of gibberellins
03.5 — Explain why fruit ripens faster when stored with bananas
04.7 — Give two uses of auxin
04.8 — Suggest two reasons for spraying an apple tree with gibberellin
4.6Inheritance, variation and evolution
4.6.1Reproduction
01.1 — Complete a table comparing sexual and asexual reproduction
01.2 — Name the male gamete in flowering plants
06.5 — Explain why offspring produced by runners are genetically identical
06.6 — Explain why offspring produced from seeds are not genetically identical
05.1 — Classify statements as true for mitosis, meiosis or both
05.1 — Describe three differences between mitosis and meiosis
05.2 — Describe one similarity between mitosis and meiosis
01.7 — Identify the mass of DNA in a sperm cell
01.8 — Identify the type of cell division that produces sperm
01.3 — Identify when DNA is being copied, from a graph of DNA mass during meiosis
01.4 — Identify the two times when cells divide during meiosis, from a graph
01.5 — Identify the mean mass of DNA in a sperm cell, from a graph
01.6 — Identify the mean mass of DNA in an embryo cell, from a graph
08.1 — Put the stages of meiosis in the correct order
08.2 — Give the number of chromosomes at the start and end of meiosis
08.3 — Explain why the change in chromosome number in meiosis is important
08.4 — Describe how meiosis produces genetically different cells
06.1 — Identify which cell division in sperm formation is mitosis
06.2 — Identify two genetically identical cells in a diagram of sperm formation
06.3 — Give the number of chromosomes in a sperm cell
05.2 — Suggest two advantages of asexual reproduction for bluebells
05.3 — Explain why sexual reproduction is an advantage for bluebells
03.1 — Suggest an advantage of growing genetically different tomato plants
03.2 — Suggest an advantage of growing genetically identical tomato plants
06.7 — Describe two advantages of asexual reproduction for strawberry plants
06.8 — Describe two advantages of sexual reproduction for strawberry plants
02.1 — Name the structures in the nucleus that contain DNA
02.3 — Give the term for the structure of a DNA molecule
02.5 — Give two benefits of understanding the human genome
01.1 — Name the structures in the nucleus that contain DNA
01.6 — Identify what type of substance a gene codes for
07.1 — Identify a labelled part of a DNA structure
07.2 — Identify which DNA bases pair together
07.3 — Explain how a DNA mutation could stop an enzyme working
08.4 — Explain how a change of one amino acid could stop an enzyme working
02.2 — Label parts of a DNA strand
02.4 — Identify how many amino acids a section of DNA could code for
04.1 — Explain why DNA is described as a polymer
04.2 — Describe the structure of a nucleotide
04.3 — Calculate the total length of DNA double helix in a body cell, in metres
04.4 — Describe how non-coding DNA can affect gene expression
01.2 — Name a labelled part of a DNA molecule
01.3 — Identify the type of substance labelled A, C, G and T in DNA
01.4 — Label the missing bases on a section of DNA
01.5 — Identify what is happening to the DNA in one part of a diagram
08.1 — Give the reason why a mutation in the haemoglobin gene could be harmful
08.2 — Calculate the proportion of red blood cells with an altered shape
08.5 — Identify the type of substance labelled A, C, G and T in DNA
08.6 — Count the nucleotides shown in a section of DNA
02.3 — Identify what a plant can make using phosphates
08.3 — Explain how a single base change could stop an enzyme working
08.6 — Explain the advantage of producing melanin in skin exposed to bright sunlight
07.4 — Use a Punnett square to find the probability of a child inheriting syndrome H
08.2 — Identify the number of phenotypes from one pair of alleles
08.3 — Give evidence that milk fat is controlled by several genes
08.5 — Give evidence from a family chart that an animal is heterozygous
08.7 — Draw a Punnett square for a low-fat milk cross and identify offspring phenotypes
05.2 — Give the genotype of F1 red-flowered pea plants
05.3 — Give the genotype of a white-flowered snapdragon
05.4 — Draw a Punnett square for a cross between two pink-flowered snapdragons
05.5 — Give the expected percentage of pink-flowered offspring
05.3 — Give and explain a person's genotype from a family tree
05.4 — Use a Punnett square to find the probability of a child inheriting a disorder
08.3 — Use a Punnett square to find the probability of a girl with sickle cell trait
09.4 — Give evidence from a graph that more than one gene controls beak depth
05.1 — Give evidence from a family tree that a condition is recessive
05.2 — Use a Punnett square to find the probability of a child inheriting MSUD
07.4 — Use a Punnett square to show how parents could have a child who cannot make FSH
