Subject: Biology.

Key stage 5, Year 12

Learners choosing the AS Biology geography subject will have ideally been taught lessons at key stage 4 that
have prepared them for the rigours of this two-year programme. The BIS Key Stage 4 lessons are designed
around our six curriculum design principles:

● Biology AS aims to give students knowledge and understanding of biological facts, concepts and
principles. They will develop an appreciation of the importance of accurate experimental work in
scientific method and reporting as well as forming hypotheses and designing experiments to test them.
Students will develop an
enjoyment and an interest in the study of living organisms. .

Biology is the study of living organisms and how these interact with each other and their environments.
Biology is really a multidisciplinary subject that is made of many different and interdependent fields. Biology
explores how living systems are constructed, as well as how they develop, communicate, interact, reproduce,
defend themselves, and shape the biophysical environment around them. Biologists are constantly looking to
understand links between different disciplines of biology and in this sense evolution is a unifying concept in
biology. Never before in the history of science has it been more exciting and fascinating to study the
biological sciences; the opportunities and potential to comprehend and problem-solve are endless.

At Advanced Level, the subject is made up of major core components such as cell biology, biochemistry,
physiology, microbiology, genetics, ecology and evolution. At degree level these macro-sub disciplinary areas
further divide into further interesting topics, such as
medical genetics, microbial genetics,
molecular genetics and ecological genetics, which are just some branches of genetics. All of this
demonstrates that biology really is the science that is undergoing an incredible and

exciting revolution in our understanding, one that started in the 20th century with the elucidation of the
structure of DNA, and now continues in the 21st century with the completion of the Human Genome Project,
and the emergence of disciplines such as proteomics, genomics and synthetic biology. The subject of biology
is never dull or static. For example, disciplines such as neuroscience, immunology and regenerative medicine
(bioengineering) are just some of the exciting and fascinating undergraduate courses that students, who
have completed their A Levels, can aspire to. It is also important to note that degree and non-degree
apprenticeships in the Biological Sciences are also becoming more prevalent and popular.
Subject: Biology Year group: 12

Learning support Resources Weblinks we recommend

The AS Biology Syllabus 1. **Cambridge International AS and A Level Biology Coursebook**:
[Cambridge University Press](https://www.cambridge.org/)
Learner guide – This details precisely what students should know and is
organized by topic 2. **Khan Academy Biology**: [Khan Academy]
(https://www.khanacademy.org/science/biology)
Textbooks:
3. **BBC Bitesize Biology**: [BBC Bitesize]
Cambridge International AS & A Level Biology Digital Coursebook (2 (https://www.bbc.co.uk/bitesize/examspecs/zqnc6sg)
Years)
4. **Biology Online**: [Biology Online]
ISBN: 9781108796514 (https://www.biologyonline.com/)

5. **Past Papers and Mark Schemes**: [Cambridge Assessment

International Education]
Skills Booklet – Students work through this at home (https://www.cambridgeinternational.org/programmes-and-
qualifications/cambridge-international-as-and-a-level-biology-9700/
Seneca Learning – This is an online learning platform. Teachers assign work
past-papers/)
which students should complete at home.
6. **Bozeman Science**: [Bozeman Science YouTube Channel]
Google classrooms. Students can access other reading material and complete
assignments in their own subject classrooms. (https://www.youtube.com/user/bozemanbiology)

Youtube. Video links approved by the biology department 7. **CrashCourse Biology**: [CrashCourse Biology Playlist]
(https://www.youtube.com/playlist?list=PL3EED4C1D684D3ADF)

8. **Amoeba Sisters**: [Amoeba Sisters YouTube Channel]

(https://www.youtube.com/user/AmoebaSisters)

9. **Coursera Biology Courses**: [Coursera Biology Courses]

(https://www.coursera.org/courses?query=biology)

10. **Udemy Biology Courses**: [Udemy Biology Courses]

(https://www.udemy.com/courses/search/?q=biology)

