OCR A Level Biology B Advancing H422 Specification H422Y 171714 Accredited

User Manual: H422Y

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H422_L3_GCE_Biology_B_2015_AC_107299_with links02022018.pdf
- Introducing… A Level Biology B (Advancing Biology) (from September 2015)
H422_L3_GCE_Biology_B_2015_AC_107299_with links05022018.pdf
- Introducing… A Level Biology B (Advancing Biology) (from September 2015)

H422

For first assessment in 2017

A LEVEL

Specication

ocr.org.uk/alevelbiologyb

BIOLOGY B

(ADVANCING BIOLOGY)

Version 2 (December 2017)

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However, registered centres for OCR are permitted to copy material from this

specication booklet for their own internal use.

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Guarantee. Registered in England. Registered company number 3484466.

Registered oce: 1 Hills Road

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OCR is an exempt charity.

DISCLAIMER

Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions

between published resources and the specification, therefore please use the information on the latest specification at all

times. Where changes are made to specifications these will be indicated within the document, there will be a new version

number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource

please contact us at: resources.feedback@ocr.org.uk

We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our

specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

A Level in Biology B (Advancing Biology) i

Contents

Introducing…A Level Biology B (Advancing Biology) (from September 2015) ii

Teaching and learning resources iii

Professional development iv

1 Why choose an OCR A Level in Biology B (Advancing Biology)? 1

1a. WhychooseanOCRqualicaon? 1

1b. WhychooseanOCRALevelinBiologyB(AdvancingBiology)? 2

1c. Whatarethekeyfeaturesofthisspecicaon? 3

1d. HowdoIndoutmoreinformaon? 4

2 Thespecicaonoverview 5

2a. Overview of A Level in Biology B (Advancing Biology) (H422) 5

2b. Content of A Level in Biology B (Advancing Biology) (H422) 6

2c. Content of modules 1 to 5 8

2d. Prior knowledge, learning and progression 54

3 Assessment of OCR A Level in Biology B (Advancing Biology) 55

3a. Forms of assessment 55

3b. Assessmentobjecves(AO) 56

3c. Assessment availability 57

3d. Retakingthequalicaon 57

3e. Assessment of extended responses 57

3f. Synopcassessment 58

3g. Calculangqualicaonresults 58

4 Admin:whatyouneedtoknow 59

4a. Pre-assessment 59

4b. Accessibilityandspecialconsideraon 61

4c. External assessment arrangements 61

4d. Admin of non-exam assessment 61

4e. Resultsandcercates 61

4f. Post-results services 62

4g. Malpracce 62

5 Appendices 63

5a. Overlapwithotherqualicaons 63

5b. Avoidance of bias 63

5c. How Science Works (HSW) 64

5d. Mathemacalrequirements 65

5e. AdvanceNoceforcomponent02 77

5f. Health and Safety 78

5g. Praccalendorsement 79

5h. Revisionoftherequirementsforpraccalwork 86

A Level in Biology B (Advancing Biology)

Introducing…

ALevelBiologyB(AdvancingBiology)(fromSeptember2015)

Inthisspecicaon,learnersstudybiologyusinga

context-based approach. Ideas are introduced within

relevantandinteresngsengsthathelplearnersto

anchor their conceptual knowledge of the range of

biologicaltopicsrequiredatGCElevel.Praccalskills

areembeddedwithinthespecicaonandlearnersare

expectedtocarryoutpraccalworkinpreparaonfor

awrienexaminaonthatwillspecicallytestthese.

Meet the team

We have a dedicated team of people working on our A

LevelBiologyqualicaons.

Find out more about our Biology team at

ocr.org.uk/scienceteam

If you need specialist advice, guidance or support, get

in touch as follows:

•01223553998

•scienceGCE@ocr.org.uk

•@OCRscience

Vercalblacklinesindicateasignicantchangetothepreviousprintedversion.

iii

A Level in Biology B (Advancing Biology)

Teachingandlearningresources

Werecognisethattheintroduconofanew

specicaoncanbringchallengesforimplementaon

and teaching. Our aim is to help you at every stage and

we’reworkinghardtoprovideapraccalpackageof

supportincloseconsultaonwithteachersandother

experts, so we can help you to make the change.

Designedtosupportprogressionforall

Our resources are designed to provide you with a

rangeofteachingacviesandsuggesonssoyoucan

selectthebestapproachforyourparcularstudents.

You are the experts on how your students learn and

our aim is to support you in the best way we can.

We want to…

•Support you with a body of knowledge

thatgrowsthroughoutthelifemeofthe

specicaon.

•Provideyouwitharangeofsuggesonsso

youcanselectthebestacvity,approach

orcontextforyourparcularstudents.

•Make it easier for you to explore and

interact with our resource materials, in

parculartodevelopyourownschemes

of work.

•Createanongoingconversaonsowecan

develop materials that work for you.

Plentyofusefulresources

You’llhavefourmaintypesofsubject-specicteaching

andlearningresourcesatyourngerps:

•Delivery Guides

•TransionGuides

•TopicExploraonPacks

•Lesson Elements.

Alongwithsubject-specicresources,you’llalsohave

accesstoaseleconofgenericresourcesthatfocus

on skills development and professional guidance for

teachers.

SkillsGuides – we’ve produced a set of Skills Guides

thatarenotspecictoBiology,buteachcoversatopic

thatcouldberelevanttoarangeofqualicaons–for

example,communicaon,legislaonandresearch.

Download the guides at ocr.org.uk/skillsguides.

AcveResults – a free online results analysis service

to help you review the performance of individual

students or your whole school. It provides access to

detailed results data, enabling more comprehensive

analysis of results in order to give you a more accurate

measurement of the achievements of your centre and

individual students. For more details refer to

ocr.org.uk/acveresults.

A Level in Biology B (Advancing Biology)

Professionaldevelopment

Take advantage of our improved Professional

Development Programme, designed with you in mind.

Whether you want to come to face-to-face events,

look at our new digital training or search for training

materials,youcanndwhatyou’relookingforallin

one place at the CPD Hub.

Anintroducontothenewspecicaons

We’ll be running events to help you get to grips with

ourALevelBiologyB(AdvancingBiology)qualicaon.

These events are designed tohelpprepareyouforrst

teaching and to support your delivery at every stage.

Watch out for details at cpdhub.ocr.org.uk.

Toreceivethelatestinformaonaboutthetraining

we’llbeoering,pleaseregisterfor A Level email

updates at ocr.org.uk/updates.

A Level in Biology B (Advancing Biology) 1

1a. WhychooseanOCRqualicaon?

Choose OCR and you’ve got the reassurance that

you’re working with one of the UK’s leading exam

boards. Our new A Level in Biology B (Advancing

Biology) coursehasbeendevelopedinconsultaon

withteachers,employersandhighereducaonto

providestudentswithaqualicaonthat’srelevantto

them and meets their needs.

We’re part of the Cambridge Assessment Group,

Europe’s largest assessment agency and a department

of the University of Cambridge. Cambridge Assessment

plays a leading role in developing and delivering

assessmentsthroughouttheworld,operanginover

150 countries.

Weworkwitharangeofeducaonproviders,including

schools,colleges,workplacesandotherinstuons

in both the public and private sectors. Over 13,000

centreschooseourAlevels,GCSEsandvocaonal

qualicaonsincludingCambridgeNaonalsand

Cambridge Technicals.

OurSpecicaons

Webelieveindevelopingspecicaonsthathelpyou

bring the subject to life and inspire your students to

achieve more.

We’vecreatedteacher-friendlyspecicaonsbasedon

extensive research and engagement with the teaching

community. They’redesignedtobestraighorward

and accessible so that you can tailor the delivery of

the course to suit your needs. We aim to encourage

learners to become responsible for their own learning,

condentindiscussingideas,innovaveandengaged.

We provide a range of support services designed to

helpyouateverystage,frompreparaonthroughto

thedeliveryofourspecicaons.Thisincludes:

•Awiderangeofhigh-qualitycreaveresources

including:

○delivery guides

○transionguides

○topicexploraonpacks

○lesson elements

○…and much more.

•Access to Subject Advisors to support you

throughthetransionandthroughoutthe

lifemeofthespecicaons.

•CPD/Training for teachers to introduce the

qualicaonsandprepareyouforrst

teaching.

•AcveResults–ourfreeresultsanalysisservice

to help you review the performance of individual

students or whole schools.

•ExamBuilder – our free online past papers

service that enables you to build your own test

papersfrompastOCRexamquesons.

AllAlevelqualicaonsoeredbyOCRareaccredited

byOfqual,theRegulatorforqualicaonsoeredin

England.TheaccreditaonnumberforOCR’sALevelin

Biology B (Advancing Biology) is QN: 601/4720/9.

1 Why choose an OCR A Level in Biology B

(Advancing Biology)?

A Level in Biology B (Advancing Biology)2

1b. WhychooseanOCRALevelinBiologyB(AdvancingBiology)?

Weappreciatethatonesizedoesn’ttallsoweoer

twosuitesofqualicaonsineachscience:

Biology A–Providesaexibleapproachtoteaching.

Thespecicaonisdividedintotopics,eachcovering

dierentkeyconceptsofbiology.Teachingofpraccal

skillsisintegratedwiththetheorecaltopicsandthey

areassessedthroughthewrienpapers.ForAlevel

only,thePraccalEndorsementwillalsosupportthe

developmentofpraccalskills.

Biology B (Advancing Biology) – Learners study biology

using a context based approach. Ideas are introduced

withinrelevantandinteresngsengswhichhelp

learners to anchor their conceptual knowledge of

the range of biological topics required at GCE level.

Praccalskillsareembeddedwithinthespecicaon

andlearnersareexpectedtocarryoutpraccalwork

inpreparaonforawrienexaminaonthatwill

specicallytesttheseskills.

Allofourspecicaonshavebeendevelopedwith

subject and teaching experts. We have worked in close

consultaonwithteachersandrepresentavesfrom

HigherEducaon(HE)withtheaimofincludingup-

to-date relevant content within a framework that is

interesngtoteachandadministerwithinallcentres

(large and small).

Biology B (Advancing Biology) is a new course for OCR.

Ithasbeendesignedasanalternaveapproachto

OCR Biology A. Advancing Biology, like OCRs other

‘B’specicaons,isdesignedinsuchawayastogive

learnersrelevantandinteresngcontextsinwhich

to set their study of complex biological ideas. For

example,learnersconsidercellstructureandfuncon

in the context of the blood and the cells found in it and

photosynthesisinthecontextoffoodproduconand

management of the environment.

We’ve based the redevelopment of our A level sciences

on an understanding of what works well in centres

largeandsmall.We’veundertakenasignicant

amountofconsultaonthroughourscienceforums

(whichincluderepresentavesfromlearnedsociees,

HE, teaching and industry) and through focus groups

withteachers.Ourpapersandspecicaonshavebeen

trialled in centres during development to make sure

they work well for all centres and learners.

Thecontentchangesareanevoluonofourlegacy

oeringandwillbefamiliartocentresalready

following our courses, but also clear and logically laid

out for centres new to OCR, with assessment models

thatarestraighorwardtoadminister.Wehave

workedcloselywithteachersandHErepresentaves

to provide high quality support materials to guide you

throughthenewqualicaons.

Aimsandlearningoutcomes

OCR’s A Level in Biology B (Advancing Biology)

specicaonaimstoencouragelearnersto:

•developessenalknowledgeandunderstanding

ofdierentareasofthesubjectandhowthey

relate to each other

•developanddemonstrateadeepappreciaon

of the skills, knowledge and understanding of

sciencmethods

•developcompetenceandcondenceinavariety

ofpraccal,mathemacalandproblemsolving

skills

•develop their interest in and enthusiasm for

the subject, including developing an interest in

further study and careers associated with the

subject

•understand how society makes decisions about

sciencissuesandhowthesciencescontribute

to the success of the economy and society (as

exempliedin‘HowScienceWorks’(HSW)).

A Level in Biology B (Advancing Biology) 3

1c. Whatarethekeyfeaturesofthisspecicaon?

OurBiologyB(AdvancingBiology)specicaonhas

been designed so learners study biology using an

engaging,context-basedapproach.Thespecicaon:

•is laid out clearly in a series of teaching modules

withAddionalguidanceaddedwhererequired

to clarify assessment requirements. Ideas are

introduced within relevant and contemporary

sengsthathelpstudentstoanchortheir

conceptual knowledge of the range of biological

topics required at A level

•is co-teachable with the AS level

•embedspraccalrequirementswithinthe

teaching modules

•idenesPraccalEndorsementrequirements

and how these can be integrated into teaching

ofcontent(seeSecon5)

•exempliesthemathemacalrequirementsof

thecourse(seeSecon5)

•highlightsopportuniesfortheintroduconof

keymathemacalrequirements(seeSecon5

andtheaddionalguidancecolumnforeach

module) into your teaching

•idenes,withintheAddionalguidancehow

the skills, knowledge and understanding of How

Science Works (HSW) can be incorporated within

teaching.

Teachersupport

Theextensivesupportoeredalongsidethis

specicaonincludes:

•deliveryguides–providinginformaonon

assessed content, the associated conceptual

development and contextual approaches to

delivery

•transionguides–idenfyingthelevelsof

demandandprogressionfordierentkeystages

foraparculartopicandgoingontoprovide

links to high quality resources and ‘checkpoint

tasks’toassistteachersinidenfyinglearners

‘ready for progression’

•lesson elements–wrienbyexperts,providing

allthematerialsnecessarytodelivercreave

classroomacvies

•AcveResults(seeSecon1a)

•ExamBuilder(seeSecon1a)

•mockexaminaonsservice – a free service

oeringapraccequesonpaperandmark

scheme(downloadablefromasecurelocaon).

Along with:

•Subject Advisors within the OCR science team to

help with course queries

•teacher training

•Science Spotlight(ourtermlynewsleer)

•OCR Science community

•aconsultancyservice(toadviseonPraccal

Endorsement requirements)

•PraccalSkillsHandbook

•Maths Skills Handbook.

A Level in Biology B (Advancing Biology)4

1d. HowdoIndoutmoreinformaon?

Whethernewtoourspecicaons,orconnuing

onfromourlegacyoerings,youcanndmore

informaononourwebpagesat:www.ocr.org.uk

Visitoursubjectpagestondoutmoreaboutthe

assessment package and resources available to support

your teaching. The science team also release a termly

newsleerScience Spotlight.

You can contact the Science Subject Advisors:

ScienceGCE@ocr.org.uk, 01223 553998.

Join our Science community:

hp://social.ocr.org.uk/

Check what CPD events are available:

www.cpdhub.ocr.org.uk

FollowusonTwier:@ocr_science

A Level in Biology B (Advancing Biology) 5

2a. OverviewofALevelinBiologyB(AdvancingBiology)(H422)

Learners must complete all components (01, 02, 03 and 04) to be awarded the OCR A Level in Biology B.

ContentOverview AssessmentOverview

Contentissplitintoveteaching

modules:

•Module 1 – Development of

praccalskillsinbiology

•Module 2 – Cells, chemicals for

life, transport and gas exchange

•Module 3 – Cell division,

development and disease

control

•Module4–Energy,reproducon

andpopulaons

•Module5–Genecs,control

and homeostasis

Components 01, 02 and 03

can assess content from all

modules (1–5).

Fundamentals of

biology (01)

110 marks

2 hour 15 minutes

wrienpaper

41%

of total

A level

Sciencliteracyin

biology (02)

100 marks

2 hour 15 minutes

wrienpaper

37%

of total

A level

Praccalskillsin

biology (03)

60 marks

1 hour 30 minutes

wrienpaper

22%

of total

A level

Praccal

Endorsement in

biology (04)

(non exam

assessment)

Reported

separately

(seeSecon5g)

Allcomponentsincludesynopcassessment.

2 Thespecicaonoverview

A Level in Biology B (Advancing Biology)6

2b. ContentofALevelinBiologyB(AdvancingBiology)(H422)

The A Level in Biology B (Advancing Biology)

specicaoncontentisdividedintoveteaching

modules and each module is further divided into key

topics. Each module is introduced with a summary of

the biology it contains. The assessable content is then

divided into two columns: Learningoutcomesand

Addionalguidance.

The Learning outcomes may all be assessed in the

examinaon(withtheexceponofsomeoftheskills

in module 1.2 which will be assessed directly through

thePraccalEndorsement).TheAddionalguidance

column is included to provide further advice on

delivery and the expected skills required from learners.

ReferencestoHSW(Secon5)areincludedinthe

guidancetohighlightopportuniestoencouragea

wider understanding of science.

ThemathemacalrequirementsinSecon5arealso

referencedbytheprexM tolinkthemathemacal

skills required for A Level Biology to the areas of

sciencecontentwherethosemathemacalskillscould

be linked to learning.

Thespecicaonhasbeendesignedtobeco-teachable

with the standalone AS Level in Biology B (Advancing

Biology)qualicaon.Therstthreemodulescomprise

the AS Level in Biology B (Advancing Biology) course

andlearnersstudyingtheAlevelconnuewiththe

contentofmodules4and5,andwiththePraccal

Endorsement skills from module 1.2 in year 13.

