AS Biology



AS Biology

Course Outline

AS Biology forms 50% of the assessment of the full A’ level Biology.

Assessment is by means of three units of assessment for AS Biology and six units of assessment for A ‘level Biology.

AS Biology

Candidates must take the following units:

2801 Biology foundation-

1 hour Exam (30% AS grade/ 15% A’ level)

2802 Human Health and Disease-

1 hour Exam (30% AS grade/ 15% A’ level)

2803 Transport/ Experimental Skills 1

1. Transport- 45 min Exam (20% AS grade/ 10% A’ level)

2. Coursework 1- Coursework (20% AS grade/ 10% A’ level)

Question Paper Requirements

The question papers for Units 2801, 2802 and 2803 have a common format. They contain both structured questions and questions which require more extended answers. All questions on these papers are compulsory. Quality of written communication is assessed within those parts of the questions which require more extended answers.

Assessment Objectives

AO1 Knowledge with Understanding (48%)

Candidates should be able to:

• recognise, recall and show understanding of specific biological facts, terminology, principles, concepts and practical techniques;

• draw on existing knowledge to show understanding of the ethical, social, economic, environmental and technological implications and applications of biology;

• select, organise and present relevant information clearly and logically, using appropriate vocabulary where appropriate.

AO2 Application of Knowledge and Understanding, Analysis, Synthesis and Evaluation (32%)

Candidates should be able to:

• describe, explain and interpret phenomena and effects in terms of biological principles and concepts, presenting arguments and ideas clearly and logically, using specialist vocabulary where appropriate;

• interpret and translate, from one form into another, data presented as continuous prose or in tables, diagrams, drawings and graphs;

• apply biological principles and concepts in solving problems in unfamiliar situations including those which relate to the ethical, social, economic, and technological implications and applications of biology;

• assess the validity of biological information, experiments, inferences and statements.

AO3 Experiment and Investigation (20%)

Candidates should be able to:

• devise and plan experimental and investigative activities, selecting appropriate techniques;

• demonstrate safe and skilful practical techniques;

• make observations and measurements with appropriate precision and record these methodically;

• interpret, explain, evaluate and communicate the results of their experimental and investigative activities clearly and logically using biological knowledge and understanding and using appropriate specialist vocabulary.

AO4 Synthesis of Knowledge, Understanding and Skills (A2)

Candidates should be able to:

• bring together principles and concepts from different areas of biology and apply them in a particular context, expressing ideas clearly and logically and using appropriate specialist vocabulary;

• use biological skills in contexts which bring together different areas of the subject

Grade Descriptions

The grade awarded will depend, in practice, upon the extent to which you have met the Assessment Objectives overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.

Grade A

• Consistently use biological knowledge, facts, principles and concepts from the whole specification

• Good understanding of the principles they use

• Select relevant biological knowledge

• Ideas presented clearly and logically

• Use of appropriate scientific terminology

• Carry out calculations accurately and logically

• Good understanding of principles and apply them in familiar and new contexts

• Suggest a number of possible solutions using techniques, arguments or knowledge and understanding

• Most responses correct, relevant and logical

• Longer questions answered to an appropriate depth with coherent and detailed explanations

• Clear and accurate plan for experiments

• Make and record observations skillfully and with precision

• Interpret and describe trends and patterns shown by data and indicate anomalies and inconsistencies

• Comment critically on data, evaluate it and use it to support or reject various hypotheses

• Present clearly and concisely both sides of an argument by weighing up evidence

Grade C

• Recall and show a sound use of biological knowledge, facts, principles and concepts

• Show some understanding of some fundamental principles and concepts

• Frequently select biological knowledge relevant to a situation

• Ideas presented clearly and logically

• A range of calculations carried out with minimal guidance

• Show knowledge of fundamental principles and often apply these in new contexts

• Many responses are correct, relevant and logical

• Create a plan for experiments which may need some modification

• Use a range of techniques safely

• Make and record observations which are adequate for the task

• With help, evaluate results

• Comment on data and use selected data to support a particular hypotheses

• Make choices in statistical sampling

Grade E

• Recall and use biological knowledge, facts, principles and concepts from some parts of the specification

• Demonstrate some understanding of fundamental principles and concepts beyond GCSE

• Select items of knowledge in response to questions and use basic scientific terminology either consistently across questions or variable between quite good and poor on different questions

• Select appropriate facts and principles to solve problems concerning familiar material