11. **edX Biology Courses**: [edX Biology Courses]

(https://www.edx.org/learn/biology)

12. **Quizlet**: [Quizlet Biology]

(https://quizlet.com/subject/biology/)

13. **Anki**: [Anki](https://apps.ankiweb.net/)

14. **Flashcards Deluxe**: [Flashcards Deluxe]

(https://www.flashcardsdeluxe.com/)

On-Going Assessment. Formal Assessment

At the British International school, we engage in the continuous process of There are 5 formal assessments points throughout the year and
evaluating student progress throughout the learning journey. By doing so, each carry a weighting that informs the end of year report
teachers keep track of how students are doing and adapt instruction in future grade.
lessons as well as provide individual support. Types of ongoing assessment
include: Knowledge retrieval grids, short quizzes, exit slips, questions and
discussion, exam questions and the purple zone. Purple zone is a period in the AP1 AP2 AP3 AP4 AP5
lesson which is designed to be the most challenge and where students work
Y12 5% 15% 5% 15% 60%
independently under exam conditions - this takes place at least once a
fortnight. Y13 10% 15% 10% 65%
Year Group/Subject: Unit/Topic : Cells and cell division Weeks/Lessons: 4/28
12/Biology

Learning Outcomes
By the end of this module, pupils should be able to:
- draw plan diagrams of tissues
- calculate the linear magnification of drawings
- explain and distinguish between resolution and magnification
- describe and interpret drawings and photographs of typical animal and plant cells, as seen under the electron microscope, recognising the membrane systems and
organelles
- describe the structure of a prokaryotic cell and compare and contrast the structure of prokaryotic cells with eukaryotic cells
- explain the importance of mitosis in growth, repair and asexual reproduction; explain the need for the production of genetically identical cells
- describe, the behaviour of chromosomes during the mitotic cell cycle and the associated behaviour of the nuclear envelope, cell membrane, centrioles and spindle
- explain how uncontrolled cell division can result in cancer and identify factors that can increase the chances of cancerous growth
- explain the meanings of the terms haploid and diploid and the need for a reduction division prior to fertilisation in sexual reproduction

Learning Objectives/Content Teaching Strategies and Learning Activities Resources Assessment

Opportunities
- draw plan diagrams of tissues - drawing leaf tissues and cells from photomicrographs Textbook and workbook In class questions:
(including a transverse section of a or the CIE Bioscope ambiguities related to the
dicotyledonous leaf) - practising the use of the microscope with a range of Websites: topic.
- calculate the linear magnification prepared leaf slides and fresh materials http://micro.magnet.fsu.edu/ In class test based on past
of drawings; use a graticule and - drawing tissues and cells from prepared slides index.html exam questions.