A summary of the content for the A level course is as

follows:

Module1–Developmentofpraccalskillsinbiology

1.1 Praccalskillsassessedinawrienexaminaon

1.2 Praccalskillsareassessedinthepraccal

endorsement

Module2–Cells,chemicalsforlife,transportandgas

exchange

2.1.1 Cells and microscopy

2.1.2 Water and its importance in plants and animals

2.1.3 Proteins and enzymes

2.1.4 Nucleic acids

2.2.1 Theheartandmonitoringheartfuncon

2.2.2 Transport systems in mammals

2.2.3 Gas exchange in mammals and plants

2.2.4 Transport systems in plants

Module3–Celldivision,developmentanddisease

control

3.1.1 The developing cell: cell division and cell

dierenaon

3.1.2 The developing individual: meiosis, growth and

development

3.1.3 Thedevelopmentofspecies:evoluonand

classicaon

3.2.1 Pathogenic microorganisms

3.2.2 The immune system

3.2.3 Controlling communicable diseases

3.3.1 The cellular basis of cancer and treatment

3.3.2 Respiratory diseases and treatment

Module4–Energy,reproduconandpopulaons

4.1.1 Cellularrespiraon

4.1.2 Metabolism and exercise

4.2.1 Ferlityandassistedreproducon

4.2.2 Theeectsofageingonthereproducvesystem

4.3.1 Photosynthesis,foodproduconand

management of the environment

4.3.2 Theimpactofpopulaonincrease

4.4.1 Plantreproducon

Module5–Genecs,controlandhomeostasis

5.1.1 Paernsofinheritance

5.1.2 Populaongenecsandepigenecs

5.1.3 Gene technologies

5.2.1 Thenervoussystemandtheidencaonand

consequences of damage

5.2.2 Monitoringvisualfuncon

5.2.3 Theeectofageingonthenervoussystem

5.3.1 The principles and importance of homeostasis

5.3.2 The hormonal control of blood glucose and the

management of diabetes

5.3.3 Kidneyfunconsandmalfuncons

A Level in Biology B (Advancing Biology) 7

AssessmentofpraccalskillsandthePraccalEndorsement

Module1ofthespecicaoncontentrelatestothe

praccalskillslearnersareexpectedtogainthroughout

the course, which are assessed throughout the

wrienexaminaonsandalsothroughthePraccal

Endorsement(seeSecon5).

Praccalacviesareembeddedwithinthelearning

outcomesofthecoursetoencouragepraccal

acviesintheclassroomwhichcontributetothe

achievementofthePraccalEndorsement(Secon5)

as well as enhancing learners’ understanding of

biologicaltheoryandpraccalskills.

Opportuniesforcarryingoutacviesthatcould

counttowardsthePraccalEndorsementareindicated

throughoutthespecicaon.Theseareshownin

theAddionalguidancecolumnasPAG1 to PAG11

(PraccalAcvityGroup,seeSecon5).Thereare

awidevarietyofopportuniestoassessPAG12

throughoutthequalicaon.

A Level in Biology B (Advancing Biology)8

2c. Contentofmodules1to5

Module1:Developmentofpraccalskillsinbiology

Thedevelopmentofpraccalskillsisafundamental

andintegralaspectofthestudyofanyscienc

subject. These skills not only enhance learners’

understanding of the subject but also serve as a

suitablepreparaonforthedemandsofstudying

biology at a higher level.

1.1Praccalskillsassessedinawrienexaminaon

Praccalskillsareembeddedthroughoutallseconsof

thisspecicaon.

Learners will be required to develop a range of

praccalskillsthroughouttheircourseinpreparaon

forthewrienexaminaons.

1.1.1 Planning

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) experimental design, including to solve problems

setinapraccalcontext

Includingseleconofsuitableapparatus,equipment

and techniques for the proposed experiment.

Learnersshouldbeabletoapplyscienc

knowledgebasedonthecontentofthespecicaon

tothepraccalcontext.

HSW3

(b) idencaonofvariablesthatmustbe

controlled, where appropriate

M0.1

appropriate to meet the expected outcomes.

HSW6

1.1.2Implemenng

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) howtouseawiderangeofpraccalapparatus

and techniques correctly

Asoutlinedinthecontentofthespecicaonand

theskillsrequiredforthePraccalEndorsement.

HSW4

(b) appropriate units for measurements M0.1

appropriate format.

HSW8

A Level in Biology B (Advancing Biology) 9

1.1.3 Analysis

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) processing,analysingandinterprengqualitave

andquantaveexperimentalresults

Including reaching valid conclusions, where

appropriate.

HSW5

(b) useofappropriatemathemacalskillsfor

analysisofquantavedata

RefertoSecon5foralistofmathemacalskills

that learners should have acquired competence in as

part of their course.

HSW3

(d) plongandinterprengsuitablegraphsfrom

experimental results, including:

(i) seleconandlabellingofaxeswith

appropriatescales,quanesandunits

M3.2

(ii) measurement of gradients and intercepts. M3.3, M3.4, M3.5

1.1.4Evaluaon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) how to evaluate results and draw conclusions HSW6

(b) theidencaonofanomaliesinexperimental

measurements

(d) precision and accuracy of measurements and

data, including margins of error, percentage

errorsanduncertainesinapparatus

M1.11

(e) thereningofexperimentaldesignbysuggeson

of improvements to the procedures and

apparatus.

HSW3

A Level in Biology B (Advancing Biology)10

1.2Praccalskillsassessedinthepraccalendorsement

Arangeofpraccalexperiencesareavitalpartofa

learners learning as part of this course.

Learnersshoulddevelopandpracseawiderangeof

praccalskillsthroughoutthecourseaspreparaonfor

thePraccalEndorsement,aswellasforthewrien

examinaons.

TheexperimentsandskillsrequiredforthePraccal

Endorsement will allow learners to develop and

praccetheirpraccalskills,preparinglearnersforthe

wrienexaminaons.

PleaserefertoSecon5(thePraccalEndorsement)of

thisspecicaontoseethelistofpraccalexperiences

all learners should cover during their course. Further

adviceandguidanceonthePraccalEndorsementcan

befoundinthePraccalSkillsHandbook.

1.2.1Praccalskills

Learningoutcomes Addionalguidance

Praccal work carried out throughout the course

will enable learners to develop the following

skills:

Independentthinking

(a) applyinvesgaveapproachesandmethodsto

praccalwork

Includinghowtosolveproblemsinapraccal

context.

HSW3

Useandapplicaonofsciencmethodsand

pracces

(b) safelyandcorrectlyusearangeofpraccal

equipment and materials

SeeSecon5.

Includingidencaonofpotenalhazards.

Learners should understand how to minimise the

risks involved.

HSW4

(d) makeandrecordobservaons/measurements HSW8

(e) keep appropriate records of experimental

acvies

SeeSecon5.

(f) presentinformaonanddatainasciencway HSW8

(g) useappropriatesowareandtoolstoprocess

data,carryoutresearchandreportndings

M3.1

HSW3

A Level in Biology B (Advancing Biology) 11

Researchandreferencing

(h) useonlineandoineresearchskillsincluding

websites,textbooksandotherprintedscienc

sourcesofinformaon

(i) correctlycitesourcesofinformaon ThePraccalSkillsHandbookprovidesguidanceon

appropriatemethodsforcinginformaon.

Instrumentsandequipment

(j) useawiderangeofexperimentalandpraccal

instruments, equipment and techniques

appropriate to the knowledge and understanding

includedinthespecicaon.

SeeSecon5.

HSW4

A Level in Biology B (Advancing Biology)12

1.2.2Useofapparatusandtechniques

Learningoutcomes Addionalguidance

Through use of the apparatus and techniques

listed below, and a minimum of 12 assessed

praccals (see Secon 5g), learners should be

able to demonstrate all of the praccal skills

listed within 1.2.1 and CPAC (Secon 5g, Table 2)

as exemplied through:

(a) use of appropriate apparatus to record a range

ofquantavemeasurements(toincludemass,

me,volume,temperature,lengthandpH)

HSW4

(b) useofappropriateinstrumentaonto

recordquantavemeasurements,suchasa

colorimeter or potometer

HSW4

variety of experimental techniques to include

serialdiluons

HSW4

(d) use of a light microscope at high power and low

power,includinguseofagracule

HSW4

(e) produconofsciencdrawingsfrom

observaonswithannotaons

HSW8

(f) useofqualitavereagentstoidenfybiological

molecules

HSW4

(g) separaonofbiologicalcompoundsusingthin

layer/paper chromatography or electrophoresis

HSW4

(h) safe and ethical use of organisms to measure:

(i) plant or animal responses

(ii) physiologicalfuncons

HSW4, HSW10

(i) useofmicrobiologicalasepctechniques,

including the use of agar plates and broth

HSW4

(j) safeuseofinstrumentsfordisseconofan

animal or plant organ

HSW4

(k) useofsamplingtechniquesineldwork HSW4

(l) use of ICT such as computer modelling, or a

dataloggertocollectdata,oruseofsowareto

process data

HSW3, HSW4

A Level in Biology B (Advancing Biology) 13

Module2:Cells,chemicalsforlife,transportandgasexchange

2.1Cellsandchemicalsforlife

Thisseconprovideslearnerswithaknowledgeand

understanding of how the use of microscopy allowed

the development of the cell theory, which is a unifying

concept in biology. It also focuses on the importance of

microscopyininvesgangthestructureofeukaryoc

andprokaryoccells.Learnerswillalsogainaninsight

into some of the advanced microscopic techniques

used by cell biologists today.

The structure of animal cells is studied in the context

of the histology of mammalian blood as revealed by

light microscopy and is contrasted with the structure of

typical plant cells.

An understanding of the importance of enzyme-

catalysedreaconsisillustratedbythebiochemical

processes that prevent excessive blood loss, and

learnersinvesgatehowrst-aidandmedical

intervenoncanassistthebody’snaturalmechanisms

forprevenngbloodloss.

Inaddiontoenzymes,thisseconcoversthe

structuresandfunconsofotherbiologically

important molecules in animals and plants, including

DNA,naturalpolymers,andthedierentmechanisms

fortransporngmoleculesintoandoutoflivingcells.

Learnersgainanappreciaonoftheimportanceof

waterinlivingorganismsandastheessenalmedium

in which transport and exchange takes place.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

2.1.1Cellsandmicroscopy

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) (i) the importance of microscopy in the

development of the cell theory as a unifying

conceptinbiologyandtheinvesgaonof

cell structure

To include the use of the light microscope,

transmission and scanning electron microscopes and

recent developments such as the confocal scanning

microscope.

(ii) thepreparaonofbloodsmears(lms)for

use in light microscopy

To include how blood smears are made and the

interpretaonofstainedmaterial.Praccalworkto

be carried out in accordance with current CLEAPSS®

guidelines.AlsoseeSecon5.

PAG1

HSW4, HSW6

(b) theprocedurefordierenalstaining ToincludetheuseofLeishman’sstaintoidenfy

leucocytes in blood smears.

HSW4, HSW6

A Level in Biology B (Advancing Biology)14

by a range of blood cells and components

as revealed by the light microscope

To include red blood cells (erythrocytes), platelets,

neutrophils, lymphocytes and monocytes as

specialisedcellswithparcularfunconsrelatedto

their structures.

(ii) theobservaon,drawingandannotaon

of cells in a blood smear as observed using

the light microscope

PAG1

(d) the linear dimension of cells and the use and

manipulaonofthemagnicaonformula

 magnicaon=image size

actual size (of object)

M1.8

PAG1

(e) praccalinvesgaonsusingahaemocytometer

to determine cell counts

To determine the mean numbers of erythrocytes

andconverttoaconcentraon(toincludedetailsof

diluonsandcalculaons).

M0.1, M0.2, M0.3, M1.5, M1.10, M4.1

PAG1

HSW3, HSW4, HSW5, HSW6

(f) theprinciplesanduseofowcytometryinblood

analysis

Toincludetheuseofuorescentlabels.Detailsof

theuseofdierentlasersisnotrequired.

HSW3, HSW8

(g) theultrastructureofatypicaleukaryocanimal

cell, such as a leucocyte, as revealed by an

electron microscope

Toincludethestructureandfunconofthe

following: plasma membrane, Golgi apparatus,

roughendoplasmicreculum(RER)andsmooth

endoplasmicreculum(SER),ribosomes,lysosomes,

vesicles, mitochondria, cytoskeleton, centrioles.

nucleus and nucleolus.

HSW8

M1.8

(h) (i) theultrastructureofatypicaleukaryoc

plant cell such as a palisade mesophyll cell

andaprokaryoccell,asrevealedbyan

electron microscope

Toincludethestructureandfunconofchloroplasts,

large vacuole, tonoplast and the cell wall in plant

cells, circular DNA, plasmids, mesosome, pili and

agellainprokaryoccells.

HSW8

(ii) thesimilariesanddierencesbetween

thestructureofeukaryocplantand

animalcells,andbetweeneukaryocand

prokaryoccells

A Level in Biology B (Advancing Biology) 15

(i) praccalinvesgaonsusingagraculeand

stage micrometer to calculate and measure linear

dimensions of cells

Toincludethecalibraonofaneyepiecegracule

usingastagemicrometer,calculangtheareaof

theeldofviewandmeasuringthesizesoforgans,

ssues,cellsandorganellesandcalculangtheir

magnicaon.

M0.1, M0.2, M1.1, M1.2, M1.8, M2.2, M4.1

PAG1

HSW3, HSW4, HSW8

(j) how the plasma membrane is composed

ofmodiedlipidsandhowthestructureof

triglycerides and phospholipids is related to their

funcons

Toincludereferencetofayacids,glycerol,

phosphate groups, ester bonds and hydrophobic/

hydrophilicproperes.

(k) theuidmosaicmodelofthetypicalplasma

membrane

Toincludethelocaonandfunconof

phospholipids, intrinsic proteins, extrinsic proteins,

cholesterol, glycolipids and glycoproteins.

(l) the movement of molecules across plasma

membranes

Toincludediusionandfacilitateddiusionas

passive methods of transport across membranes

AND

acvetransport,endocytosisandexocytosisas

processes requiring ATP as an immediate source of

energy.

HSW8

(m) praccalinvesgaon(s)intofactorsaecng

diusionratesincells

Toincludetheuseofmodelcellsandssuessuchas

beetroot.

M0.1, M0.2, M1.1, M1.2, M3.1, M3.2, M3.3, M3.5,

M3.6

PAG8

HSW1, HSW2, HSW3, HSW4, HSW5, HSW6

(n) the roles of membranes within and at the surface

of cells

(o) theinterrelaonshipbetweentheorganelles

involvedintheproduconandsecreonof

proteins.

To include the role of the cytoskeleton and motor

proteins, the nucleus, ribosomes, RER, Golgi and

vesicles(nodetailsoftranscriponandtranslaon

are required at this stage).

HSW8

A Level in Biology B (Advancing Biology)16

2.1.2Wateranditsimportanceinplantsandanimals

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of

(a) theproperesofwater To include the polar nature of the water molecule,

hydrogen bonding and the role of water as a solvent.

(b) (i) the importance of water as a major

constuentofcytoplasm,intracellularand

extracellularuids,andastheessenal

transport medium in plants and animals

Toincludethetranspiraonstream,cellsapandthe

maintenance of turgor in plants, and plasma, serum,

ssueuid,lymphandurineinmammals.

M0.1, M0.2, M0.3, M1.1, M1.2, M1.6, M3.1

HSW5, HSW6

(ii) analysis of secondary data on the

composionofmammalianbodyuidsand

plant extracts to illustrate the role of water

as a solvent

To include solutes (sugars, proteins), electrolytes

(hydrogen ions, H+, potassium ions, K+, sodium ions,

Na+, chloride ions, Cl−, hydrogencarbonate ions,

HCO3

−, magnesium ions, Mg2+).

detectedandmeasuredinbodyuidsand

plant extracts

To include the use of reagent test strips and

biosensorstodetectandmeasuretheconcentraon

of sugars and proteins.

M0.1, M0.2, M0.3, M1.1, M1.2, M1.3, M1.6, M3.1,

M3.2

PAG5,PAG9

HSW3, HSW4, HSW5, HSW6

(ii) themethodologyandinterpretaonofthe

results of the Biuret test, Benedict’s test and

colorimetry

(d) theimportanceofhydrolysisandcondensaonof

biological molecules in cell metabolism

To include the concept of monomers and polymers

in a range of biological molecules.

(e) the structure of the ring form of α-glucose as an

example of a simple monosaccharide, and lactose

as a disaccharide

To include the concept of organic molecules as

generally containing carbon atoms and a number of

addionalelements.

(f) (i) theformaonofpolysaccharidesby

condensaon

To include glycogen and starch (amylose and

amylopecn)

AND

theformaonof1,4-and1,6-glycosidicbonds

andreferencetothesignicanceofbranchingon

solubility.