07.5 — Explain why the probability of a child making FSH is 0.5
06.1 — Define a dominant allele
06.2 — Explain how a family tree shows a person is heterozygous
06.3 — Use a Punnett square to explain a probability of inheriting polydactyly
06.4 — Explain why cystic fibrosis is rarer than carrying the allele
08.1 — Give a rabbit's genotype from the offspring it produced, with a reason
08.2 — Use a Punnett square to find the probability of white offspring
05.4 — Explain why a missing enzyme leads to a toxic substance building up in the blood
05.6 — Explain why a person with MSUD needs a low-protein diet
05.5 — Explain how a family tree shows an allele is not on the Y chromosome
03.5 — Complete a Punnett square to show the inheritance of sex in dogs
03.6 — Explain why equal numbers of male and female offspring are expected
06.4 — Identify how many cells in a diagram contain a Y chromosome
4.6.2Variation and evolution
08.4 — Evaluate whether carrying the sickle cell allele is an advantage where malaria occurs
09.3 — Give evidence from a graph that beak depth is inherited
07.1 — Define a mutation
03.4 — Give a reason why genetically identical plants grow to different heights
01.1 — Define a mutation
08.4 — Explain why a Himalayan rabbit's fur is white for the first four weeks
08.5 — Explain why a Himalayan rabbit develops dark extremities after four weeks
01.3 — Explain how two types of rat snake evolved to suit different environments
06.5 — Explain how birds able to detect UV light evolved (6-mark)
09.5 — Explain what might cause different beak-depth ranges on two islands (6-mark)
01.3 — Identify the evidence used to classify two birds as different species
01.2 — Describe the process of natural selection
03.1 — Suggest two other reasons for selectively breeding cats
03.2 — Describe one problem caused by inbreeding
03.3 — Explain how selective breeding produced a cat that does not cause allergies
08.8 — Describe how to selectively breed cattle for large volumes of low-fat milk
03.7 — Suggest two control variables for a chicken growth investigation
03.8 — Give the reason for using a large number of chickens
03.9 — Describe how to selectively breed a chicken variety for meat and eggs
02.7 — Suggest a concern about using a genetically modified rice
09.2 — Suggest two concerns about using GM soya
04.3 — Describe how a human gene is transferred into bacteria
04.4 — Suggest two reasons for using genetically engineered growth hormone
05.6 — Give reasons for steps in a plant tissue culture technique
05.7 — Explain why tissue culture produces plants identical to the parent
03.3 — Describe what tissue culture is
4.6.3The development of understanding of genetics and evolution
01.1 — Identify who proposed that changes during an organism's life could be inherited
09.3 — Suggest how lemur ancestors reached Madagascar
09.4 — Describe how lemur ancestors may have evolved into separate species
01.3 — Identify the scientists who proposed evolution by natural selection
4.6.3.3 The understanding of genetics (biology only) (not assessed in these 9 papers)
09 — Explain how fossils and genetics have developed our understanding of evolution (6-mark)
01.2 — Explain how a fossilised snake may have formed
08.3 — Give three reasons why the fossil record is unclear for older species
01.1 — Suggest how a fossil formed after an animal died
01.2 — Calculate the real length of a fossil animal from an image, in metres
01.4 — Give one reason why a species might become extinct
08.1 — Determine how long two extinct mammals coexisted, from a timeline
08.2 — Suggest how the extinction of a predator could lead to the extinction of its prey
08.4 — Evaluate the claim that humans caused mass extinctions, using data (6-mark)
08.5 — Give a disadvantage and an advantage of mass extinctions for evolution
01.4 — Suggest two other possible causes of an extinction
4.6.3.7 Resistant bacteria (not assessed in these 9 papers)
4.6.4Classification of living organisms
09.1 — Complete the classification groups for the ring-tailed lemur
09.2 — Give the binomial name of the ring-tailed lemur
05.1 — Give evidence from a classification table that two species are closely related
09.1 — Complete the classification groups for two finch species
09.2 — Give the binomial name of a finch
01.2 — Identify the two most closely related birds from their scientific names
01.3 — Complete a classification table for an extinct reptile
4.7Ecology
4.7.1Adaptations, interdependence and competition
09.6 — Suggest why two finch species can both live on one island
01.1 — Identify the term for all the organisms living in one habitat
01.4 — Describe how one bird population changed during a year
01.5 — Identify which species had the lowest resistance to a disease, from a graph
04.4 — Give two other environmental factors that affect plant growth