stage micrometer to measure cells showing plant leaves
and be familiar with units - use CIE Bioscope to learn the principles of use of http://www.biology4all.com/
(millimetre, micrometre, stage micrometer and eyepiece graticule resources_library/62.asp
nanometre) used in cell - use stage micrometer (expensive, but only one
- explain and distinguish between required) and eyepiece graticules fitted permanently http://web.mit.edu/esgbio/www/cb/
resolution and magnification, with into the eyepiece of the microscope to measure a range organelles.html
reference to light microscopy and of microscopic objects
electron microscopy - calculate magnifications http://www.sciencecases.org/
- describe and interpret drawings - examine electron micrographs and identify organelles mitosis_meiosis/
and photographs of typical animal - draw diagrams and tabulate lists of the main mitosis_meiosis_notes.asp
and plant cells, as seen under the similarities and differences between prokaryotes and
electron microscope, recognising eukaryotes
the following membrane systems - summarise these differences into a few bullet points
and organelles - rough and smooth - examine photomicrographs and electron micrographs
endoplasmic reticula, Golgi selected to emphasise the similarities and differences
apparatus, mitochondria, - make annotated diagrams of the key events in mitosis
ribosomes, lysosomes, - prepare garlic or onion root tips, stain with acetic
chloroplasts, plasma/cell surface orcein and squash under a coverslip
membrane, nuclear envelope, - examine these squashes, prepared slides of plant root
centrioles, nucleus and nucleolus tips, and CIE Bioscope slides for cells at all stages of
outline the functions of the mitosis.
membrane systems and organelles - draw cells at high power to show the appearance of
- describe the structure of a the chromosomes and cell wall at various stages of
prokaryotic cell and compare and mitosis
contrast the structure of - use the eyepiece graticule to measure the relative
prokaryotic cells with eukaryotic length and width of chromosomes and cells.
cells - use the calibrated eyepiece graticule to measure the
- explain the importance of mitosis size of chromosomes in μm
in growth, repair and asexual - individual brief written explanations of the origin,
reproduction; explain the need for potential causal agents and impact of cancer
the production of genetically
identical cells
- describe, with the aid of
diagrams, the behaviour of
chromosomes during the mitotic
cell cycle and the associated
behaviour of the nuclear envelope,
cell membrane, centrioles and
spindle
- explain how uncontrolled cell
division can result in cancer and
identify factors that can increase
the chances of cancerous growth
- explain the meanings of the terms
haploid and diploid and the need
for a reduction division prior to
fertilisation in sexual reproduction