(ii) atestfortheidencaonand

measurement of starch

Toincludethequalitavetestforstarchusingiodine

and colorimetry.

PAG5,PAG9

A Level in Biology B (Advancing Biology) 17

(g) osmosis, in terms of the movement of water

downawaterpotenalgradient

Toincludetheeectofsolutesandelectrolyteson

thewaterpotenalofplantcellsandanimalcells

andonsoluonswithinorganismse.g.bodyuids,

plant sap.

M0.3, M1.1, M1.2, M1.3, M3.1, M3.2, M3.4

(h) praccalinvesgaon(s)intofactorsaecng

osmosis in plant and animal cells.

M0.3, M1.1, M1.2, M1.3, M3.1, M3.2, M3.4

PAG8

HSW3, HSW4, HSW5, HSW6

A Level in Biology B (Advancing Biology)18

2.1.3Proteinsandenzymes

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) (i) the basic structure of an amino acid and the

formaonofpepdebonds

(ii) theuseofchromatographyintheseparaon

andidencaonofaminoacids

Toincludecalculaonofretenon(Rf) values.

Rf distancemoved by thesolvent

distancemoved by thesolute

Praccalworktobecarriedoutinaccordancewith

current CLEAPSS® guidelines with regards to the

risks associated with the use of ninhydrin.

AlsoseeSecon5f.

PAG6

(b) the molecular structure of globular proteins

as illustrated by the structure of enzymes and

haemoglobin

Toincludeprimary,secondaryandterarystructure

inrelaontoenzymes,andquaternarystructureand

prosthecgroupsinrelaontohaemoglobin.

enzymemoleculestocatalysespecicmetabolic

reacons

Toincludetheroleofterarystructureinthe

specicityoftheacvesite,theformaonof

enzyme substrate complexes and the lowering of the

acvaonenergy.

(d) (i) thefactorsaecngtherateof

enzyme-catalysedreacons

M0.1, M1.2, M1.3, M1.11, M3.1, M3.2, M3.3, M3.5,

M3.6

PAG4

HSW3, HSW4, HSW5, HSW6, HSW8

(ii) praccalinvesgaonsintothefactors

aecngtherateofenzyme-catalysed

reacons

(e) (i) theroleofproteinsinbloodclong,and

bloodclongasanenzyme-controlled

process

Toincludetheroleofplatelets,damagedssue,

thromboplasn,calciumions,prothrombin,

thrombin,brinogenandbrin.

(ii) therst-aidproceduretoassisttheblood

clongprocessandpreventexcessiveblood

loss

HSW10, HSW11, HSW12

(f) the use of enzymes and inhibitors in medical

diagnosis and treatment

Toincludediagnoscenzymes(e.g.bloodamylase

and LDH) and enzymes and inhibitors used in

medical treatment (e.g. streptokinase, aspirin and

warfarin).

(g) thedonaonofblood,andthetypesandusesof

stored blood products.

Toincludebloodgroupsandaconsideraonofthe

otherissuesaecngblooddonaon

AND

thecolleconanduseofwholeblood,

leuco-depleted blood, packed red cells, platelets,

clongfactorsandplasma.

HSW9, HSW10, HSW11, HSW12

A Level in Biology B (Advancing Biology) 19

2.1.4Nucleicacids

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) thestructureofanucleodeasthemonomer

from which nucleic acids are made

ToincludethedierencesbetweenRNAandDNA

nucleodes,theidencaonofthepurinesand

pyrimidines, the type of pentose sugar and the

formaonofphosphodiesterbonds(thesugar

phosphate ‘backbone’).

(b) the structure of adenosine di-phosphate

(ADP) and adenosine tri-phosphate (ATP) as

phosphorylatednucleodes

including a review of the evidence for

complementarybasepairing(Charga’s

rules)

M0.3

(ii) praccalinvesgaonintothepuricaon

ofDNAbyprecipitaon

HSW3, HSW7

(d) semi-conservaveDNAreplicaon To include the roles of the enzymes helicase and

DNApolymerase,theimportanceofreplicaonin

conservinggenecinformaonwithaccuracyand

theoccurrenceofrandom,spontaneousmutaons.

(e) thenatureofthegeneccode To include reference to the triplet, non-overlapping,

degenerate and universal nature of the code and

how a gene determines the structure of proteins

including enzymes by ordering the sequence of

aminoacidsinapolypepde.

(f) the structure of RNA (ribonucleic acid) and how it

diersfromthatofDNA

(g) transcriponandtranslaonofgenesresulngin

thesynthesisofpolypepdes.

To include the role of RNA polymerase, messenger

(m)RNA, transfer (t)RNA and ribosomal (r)RNA

(detailsofposttranscriponalmodicaonarenot

required).

A Level in Biology B (Advancing Biology)20

2.2Transportandgasexchangesystems

Thisseconprovideslearnerswithaknowledgeand

understandingofthestructureandfunconsofthe

transport and gas exchange systems in mammals and

mulcellularterrestrialplants.

Learnerswillgainanappreciaonoftheneedfor

masstransportsystemsandthesignicanceofthe

surfaceareatovolumeraoinmulcellularorganisms.

Themassowofmaterialswithinmammalsandthe

exchange of molecules are studied in the context of

the need to maintain a high metabolic rate.

Technologicaladvancesenabletheacvityofthe

heart,circulaonandgasexchangesystemstobe

monitored. Learners will be able to apply their

knowledgeofphysiologytotheinterpretaonof

dataonvitalmeasurementsofheartfuncon,blood

pressureandpulmonaryvenlaon.Theimportance

ofmelyemergencytreatmentinbothcardiacand

respiratory arrest is also studied.

Inthissecon,learnersgainanunderstandingofthe

transport systems of terrestrial plants. In crop plants,

the sites where organic molecules are stored – the

harvestablepartsoftheplant–areoendierentto

the sites where these molecules are produced – the

leaves. This means that these molecules must be

moved around the plant as required. The movement

of water through a plant is, however, mainly due to

physical mechanisms and processes. Learners will

invesgatethetransportsystemsofmulcellular

plantsandthedierentssuesinvolved.Theywillgain

anappreciaonofhowthedistribuonofthesessues

variesbetweendierenttypesofplantsandthatthis

distribuonisdiagnoscofthetypeofcropplant

(broad-leaved or cereal) and the structural part of the

plant (stem or root).

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

2.2.1Theheartandmonitoringheartfuncon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the need for a mass transport system in

mammals

Rati

Volume

Surface Area

To include references to a high basal metabolic rate,

beingmulcellularandthesignicanceofsurface

areatovolumerao.

M0.3, M4.1

(b) (i) the internal and external structure of the

mammalian heart

PAG2

HSW3, HSW4, HSW5, HSW6, HSW8

(ii) theexaminaon,disseconanddrawingof

the mammalian heart

changes occurring in the heart and associated vessels.

(d) howheartaconisiniatedandco-ordinated To include the roles of the sino-atrial node (SAN),

atrio-ventricularnode(AVN),purkynessueand

the myogenic nature of cardiac muscle (no detail on

hormonal and nervous control is required at AS level

but at A level this is covered in 5.3.1(b)).

A Level in Biology B (Advancing Biology) 21

(e) praccalinvesgaon(s)intothefactorsaecng

heart rate

Toincludetheeectofexercise.

M0.1, M0.4, M1.2, M1.3, M1.11, M2.3, M2.4, M3.1,

M3.2

PAG10,PAG11

HSW3, HSW4, HSW5, HSW6

(f) theeectofheartrateoncardiacoutput Toincludecalculaonsbasedonheartrateand

stroke volume.

cardiac output heartratestrokevolume#=

M0.1, M0.4, M1.2, M1.3, M1.11, M2.3, M2.4, M3.1,

M3.2

PAG10,PAG11

HSW3, HSW4, HSW5, HSW6

(g) themeasurementandinterpretaonofpulse

rate,toincludethegeneraonofprimarydata

and the use of secondary data

M0.1, M0.4, M1.2, M1.3, M1.10, M1.11, M3.1, M3.2

PAG10,PAG11

HSW3, HSW4, HSW5, HSW6

(h) theuseandinterpretaonofan

electrocardiogram (ECG)

Toincludetachycardia,bradycardia,S-Televaon

andbrillaon.

M3.1

HSW3, HSW5

(i) the emergency treatment given to a person

sueringasuspectedheartaackorcardiac

arrest.

Toincludetherst-aidtreatmentforaheartaack

and cardiac arrest

AND

theuseofadebrillatorfollowingcardiacarrest.

2.2.2Transportsystemsinmammals

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the importance of the closed double circulatory

system

To include reference to blood pressure in systemic

and pulmonary systems.

(b) (i) thestructureandfunconsofarteries,

arterioles, capillaries, venules and veins

HSW4, HSW5, HSW6

(ii) transverseseconsofarteries,veins

and capillaries as observed using a light

microscope

Prepared slides or photomicrographs may be

examinedtoshowthestructuraldierences

between these vessels.

andOP(oncocpressureorcolloidalosmoc

pressure).

(d) (i) the use of a sphygmomanometer to

measure systolic and diastolic blood

pressure

To include reference to both manual and electronic

measuring.

(ii) comparisons of blood pressure readings HSW3, HSW4, HSW5, HSW6

(e) theinterpretaonofsystolicanddiastolicblood

pressure measurements

To include hypertension and hypotension and their

possible consequences.

A Level in Biology B (Advancing Biology)22

2.2.3Gasexchangeinmammalsandplants

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) (i) therelaonshipsbetweencells,ssuesand

organs in the mammalian gas exchange

system

To include the appearance and the histology of

squamous epithelial cells in the alveoli, ciliated

epithelialssue,smoothmuscle,carlageand

elascbres.

(ii) observaonsofssuesofthegasexchange

system using microscopy

PAG1

HSW4, HSW5, HSW6

(b) the process of gas exchange in the alveoli Toincludetherolesofvenlaon,epithelialssue,

smoothmuscle,carlage,elascbres,blood

capillaries and surfactant in the establishment and

maintenanceofconcentraongradients.

rate, vital capacity, residual volume, PEFR and FEV1

(no detail of the use of a spirometer is required).

PAG10

M0.1, M2.2, M2.3, M2.4

(d) howexpiredairresuscitaoncanbecarried

out on adults, children and babies in cases of

respiratory arrest

To include reference to both manual and electronic

methods.

HSW3, HSW4, HSW5, HSW6

(e) the process of gas exchange in terrestrial plants. Toincludethediusionofgasesbetweenthe

atmosphere and intercellular spaces of leaves via

stomataandthroughthelencelsofstems.

(f) (i) the structure of stomata, their opening and

closing

To include reference to changes in turgor and water

potenalofguardcellsandtheneedforATP.

(ii) the microscopic appearance of stomata To include the appearance of stomata in the leaves

ofdierentterrestrialplants.

PAG1

2.2.4Transportsystemsinplants

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) theneedfortransportsystemsinmulcellular

plants

Toincludereferencestosize,variaonsinmetabolic

rateandthesignicanceofsurfaceareatovolume

rao.

(b) thestructure,funconandlocaonofvascular

ssueinroots,stemsandleaves

To include xylem vessels, sieve tube elements and

companion cells in the roots, stems and leaves

of monocotyledonous crop plants (cereals) and

dicotyledonous crop plants (broad-leaved crops

e.g. carrots, potatoes).

A Level in Biology B (Advancing Biology) 23

stainedseconsofplantssuesusingalight

microscope

M0.1, M0.2, M1.1, M1.2, M1.8, M2.1

PAG1

HSW2, HSW3, HSW4, HSW5, HSW8

(ii) thelongitudinalandtransversedissecon

andexaminaonofplantorgansto

demonstratetheposionandstructureof

vascularssue

PAG2

HSW2, HSW3, HSW4, HSW5, HSW8

(d) the entry and transport of water in terrestrial

plants

To include details of the pathways taken by water

AND

the mechanisms of movement, including adhesion,

cohesionandthetranspiraonstream,intermsof

waterpotenal.

HSW2, HSW8

(e) (i) theprocessoftranspiraonandthe

environmentalfactorsthataectthe

transpiraonrate

Toincludeanappreciaonthattranspiraon

occurs due to physical processes linked to gaseous

exchange in leaves.

(ii) praccalinvesgaonstoesmate

transpiraonrates

M0.1, M0.2, M1.1, M1.2, M1.3, M1.6, M1.11, M3.1,

M3.2, M3.3, M3.5, M3.6, M4.1

PAG5

HSW2, HSW3, HSW4, HSW5, HSW6, HSW8

(f) themechanismoftranslocaon. Toincludetranslocaoninthephloemasan

energy-requiringprocesstransporngassimilates,

especially sucrose, between sources (e.g. leaves)

and harvestable sinks (e.g. roots, stems and seeds)

AND

detailsofacveloadingatthesourceandremoval

at the sink

A Level in Biology B (Advancing Biology)24

Module3:Celldivision,developmentanddiseasecontrol

3.1 Cell division and development

Thisseconprovideslearnerswithknowledge

and understanding of biological development on

threelevels:celldivisionbymitosis(wheregenec

informaoniscopiedandpassedtodaughtercells)

celldierenaon,celldivisionbymeiosisandfetal

development,andtheevoluonarydevelopmentof

species.

Sciencresearchhashighlightedtheroleofapoptosis

duringthelifecycleofamulcellularorganism.The

importance of both mitosis and apoptosis is considered

inrelaontofetalgrowthanddevelopment,aswell

asanappreciaonthattheseprocessesareaected

by environmental factors. Knowledge of recent

advancementsinstemcelltechnologyanditspotenal

applicaonsfurtherenhancelearners’understanding

of these fundamental cellular processes.

Meiosis is also studied as a process that promotes

genecbiodiversityandvariaon.Thepotenalfor

change and the development of new species by the

aconofnaturalseleconongenecvariaonis

seenasanessenalpartoftheprocessofevoluon.

Learners will also gain an understanding that the

variety of life, both past and present, is extensive,

but the biochemical basis of life is similar for all living

thingsaswellasofthelinkbetweennaturalselecon

andtheadaptaonsoflivingorganismstotheir

environments.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

3.1.1Thedevelopingcell:celldivisionandcelldierenaon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the cell cycle To include the processes taking place during

interphase (G1,S and G2), mitosis and cytokinesis,

leadingtogenecallyidencaldaughtercells.

(b) (i) the changes that take place in the nuclei

and cells of animals and plants during

mitosis

To include the changes in the nuclear envelope

andthebehaviourofthecentrioles,spindlebres,

centromere,chromadsandchromosomes,andthe

formaonofthecellplateinplantcells.

(ii) the microscopic appearance of cells

undergoing mitosis

Toincludetheexaminaonanddrawingofstained

seconsorsquashesofplantssueandthe

idencaonofthestagesobserved.

PAG1

HSW4, HSW5, HSW6

(pyknosis),blebs,nuclearfragmentaon

(karyorrhexis),therolesofphosphadylserineand

macrophages.

(d) the importance of apoptosis and mitosis in

growth and repair

To include examples of the roles of apoptosis in cell

deleonandmitosisincelladdion.

A Level in Biology B (Advancing Biology) 25

(e) (i) thedierenaonofstemcellsinto

specialised cells

Toincludeanappreciaonofthedierences

betweentopotent,pluripotentandmulpotent

stemcells,andthedierenaonofbonemarrow

stem cells into specialised blood cells.

(ii) currentapplicaonsandusesofstemcells. To include the use of bone marrow stem cells.

3.1.2Thedevelopingindividual:meiosis,growthanddevelopment

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) thesignicanceofmeiosisinsexualreproducon

andtheproduconofhaploidgametesinplants

and animals

To include the importance of meiosis in maintaining

thechromosomenumberatferlisaonand

betweengeneraons.

(b) the stages of meiosis in plant and animal cells To include the use of diagrams to describe

interphase, prophase 1, metaphase 1, anaphase 1,

telophase 1, prophase 2, metaphase 2, anaphase 2,

telophase 2 (no details of the names of the stages

within prophase 1 are required).

PAG1

genecallydierent

Toincludetheimportanceofchiasmaformaon,

crossing over, independent assortment of

chromosomes(metaphase1)andchromads

(metaphase2),inproducinggenecvariaon.

(d) the programme of antenatal care in the United

Kingdom

To include pre-conceptual care and post-conceptual

care.

(e) the dietary changes recommended during

pregnancy

To include the roles of protein, calcium, iron,

vitamin A, vitamin C and folic acid

AND

thereasonsforchangesinDRVrecommendaonsof

these nutrients and energy during pregnancy.

(f) theeectsofalcoholconsumponandsmoking

on fetal growth and development

(g) (i) the use of ultrasound for measuring fetal

growth

To include the measurement of biparietal diameter

of the cranium, crown-rump length of the back.