02.3 — Describe the effect of distance from a tree on soil water content
02.5 — Suggest three other abiotic factors that could affect daisy growth
05.1 — Classify factors affecting daisy growth as biotic or abiotic
02.1 — Give two abiotic and two biotic factors affecting an earthworm population
03.5 — Suggest two reasons why tadpoles died
01.6 — Identify which species migrates, with a reason from a graph
01.4 — Explain how its markings help a hoverfly survive
4.7.2Organisation of an ecosystem
04.1 — Explain why quadrats were placed at random positions
04.2 — Estimate a dandelion population from quadrat data, in standard form
04.3 — Plan an investigation into the effect of light intensity on dandelion numbers (6-mark)
08.1 — Give the mean percentage of milk fat from a frequency chart
01.4 — Calculate the mean number of Daphnia per cubic metre of pond water
01.5 — Estimate the number of Daphnia in the pond, in standard form
01.6 — Explain why one fertiliser concentration increased the Daphnia population
01.7 — Explain why a predator population would fall when fertiliser is added
07.1 — Plan an investigation to estimate a ragwort population in a field
05.2 — Explain how to decide where to place a quadrat
05.3 — Calculate the number of daisy plants on a lawn, to 3 significant figures
05.4 — Give two reasons why a population estimate from quadrats may not be accurate
07.4 — Complete a five-organism food chain from a food web
02.2 — Plan an investigation to compare earthworm numbers per m² in two areas (6-mark)
07.2 — Count algal cells in a counting-grid square using given rules
07.3 — Calculate the number of algal cells per mm³ of undiluted pond water
07.4 — Suggest why pond water was diluted before counting
07.5 — Explain how a thin coverslip would affect the cell count
03.1 — Suggest one improvement to a tadpole sampling method
03.2 — Calculate a missing value in a results table
03.3 — Plot total tadpole numbers against time and draw a line of best fit
03.4 — Calculate the percentage of tadpoles remaining at one time, from a graph
02.1 — Suggest why soil was heated until there was no further change in mass
02.2 — Calculate the percentage of water in a soil sample, to the nearest whole number
02.4 — Describe two changes that would increase the validity of a conclusion
02.4 — Explain how carbon in dead leaves is recycled into new leaf growth (6-mark)
02.5 — Give a biological process that could lower carbon dioxide levels in summer
06.1 — Name a process in the water cycle
06.3 — Give two uses of water in plants
04.1 — Describe how carbon and nitrogen in dead leaves are recycled and used by trees (6-mark)
06.1 — Explain changes in rainforest carbon dioxide levels at two times of day
02.1 — Explain why a gardener might be against anaerobic composting
02.2 — Determine a carbon to nitrogen ratio
02.3 — Identify the best material for compost, with a justification
02.5 — Give three possible reasons why one strawberry decayed faster
04.1 — Give a safety precaution for an investigation using mould spores
04.2 — Describe how to test a hypothesis about temperature and mould growth
04.3 — Give one control variable for a mould growth investigation
04.4 — Determine the rate of mould growth from a graph
04.5 — Give a conclusion about decomposition from a graph
07.4 — Explain why fish died after untreated sewage entered a river
01.1 — Name two types of microorganism that cause decay
01.3 — Give one way to measure the pH of decaying milk
01.4 — Give two control variables for a milk decay investigation
01.5 — Identify which milk stays fresh longest at one temperature, from a graph
01.6 — Describe the effect of temperature on the time for milk to reach pH 5, using data
01.7 — Suggest why milk reaches pH 5 sooner at the higher of two temperatures
01.8 — Suggest two reasons why different milks took different times to reach pH 5
01.9 — Identify how to develop the investigation to test a food poisoning claim
02.1 — Suggest how to keep milk at a constant temperature for five days
02.2 — Give one variable to keep constant in a milk decay investigation
02.3 — Plot pH against time for decaying milk and draw a line of best fit
02.4 — Sketch the expected pH line for milk at a higher temperature
04 — Describe how microorganisms in a compost heap recycle chemicals for plants (6-mark)
04.2 — Suggest one improvement to a milk decay method
04.3 — Plot pH data for milk at one temperature and draw a line of best fit
04.4 — Use a tangent to compare rates of pH change at two temperatures
04.5 — Explain why milk pH changes faster at higher temperatures
02.1 — Explain why dead plant remains in a peat bog do not decay
4.7.2.4 Impact of environmental change (biology only) (HT only) (not assessed in these 9 papers)