Year Group/Subject: 12/Biology Unit/Topic : Molecules and membranes Weeks/Lessons: 6/35

Learning Outcomes
By the end of this module, pupils should be able to:
- demonstrate knowledge and understanding of structures and functions of biological molecules and water and structure and functions of cell membrane
Learning Objectives/Content Teaching Strategies and Learning Activities Resources Assessment
Opportunities
- describe and explain the roles of − brief written and diagrammatic Textbook and workbook In class questions:
water in living organisms and as an explanation of polar/non-polar and ambiguities related to the
environment for organisms hydrogen bonding and its importance Websites: topic.
- describe the ring forms of alpha − numbering the atoms on existing http://people.pwf.cam.ac.uk/mjas2/ In class test based on past
and beta glucose drawings of glucose molecules, and Documents/BYB_Water.pdf exam questions.
describe the formation and completing incomplete diagrams by adding
breakage of a glycosidic bond OH and H groups http://www.farmweb.au.com/h2o/
- carry out tests for reducing and − practising drawing α and β glucose with h2life.html
non-reducing sugars (including all the atoms, and omitting the carbon
semi-quantitative use of the atoms, as well as diagrams summarising http://jchemed.chem.wisc.edu/
Benedict's test) glycosidic bond formation (e.g. to form JCESoft/CCA/CCA5/MAIN/
- describe the molecular structure maltose) 1ORGANIC/ORG18/TRAM18/B/
of starch (amylose and − use Benedict’s test on water, pure MENU.HTM
amylopectin), glycogen and glucose, fructose, maltose, lactose, sucrose,
cellulose and relate these structures protein solutions, starch suspension, and http://www.mrothery.co.uk/
to their functions in living vegetable oil module1/Mod
organisms − use Benedict’s test on a range of natural %201%20techniques.htm
- describe the molecular structure biological materials (e.g. fruits, tubers)
of a triglyceride and a phospholipid − use Benedict’s test on water, and on http://www.mrothery.co.uk/
and relate these structures to their solutions containing sucrose, before and bio_web_prac/practicals/2Food
functions in living organisms after hydrolysis in hot acid and %20Tests.doc
- describe the structure of an amino neutralisation
acid and the formation and − describe the tests made and the results http://www.biotopics.co.uk/as/
breakage of a peptide bond; obtained cho.html
explain the meaning of the terms − use qualitative Benedict’s solution in a
primary structure, secondary semi-quantitative way to determine the
structure, tertiary structure and approximate concentration of glucose in
quaternary structure of proteins some solutions by colour or by mass of
and describe the types of bonding precipitate
(hydrogen, ionic, disulphide and − examine diagrams of typical amino acid
hydrophobic interactions) that hold and simple amino acids, to identify the R
the molecule in shape; describe the group and the part common to them all, as
molecular structure of well as the amine group and carboxylic acid
haemoglobin as an example of a group
globular protein, and of collagen as − draw simple diagrams of the structure of
an example of a fibrous protein and a typical amino acid, and to show
relate these structures to their condensation and hydrolysis of peptide
functions bonds
- state one role of each of the − question and answer / whole group
following inorganic ions in living discussion followed by written and
organisms: calcium, sodium, diagrammatic explanation of protein
potassium, magnesium, chloride, structure
nitrate, phosphate − Devise and complete a table of key roles
- describe and explain the fluid for each specified ion – information coming
mosaic model of membrane from bibliographic and web-based research
structure, including an outline of − label up pre-drawn fluid mosaic diagrams
the roles of phospholipids, − draw simple fluid mosaic diagrams,
cholesterol, glycolipids, proteins annotating with explanations of the terms
and glycoproteins ‘fluid’ and ‘mosaic’
- describe and explain the − build understanding of diffusion using
processes of diffusion, osmosis, students moving around the classroom
active transport, facilitated pretending to be diffusing particles. This
diffusion, endocytosis and model can be extended to facilitated
exocytosis diffusion, osmosis and active transport by
- investigate the effects on plant introducing a line of chairs / desks across
cells of immersion in solutions of the classroom, with suitable sized gaps, or
different water potential gaps manned by selective students – use
- outline the roles of membranes computer based animations and diagrams
within cells and at the surface of − make brief written descriptions and draw
cells annotated diagrams explaining each of
- these processes
− summarise similarities and differences
between the types of transport in tabular
form
− Use potato tuber (or similar starchy
tissue) to find water potential of tissue
− Use onion epidermis (or similar 1-cell
thick tissue) to find solute potential of tissue
− list the eukaryote organelles bounded by
membrane, and list some of the key
materials that need to move in and out
through each of these membranes (from
Unit 1 work, bibliographic and web-based
research)
− draw a diagram of a piece of plasma
membrane, and annotate the parts
responsible for movement of ions (actively
and by facilitated diffusion), water, gases,
small polar molecules, lipid-soluble
molecules through the membrane.
Year Group/Subject: 12/Biology Unit/Topic : Enzymes, DNA and protein synthesis Weeks/Lessons: 5/35