M0.1, M0.3, M1.3, M1.4, M1.6

(ii) the analysis of secondary data from fetal

growth charts

A Level in Biology B (Advancing Biology)26

(h) the advantages and disadvantages of techniques

forassessingfetaldevelopmentanddetecng

disorders

To include fetal ultrasonography, amniocentesis and

chorionic villus sampling.

(i) theproduconanduseofkaryotypes. To include the use of karyotypes in fetal sex

idencaonandthediagnosisofchromosomal

mutaons.ToincludeDown’ssyndrome,Klinefelter’s

syndrome and Turner’s syndrome (no details of

non-disjunconarerequiredatASlevel).

3.1.3Thedevelopmentofspecies:evoluonandclassicaon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) theconceptsofbiologicalclassicaonand

species

To include the taxonomic ranks in the hierarchy

ofclassicaon(domain,kingdom,phylum,class,

order, family, genus, species)

AND

anoutlineofthebiologicalandphylogenecspecies

concepts.

(b) the types of evidence used in biological

classicaonandconsideraonofhowtheories

change as new evidence is found

Evidenceforhominidclassicaontoinclude

observable features (e.g. fossils) and molecular

evidence (e.g. DNA).

HSW7, HSW8

classicaon,examplesofthegenesusedand

consideraonofthereasonsforthechoiceof

these genes

To include the use of mitochondrial genes

(e.g. cytochrome c oxidase 1) in animals,

and chloroplast genes in plants (no details of

electrophoresis are required).

(d) theinterpretaonofphylogenectrees

andgenecdatatoshowrelatednessand

classicaoninplantsandanimals

Toincludeconsideraonofhominids,bothexnct

andextant,andhylobads,includingexamplesin

whichthereisconicngevidence.

HSW5, HSW6, HSW8

(e) (i) behavioural, physiological and anatomical

adaptaonstotheenvironment

ToincludethefollowingadaptaonsinHomo

sapiens:tooluseandculturaladaptaonsforsocial

bonding (behavioural), lactose tolerance and skin

pigmentaon(physiological),bipedalismandbrain

size (anatomical)

AND

adaptaonsofplantstotheirenvironmentincluding

adaptaonstoextremesoftemperature,lightand

water.

(ii) praccalinvesgaonintoadaptaonsof

plants to environmental factors

A Level in Biology B (Advancing Biology) 27

(f) theevoluonoflanguageasanexampleofa

sciencquesonwithmanycompengtheories

Toincludediscussionofwhysomescienc

quesons(e.g.“howdidlanguageevolve?”)are

diculttoanswerbecauseofalackofevidence,and

consideraonofcompengtheories(toincludethe

“mothertongues”and“gossip”hypotheses).

HSW1, HSW2, HSW3, HSW7, HSW8

(g) adaptaonandseleconascomponentsof

evoluon

Toincludetheideasofgenecvariaon,selecon

pressuresandnaturalseleconinrelaonto

evoluon.

(h) thedenionandmeasurementofbiodiversity ToincludecalculangSimpson’sIndexofDiversity

(D). The formula will be provided where needed in

assessments and does not need to be recalled

R=-

Toincludeaconsideraonthatbiodiversitycanexist

atthegenec,speciesandecosystemlevels.

M0.2, M0.3, M0.4, M1.1, M1.5, M2.3

(i) thecalculaonsofgenecdiversitywithin

populaons.

To include the percentage of gene variants (alleles)

in a genome.

proporonofpolymorphic

gene loci = number of polymorphic gene loci

total number of loci

M0.1, M0.2, M1.1, M2.2, M2.4

3.2Pathogens,immunityanddiseasecontrol

Inthissecon,learnersstudythenatureofpathogens

and their means of transmission. An understanding of

the primary defences and immunological responses

ofthebodytoinfecon,andthemanagementand

treatment of communicable diseases will also be

considered, including the challenges of controlling

the spread of drug-resistant strains. Learners will also

gainanappreciaonoftheneedforepidemiological

research in this dynamic and changing area of science,

andevaluatetheassociatedrisksandbenetstothe

individual and to society.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

3.2.1Pathogenicmicroorganisms

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) how pathogens (including bacteria, viruses and

fungi) cause communicable disease

To include an outline of the general mechanisms of

pathogenicitybybacteria(toxinproducon),viruses

(taking over cell metabolism) and fungi (enzyme

secreon).

(b) the causes, means of transmission, symptoms

and the principal treatment of tuberculosis (TB)

and HIV/AIDS

Toincludedropletinfecon,detailsofprimaryand

secondaryTBandalsoopportuniscinfecons

(HIV-AIDS).

HSW10

A Level in Biology B (Advancing Biology)28

Virus (HIV)

Toincludetheuseofdiagramsshowingthelocaon

ofenzymesandthenatureofthegenecmaterial.

(d) (i) the use of Gram stain, cell and colony

morphologytoidenfybacteria

(ii) the culturing of bacteria and the

idencaonofGram-posiveand

Gram-negavebacteriausingtheGram

staining method on pure cultures

HSW3, HSW4, HSW5, HSW6, HSW8

(e) how the incidence and prevalence of a

communicablediseasecanchangeoverme

To include the principles of endemic communicable

diseases (e.g. chickenpox in the UK), epidemics

(e.g. SARS in China, 2002) and pandemics (e.g. H1N1

inuenzain2009).

(f) calculaonsofincidencerates,prevalencerates

and mortality rates and their importance in

epidemiology

M0.1, M0.3, M0.4

(g) theanalysis,interpretaonanduseof

epidemiological data

Toincludetheevaluaonofgraphicaldatatoassess

theimpactofdiseasee.g.forHIVandTBinfecon.

M1.3, M1.7, M3.1, M3.5, M3.6

HSW12

(h) theimportanceofreporngnoablediseases

and the role of Public Health England, formerly

knownastheHealthProteconAgency(HPA)

Toincludeexamplesofnoablediseases.

HSW12

(i) the social, ethical, economic and biological

factorsinvolvedintheaemptstocontroland

prevent diseases in the context of HIV/AIDS

and TB.

HSW10

A Level in Biology B (Advancing Biology) 29

3.2.2Theimmunesystem

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) primarydefencesandnon-specicdefences

against pathogens

Primary defences to include mucus and cilia in the

respiratory tract, lysozyme in tears and stomach acid

AND

non-specicimmuneresponsestoinclude

phagocytosisandinammaon.

(b) themodeofaconofphagocytes To include the roles of cytokines, opsonins,

phagosomes and lysosomes.

Tlymphocytesinthespecicimmuneresponse

Toincludeclonalseleconandclonalexpansion,

plasma cells, T helper cells, T killer cells and T

regulatory cells.

(d) the secondary immune response and the role of

memory cells in long term immunity

To include T memory cells and B memory cells.

(e) thestructureandgeneralfuncon(s)of

anbodies

Toincludedescriponsofanbodystructurefrom

diagrams

AND

anoutlineoftheaconofopsoninsandagglunins.

(f) how individuals can be tested for TB and HIV

infecon

Toincludeanbodytestsandangentestsforboth

diseases

AND

the Mantoux test for TB.

(g) thedierencesbetweenacveandpassive

immunity,andbetweennaturalandarcial

immunity

To include examples of each type of immunity.

(h) howallergiescanresultfromhypersensivityof

the immune system.

To include an outline of the sequence of events in a

typical allergic response to allergens such as pollen

(hay fever).

A Level in Biology B (Advancing Biology)30

3.2.3Controllingcommunicablediseases

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) theprinciplesofvaccinaon Toincludethedierentformsofvaccines(live

vaccine, dead microorganisms, pathogen fragments)

andtheimportanceofboostervaccinaons.

(b) theroleofvaccinaonprogrammesinthe

prevenonofepidemics

To include reference to the establishment of herd

immunity.

vaccinesandtheuseofvaccinaonprogrammes

To include issues with vaccine development,

mutaonrateandangenvariability(e.g.inHIVand

theinuenzavirus(es))andlivevaccines

AND

vaccineuse–storageofvaccine,distribuonof

vaccineandthenutrionalstatusofthetarget

populaone.g.ifproteindecient.

(d) the ethical issues related to the development and

use of vaccines

To include the use of a vaccine in girls against

Human Papilloma Virus (HPV) to prevent cervical

cancer.

HSW10

(e) theuseofanbiocsinthetreatmentof

communicable disease

Toincludeanoutlineofthemodesofaconof

anbiocse.g.inhibionofbacterialprotein,DNA

and cell wall synthesis

AND

thecellulardierencesbetweenprokaryocand

eukaryoccellsthatallowanbiocstoacton

bacterial but not human cells.

(f) howthemisuseofanbiocscanleadtothe

evoluonofresistantstrainsofbacteria

To include reference to TB and MRSA.

(g) praccalinvesgaonontheeectofanbiocs

onGram-posiveandGram-negavebacteria.

Toincludebacteriostacandbacteriocidaleects

ofanbiocsandtheeectsofdisinfectantuseand

otherhygienepracces.

M0.1, M0.2, M0.4, M1.1, M4.1

PAG1,PAG7

HSW3, HSW4, HSW5, HSW6, HSW8

A Level in Biology B (Advancing Biology) 31

3.3Non-communicablediseases

Inthissecon,anunderstandingofnon-communicable

diseases will be illustrated by reference to cancer,

smoking-induced lung diseases and asthma.

Learners will use their knowledge of cell division from

Module 3.1 to further their understanding of the

cellularandgenecbasisofcancer.Thecomputerised

technological devices and tests that enable early

deteconanddiagnosisofcancerwillalsobe

considered,aswellastheuseofgenecscreeningto

assesspotenalrisks.

Consideraonwillbegiventotheanalysisof

epidemiologicaldatawhenevaluangthecausesof

non-infecousdiseases,andlearnerswillconsider

the importance of clinical trials when developing

new medicinal treatments. The role of government

healthagenciesinprovidingnaonalguidelinesfor

treatments is also explored.

Inthissecon,learnerswillconsiderthebiological

andethicalimplicaonsofmedicalandscienc

advancements and evaluate the associated risks and

benetstosociety.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

3.3.1Thecellularbasisofcancerandtreatment

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the factors that may increase the risk of

developing non-communicable diseases

Factors to include heredity, ageing, types of

radiaon,carcinogen,virusesandairpolluonand

diseases to include cancers and asthma

AND

toincludeanevaluaonofepidemiologicaland

otherevidencetoidenfycorrelaons.

(b) the cellular basis of cancer To include an outline of cell cycle control and the

changesincontrolwhichleadtotheformaonof

tumours and metastases.

cancer

To include Ras and Myc proto-oncogenes.

(d) howmutaonstotumoursuppressorgenescan

lead to cancer

To include the p53 gene.

(e) theevaluaonofepidemiologicalevidence

linkingpotenalriskfactorswithparcularforms

of cancer

To include smoking and lung cancer, diet and bowel

cancer,BRCA1genemutaonsandbreastcancer.

M1.3, M1.5, M1.7, M3.1

HSW5, HSW6

(f) the methods used to detect cancers To include references to MRI, X-rays, mammography,

CT scans, ultrasound, PET scans, biopsies and blood

tests.

A Level in Biology B (Advancing Biology)32

(g) theethicalandeconomicconsideraonswhen

screeningandconducnggenectestsforcancer

Toincludeevaluaonofscreeningforparcular

cancerse.g.thepotenalharm,accuracyandcostof

the screening procedure

AND

discussionoftheethicsofgenectestse.g.forBRCA

and HNPCC genes.

HSW9, HSW10

(h) themethodsusedtotreatpaentswithcancer. To include surgery, chemotherapy, radiotherapy,

immunotherapy(monoclonalanbodies),

complementary therapies and hormone-related

treatment.

3.3.2Respiratorydiseasesandtreatment

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) theshort-termandlong-termeectsof

pollutants on the respiratory system

To include tobacco smoke, asbestos and fungal

spores.

(b) thecausesandsymptomsofchronicbronchis

and emphysema (COPD), asthma and lung cancer

(d) the treatment of asthma To include the use of beta agonists and steroids.

(e) theimportanceofplantsaspotenalsourcesof

medicinal drugs

To include the use of theophylline (from Theobroma

cacao) in the treatment of COPD and asthma,

topotecan (from Camptotheca acuminata) in the

treatment of lung cancer, aspirin (from Salix spp.)

and quinine (from Cinchona spp.).

(f) the design and use of clinical trials to assess the

value of treatments

To include the role of each phase of a clinical trial

and the importance of the recruitment and size of

sample,randomisaon,placebosanddouble-blind

trials.

M1.5

HSW9, HSW10, HSW11

(g) theroleofNICE(TheNaonalInstuteforHealth

and Care Excellence) in providing guidelines for

treatments.

To include its role in providing guidelines on clinical

pracce,healthtechnologiesandpublichealth

AND

theimportanceofeconomicconsideraonsinthe

produconofguidelines.

HSW9, HSW10, HSW11

A Level in Biology B (Advancing Biology) 33

Module4:Energy,reproduconandpopulaons

4.1Energy,metabolismandexercise

Thisseconbuildsontheknowledgeand

understanding gained in Module 2 by considering

the role of ATP as an immediate source of energy for

biological processes and the biochemical pathways of

cellularrespiraonthatgenerateATP.

Theconceptofaerobictnessisexploredinthe

contextoftheeectsofexerciseontherespiratory

andcardiovascularsystems.Theeectsofexercise

on skeletal muscles and the mechanism of muscle

contraconatcellularlevelarealsoconsidered.

Theprocessofcellularrespiraonrequiresanecient

supply of oxygen and the importance of respiratory

pigments as oxygen carriers is illustrated by reference

to haemoglobin and myoglobin. Learners also gain an

insightintotheuniqueproperesoffetalhaemoglobin

inmeengthemetabolicneedsofthefetusduring

development.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

4.1.1Cellularrespiraon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) an outline of glycolysis as an enzyme controlled

metabolic pathway

Toincludethelocaonoftheenzymes(only

dehydrogenase to be named), the conversion of

glucosetotriosephosphate,theproduconof

pyruvate,reducedNADandtheproduconofATP

bysubstratelevelphosphorylaon.

HSW8

(b) anoutlineofthelinkreacon Toincludethelocaonoftheenzymes,

decarboxylaonanddehydrogenaonofpyruvate

(3C)toacetyl(2C)coenzymeA,andthereducon

of NAD.

HSW8

formaonofcitratefromtheacetylgroupof

acetyl CoA and oxaloacetate, the conversion of

citratetooxaloacetateusingdecarboxylaonand

dehydrogenaonreaconsandtheproducon

of reduced NAD and reduced FAD and also ATP

bysubstratelevelphosphorylaon(namesof

intermediate compounds are not required).

HSW8

A Level in Biology B (Advancing Biology)34

(d) anoutlineoftheprocessofoxidave

phosphorylaon

Toincludethelocaonoftheprocessandtheroles

of electron carriers, oxygen and the mitochondrial

cristae (inner membrane)

AND

to include the electron transport chain, proton

gradients and ATP synthase.

HSW8

(e) anoutlineoftheprocessofanaerobicrespiraon

in muscle cells and in yeast

Toincludeanappreciaonthatanaerobicrespiraon

produces a much lower yield of ATP than aerobic

respiraon.

(f) therelaveenergyvaluesofdierentrespiratory

substrates

Toincludethecalculaonandinterpretaonof

respiratoryquoentsforcarbohydrates,proteins

and lipids.

Oconsumed

CO produced

M0.3, M2.3, M2.4

HSW8, HSW12

(g) (i) the use of respirometers and other methods

toinvesgatetherateofrespiraon

M0.1, M0.2, M0.3, M1.1, M1.2, M1.3, M1.6, M1.9,

M3.2, M3.3, M3.5, M3.6

PAG4

HSW2, HSW3, HSW4, HSW5, HSW6

(ii) praccalinvesgaonsintotheeectof

temperature,substrateconcentraon,

anaerobiccondionsanddierent

respiratory substrates on the rate of

respiraon.

4.1.2Metabolismandexercise

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the consequences of exercise on the body Toincludebothimmediateandlongtermeectson

the respiratory and cardiovascular systems and on

skeletal muscle.

HSW12

(b) thefactorsaecngaerobictness Toincludeage,genderandparcipaoninexercise.

on(resng)heartrate,breathingrateorrecovery

mesandtheanalysisofprimaryandsecondary

data

M0.1, M0.2, M0.3, M1.1, M1.2, M1.3, M1.6, M1.9,

M3.2, M3.5

PAG10

HSW3, HSW4, HSW5, HSW6, HSW12

A Level in Biology B (Advancing Biology) 35

(d) (i) howtrainingcansignicantlyimprove

aerobictness

Toincludefrequency,intensity,typeandme

(duraon)(F.I.T.T.factors)ofexerciseprogramme.

M0.1, M0.2, M0.3, M1.1, M1.2, M1.3, M1.6, M1.9,

M3.5

PAG10

HSW4, HSW5, HSW6, HSW12

(ii) praccalinvesgaonsintotheeects

ofF.I.T.T.factorson(resng)heartrate,

breathingrateorrecoverymes

(e) supplementarymethodsofenhancingathlec

performance

Toincludethedescriponandevaluaonof

carbohydrate loading diets, the use of recombinant

erythropoien(RhEPO),blooddopinganduseof

steroids.