• With unfamiliar material, answers relate to appropriate subject area even if there are difficulties in applying the facts and principles involved

• With some guidance, carry out accurately straightforward calculations involving rules of number e.g. percentages, making clear the steps in the calculations

• Make connections between some ideas encountered in different parts of the specification

• Answers show some logic and coherence although they include irrelevant material

• Use correctly a limited range of scientific terminology

• Formulate some elements of a practical approach when provided with guidance

• Encounter practical problems in a reasonably skillful manner

• Obtain some appropriate results

• Interpret broad trends shown by data

• Select appropriate facts to produce limited but relevant explanations

• Make superficial conclusions from data

• May need assistance to relate conclusions to biological knowledge and understanding

AS Level Teaching Order 2007-2008

2801 Biology Foundation

LF MF

1. Biological Molecules 1. Cells

2. Enzymes 2. Cell Membranes and Transport

3. Genetic Control of Protein 3. Nuclear Division

Structure and Function 4. Energy and Ecosystems

2802 Human Health and Disease

LF MF

1. Gaseous Exchange and 1. Introduction to Health and Disease

Exercise 2. Diet

2. Smoking and Disease 3. Infectious Diseases

3. Immunity

2803 Transport

LF MF

1. The Mammalian Transport 1. Transport in Multicellular Plants

System

2. The Mammalian Heart

Course Work

In January you will complete one piece of coursework:

Investigating Factors Affecting an Enzyme Controlled Reaction

This is worth 20% of your AS Grade and 10% of your overall A’ Level Grade

|2801: Biology Foundation |

|Topic 1: Biological Molecules |

|Item |Objectives |Reading |Homework |Check |

|1 |State the importance in biology of carbohydrates, lipids and proteins |Biology 1 p21-23 | | |

| |Explain that biological molecules are made by many small, repeating subunits | | | |

| |Describe the basic structure of the main types of carbohydrate; | | | |

| |monosaccharides, disaccharides and polysaccharides | | | |

|2 |Describe the structure of the ring forms of alpha- and beta-glucose |Biology 1 p23 | | |

| |Describe the role of monosaccharides in living organisms | | | |

|3 |Describe the formation and breakage of a glycosidic bond, and its |Biology 1 p24 | | |

| |significance | | | |

| |Carry out tests for reducing and non-reducing sugars | | | |

|4 |Describe the structure of the polysaccharides starch (amylopectin and |Biology 1 p24-28 | | |

| |amylase), glycogen and cellulose | | | |

| |Show how these structures are related to their functions in living organisms | | | |

| |Carry out the test for starch | | | |

|5 |Describe the basic structure and properties of triglycerides and |Biology 1 p28-30 | | |

| |phospholipids | | | |

| |Relate these structures to their functions in living organisms | | | |

| |Distinguish between saturated and unsaturated fatty acids and lipids | | | |

| |Carry out the test for lipids | | | |

|6 |Describe the structure of amino acids and the way in which peptide bonds are |Biology 1 p30-33 | | |

| |formed and broken | | | |

| |Explain that the quaternary structure of a protein is formed by the | | | |

| |combination of two or more polypeptide chains | | | |

|7 |Describe the importance of hydrogen bonds, disulphide bonds, ionic bonds and |Biology 1 p27, 33,34 | | |

| |hydrophobic interactions in maintaining the three dimensional structure of a | | | |

| |protein | | | |

|8 |Discuss the ways in which haemoglobin (globular protein) and collagen |Biology 1 p34-37 | | |

| |(fibrous protein) are related to their functions | | | |

| |Carry out the test for protein | | | |

|9 |Describe the crucial role that water plays in maintaining life on earth, |Biology 1 p37-39 | | |

| |both as a constituent of living organisms (hydrogen bonding) and the | | | |

| |environment | | | |

| |Outline the roles of inorganic ions in living organisms e.g. calcium, sodium,| | | |

| |potassium, magnesium, chloride, nitrate, phosphate | | | |

|10 |Revision |Biology 1 Chapter 2 | | |

|11 |Progress Check | | | |

|Topic 2: Enzymes |

|12 |Explain that enzymes are globular proteins which act as catalysts |Biology 1 p43-44 | | |

| |Explain the way in which enzymes act as catalysts by lowering activation | | | |

| |energy | | | |

| |Explain the mode of action of enzymes in terms of active site, | | | |

| |enzyme/substrate complex and enzyme specificity | | | |

| |Describe examples of enzyme-catalysed reactions | | | |

|13 |Describe methods of following a time-course of an enzyme-controlled reaction |Biology 1 p44-45 | | |