Learning Outcomes
By the end of this module, pupils should be able to:
- demonstrate knowledge and understanding of activity of enzymes and the control of protein synthesis by DNA
Learning Objectives/Content Teaching Strategies and Learning Activities Resources Assessment
Opportunities
- explain that enzymes are globular Textbook and workbook In class questions:
proteins that catalyse metabolic − use paper cut out models, simulations, ambiguities related to the
reactions; explain the mode of and whole class discussion to develop Web sites: topic.
action of enzymes in terms of an understanding of mode of action of http://www.ncbe.reading.ac.uk/ In class test based on past
active site, enzyme-substrate enzymes, and the importance of NCBE/PROTOCOLS/menu.html exam questions.
complex, lowering of activation complementary shape and fit
energy and enzyme specificity − give a brief written description and http://www.ncbe.reading.ac.uk/
- follow the course of an enzyme- annotated ‘boulder analogy’ graph to make NCBE/PROTOCOLS/juice.html
catalysed reaction by measuring the point that although the energy content
rates of formation of products or of substrate and products is not changed, http://www-
rates of disappearance of substrate the reaction pathway follows a lower energy saps.plantsci.cam.ac.uk/worksheets/
- investigate and explain the effects course ssheets/ssheet14.htm
of temperature, pH, enzyme − Use amylase to break down starch,
concentration and substrate finding the time taken to remove all the http://www.biology4all.com/
concentration on the rate of starch resources_library/1.asp
enzyme-catalysed reactions, and − discuss as a whole class, and then make
explain these effects a brief written explanation, in terms of
- explain the effects of competitive initial rate of reaction, why measuring the
and non-competitive inhibitors on rate of formation of products is a more
the rate of enzyme activity reliable measure of rate of enzyme reaction
- describe the structure of RNA that rate of disappearance of substrate
and DNA and explain the − Planning and carrying out an
importance of base pairing and investigation into the effect of temperature
hydrogen bonding on rate of an enzyme catalysed reaction
- explain how DNA replicates (with control of other variables) e.g. the
semi-conservatively during yeast catalase experiment introduced in
interphase C(c)
- state that a gene is a sequence of − Carrying out an investigation into the
nucleotides as part of a DNA effect of pH on rate of an enzyme catalysed
molecule, which codes for a reaction (with control of other variables)
polypeptide; describe the way in e.g. protease (trypsin) digesting protein in
which the nucleotide sequence exposed film
codes for the amino acid sequence − investigate the effect of a non-
in a polypeptide; explain that, as competitive inhibitor (solutions of lead
enzymes are proteins, their nitrate, copper sulphate or silver nitrate) on
synthesis is controlled by DNA an enzyme-catalysed reaction (e.g.
- describe how the information on protease (trypsin) on exposed film or fruit
DNA is used to construct oxidase enzymes and browning of fruit)
polypeptides, including the role of − be involved in a question and answer /
messenger RNA, transfer RNA and whole class discussion, leading to individual
the ribosomes written explanations of the effect of
- competitive inhibitors (act at active site,
reversible, overcome by high substrate
concentrations, occupation of active site by
inhibitor reduces collisions) and non-
competitive inhibitors (act away from active
site, may be reversible or irreversible,
reduce maximum rate irrespective of
substrate concentration, change the shape
of the whole enzyme molecule including the
active site so the substrate no longer fits)
− label pre-existing diagrams of DNA to
show nucleotides, phosphate, deoxyribose,
sugar-phosphate backbone, adenine,
thymine, cytosine, guanine, hydrogen
bonds, base pairing between A and T, and
between C and G
− take a diagram of single strand of DNA
and add to it appropriate drawings of
nucleotides to create a second strand
− question and answer / whole class
discussion on the relative strength of the
bonds that hold the sugar-phosphate
backbone together compared to those that
hold together the two strands of DNA
− make a summary table of the similarities
and differences between DNA and RNA
− make a summary table of correctly
matched pairs of pieces of information (e.g.
thymine = base only found in DNA,
thiamine = vitamin; adenine =
− use computer simulations and whole
class discussion / question and answer to
build understanding of DNA replication
− use photocopies / jigsaw puzzles of DNA
diagrams and matching nucleotides to
simulate DNA replication
− whole class discussion / question and
answer to build understanding of the triplet
code
− use a DNA dictionary to work out, from
specific nucleotide base sequences, specific
amino acid sequences, including normal
and sickle-cell haemoglobin
− make a flow diagram, linear sequential
notes or annotated diagram showing that:
DNA codes for the amino acid sequence in
protein, which is the primary structure;
primary structure determines where the
protein chain spirals and folds (secondary
and tertiary structure); secondary and
tertiary structure determines the shape;
Year Group/Subject: 12/Biology Unit/Topic : Transport and Gas Exchange Weeks/Lessons: 4/35