(f) thesignicanceofVO2 max as a measure of

aerobictness

ToincludeconsideraonsofVO2 max as the

maximum rate at which oxygen can be taken in,

transportedandulised.

M0.1, M0.2, M1.9, M3.1

HSW1, HSW3, HSW4, HSW5, HSW6, HSW9, HSW10,

HSW12

(g) the role of haemoglobin in oxygen transport

(h) theoxygendissociaoncurvesfordierent

respiratory pigments

Toincludethedierencesinanityforoxygen

between adult haemoglobin, fetal haemoglobin and

myoglobinandthereasonsforthedierences.

M0.1, M0.2, M1.1, M1.2, M1.6, M3.1, M3.4, M3.6

HSW8

(i) thefactorswhichaectoxygendissociaonfrom

respiratory pigments

To include temperature, pH, carbon dioxide and the

role of carbonic anhydrase.

(j) thebuild-upofanoxygendecitandoxygen

debt/EPOC (Excess Post-exercise Oxygen

Consumpon)

Toincludethedierencesbetweentheoxygen

decitandoxygendebt.

(k) (i) the histology and ultrastructure of skeletal

muscle

Toincludetheinterpretaonofdiagrams,

photomicrographs and electron micrographs.

M0.1, M0.2, M1.1, M1.2, M1.8

(ii) observaonsofmusclessuemadeusing

alightmicroscopeandmusclessue

responsestoATPandothersoluons

Toincludemuscledisseconse.g.chickenlegwith

thigh.

M0.1, M0.2, M1.1, M1.2, M1.8

PAG1

HSW4, HSW5, HSW6

(l) theslidinglamenttheoryofmusclecontracon. Toincludetheroleofacn,myosin,troponin,

tropomyosin, the importance of the power stroke

and the role of ATP and calcium ions.

HSW8

A Level in Biology B (Advancing Biology)36

4.2Mammalianreproducon

Thisseconbuildsontheknowledgeand

understanding of cell division gained in Module 3 by

introducing learners to the process of gametogenesis

anditsroleinhumanreproducon.Thehormonal

regulaonofbothgametogenesisandthefemale

reproducvecyclewillbeconsidered,aswellas

the part played by hormones in enabling natural

concepontooccur.

Learners will also gain an understanding of the

treatments and procedures that have been developed

byendocrinologiststoassistconcepon,includingIVF

and ICSI, and the issues that couples need to consider

in order to make informed and ethical choices.

Thisseconalsoconsidersthebiologicalandethical

issuesassociatedwithinferlityandtheeectsof

ageingonthereproducvesystemsofmenand

women.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

4.2.1Ferlityandassistedreproducon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the parts of the male and female urinogenital

systems

Toincludetheinterpretaonofdiagrams,

photomicrographs and electron micrographs.

M0.1, M0.2, M1.1, M1.2, M1.8

(b) (i) the histology of the ovaries and testes Toincludetheinterpretaonofdiagrams,

photomicrographs and electron micrographs.

M0.1, M0.2, M1.1, M1.2, M1.8

(ii) observaonsofthehistologyoftheovaries

and testes made using the light microscope

PAG1

HSW4, HSW5, HSW6

relate these to mitosis and meiosis.

(d) the structure of the secondary oocyte and sperm

relatedtotheirfuncons

Toincludetheinterpretaonofdiagrams,

photomicrographs and electron micrographs.

M0.1, M0.2, M1.1, M1.2, M1.8

(e) the role of hormones in gametogenesis To include spermatogenesis: FSH, GnRH, LH,

testosterone and inhibin

AND

oogenesis: FSH, LH, progesterone, oestrogen and

GnRH.

(f) theroleofhormonesintheregulaonofthe

menstrual cycle

To include LH, FSH, progesterone and oestrogen.

A Level in Biology B (Advancing Biology) 37

(g) theprocessofferlisaon To include the importance in restoring chromosome

numberandintroducinggenecvariaon.

(h) theuseofmonoclonalanbodiesinpregnancy

tesng

Nodetailsoftheproduconofmonoclonal

anbodiesarerequired.

(i) aconsideraonandevaluaonofthebiological

andethicalissuessurroundinginferlity

Toincludetheproduconofabnormalsperm,low

sperm count and blocked vas deferens, ovulatory

disorders, oviduct blockage, endometriosis and

an-spermanbodies.

M0.1, M0.2, M1.1, M1.2, M1.8

(j) assistedreproducon Treatments and techniques to include intrauterine

inseminaon,IVF,intra-cytoplasmicsperminjecon

(ICSI),donorsperminseminaon,surgicalsperm

retrieval,ovulaoninducon,frozenembryo

replacements and gamete intra-fallopian transfer.

HSW9, HSW10, HSW12

4.2.2Theeectsofageingonthereproducvesystem

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) theeectsofageingonthefemalereproducve

system

To include the changes in physiology associated with

ageing(changesinhormonelevels,ferlityandthe

menopause).

(b) managingtheeectsofageingonthefemale

reproducvesystem

To include the use of HRT with its advantages and

disadvantagesandtheuseofalternavetreatments.

HSW5, HSW6, HSW9, HSW10, HSW11

system.

Toincludechangesinhormonelevelsandferlity,

changesinereclefunconandtheconsequences

of benign prostate hyperplasia.

HSW5, HSW6, HSW9, HSW10, HSW11

A Level in Biology B (Advancing Biology)38

4.3Photosynthesis,foodproduconandpopulaons

Thisseconbeginswithaconsideraonofthe

biochemical pathways of photosynthesis and its

importanceasasynthecprocessuponwhichmost

food chains and food webs are based.

Learnersgainanappreciaonoftheroleof

microorganisms in recycling materials within the

environment and maintaining balance within

ecosystems. Microorganisms are also used as natural

biosensors by environmental biologists to detect and

measure the presence of chemical compounds in the

environment.

Inthisseconlearnersconsiderecosystemson

dierentscalesfromthesmall(therumenofmany

herbivores) to the very large (farms required for global

foodproducon).Theneedtoconserveenvironmental

resources in a sustainable fashion is considered, whilst

appreciangthepotenalconictarisingfromthe

needsofanincreasinghumanpopulaon.Learners

alsoconsidertheimpactsofhumanacviesonthe

natural environment and biodiversity.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

4.3.1Photosynthesis,foodproduconandmanagementoftheenvironment

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) (i) the ultrastructure of the chloroplast Toincludethelocaonofthecomponentsfor

thelight-dependentreaconinthethylakoid

membranes(lightharvesngcomplexes,

photosystems, electron transport chain and ATP

synthase)andthelocaonoftheenzymesforthe

light-independentreaconsinthestroma.

(ii) praccalinvesgaonintotheseparaonof

pigments by paper chromatography

No details of the structure of carotenoids or

accessory pigments are required.

M1.1, M1.2, M1.3, M1.6, M1.7, M1.8

PAG6

HSW4, HSW5, HSW6

(b) the process of the light-dependent stage of

photosynthesis

To include the transfer of light energy to chemical

energy in the form of ATP and reduced NADP (details

ofcyclicandnon-cyclicphotophosphorylaonare

not required).

HSW8

A Level in Biology B (Advancing Biology) 39

the light-independent stage of photosynthesis

(Calvin cycle)

To include the use of the products of the light-

dependentreacons(ATPandreducedNADP)

withinthelight-independentreacons

AND

the role of carbon dioxide, ribulose bisphosphate

carboxylase (RuBisCO), ribulose bisphosphate

(RuBP), glycerate-3-phosphate (GP) and triose

phosphate (TP) but no other biochemical detail is

required.

M1.1, M1.2, M1.3, M1.6, M1.7, M3.5

HSW4, HSW5, HSW6, HSW8

(d) (i) praccalinvesgaonsintothefactors

aecngphotosynthesis

To include light wavelength, light intensity, light

duraon,temperatureandpH.

M1.1, M1.2, M1.3, M1.6, M1.7, M1.9, M3.5

PAG4

HSW3, HSW4, HSW5, HSW6

(ii) praccalinvesgaonsoftheHillReacon

(lightdependentreacon)usingDCPIP

M1.1, M1.2, M1.3, M1.6, M1.7, M3.5

PAG4

HSW3, HSW4, HSW5, HSW6

(e) the metabolism of TP and GP to produce

carbohydrates, lipids and amino acids

To include reference to the need for appropriate

mineralions(e.g.nitratesandsulfatesinrelaonto

amino acids).

(f) thedependencyofrespiraoninplantsand

animals upon the products of photosynthesis

(g) (i) thebiologicalsignicanceofthe

compensaonpointforcropproducon

(ii) aninterpretaonofdataandgraphs

relangtothebiologicalsignicanceofthe

compensaonpointforcropproducon

M3.4, M3.5

(iii) praccalinvesgaonofdierentleaf

samplestocomparecompensaonpoints

withhydrogencarbonateindicatorsoluon

M1.1, M1.2, M1.3, M1.6, M1.7, M3.4, M3.5

HSW3, HSW4, HSW5, HSW6

(h) (i) the importance of microorganisms in

maintaining ecosystems, with reference to

the nitrogen cycle

To include the recycling of nitrogen by bacteria, with

reference to the roles of Azotobacter, Nitrosomonas,

Nitrobacter and Rhizobium

AND

the use of luminescent microorganisms as

biosensors in environmental monitoring.

(ii) culturing of Rhizobium spp. in vitro M1.8

PAG1

HSW4, HSW5, HSW6

(iii) invesgangtheappearanceofroot

nodules in legumes

M1.8

HSW4, HSW5, HSW6

A Level in Biology B (Advancing Biology)40

(i) the transfer of biomass through a food chain in

foodproducon

M0.4, M1.2, M1.6

(j) aconsideraonoftheeciencyofbiomass

transfers in the food chain with reference to their

comparaveabilitytoprovideresourcesina

sustainable fashion

Toincludeshfarmingandmaizegrownasanimal

feedforbeefcalerearedforhumanconsumpon.

100efficienc

biomassintake

biomasstransferred

(k) the role of ruminants in the human food chain To include an outline of the structure and

composionoftheruminantdigesvesystemasan

ecosystem and the role of microorganisms within

thisecosysteminthedigesonofcellulose,the

produconoffayacidsandasasourceofprotein.

(l) (i) farms as ecosystems Toincludeaconsideraonoffarmsasecosystems

wherebiocandabiocfactorsimpacton

producvity

AND

the features of intensive and extensive farming to

include the advantages and disadvantages with

reference to hedgerow removal, use of chemicals,

disposaloffarmwasteandconsideraonof

government schemes such as the countryside

stewardship scheme.

(ii) thepotenalforconictbetween

agricultureandconservaon

(m) (i) how land management can result in

deectedsuccession

Toincludedescriponsofsuccessionasadynamic

processmovingfromcolonisaontoclimax

communies

AND

howexamplesoflandmanagementpracces

(toincludeforestryandagriculture)candeect

succession.

HSW9, HSW10, HSW11

(ii) praccalinvesgaonsofdierences

in biodiversity using techniques such as

randomandsystemacsampling.

M1.5, M1.6, M1.7, M2.3

PAG3

HSW4, HSW5, HSW6

A Level in Biology B (Advancing Biology) 41

4.3.2Theimpactofpopulaonincrease

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the factors that alter the birth rate and death

rateinhumanpopulaons

Toincludefoodproducon,advancesinmedical

technology and disease control

AND

interpretaonofdemographiccharts/graphs.

M1.3, M1.5, M3.2, M3.5

(b) theimpactoftheriseinhumanpopulaonon

ecosystems and biodiversity

To include the impacts of humans on the global

ecosystem(e.g.impactonabiocfactorssuchas

climate,soilsandwaterqualityandonbiocfactors

such as changes in biodiversity).

M1.5

importance of species biodiversity

Toincludeaesthec,medicalandagricultural

consideraonsandtheuseofstascalmethodsto

assess species biodiversity (e.g. Simpson’s Diversity

Index).

M1.5, M2.3

(d) the global food security agenda concerning

sustainablefoodproduconandfood

consumpon

To include but not limited to food system challenges

(food safety, food fraud, food crime and consumer

trust)

AND

theroleoftheUnitedNaonsFoodandAgriculture

Organisaon(toincludetoFCC(FoodChainCrisis

Management Framework) and EMPRES (Emergency

PrevenonSystem)).

A Level in Biology B (Advancing Biology)42

4.4Fromowerstofood

Global food security and sustainability are challenges

facing the modern world.

Floweringisacricalstageinthelifecycleofaplant

andsointheproduconofstaplefoods,suchasrice

andwheat.Themingofoweringmustcoincide

withfavourableenvironmentalcondionssothat

viable seeds can be produced. Learners will consider

thedierentenvironmentalcueswhichtrigger

owering,theadaptaonsofowerstodierenttypes

ofpollinaonandtheformaonofseedsandtheir

germinaon.

4.4.1Plantreproducon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) thecontrolofoweringinplants Toincludetheroleofvernalisaonandphytochrome

inthemingofowering.

HSW2, HSW5, HSW8

(b) adaptaonsofowersforpollinaon Toincludeadaptaonsofbothwind-pollinated

owers(e.g.cereals)andinsect-pollinatedowers

(e.g. legumes).

PAG2

HSW4, HSW5, HSW8

formaonoftheembryoandtheformaonofthe

endosperm (in outline only).

PAG2

HSW4, HSW5, HSW8

(d) (i) thegerminaonofseeds

(ii) invesgaonsintothefactorsaecng

germinaon

To include the role of gibberellin as a cell signalling

molecule.

HSW1, HSW2, HSW8

(e) the importance of cereals as staple foods Toincludeaconsideraonoftheglobaluseof

rice,maizeandwheat,andissuesrelangtofood

security and sustainability.

HSW9, HSW10, HSW12

A Level in Biology B (Advancing Biology) 43

Module5:Genecs,controlandhomeostasis

5.1Genecsinthetwentyrstcentury

Theaimofthisseconistodevelopanunderstanding

of the fundamental principles of heredity, which are

illustrated by reference to model organisms and to the

inheritanceofgenecdiseases.

Learnersgainanunderstandingoftheregulaonof

the genome by a number of factors, and the concept

ofepigenecswillalsobeconsideredinrelaontothe

increase in diseases such as Type 2 diabetes.

Someofthepraccaltechniquesusedtoanalyse

and manipulate DNA are also considered, as well as

theapplicaonsofthesetechniques.Thepotenal

uses of DNA and RNA technology in the treatment

of disease are considered, as is the profound ethical

implicaonsofgenetechnologiesandtheroleof

geneccounsellors.

The use of gene technologies to catalogue the

accumulaonofdierentgenecinformaonin

populaonsandtheimplicaonsforspeciaoncan

also be considered.

Thisseconprovidesopportuniesfortheuseof

stascaltestsinanalysingdata.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

5.1.1Paernsofinheritance

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) paernsofmonogenic(monohybrid)inheritance To include the correct usage of the terms gene,

allele (gene variant), locus, phenotype, genotype,

dominant and recessive, heterozygous and

homozygous and codominant.

HSW8

(b) genemutaons Toincludecyscbrosis,sicklecellanaemia,

phenylketonuria(PKU)andHunngton’sdisease.

andmulplegenevariants(alleles)

To include the inheritance of blood groups and HLA

angensinhumans.

(d) paernsofinheritancewhichshowsexlinkage

and autosomal linkage

To include haemophilia (sex linkage) and ABO

blood group and nail patella syndrome (autosomal

linkage).

A Level in Biology B (Advancing Biology)44

(e) theuseofmodelorganismstoinvesgate

paernsofinheritance

To include Drosophila melanogaster

AND

paernsofinheritancetoincludedihybrid

inheritance

AND

the use of the chi-squared (X2) test to analyse

variouspaernsofinheritance.

M1.4, M1.9

HSW1, HSW2, HSW3, HSW5, HSW6

(f) chromosomemutaonsinhumans Toincludenon-disjunconandtranslocaonsinthe

context of Turner’s syndrome, Klinefelter’s syndrome

and Down’s syndrome.

(g) theroleofthegeneccounsellorandtheethical

issues involved in advising families where a

genecdiseasehasbeenidened.

To include pedigree analysis to predict the

probabilityofgenecdisease

AND

theuseofgenectesng.

M1.4

HSW2, HSW5, HSW8, HSW9, HSW11, HSW12

5.1.2Populaongenecsandepigenecs

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) theroleofnaturalseleconinchangingallele

frequencieswithinpopulaons

To include the link between malaria and the

frequencyofthesicklecellalleleincludingtheeect

on the phenotype of each of the three possible

genotypes for the normal and sickle cell allele.