| |by measuring rate of product formation e.g. catalase or rate of disappearance| | | |

| |of a substrate e.g. amylase | | | |

|14 |Discuss the ways in which temperature, pH, concentration of an enzyme and |Biology 1 p45-47 | | |

| |substrate affect the rate of enzyme controlled reactions | | | |

|15 |Discuss the ways that reversible competitive and non-competitive inhibitors |Biology 1 p48-50 | | |

| |affect the rate of enzyme controlled reactions | | | |

| |Describe methods of investigating the effects of these factors experimentally| | | |

|16 |Revision |Biology 1 Chapter 3 | | |

|17 |Progress Check | | | |

|Topic 3: Genetic Control of Protein Structure and Function |

|18 |Describe the structures of DNA and RNA, including the importance of base |Biology 1 p65-67 | | |

| |pairing and hydrogen bonding | | | |

|19 |Explain how DNA replicates semi-conservatively during interphase and |Biology 1 p67-70 | | |

| |interpret experimental evidence for this process (reference should be made to| | | |

| |DNA polymerase) | | | |

|20 |State that a gene is part of a DNA molecule, made up of a sequence of |Biology 1 p70-74 | | |

| |nucleotides | | | |

| |Explain how polypeptides are constructed on this basis | | | |

| |Describe the way in which the nucleotide sequence codes for the amino acid | | | |

| |sequence in the polypeptide | | | |

|21 |Describe how transcription and translation take place during protein |Biology 1 p72-73 | | |

| |synthesis | | | |

|22 |State the roles of messenger RNA, transfer RNA and ribosomes |Biology 1 p72-75 | | |

| |State that, as enzymes are proteins, their synthesis is controlled by DNA | | | |

|23 |Outline the principles of gene manipulation by biotechnology (genetic |Biology 1 p75-77 | | |

| |engineering) | | | |

|24 |Describe how bacteria have been genetically modified to synthesise human |Biology 1 p77-78 | | |

| |insulin | | | |

| |Outline the production of human factor VIII from genetically modified animal | | | |

| |cells | | | |

|25 |Revision |Biology 1 Chapter 5 | | |

|26 |Progress Check | | | |

|2802 Human Health and Disease |

|Topic 1: Gaseous Exchange and Exercise |

|1 |Describe the structure of the lungs |Biology 1 p172-174 | | |

| |Describe the distribution of alveoli and blood vessels in lung tissue | | | |

|2 |Describe the distribution of cartilage, ciliated epithelium, goblet cells and|Biology 1 p172-174 | | |

| |smooth muscle in the trachea, bronchi and bronchioles | | | |

| |View a lung dissection | | | |

|3 |describe the functions of cartilage, cilia, goblet cells, smooth muscle and |Biology 1 p174-175 | | |

| |elastic fibres in the gaseous exchange system | | | |

|4 |explain the terms tidal volume and vital capacity |Biology 1 p175-176 | | |

|5 |describe how to measure a person’s pulse rate |Biology 1 p177 | | |

| |state that pulse rate is a measure of heart rate | | | |

| |explain the significance of resting pulse rate in relation to physical | | | |

| |fitness | | | |

|6 |explain how to measure blood pressure |Biology 1 p178 | | |

| |explain the terms systolic blood pressure, diastolic blood pressure and | | | |

| |hypertension | | | |

|7 |describe the immediate effects of exercise on the body, including the concept|Biology 1 p179-181 | | |

| |of oxygen debt and the production of lactate by anaerobic respiration | | | |

| |design and carry out experiments to investigate the effects of exercise on | | | |

| |the body | | | |

|8 |explain the meaning of the term aerobic exercise |Biology 1 p182-184 | | |

| |describe how much exercise needs to be taken for significant sustained | | | |

| |improvement in aerobic fitness | | | |

|9 |discuss the long-term consequences of exercise on the body and the benefits |Biology 1 p184 | | |

| |of maintaining a physically fit body, relating these benefits to the concept | | | |

| |that health is more than the absence of disease | | | |

|10 |Revision |Biology 1 Chapter 13 | | |

|11 |Progress Check | | | |

|Topic 2: Smoking and Disease |

|12 |describe the symptoms of chronic bronchitis and emphysema (chronic |Biology 1 p188-190 | | |

| |obstructive pulmonary disease) and lung cancer | | | |

|13 |describe the effects of tar and carcinogens in tobacco smoke on the gaseous |Biology 1 p187, 191-193 | | |