Learning Outcomes
By the end of this module, pupils should be able to:
- demonstrate knowledge and understanding of transport system in animals and plants and gas exchange in humans
Learning Objectives/Content Teaching Strategies and Learning Resources Assessment
Activities Opportunities
- explain the need for transport systems in Textbook and workbook In class questions:
multicellular plants and animals in terms of − use cubes and questions with ambiguities related to the
size and surface area to volume ratio diagrams to build understanding of: Web sites: topic.
- describe the distribution of xylem and the relationship between surface area http://employees.csbsju.edu/ssaupe/ In class test based on past
phloem tissue in roots, stems and leaves of and volume; the distance from the biol116/surf-vol-ratio.htm exam questions.
dicotyledonous plants outside to the inside; for smaller and
- explain the movement of water between larger shapes, and for long-thin, flat http://www.microscopy-uk.org.uk/
plant cells and between them and their and cuboidal / spherical shapes mag/artmar00/watermvt.html
environment, in terms of water potential; − examine a circus of different .
describe the pathways and explain the organisms macroscopically and http://web.ukonline.co.uk/webwise/
mechanisms by which water is transported microscopically for features of their spinneret/plants/pltrsu.htm
from soil to xylem and from roots to leaves transport, gas and nutrient / waste
- define the term transpiration and explain exchange systems – using whole http://www.mhhe.com/biosci/pae/
that it is an inevitable consequence of gas fresh and preserved specimens, botany/histology/html/memtrans.htm
exchange in plants; describe how to microscope slides,
investigate experimentally the factors that − review water potential with oral http://users.rcn.com/
affect transpiration rate question and answer / whole class jkimball.ma.ultranet/BiologyPages/
- describe the structure of xylem vessel discussion and revision questions X/Xylem.html
elements ; relate the structure of xylem − work out which way water will flow
vessel elements to their functions to and from cells / environments with http://www.bbc.co.uk/dna/h2g2/
- describe how the leaves of xerophytic given water potentials A494200
plants are adapted to reduce water loss by
transpiration − build understanding of the http://web.ukonline.co.uk/webwise/
- describe the structure of sieve tube relationship between xylem vessel spinneret/circuln/heart.htm
elements and companion cells and be able structure and function
to recognise these using the light - circus of living examples of xerophytes,
microscope ; relate the structure of sieve photographs, diagrams, photomicrographs, CIE
tube elements and companion cells to their Bioscope, microscope slides of specimens,
functions electron micrographs from which to make
- describe the external and internal guided observations and annotated diagrams
structure of the mammalian heart − use photomicrographs, microscope
- explain how heart action is initiated and slides, electron micrographs and
controlled diagrams from books and the web to
- Arteries, veins and capillaries build understanding of the structure
- describe the structure of red blood cells, of phloem sieve tube elements and
phagocytes and lymphocytes and explain companion cells
the differences between blood, tissue fluid − build understanding of the
and lymph relationship between structure of
- describe the role of haemoglobin in phloem sieve tube elements and
carrying oxygen and carbon dioxide; companion cells and their functions
describe and explain the significance of the − use the diagram learned in G(r)(s)
dissociation curves of adult to build understanding of the cardiac
oxyhaemoglobin at different carbon cycle by drawing diagrams taking the
dioxide levels heart through the whole cardiac
- describe the structure of the human gas cycle, showing the contraction and
exchange system, including the relaxation of muscle, and status of
microscopic structure of the walls of the valves in the middle of diastole, atrial
trachea, bronchioles and alveoli with their systole and ventricular systole
associated blood vessels -
- describe the distribution of cartilage, − examine red blood cells under the
ciliated epithelium, goblet cells and light microscope, in
smooth muscle in the trachea, bronchi and photomicrographs, with the CIE
bronchioles; describe the functions of Bioscope and in electron
cartilage, cilia, goblet cells, smooth muscle micrographs, and compare them to
and elastic fibres in the gas exchange other cells such as white blood cells
system − brief written explanation of how the
- explain the terms tidal volume and vital structural features of red blood cells
capacity are elated to their function
- describe the effects of tar and − step by step introduction through
carcinogens in tobacco smoke on the gas whole class discussion / verbal
exchange system; describe the symptoms question and answer / animations and
of emphysema, chronic bronchitis and lung simulations / answering written
cancer questions / making annotations to
- describe the effects of nicotine and diagrams:
carbon monoxide on the cardiovascular o to introduce partial pressure as a measure of
system with reference to atherosclerosis, amount of oxygen
coronary heart disease and strokes; discuss o to introduce the oxygen dissociation curve
the problems of cardiovascular disease and as results from experimental measurements
the ways in which smoking may affect the o to explain the loading and unloading of
risk of developing cardiovascular disease oxygen in lung and in resting tissue
- evaluate the epidemiological and o to explain the release of more ‘stored’
experimental evidence linking cigarette oxygen as a result of the lower partial pressure
smoking to disease and early death of oxygen in working tissue
o to explain the roles of haemoglobin in
carriage of carbon dioxide