M1.4, M1.5, M2.2, M2.3, M2.4

(b) the link between the changes in the amino

acid sequence to the change in structure and

properesofproteins(e.g.haemoglobin)

HSW1, HSW5, HSW6

changesinallelefrequenciesinpopulaons

TheequaonsfortheHardy-Weinbergprinciplewill

be provided where needed in assessments and do

not need to be recalled

p pq q

p q

++=

HSW3, HSW8

M2.1, M2.2, M2.3, M2.4

(d) factorsotherthannaturalseleconthat

contributetogenecbiodiversity

Toincludetheroleofthefoundereectandgenec

bolenecksincreanggenecdierencesbetween

humanpopulaons.Examplestoincludeblood

groupdistribuonandEllis-vanCreveldsyndrome

distribuon.

HSW1, HSW5, HSW6, HSW9, HSW10, HSW12

A Level in Biology B (Advancing Biology) 45

(e) theroleofgeographicalandreproducve

isolaonintheformaonofnewspecies

Toincludeaconsideraonoftheimplicaonsfor

speciaonofprimates,includinghumans.

(f) epigenecsintermsoftheeectofenvironment

on gene expression.

ToincludetheoriesoftheroleofDNAmethylaon

and histones in gene expression

AND

areviewofsomehumanepigenecstudies(suchas

theNorrboenstudies,studiesontheeectofthe

Dutch Hunger Winter and twin studies) and possible

implicaonsfromthesestudies.

M1.7

HSW1, HSW2, HSW5, HSW6, HSW8, HSW9, HSW10,

HSW11, HSW12

5.1.3Genetechnologies

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) posttranscriponaledingofmRNA ToincludetheproduconofmaturemRNAin

human cells, the nature of introns and exons and

thepotenaltoproducemanydierentmatureRNA

molecules from a single gene (details of splicing

mechanisms not required).

HSW7, HSW9

(b) theuseofgenecmodicaonofbacterialcells

to produce some human proteins

To include the role of reverse transciptase,

restriconenzymes,DNAligaseandplasmidvectors

AND

thepalindromicnatureofrecognionsequencesfor

restriconenzymes

AND

the need for reporter genes on plasmids such as

thoseforanbiocresistance

AND

example of human protein to include insulin.

HSW1, HSW3, HSW5, HSW6, HSW7, HSW9, HSW10,

HSW11, HSW12

Reacon(PCR)

To include the use of PCR in amplifying DNA,the role

of primers and Taq polymerase in PCR

AND

theuseoflogscalestoshowtherelaonship

betweencyclesofheangandcoolingandincreases

in copy number.

M0.5, M2.5

HSW1, HSW2, HSW3, HSW5, HSW6, HSW7, HSW9,

HSW11

A Level in Biology B (Advancing Biology)46

(d) the principles and uses of agarose gel

electrophoresis

PAG6

(e) the nature and use of haplotypes, SNPs (single

nucleodepolymorphisms)andVNTRs(variable

number tandem repeats) in human genome

studies

Toincludeforensics,diseasepre-disposion,ethnic

migraon,paternitytesng,seleconforclinical

trials.

HSW2, HSW5, HSW6, HSW9, HSW10, HSW11,

HSW12

(f) theuseofgenecengineeringineukaryoccells Toincludeanoutlineoftheuseofgenec

engineering to develop knockout mice as models for

studyingmammaliandiseases(nodetailsofgenec

crossing to obtain homozygous individuals are

required)

AND

anoutlineoftheuseofgenecengineeringto

produce human proteins in animals andgenecally

modiedcrops.

HSW9, HSW12

(g) somacandgermlinegenetherapy Toincludethedierencesbetweenthetwoformsof

gene therapy

AND

theethicalimplicaonsofgenetherapyindisease

treatmenttoincludethetreatmentofcyscbrosis

andSCID(severecombinedimmunodeciency

disease).

HSW9, HSW10, HSW11

(h) the principles of RNA interference. ToincludeinoutlineonlytheaconofsiRNAand

miRNAandthepotenalofRNAinterferencein

disease treatment.

HSW9, HSW10, HSW11, HSW12

A Level in Biology B (Advancing Biology) 47

5.2Nervouscontrol

Co-ordinaonmaybechemicalorelectricalinnature.

Inthissecon,learnersgainanunderstandingof

the electrical component through the study of the

structureandfunconsofthemammaliannervous

system. The use of brain scanning techniques and

tradionalreexteststoassessbraininjuryare

invesgated.Anappreciaonoftheuniqueproblems

associated with damage to neurones is considered,

aswellastheeectsofhistologicalchangesinthe

nervous system as a result of ageing.

Theeectsofdrugsonthenervoussystemarealso

considered, including their use in the treatment of

neurologicalcondionssuchasParkinson’sdisease.

The eye is used to illustrate the role of the sensory

receptorasabiologicaltransducer.Theuseofopcal

scansandeyeteststoassessvisualfunconisalso

explored.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

5.2.1Thenervoussystemandtheidencaonandconsequencesofdamage

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) (i) theorganisaonofthesomacand

autonomic nervous system in humans

(ii) praccalobservaonsofnervousssue

using a light microscope

To include the use of diagrams, photomicrographs

and electron micrographs to show the structure of

the central and peripheral nervous system.

M0.1, M0.2, M1.1, M1.2, M1.8

PAG1

HSW4, HSW5, HSW6

(b) thestructureandfunconofthehumanbrain To include the use of diagrams, photomicrographs

andelectronmicrographsofthelocaonsof

the cerebrum, cerebellum, medulla oblongata,

hypothalamusandpituitaryglandandthefuncons

of each area.

M0.1, M0.2, M1.1, M1.2, M1.8

neurones

To include the use of diagrams, photomicrographs

and electron micrographs to show axons, dendrons

and dendrites, cell surface membrane and cell body,

myelin sheath and nodes of Ranvier.

M0.1, M0.2, M1.1, M1.2, M1.8

A Level in Biology B (Advancing Biology)48

(d) theestablishmentoftheresngpotenaland

thetransmissionoftheaconpotenalin

neurones

Toincludetheinterpretaonofgraphsshowing

changesinmembranepotenal,thesignicanceof

the myelin sheath and the refractory period in the

transmission of nerve impulses.

M3.1, M3.4

(e) thestructureandfunconofsynapsesin

integrangresponsesinthenervoussystem

Toincludetheroleofneurotransmiersinexcitatory

andinhibitorypostsynapcpotenal.

(f) (i) thenatureofareexarc,theuseofreexes

andthedierenceswhencomparedtoa

reacon

Reexestoincludetheuseoftheblinkreex,iris

reexandplantarreexinassessingnervoussystem

damage and levels of consciousness

AND

the use of the Student’s t-testininvesgaonsof

thefactorsaecngreaconme.

M0.1, M0.3, M1.1, M1.2, M1.3, M1.6, M3.1, M3.2,

M3.4, M3.5

PAG11

HSW3, HSW4, HSW5, HSW6

(ii) praccalinvesgaonsintoreexesin

humans

(iii) praccalinvesgaonsintofactorsaecng

reaconmes

(g) the use of brain scans in assessing brain and

spinal cord damage

Toincludetheassessmentoftraumacbraininjury

and strokes and scans to include CT, MRI, fMRI and

PET scans and EEGs.

HSW9, HSW10, HSW11, HSW12

(h) the consequences of brain and spinal cord

damage

Toincludeeectsonmemory,motorskills,

speech and hormonal imbalance and the ethical

consequences of establishing brain death should be

discussed.

HSW10

(i) theuseofdrugstomodifybrainacvityand

funcon

Toincludethetherapeucuseofdrugs,such

as dopamine for the treatment of Parkinson’s

diseaseandtheeectofheroin,cannabis,

methamphetamineandalcoholonsynapseacvity

in the brain.

HSW5, HSW6, HSW7, HSW9, HSW10, HSW11,

HSW12

(j) psychological and physical drug dependency. To include the biological basis of dependency and

the consequences of dependency on individuals and

society.

HSW10, HSW12

A Level in Biology B (Advancing Biology) 49

5.2.2Monitoringvisualfuncon

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the structure of the eye Toincludethelocaonandfunconofthesclera,

conjuncva,cornea,iris,pupil,lens,ciliarybody,

aqueous humour, vitreous humour, choroid, and

rena.

(b) (i) thestructureoftherena Toincludethestructureandfunconofthe

following: rod cells, cone cells, bipolar cells and

ganglion cells, the fovea and the blind spot.

(ii) praccalobservaonsofseconsthrough

the eye

PAG1

M0.1, M0.2, M1.1, M1.2, M1.8

smuliandasatransducer

(d) theassessmentofreceptoracvitythrough

rouneeyetests.

To include tests for visual acuity, colour vision and

OCTscans(opcalcoherencetomography).

HSW9, HSW10, HSW11, HSW12

5.2.3Theeectofageingonthenervoussystem

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the symptoms and possible causes of Alzheimer’s

disease

Toincludehistologicalchangesinbrainssue,

cogniveimpairmentandbehaviouralchanges,and

genecandenvironmentalcauses.

M1.4, M1.7

HSW5, HSW6, HSW9, HSW10, HSW11

(b) (i) theeectofageingonthenervoussystem To include hearing impairment, visual impairment

(cataracts,glaucomaandmaculardegeneraon)and

memorylossandtheanalysisandinterpretaonof

secondary data from hearing tests and sight tests.

(ii) praccalinvesgaonsintotheeectof

ageingonreaconmesandmemory.

M1.1, M1.3, M1.5, M3.1

PAG11

HSW4, HSW5, HSW6, HSW9, HSW10, HSW11

A Level in Biology B (Advancing Biology)50

5.3 Homeostasis

Homeostasisinvolvesco-ordinaonwhichmaybe

chemicalorelectrical.Theaimofthisseconisto

consider the principles of homeostasis with reference

to the control of heart rate, body temperature

andbloodglucoseconcentraon.Theimplicaons

ofafailureofhomeostacmechanismsarealso

considered.

Learners gain an understanding of the kidney as an

organofhomeostasisandexcreon,andtheeectsof

kidney disease, and diabetes, are studied.

Theethicsoforgandonaonandthepotenalusesof

cloning and stem cell technology in treatments are also

considered.

Learners are expected to apply knowledge,

understandingandotherskillsgainedinthisseconto

newsituaonsand/ortosolverelatedproblems.

5.3.1Theprinciplesandimportanceofhomeostasis

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the general principles of homeostasis in the

maintenance of a stable internal environment

Toincludetheroleofreceptors,eectorsand

negavefeedback

AND

the concept of normal ranges for temperature, pH,

bloodglucoseconcentraonandbloodpressure.

AND

contrastposiveandnegavefeedbacksystems

usingoxytocinasanexampleofposivefeedback.

M1.6

(b) the nervous and hormonal control of heart rate Toincludetherolesofthesympathecand

parasympathecnervoussystemandadrenaline.

receptors, the thermoregulatory centre in the

hypothalamus and the responses to rising and falling

temperatures(sweang,shivering,vasoconstricon

andvasodilaon).

(d) theregulaonofthyroxinereleaseandtheeect

of thyroxine on metabolic rate

(e) the techniques for and the importance of

measuring core body temperature

To include oral, tympanic (ear), axillary (arm pit)

andrectalmethodsandthesignicanceofreadings

outside the normal range in adults and children.

M1.1, M1.2, M1.6

PAG10

HSW3, HSW4, HSW5, HSW6

A Level in Biology B (Advancing Biology) 51

(f) the causes, symptoms and treatment of

hypothermia and hyperthermia.

To include the consequences of ‘fuel poverty’ and

analysisofdatashowingcorrelaonsbetween

weathercondionsandincidenceofboth

hypothermia and hyperthermia with respect to

climate change.

M0.3, M1.7

HSW9, HSW10, HSW11, HSW12

5.3.2Thehormonalcontrolofbloodglucoseandthemanagementofdiabetes

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) (i) thestructureandfunconofthepancreas

as an endocrine gland

To include the use of diagrams, photomicrographs

andelectronmicrographstoidenfytheIslets

ofLangerhansandnon-endocrinessuesinthe

pancreas.

(ii) praccalobservaonsofpreparedslidesof

pancreacssueusingalightmicroscope

M0.1, M0.2, M1.8

PAG1

HSW4

(b) theregulaonofbloodglucosebynegave

feedback

Toincludedetailsoftheaconofinsulinand

glucagon at a cellular level.

Type 1 and Type 2 diabetes.

(d) thefasngbloodglucosetest,glucosetolerance

tesngandtheuseofbiosensorsinthe

monitoringofbloodglucoseconcentraons

Toincludetheanalysisandevaluaonofsecondary

data (from glucose tests).

M0.1, M0.2, M1.7

HSW3, HSW4, HSW5, HSW6, HSW9, HSW10, HSW11

(e) the treatment and management of Type 1 and

Type 2 diabetes

Toincludetheuseofinsulin,lifestyleintervenons,

the use of drugs and the monitoring of glucose

control using glycosylated haemoglobin

concentraons.

M0.1, M0.2, M0.3, M1.1, M1.5

(f) the team of health professionals involved in

the management of diabetes (i.e. the diabetes

nurse,diecians,renalscreeners,podiatrists),

includingtheroleofevidencebasedpracce

(g) the future impact of diabetes on the human

populaon.

A Level in Biology B (Advancing Biology)52

5.3.3Kidneyfunconsandmalfuncons

Learningoutcomes Addionalguidance

Learners should be able to demonstrate and

apply their knowledge and understanding of:

(a) the need for the removal of excretory products Toincludethereasonsforthedeaminaonofamino

acidsandproduconofureainlivercells(nodetails

of the ornithine cycle are required).

(b) the structure of the kidney as part of the

excretory system

To include the gross structure of the kidney (cortex,

medulla, renal pyramids, renal pelvis and ureter)

andrelaveposionsofthemajorbloodvesselsand

organs associated with the kidney (renal artery and

vein, bladder and urethra).

PAG2

nephron related to the processes of

ultraltraonandselecvere-absorpon

whichresultintheproduconofurine

To include the use of microscopy, diagrams

andphotomicrographstoexamineandidenfy

structures.

M0.1, M0.2, M0.3, M1.8, M2.2

PAG1

HSW8

(ii) praccalinvesgaonsintothebiochemical

composionof‘mock’urine,renalartery

andrenalveinplasmaandltrate

PAG9

HSW3, HSW4, HSW5, HSW6

(d) theroleofthekidneyinosmoregulaon Toincludethelocaonandroleofosmoreceptors,

thesecreonofADHfromtheposteriorpituitary,

theacononADHatthecollecngducts,the

roleofcyclicAMPincollecngductcellsandthe

inseronandremovalofaquaporinsintocellsurface

membranes.

(e) the role of the kidney as an endocrine gland Toincludeanoutlineofthehomeostacfunconof

erythropoien(EPO)andrenin(angiotensin).

(f) the causes, diagnosis and consequence of kidney

failure

To include causes (uncontrolled diabetes, kidney

stones,bloodpressureandbacterialinfecons),

diagnosis (analysis of data from laboratory samples

e.g.urineorbloodcomposion)andconsequences

(renin and EPO changes and cardiovascular disease).

M0.1, M0.3, M2.2, M2.3, M2.4

PAG9

HSW9, HSW10, HSW11, HSW12

A Level in Biology B (Advancing Biology) 53

(g) the use of haemodialysis and peritoneal dialysis

in the treatment of kidney failure

Toincludeaconsideraonoftheadvantagesand

disadvantages of both forms.

M1.4

HSW9, HSW10, HSW11, HSW12

(h) the use of transplant surgery in the treatment of

kidney failure

Toincludepraccalissuesinvolvedintheuseof

donor organs for kidney transplants.

HSW7

(i) the future for transplant surgery. Toincludetheimplicaonsoftherapeuccloning

andreproducvecloningandtheuseofstemcell

technology.

HSW7

A Level in Biology B (Advancing Biology)54

2d. Priorknowledge,learningandprogression

Thisspecicaonhasbeendevelopedforlearners

whowishtoconnuewithastudyofbiologyat

Level3.TheAlevelspecicaonhasbeenwrien

to provide progression from GCSE Science, GCSE

AddionalScience,GCSEFurtherAddionalScience,

GCSE Biology or from AS Level Biology. Learners who

havesuccessfullytakenotherLevel2qualicaonsin

Science or Applied Science with appropriate biology

contentmayalsohaveacquiredsucientknowledge

and understanding to begin the A Level Biology course.

There is no formal requirement for prior knowledge of

biologyforentryontothisqualicaon.Otherlearners

withoutformalqualicaonsmayhaveacquired

sucientknowledgeofbiologytoenableprogression

onto the course.

Some learners may wish to follow a biology course

for only one year as an AS, in order to broaden

their curriculum, and to develop their interest and

understandingofdierentareasofthesubject.Others

mayfollowaco-teachableroute,complengthe

one-year AS course and/or then moving to the two-

year A level.

The A Level Biology course will prepare learners for

progression to undergraduate study, enabling them to

enterarangeofacademicandvocaonalcareersin

Biological Sciences, Medicine and Biomedical Sciences,

Veterinary Science, Agriculture and related sectors.