4.7.3Biodiversity and the effect of human interaction on ecosystems
06.3 — Explain why regeneration results were presented as percentages
06.4 — Give a conclusion about rainforest regeneration from a graph
06.5 — Give two reasons why greater tree diversity increases animal diversity
05.2 — Define biodiversity
02.1 — Calculate how many times the human population increased, from a graph
02.2 — Calculate the mean annual increase in human population
02.3 — Predict a future human population by extrapolating a graph
04.1 — Name a substance that causes air pollution
04.2 — Name three substances that cause water pollution
04.3 — Describe how air and water pollutants harm humans and other organisms (6-mark)
02.5 — Explain how destroying peat bogs affects atmospheric temperature
05.1 — Give two uses of peat
05.3 — Explain how destroying peat bogs affects biodiversity locally and globally (6-mark)
06.2 — Explain why replacing rainforest with maize raises carbon dioxide levels, using data
02.1 — Complete a table of trends in carbon dioxide and air temperature from a graph
02.2 — Explain how more atmospheric carbon dioxide could raise air temperature
02.3 — Evaluate evidence for and against carbon dioxide causing a rise in air temperature
02.4 — Give a human activity that could raise carbon dioxide levels in winter
02.6 — Give two effects of a rise in global temperature on living organisms
4.7.3.6 Maintaining biodiversity (not assessed in these 9 papers)
4.7.4Trophic levels in an ecosystem (biology only)
01.1 — Identify the term that describes an organism in a pond food chain
07.2 — Name a primary consumer in a food web
07.3 — Name a producer in a food web
07.1 — Draw a pyramid of biomass to scale from food chain data
01.2 — Draw and label a pyramid of biomass for a pond food chain
07.1 — Sketch and label a pyramid of biomass for an insect-based food chain
07.2 — Draw a pyramid of biomass for maize and chickens to scale
07.2 — Calculate the percentage of biomass lost along a food chain, to 2 significant figures
07.3 — Give one way biomass is lost between trophic levels
01.3 — Give a reason why biomass differs between two trophic levels
07.2 — Describe two reasons why not all insect biomass becomes dog biomass
07.5 — Give two reasons why biomass is lost between trophic levels
06.4 — Calculate how many times more efficient a cow is than grass, to 3 significant figures
02.2 — Identify the approximate biomass passed to primary consumers
07.3 — Calculate the ratio of chicken biomass to maize biomass
07.4 — Explain what happens to the biomass chickens cannot use
4.7.5Food production (biology only)
08.3 — Calculate the percentage decrease in seals caught
08.4 — Suggest two reasons why a newspaper's food security conclusion might be wrong
02.5 — Describe why more land is farmed and how farming has reduced biodiversity (6-mark)
07.3 — Explain how insect-based dog food could improve human food security
08.1 — Suggest two disadvantages of intensive pig farming
08.2 — Explain how intensive pig farming increases food production efficiency
06.5 — Give two reasons why rearing cows indoors is more energy-efficient
06.6 — Suggest two disadvantages of rearing cows indoors
07.1 — Calculate the land area needed to feed chickens, in m², to 3 significant figures
07.5 — Identify the amino acids present in higher proportions in an improved maize
07.6 — Suggest why less of one amino acid does not slow chicken growth
02.4 — Describe how fishing quotas help restore fish stocks
07.6 — Calculate the percentage decrease in herring biomass from a graph
07.7 — Evaluate the effect of fishing laws on herring stocks, using data (6-mark)
07.5 — Explain the advantage of making crop plants resistant to a herbicide
02.6 — Identify the advantage of a genetically modified rice
09.1 — Explain how GM herbicide-resistant soya and a herbicide can increase yield (6-mark)
4.1Cell biology (Paper 1 topic)
4.1.1Cell structure
07.2 — Explain why the rate of bacterial reproduction increased early in growth
07.3 — Suggest three ways to keep a high rate of bacterial reproduction
07.4 — Use tangents to compare rates of bacterial reproduction at two times
4.2Organisation (Paper 1 topic)
4.2.2Animal tissues, organs and organ systems
01.2 — Name the product of lipid breakdown that lowers the pH of milk
04.2 — Explain what would happen to a protein hormone taken as a tablet
4.2.3Plant tissues, organs and systems
06.2 — Name the process by which roots absorb water
4.4Bioenergetics (Paper 1 topic)
4.4.1Photosynthesis
07.1 — Describe how algae obtain energy
02.4 — Identify what a plant can make using nitrogen
4.4.2Respiration
03.2 — Identify the metabolic process that produces water
03.4 — Explain why more water is lost by breathing during a race
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