− examine and draw from microscope

slides, photomicrographs and
electron micrographs from books and
the web, trachea, bronchioles,
capillaries (and arterioles & venules)
and alveoli

− annotate diagrams with key

features of the process such as mass
transport of materials (e.g. ventilation
of larger bronchioles, blood flow),
diffusion in / out of alveoli / smaller
bronchioles (fast) in air, maximising
diffusion gradients across alveolar
membrane, minimising diffusion
distance from alveolar air to blood
plasma and cells so that slow
diffusion in liquid is not a problem
- describe the effects of nicotine and carbon
monoxide on the cardiovascular system with
reference to atherosclerosis, coronary heart
disease and strokes; discuss the problems of
cardiovascular disease and the ways in which
smoking may affect the risk of developing
cardiovascular disease
− use information from a number of
sources to make a brief bullet point
summary of the available evidence,
and a brief written evaluation of the
strength of the experimental and
epidemiological case that smoking is
linked to disease and early death
Year Group/Subject: 12/Biology Unit/Topic : Interrelationships Weeks/Lessons: 4/28

Learning Outcomes
By the end of this module, pupils should be able to:
demonstrate knowledge and understanding of relationship between pathogens and humans, including immunity, and an outline of energy transfer and
nitrogen cycle in the natural communities
Learning Objectives/Content Teaching Strategies and Learning Resources Assessment
Activities Opportunities
- explain what is meant by an infectious Textbook and workbook In class questions:
disease - Whole class discussion / verbal question ambiguities related to the
- For 1, cholera, 2, malaria, 3 TB and 4 and answer leading to individual bullet Web sites: topic.
HIV/AIDS, Describe the causes of 1-4, points defining ‘infectious disease’ and http://www.who.int/ In class test based on past
Explain how 1-4 are transmitted and assess ‘pathogen' exam questions.
their global importance, Discuss the role of - http://www.biology4all.com/
social, economic and biological factors in the − make up a summary table of the resources_library/details.asp?
prevention and control of 1-4, Discuss the key points about all the diseases ResourceID=36
global distribution patterns of 2 and 3 www.cdc.gov
-
- outline the role of antibiotics in the treatment
− whole class discussion / verbal
of infectious diseases www.phls.co.uk
question and answer and brief
- recognise phagocytes and lymphocytes under written questions about
the light microscope; describe the origin, http://users.rcn.com/
o for which diseases antibiotics are
maturation and mode of action of phagocytes jkimball.ma.ultranet/BiologyPages/
applicable
- explain the meaning of the term immune
o how that should used and the dangers of B/B_and_Tcells.html
response; distinguish between B- and T-
not finishing the course, and prophylactic
lymphocytes in their mode of action in fighting http://www.merck.com/mrkshared/
administration to farm animals (in terms of
infection and describe their origin and mmanual_home2/sec16/ch183/
development of resistance to antibiotic in
functions ch183c.jsp
bacteria)
- explain the role of memory cells in long-term
o antibiotics killing bacteria or stopping
immunity; distinguish between active and http://www.accessexcellence.org/
passive, natural and artificial immunity and their growth, e.g. as inhibitors of specific
AB/GG/antibodies.html
explain how vaccination can control disease enzymes of prokaryotes e.g. penicillin and
an enzyme involved in cell wall synthesis
- discuss the reasons why vaccination has http://www.accessexcellence.org/
in bacteria
eradicated smallpox but not measles, TB, AB/GG/antiBD_mol.html
− examine, identify, compare and
malaria or cholera
contrast phagocytes and
- define the terms habitat, niche, population,