Forlearnerswishingtofollowanapprenceshiproute

or those seeking direct entry into biological science

careers, this A level provides a strong background and

progression pathway.

ThereareanumberofSciencespecicaonsatOCR.

Find out more at www.ocr.org.uk

A Level in Biology B (Advancing Biology) 55

3a. Formsofassessment

All three externally assessed components (01–03)

contain some synopcassessment,someextended

responsequesonsandsomestretchandchallenge

quesons.

Stretchandchallengequesonsaredesignedtoallow

the most able learners the opportunity to demonstrate

the full extent of their knowledge and skills.

Stretchandchallengequesonswillsupportthe

awarding of A* grade at A level, addressing the need

forgreaterdierenaonbetweenthemostable

learners.

Fundamentalsofbiology(Component01)

This component is worth 110 marks and is split into

twoseconsandassessescontentfromacrossall

teachingmodules.Learnersanswerallquesons.

SeconAcontainsmulplechoicequesons.This

seconofthepaperisworth30marks.

SeconBincludesshortanswerquesonstyles

(structuredquesons,problemsolving,calculaons,

praccal)andextendedresponsequesons.This

seconofthepaperisworth80marks.

Sciencliteracyinbiology(Component02)

This component assesses content from across all

teachingmodulesandplacesaparcularemphasison

sciencliteracy.Learnersanswerallquesons.This

componentincludesapre-releaseAdvanceNoce

arcle(seeSecon5e)worth20to25marks.

Quesonstylesincludeshortanswer(structured

quesons,problemsolving,calculaons,praccal)and

extendedresponsequesons.Thiscomponentisworth

100 marks.

Praccalskillsinbiology(Component03)

This component assesses content from across all

teachingmodulesandplacesaparcularemphasis

onpraccalskills.Learnersanswerallquesons.This

component is worth 60 marks.

Quesonstylesincludeshortanswer(structured

quesons,problemsolving,calculaons,praccal)and

extendedresponsequesons.

3 Assessment of OCR A Level in Biology B

(Advancing Biology)

A Level in Biology B (Advancing Biology)

PraccalEndorsementinbiology(Component04)

Performance in this component is reported separately

to the performance in the A level as measured

through externally assessed components 01 to 03.

This non-exam assessment component rewards the

developmentofpraccalcompetencyinphysics/

biology/chemistry and is teacher assessed. Learners

demonstrate competence in the range of skills and

techniquesspeciedinSecon1.2ofthespecicaon

bycarryingoutaminimumof12assessedpraccal

acvies.ThePraccalEndorsementisteacher

assessedagainsttheCommonPraccalAssessment

CriteriaasspeciedinSecon5g.

Learners may work in groups but must demonstrate

and record independent evidence of their competency.

Teachers who award a pass to their learners must be

condentthateachlearnerconsistentlyandrounely

exhibitsthecompetencieslistedinSecon5gandhas

demonstrated competence in all the apparatus and

techniquesdetailedinSecon1.2.2beforecompleon

oftheAlevelcourse.Thepraccalacviesprovided

byOCRareallmappedagainstthespecicaonand

assessment criteria.

3b. Assessmentobjecves(AO)

TherearethreeassessmentobjecvesinOCR’sALevel

in Biology B (Advancing Biology). These are detailed in

the table below.

Learners are expected to demonstrate their ability to:

AssessmentObjecve

AO1 Demonstrateknowledgeandunderstandingofsciencideas,processes,techniquesand

procedures.

AO2 Applyknowledgeandunderstandingofsciencideas,processes,techniquesandprocedures:

•inatheorecalcontext

•inapraccalcontext

•whenhandlingqualitavedata

•whenhandlingquantavedata.

AO3 Analyse,interpretandevaluatesciencinformaon,ideasandevidence,includinginrelaon

to issues, to:

•make judgements and reach conclusions

•developandrenepraccaldesignandprocedures.

A Level in Biology B (Advancing Biology) 57

AOweighngsinALevelinBiologyB(AdvancingBiology)

Therelaonshipbetweentheassessmentobjecves

and the components are shown in the following table:

Component

% of A Level in Biology B (H422)

AO1 AO2 AO3

Fundamentals of biology (H422/01) 15–17 16–17 7–9

Sciencliteracyinbiology(H422/02) 10–12 15–17 10–11

Praccalskillsinbiology(H422/03) 5–6 9–10 7–8

Praccalendorsementinbiology(H422/04)* N/A N/A N/A

Total 30–35 40–44 25–28

*ThePraccalEndorsementisassessedandreportedseparatelyfromtheoverallAlevelgrade(seeSecon5)

3c. Assessmentavailability

Therewillbeoneexaminaonseriesavailableeach

year in May/June to all learners.

All examined components must be taken in the

sameexaminaonseriesattheendofthecourse.

Assessmentsbyexaminaonmustallbetakenina

single year

ThisspecicaonwillbecercatedfromtheJune

2017examinaonseriesonwards.

3d. Retakingthequalicaon

Candidatescanretakethequalicaonasmanymes

as they wish. They retake all examined components

ofthequalicaon.Candidatescanchooseeitherto

retakethePraccalEndorsementortocarryforward

theirresultforthePraccalEndorsementbyusingthe

carryforwardentryopon(seeSecon4a).Theresult

forthePraccalEndorsementmaybecarriedforward

forthelifemeofthespecicaon.

A candidate who is retaking A Level Biology B

(Advancing Biology) may re-use a previous result for

thePraccalEndorsement,evenifitwasawardedby

anotherawardingorganisaonorifitwasawardedfor

analternavesuite[e.g.aPraccalEndorsementpass

result from A Level Biology B (Advancing Biology) could

be re-used for retaking A Level Biology A].

3e. Assessmentofextendedresponses

Theassessmentmaterialsforthisqualicaonprovide

learners with the opportunity to demonstrate their

ability to construct and develop a sustained and

coherent line of reasoning and marks for extended

responses are integrated into the marking criteria.

A Level in Biology B (Advancing Biology)

3f. Synopcassessment

Synopcassessmentteststhelearners’understanding

oftheconneconsbetweendierentelementsofthe

subject.

Synopcassessmentinvolvestheexplicitdrawing

together of knowledge, understanding and skills

learnedindierentpartsoftheAlevelcourse.The

emphasisofsynopcassessmentistoencouragethe

development of the understanding of the subject as a

discipline. All components within Biology B (Advancing

Biology)containanelementofsynopcassessment.

Synopcassessmentrequireslearnerstomakeand

useconneconswithinandbetweendierentareasof

biology, for example, by:

•applying knowledge and understanding of more

thanoneareatoaparcularsituaonorcontext

•using knowledge and understanding of principles

and concepts in planning experimental and

invesgaveworkandintheanalysisand

evaluaonofdata

•bringingtogethersciencknowledgeand

understandingfromdierentareasofthe

subject and applying them.

3g. Calculangqualicaonresults

Alearner’soverallqualicaongradeforALevelin

Biology B (Advancing Biology) will be calculated by

adding together their marks from the three examined

components taken to give their total weighted mark.

Thismarkwillthenbecomparedtothequalicaon

levelgradeboundariesfortheentryopontaken

by the learner and for the relevant exam series to

determinethelearner’soverallqualicaongrade.

Alearner’sresultfortheirPraccalEndorsementin

biology component will not contribute to their overall

qualicaongrade.

A Level in Biology B (Advancing Biology) 59

Theinformaoninthisseconisdesignedtogivean

overview of the processes involved in administering

thisqualicaonsothatyoucanspeaktoyourexams

ocer.Allofthefollowingprocessesrequireyouto

submitsomethingtoOCRbyaspecicdeadline.

Moreinformaonabouttheprocessesanddeadlines

involved at each stage of the assessment cycle can be

foundintheAdministraonareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website

at hp://www.ocr.org.uk/administraon.

4a. Pre-assessment

Esmatedentries

Esmatedentriesareyourbestprojeconofthe

number of learners who will be entered for a

qualicaoninaparcularseries.Esmatedentries

shouldbesubmiedtoOCRbythespecieddeadline.

These do not incur a cost and do not commit your

centre in any way.

UpdatedarrangementsformonitoringthePraccalEndorsementfromSeptember2017

Theorganisaonofthemonitoringvisitsforthe

PraccalEndorsementchangesinSeptember2017.

Theawardingorganisaons(AOs)willuseinformaon

from centre entries for the reformed A levels in

biology, chemistry and physics in the previous summer

examinaonseriestojointlyplanmonitoringvisits

for the September 2017 to May 2019 and subsequent

cycles.

Centreswillbemonitoredforadierentsciencethan

that which was monitored in the previous monitoring

cycle.Therstcontactwithacentrewillbefrom

the AO with which the science to be monitored was

entered in summer 2017. Centres do not need to

regardingthemonitoringvisit.Thisrstcontactwill

bewiththeexamsocer(orothernominatedschool

contact).

Monitoring visits will follow the same procedures as

for2015to2017andlargecentreswillconnuetobe

monitored for biology, chemistry and physics.

Full details of monitoring and the update are

available at hp://ocr.org.uk/Images/404146-

cross-board-messaging-july-2017-updates-to-the-

praccal-endorsement-monitoring-process-from-

september-2017.pdf which can be found on

www.ocr.org.uk/posiveaboutpraccal.

Lead teachers are required to have undertaken the

free on-line training provided (available and accessible

to all teachers at: hps://praccalendorsement.

ocr.org.uk)ontheimplementaonofthePraccal

Endorsement. They should also ensure that all other

teachers of that science within the centre are familiar

with the requirements so that standards are applied

consistently.

Finalentries

Final entries provide OCR with detailed data for

each learner, showing each assessment to be taken.

Itisessenalthatyouusethecorrectentrycode,

considering the relevant entry rules.

FinalentriesmustbesubmiedtoOCRbythe

published deadlines or late entry fees will apply.

All learners taking A Level in Biology B (Advancing

Biology)mustbeenteredforoneoftheentryopons

shown on the following table:

4 Admin:whatyouneedtoknow

A Level in Biology B (Advancing Biology)60

Entryopon Components

Entrycode Title Code Title Assessment type

H422A Biology B

(Advancing

Biology)

01 Fundamentals of biology External assessment

02 Sciencliteracyinbiology External assessment

03 Praccalskillsinbiology External assessment

04 PraccalEndorsementin

biology

Non-exam assessment

(Visingmonitoring)

H422C Biology B

(Advancing

Biology)

01 Fundamentals of biology External assessment

02 Sciencliteracyinbiology External assessment

03 Praccalskillsinbiology External assessment

80 PraccalEndorsementin

biology – Carried Forward*

Non-exam assessment

(Carried Forward)

*ThecarryforwardoponwillbeavailablefortherstmefromJune2018.

Privatecandidates

Private candidates may enter for OCR assessments.

A private candidate is someone who pursues a course

ofstudyindependentlybuttakesanexaminaon

orassessmentatanapprovedexaminaoncentre.

Aprivatecandidatemaybeapart-mestudent,

someone taking a distance learning course, or

someone being tutored privately. They must be based

in the UK.

TheALevelBiologyB(AdvancingBiology)qualicaon

requirescandidatestocompleteaPraccal

Endorsementincorporangaminimumof12praccal

acvies,allowingthemtodemonstratearangeof

praccalskills,useofapparatusandtechniquestofull

theCommonPraccalAssessmentCriteria.

ThePraccalEndorsementisanessenalpartofthe

course and will allow candidates to develop skills for

furtherstudyoremploymentaswellasimparng

importantknowledgethatispartofthespecicaon.

Private candidates need to contact OCR approved

centres to establish whether they are prepared to

host them as a private candidate. The centre may

charge for this facility and OCR recommends that the

arrangement is made early in the course.

Further guidance for private candidates may be found

on the OCR website: hp://www.ocr.org.uk.

HeadofCentreAnnualDeclaraon

TheHeadofCentreisrequiredtoprovideadeclaraon

to the JCQ as part of the annual NCN update,

conductedintheautumnterm,toconrmthatall

candidates at the centre have had the opportunity to

undertaketheprescribedpraccalacvies.

PleaseseetheJCQpublicaonInstrucons for

conducng non-examinaon assessments for further

informaon.

Any failure by a centre to provide the Head of Centre

AnnualDeclaraonwillresultinyourcentrestatus

being suspended and could lead to the withdrawal of

our approval for you to operate as a centre.

A Level in Biology B (Advancing Biology) 61

4c. Externalassessmentarrangements

Regulaonsgoverningexaminaonarrangements

are contained in the JCQ Instrucons for conducng

examinaons.

Learnersarepermiedtouseasciencorgraphical

calculator for components 01, 02 and 03. Calculators

are subject to the rules in the document Instrucons

for Conducng Examinaons published annually by JCQ

(www.jcq.org.uk).

4d. Admin of non-exam assessment

Regulaonsgoverningarrangementsforinternal

assessments are contained in the JCQ Instrucons for

conducng non-examinaon assessments. Appendix 1

ofthisdocumentgivesspecicdetailsforthePraccal

Skills Endorsement for A Level sciences designed for

use in England.

OCR’s Admin overview is available on the OCR website

at hp://www.ocr.org.uk/administraon.

4e. Resultsandcercates

Gradescale

Alevelqualicaonsaregradedonthescale:A*,A,B,

C, D, E, where A* is the highest. Learners who fail to

reachtheminimumstandardforEwillbeUnclassied

(U).OnlysubjectsinwhichgradesA*toEareaained

willberecordedoncercates.

ResultsfortheALevelSciencesPraccalEndorsements

willbeshownindependentlyofthequalicaon

gradeonthecercate.Candidateswhofullthe

requirements and reach the minimum standard will be

awarded a Pass grade. Candidates who fail to reach the

minimumstandardwillberecordedas‘NotClassied’

andthiswillalsobereportedonthecercate.

4b. Accessibilityandspecialconsideraon

Reasonable adjustments and access arrangements

allowlearnerswithspecialeducaonalneeds,

disabiliesortemporaryinjuriestoaccessthe

assessment and show what they know and can do,

without changing the demands of the assessment.

Applicaonsfortheseshouldbemadebeforethe

examinaonseries.Detailedinformaonabouteligibility

for access arrangements can be found in the JCQ Access

Arrangements and Reasonable Adjustments.

Specialconsideraonisapost-assessmentadjustment

tomarksorgradestoreecttemporaryinjury,illness

orotherindisposionatthemetheassessmentwas

taken.

Detailedinformaonabouteligibilityforspecial

consideraoncanbefoundintheJCQA guide to the

special consideraon process and JCQ Reasonable

Adjustments for GCE A-level sciences – Endorsement of

praccal skills.

A Level in Biology B (Advancing Biology)62

Results

Results are released to centres and learners for

informaonandtoallowanyqueriestoberesolved

beforecercatesareissued.

Centres will have access to the following results

informaonforeachlearner:

•thegradeforthequalicaon

•the raw mark for each component

•the total weighted markforthequalicaon.

Thefollowingsuppornginformaonwillbeavailable:

•raw mark grade boundaries for each component

•weighted mark grade boundaries for each entry

opon.

Unlcercatesareissued,resultsaredeemedto

be provisional and may be subject to amendment.

Alearner’snalresultswillberecordedonanOCR

cercate.

Thequalicaontlewillbeshownonthecercate

as ‘OCR Level 3 Advanced GCE in Biology B (Advancing

Biology)’.

4f. Post-resultsservices

A number of post-results services are available:

•Enquiriesaboutresults – If you are not happy

with the outcome of a learner’s results, centres

may submit an enquiry about results.

•Missingandincompleteresults – This service

should be used if an individual subject result

for a learner is missing, or the learner has been

omiedenrelyfromtheresultssupplied.

•Accesstoscripts – Centres can request access to

marked scripts.

•PraccalEndorsement– Since monitoring and

anypotenalrequestforfurthervisitstakeplace

throughouttheperiodofthequalicaon,there

is no post-results service provided.

4g. Malpracce

Anybreachoftheregulaonsfortheconduct

ofexaminaonsandcourseworkmayconstute

malpracce(whichincludesmaladministraon)and

must be reported to OCR as soon as it is detected.

Detailedinformaononmalpraccecanbefound

in the Suspected Malpracce in Examinaons and

Assessments: Policies and Procedures published by

JCQ.

A Level in Biology B (Advancing Biology) 63

5a. Overlapwithotherqualicaons

There is a small degree of overlap between the content

ofthisspecicaonandthoseforotherASlevel/Alevel

Sciences.

An example of overlap includes:

ChemistryA

•Chromatography.

ChemistryB(Salters)

•Polymers and Life: Amino acids, protein

structure, DNA, RNA, chromatography, hydrogen

bonding.

•Developing a Medicine: Colorimetry.

5b. Avoidanceofbias

TheAlevelqualicaonandsubjectcriteriahave

beenreviewedinordertoidenfyanyfeaturewhich

could disadvantage candidates who share a protected

CharacteriscasdenedbytheEqualityAct2010.All

reasonable steps have been taken to minimise any

such disadvantage.