| |exchange system | | | |

| |evaluate the epidemiological and experimental evidence linking cigarette | | | |

| |smoking to disease and early death | | | |

|14 |describe the effects of nicotine and carbon monoxide in tobacco smoke on the |Biology 1 p193-195 | | |

| |cardiovascular system with reference to atherosclerosis, coronary heart | | | |

| |disease and strokes | | | |

|15 |discuss the possible links between diet and coronary heart disease |Biology 1 p198-199 | | |

|16 |discuss the reasons for the global distribution of coronary heart disease |Biology 1 p196-200 | | |

| |discuss the difficulty in achieving a balance between prevention and cure | | | |

| |with reference to coronary heart disease, coronary by-pass surgery and heart | | | |

| |transplant surgery | | | |

|17 |Revision |Biology 1 Chapter 14 | | |

|18 |Progress Check | | | |

|Topic 3: Immunity |

|19 |describe the structure, origin, maturation and mode of action of phagocytes |Biology 1 p219-220 | | |

| |and lymphocytes | | | |

| |explain the term immune response | | | |

|20 |distinguish between the actions of B lymphocytes and T lymphocytes in |Biology 1 p221-223 | | |

| |fighting infection | | | |

|21 |explain the role of memory cells in long-term immunity |Biology 1 p223-226 | | |

| |relate the molecular structure of antibodies to their functions | | | |

|22 |distinguish between active and passive, natural and artificial immunity |Biology 1 p227-228 | | |

|23 |explain how vaccination can control disease |Biology 1 p228-232 | | |

| |discuss the reasons why vaccination has eradicated smallpox but not measles, | | | |

| |TB, malaria or cholera | | | |

|24 |outline the role of the immune system in allergies, with reference to asthma |Biology 1 p232-234 | | |

| |and hay fever | | | |

|25 |Revision |Biology 1 Chapter 16 | | |

|26 |Progress Check | | | |

|2803 Transport |

|Topic 1: The Mammalian Transport System |

|1 |Explain why multicellular animals need transport mechanisms |Biology 1 p102-105 | | |

| |Describe the cardiovascular system | | | |

|2 |Describe the structure of arteries, veins and capillaries |Biology 1 p106-108 | | |

| |Relate their structure to their functions | | | |

|3 |Recognise micrographs of arteries, veins and capillaries |Biology 1 p108-109 | | |

| |Describe the functions of tissue fluid and its formation from blood plasma | | | |

|4 |Describe the functions of lymph, and its formation from tissue fluid |Biology 1 p109-112 | | |

| |Describe the composition of blood | | | |

|5 |Outline the functions of white blood cells |Biology 1 p112-115 | | |

| |Describe the role of haemoglobin in the transport of oxygen and carbon | | | |

| |dioxide | | | |

| |Describe and explain the oxygen dissociation curve for haemoglobin | | | |

|6 |Describe and explain the effects of raised carbon dioxide concentrations on |Biology 1 p115-116 | | |

| |the haemoglobin dissociation curve (Bohr effect) | | | |

|7 |Describe and explain the differences between oxygen dissociation curves for |Biology 1 p116-117 | | |

| |haemoglobin, fetal haemoglobin and myoglobin | | | |

| |Explain the significance of these differences | | | |

|8 |Describe and explain the increase in red blood cell count at high altitude |Biology 1 p117-119 | | |

|9 |Revision |Biology 1 Chapter 8 | | |

|10 |Progress Check | | | |

|Topic 2: The Mammalian Heart |

|11 |Describe the internal and external structure of the human heart |Biology 1 p120-122 | | |

|12 |Describe the cardiac cycle, and interpret graphs showing pressure changes |Biology 1 p122-124 | | |

| |during this cycle | | | |

| |Explain he reasons for the difference in thickness of the atrial and | | | |

| |ventricular walls, and of the left and right ventricular walls | | | |

|13 |Describe and explain the functioning of the atrio-ventricular valves, and of |Biology 1 p123 | | |

| |the semi-lunar valves in the aorta and pulmonary artery | | | |

|14 |Explain the role of the sinoatrial node in initiating heart beat, and the |Biology 1 p124-127 | | |

| |roles of the atrio-ventricular node and the Purkyne tissue in coordinating | | | |

| |the actions of the different parts of the heart | | | |

| |Revision |Biology 1 Chapter 9 | | |

| |Progress Check | | | |

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