lymphocytes on microscope slides,
community and ecosystem and state examples
the CIE Bioscope and
of each; explain the terms producer, consumer
and trophic level in the context of food chains photomicrographs from books and http://www.biology.arizona.edu/
and food webs; the web immunology/tutorials/antibody/
- explain how energy losses occur along food − annotate diagrams of structure.html
chains and discuss the efficiency of energy monocytes (macrophages) and
transfer between trophic levels neutrophil phagocytes with brief http://users.rcn.com/
- describe how nitrogen is cycled within an key points on their origin, jkimball.ma.ultranet/BiologyPages/
ecosystem, including the roles of maturation and mode of action A/AntigenReceptors.html
microorganisms -
− make a brief bullet-pointed http://zooplankton.lsu.edu/
specific definition of the terms web_2008/energy_flow_web/
immune response, antigen and antibody energy_flow.htm
− summarise (3 bullet points
each) the origin of B- and T- http://jan.ucc.nau.edu/~doetqp-p/
lymphocytes using information courses/env470/Lectures/lec38/
from books and the web Lec38.htm
− use flow diagrams to show how
specific clones of B- lymphocytes
respond to specific antigens by
dividing and differentiating to
produce i) plasma cells that make
protein (humoral) antibodies ii)
memory cells that give faster,
stronger secondary response
− use flow diagrams to show how
specific clones of T- lymphocytes
respond to specific antigens by
dividing and differentiating to
produce i) T- killer cells with
antibodies on their cell surface
membrane ii) T- helper cells
-
− explain with annotated
diagrams / bullet points, how
primary, secondary, tertiary and
quaternary structure of proteins
are shown by IgG immunoglobulin,
using diagrams from book and
web-based research
− show, using a diagram or series
of diagrams or written
explanations, how IgG
immunoglobulin interacts with
specific antigens, and why it does
not interact with other materials
such as the organisms own
proteins, or different antigens with
which other IgG immunoglobulins
interact
-
− make up bullet point definitions
of the terms active immunity, passive
immunity,
− give a brief written explanation
why active immunity produces
memory cells and passive does
not
− give example of each of natural
(passive and active) immunity, artificial
(passive and active) immunity to make clear
the contrasts between them
-
− investigate by visiting and
making observations, an
ecosystem to find examples of
producers, consumers & trophic
levels within food chains and
webs, and to exemplify the
meanings of habitat, niche,
population, community and
ecosystem
− make written definitions of the
terms, with specific examples from
the practical investigation above
− make brief written explanations
 how niches are different to
habitats and ecosystems, and how
populations and communities are
different
-
− review and build on
understanding of energy flow by
considering energy losses from
pyramids of energy (which actually
show productivity) and energy
flow through food chains and webs
found in books and on the web,
including the forms of energy
involved (light, chemical, heat)
− make calculations of the
percentage efficiency of energy
transfer between gross
productivity (input) and net
productivity (output as growth)
− add up energy losses in various
components (e.g. faeces,
respiration), subtract from gross
productivity to work out missing
energy losses

AS LEVEL BIOLOGY
Year 12

Overview
 Winter Term
Unit / 1 2 3
Topic Cells and Cell Division Molecules and Membranes Enzymes, DNA and Protein Synthesis
4 weeks 6 weeks 5 weeks
Duration
15 weeks

Spring Term

Unit / 4 5
Topic Transport and Gas Exchange Interrelationships Overall Revision
4 weeks 4 weeks 3 weeks
Duration
11 weeks

Summer Term

Unit /
Overall Revision and Exams
Topic
Duration 6 weeks