5 Appendices

A Level in Biology B (Advancing Biology)64

5c. HowScienceWorks(HSW)

How Science Works (HSW) was conceived as being

a wider view of science in context, rather than just

straighorwardsciencenquiry.Itwasintendedto

developlearnersascricalandcreavethinkers,able

to solve problems in a variety of contexts.

Developing ideas and theories to explain the

operaonoflivingsystems,fromthemoleculartothe

ecosystem level, is at the heart of biology. Learners

should be aware of the importance that peer review

andrepeatabilityhaveingivingcondencetothis

evidence.

Learners are expected to understand the variety

ofsourcesofdataavailableforcricalanalysisto

provide evidence and the uncertainty involved in its

measurement. They should also be able to link that

evidencetocontextsinuencedbyculture,policsand

ethics.

Understanding How Science Works requires an

understandingofhowsciencevidencecaninuence

ideas and decisions for individuals and society, which

islinkedtothenecessaryskillsofcommunicaonfor

audienceandforpurposewithappropriatescienc

terminology.

Theexamplesandguidancewithinthespecicaonare

notexhausvebutgiveaavourofopportuniesfor

integrangHSWwithinthecourse.Thesereferences,

wrienintheformHSW1,linktothestatementsas

detailed below:

•HSW1 Use theories, models and ideas to

developsciencexplanaons

•HSW2Use knowledge and understanding

toposesciencquesons,denescienc

problems,presentsciencargumentsand

sciencideas

•HSW3Use appropriate methodology, including

informaonandcommunicaontechnology

(ICT),toanswersciencquesonsandsolve

sciencproblems

•HSW4Carryoutexperimentalandinvesgave

acvies,includingappropriaterisk

management, in a range of contexts

•HSW5Analyse and interpret data to provide

evidence,recognisingcorrelaonsandcausal

relaonships

•HSW6Evaluate methodology, evidence and

data,andresolveconicngevidence

•HSW7Knowthatsciencknowledgeand

understandingdevelopsoverme

•HSW8Communicateinformaonandideasin

appropriate ways using appropriate terminology

•HSW9Considerapplicaonsandimplicaonsof

scienceandevaluatetheirassociatedbenets

and risks

•HSW10Consider ethical issues in the

treatment of humans, other organisms and the

environment

•HSW11Evaluatetheroleofthescienc

communityinvalidangnewknowledgeand

ensuring integrity

•HSW12 Evaluate the ways in which society uses

science to inform decision making.

A Level in Biology B (Advancing Biology) 65

In order to develop their skills, knowledge and

understanding in A Level Biology, learners need to have

been taught, and to have acquired competence in, the

appropriateareasofmathemacsrelevanttothe

subject as indicated in the M0 – M4 table of coverage

below.

Theassessmentofquantaveskillswillincludeat

least10%Level2(orabove)mathemacalskillsfor

biology(seelaterforadenionof‘Level2’

mathemacs).

These skills will be applied in the context of the

relevant biology.

Allmathemacalcontentwillbeassessedwithinthe

lifemeofthespecicaon.Skillsshowninbold type

in the M0 – M4 coverage table below will only be

tested in the full A Level course, not the standalone

AS Level course.

The list of examples given in the M0 – M4 coverage

tableisnotexhausveandisnotlimitedtoLevel2

examples. These skills could be developed in other

areasofthespecicaoncontentfromthoseindicated.

5d. Mathemacalrequirements

FormulaeusedinALevelBiology

Toaddressbiologyquesonsusingmathemacalskills,

learners will need to be able to use and, in some cases,

recallformulaeandequaons.Someofthesewillseem

likepuremathemacs,butwillbedeployedin

biological contexts, while others are clearly biological

equaons,albeitmanipulatedusingstandard

mathemacal,algebraictechniques.

Biological Mathemacal

Recall

Magnicaon

Rates

SA : V

Genecbiodiversity

Cardiac output

Eciency

All of GCSE (9–1) Maths recall including

(but not limited to):

• circumferenceandareaofcircle

• surfaceareaandvolumeofcuboid

• mean

• percentage(toinclude%change,

%yield and %error)

Provided

Hardy-Weinberg

Simpson’s index of diversity

Surface area and volume

of cylinder and sphere

chi squared

t-test paired

t-test unpaired

Spearman’s rank

Standarddeviaon

A Level in Biology B (Advancing Biology)66

AtASandALevelBiologyweassumeknowledgeofhighererGCSE(9–1)Mathscontent.Thisincludes(butisnot

limited to) the following list of formulae which learners will need to be able to recall.

Notethatstudentsshouldbefamiliarwiththeconvenonofusingr for radius, h for height, b for base and l for

length.

• Circumferenceofcircle

2Circumferencerr=

• Areaofcircle

Areaofcircler

• Surfaceareaofcuboid

2( )Surface area of cuboidbhblhl=++

• Volumeofcuboid

Volume of Cuboid hbl=

• Mean

• Percentage(whichcanbeusedtocalculatepercentagechange,percentageyieldandpercentageerror)

0Percentage

change

original quantity

new quantityoriginal quantity

% 100

yield

TheoreticalAmount

Actual Amount

)

100

error uncertainty

quantitymeasured

absolute uncertainty#

Biologicalformulaetorecall

The following are the biological formulae learners will need to recall:

• Magnicaon

Magnification size or real object

size of image

• Rf

Rf distancemoved by thesolvent

distancemoved by thesolute

• Rates(e.g.enzymacreacons,breathing(venlaon),transpiraon,photosynthesis,respiraon,reacon

mes,diusion)

Rate time taken

change in quantity

GCSE(9–1)Mathemacalformulaetorecall

A Level in Biology B (Advancing Biology) 67

• SurfaceAreatoVolumerao

Ratio

Volume

Surface Area

• Genecbiodiversity

proportion of polymorphicgeneloci

total numberofloci

numberof polymorphicgeneloci

• Cardiacoutputasafunconofheartrateandstrokevolume

cardiac output heartratestrokevolume#=

• Respiratoryquoent

Oconsumed

CO produced

• Eciencyofbiomasstransfers

100efficienc

biomassintake

biomasstransferred

Mathemacalformulaethatwillneedtobeusedbutnotrecalled(providedinthe

assessmentswhereneeded).

• Surfaceareaofacylinder

2( )Surface area of cylinderrrlr=+

• Volumeofacylinder

Volume of cylinderrl

• Surfaceareaofasphere

4Surface area of sphere r2

• Volumeofasphere

Volume

of sphere r

• Chisquared

()

|R=

• Spearman’sRankCorrelaonCoecient

(1)

rnn

• StandardDeviaon

()

A Level in Biology B (Advancing Biology)68

• Student’st-test – Unpaired

• Student’st-test – Paired

Notethatcricalvaluestables,orappropriateexcerptsfromthesetables,willbeprovidedintheassessment

where needed.

Learnerswillneedtobeabletoworkoutwhich‘degreesoffreedom’or‘n’row,andwhichcondencecolumn(s)

is/are relevant to their analysis.

Biologicalformulaethatwillneedtobeusedbutnotrecalled(providedinthe

assessmentswhereneeded):

• TheHardy-WeinbergEquaons

p pq q

p q

++=

• Simpson’sIndex

R=-

A Level in Biology B (Advancing Biology) 69

Mathemacsskillsforbiology–M0–M4coveragetable

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M0–Arithmecandnumericalcomputaon

M0.1 Recognise and make use

of appropriate units in

calculaons

Learners may be tested on their

ability to:

•convert between units

e.g. mm3 to cm3 as part of

volumetriccalculaons

•work out the unit for a rate

e.g. breathing rate.

1.1.1(b), 1.1.2(b), 2.1.1(e),

2.1.1(i), 2.1.1(m), 2.1.2(b),

2.1.2(c), 2.1.3(d), 2.2.1(e),

2.2.1(f), 2.2.1(g), 2.2.3(c),

2.2.4(b), 2.2.4(e), 3.1.2(g),

3.1.3(i), 3.2.1(f), 3.2.3(g),

4.1.1(g), 4.1.2(c), 4.1.2(d),

4.1.2(f), 4.1.2(h), 4.1.2(k),

4.2.1(a), 4.2.1(b), 4.2.1(d),

4.2.1(i), 5.2.1(a), 5.2.1(b),

5.2.1(c), 5.2.1(f), 5.2.2(b),

5.3.2(a), 5.3.2(d), 5.3.2(e),

5.3.3(c), 5.3.3(f)

M0.2 Recognise and use

expressions in decimal and

standard form

Learners may be tested on their

ability to:

•use an appropriate number

of decimal places in

calculaons,e.g.foramean

•carryoutcalculaonsusing

numbers in standard and

ordinary form, e.g. use of

magnicaon

•understand standard form

when applied to areas such

as size of organelles

•convert between numbers in

standard and ordinary form

2.1.1(e), 2.1.1(i), 2.1.1(m),

2.1.2(b), 2.1.2(c), 2.2.4(b),

2.2.4(e), 3.1.3(h), 3.1.3(i),

3.2.3(g), 4.1.1(g), 4.1.2(c),

4.1.2(d), 4.1.2(f), 4.1.2(h),

4.1.2(k), 4.2.1(a), 4.2.1(b),

4.2.1(d), 4.2.1(i), 4.2.2(a),

5.2.1(a), 5.2.1(b), 5.2.1(c),

5.2.2(b), 5.3.2(a), 5.3.2(d),

5.3.2(e), 5.3.3(c)

•understandthatsignicant

guresneedretainingwhen

making conversions between

standard and ordinary

form,e.g.0.0050 mol dm−3

is equivalent to

5.0 × 10−3 mol dm−3.

A Level in Biology B (Advancing Biology)70

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M0.3 Useraos,fraconsand

percentages

Learners may be tested on their

ability to:

•calculate percentage yields

•calculate surface area to

volumerao

•use scales for measuring

•representphenotypicraos

(monohybrid and dihybrid

crosses).

2.1.1(e), 2.1.2(b), 2.1.2(c),

2.1.2(g), 2.1.2(h), 2.1.4(c),

2.2.1(a), 3.1.2(g), 3.1.3(h),

3.2.1(f). 4.1.1(f), 4.1.1(g),

4.1.2(c), 4.1.2(d), 5.2.1(f),

5.3.1(f), 5.3.2(e), 5.3.3(c),

5.3.3(f)

M0.4 Esmateresults Learners may be tested on their

ability to:

•esmateresultstosense

check that the calculated

values are appropriate.

2.2.1(e), 2.2.1(f), 2.2.1(g),

3.1.3(h), 3.2.1(f), 3.2.1(g),

4.3.1(i)

M0.5 Usecalculatorstondand

usepower,exponenaland

logarithmicfuncons

Learnersmaybetestedontheir

abilityto:

•esmatethenumberof

bacteriagrownovera

certainlengthofme.

5.1.3(c)

M1–Handlingdata

M1.1 Use an appropriate number

ofsignicantgures

Learners may be tested on their

ability to:

•reportcalculaonstoan

appropriate number of

signicantguresgiven

raw data quoted to varying

numbersofsignicantgures

•understand that calculated

results can only be reported

to the limits of the least

accurate measurement.

1.1.3(c), 2.1.1(i), 2.1.1(m),

2.1.2(b), 2.1.2(c), 2.1.2(g),

2.1.2(h), 2.2.4(c), 2.2.4(e),

3.1.3(h), 3.1.3(i), 3.2.3(g),

4.1.1(g), 4.1.2(c), 4.1.2(d),

4.1.2(h), 4.1.2(k), 4.2.1(a),

4.2.1(b), 4.2.1(d), 4.2.1(i),

4.2.2(a), 4.3.1(a), 4.3.1(c),

4.3.1(d), 4.3.1(g), 5.2.1(a),

5.2.1(b), 5.2.1(c), 5.2.1(f),

5.2.2(b), 5.2.3(b), 5.3.1(e),

5.3.2(e)

A Level in Biology B (Advancing Biology) 71

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M1.2 Findarithmecmeans Learners may be tested on their

ability to:

•ndthemeanofarangeof

data, e.g. the mean number

of stomata in the leaves of a

plant.

2.1.1(i), 2.1.1(m), 2.1.2(b),

2.1.2(c), 2.1.2(g), 2.1.2(h),

2.1.3(d), 2.2.1(e), 2.2.1(f),

2.2.1(g), 2.2.4(c), 2.2.4(e),

4.1.1(g), 4.1.2(c), 4.1.2(d),

4.1.2(h), 4.1.2(k), 4.2.1(a),

4.2.1(b), 4.2.1(d), 4.2.1(i),

4.2.2(a), 4.3.1(a), 4.3.1(c),

4.3.1(d), 4.3.1(g), 4.3.1(i),

5.2.1(a), 5.2.1(b), 5.2.1(c),

5.2.1(f), 5.2.2(b), 5.3.1(e)

M1.3 Construct and interpret

frequency tables and

diagrams, bar charts and

histograms

Learners may be tested on their

ability to:

•represent a range of data in

a table with clear headings,

units and consistent decimal

places

•interpret data from a variety

oftables,e.g.datarelangto

organfuncon

•plot a range of data in an

appropriate format, e.g.

enzymeacvityoverme

represented on a graph

•interpret data for a variety

of graphs, e.g. explain

electrocardiogram traces.

2.1.2(c), 2.1.2(g), 2.1.2(h),

2.1.3(d), 2.2.1(e), 2.2.1(f),

2.2.1(g), 2.2.4(e), 3.1.2(g),

3.2.1(g), 3.3.1(f), 4.1.1(g),

4.1.2(c), 4.1.2(d), 4.3.1(a),

4.3.1(c), 4.3.1(d), 4.3.1(g),

4.3.2(a), 5.2.1(f), 5.2.3(b)

M1.4 Understand simple

probability

Learners may be tested on their

ability to:

•use the terms probability and

chance appropriately

•understand the probability

associatedwithgenec

inheritance.

3.1.2(g), 5.1.1(e), 5.1.1(g),

5.1.2(a), 5.2.3(a), 5.3.3(g)

M1.5 Understand the principles

of sampling as applied to

sciencdata

Learners may be tested on their

ability to:

•analyse random data

collected by an appropriate

means, e.g. use Simpson’s

index of diversity to calculate

the biodiversity of a habitat.

2.1.1(e), 3.1.3(h),3.3.1(f),

3.3.2(f), 4.3.1(m), 4.3.2(a),

4.3.2(b), 4.3.2(c), 5.1.2(a),

5.2.3(b), 5.3.2(e)

A Level in Biology B (Advancing Biology)72

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M1.6 Understand the terms

mean, median and mode

Learners may be tested on their

ability to:

•calculate or compare the

mean, median and mode of a

set of data, e.g. height/mass/

size of a group of organisms.

2.1.2(b), 2.1.2(c), 2.2.4(e),

3.1.2(g), 4.1.1(g), 4.1.2(c),

4.1.2(d), 4.1.2(h), 4.3.1(a),

4.3.1(c), 4.3.1(d, 4.3.1(g),

4.3.1(i), 4.3.1(m), 5.2.1(f),

5.3.1(a), 5.3.1(e)

M1.7 Useascaerdiagram

toidenfyacorrelaon

between two variables

Learners may be tested on their

ability to:

•interpretascaergram,

e.g.theeectoflifestyle

factors on health.

3.2.1(g), 3.3.1(f), 4.3.1(a),

4.3.1(c), 4.3.1(d), 4.3.1(g),

4.3.1(m), 5.1.2(f), 5.2.3(a),

5.3.1(f), 5.3.2(d)

M1.8 Make order of magnitude

calculaons

Learners may be tested on their

ability to:

•use and manipulate the

magnicaonformula:

•magnicaon=

size of

image

size of

real object

2.1.1(d), 2.1.1(g), 2.1.1(i),

2.2.4(c), 4.1.2(k), 4.2.1(a),

4.2.1(b), 4.2.1(d), 4.2.1(i),

4.2.2(a), 4.3.1(a), 4.3.1(h),

5.2.1(a), 5.2.1(b), 5.2.1(c),

5.2.2(b), 5.3.2(a), 5.3.3(c)

M1.9 Selectanduseastascal

test

Learners may be tested on their

ability to select and use:

•the chi squared (X2) test to

testthesignicanceofthe

dierencebetweenobserved

and expected results

•the Student’s t-test

•the Spearman’s rank

correlaoncoecient.

4.1.1(g), 4.1.2(c), 4.1.2(d),

4.1.2(f), 4.3.1(d), 5.1.1(e)

M1.10 Understand measures

of dispersion, including

standarddeviaonand

range

Learners may be tested on their

ability to:

•calculate the standard

deviaon

•understand why standard

deviaonmightbeamore

useful measure of dispersion

for a given set of data e.g.

where there is an outlying

result.

2.1.1(e), 2.2.1(g)

A Level in Biology B (Advancing Biology) 73

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M1.11 Idenfyuncertainesin

measurements and use

simple techniques to

determine uncertainty when

data are combined

Learners may be tested on their

ability to:

•calculate percentage error

wherethereareuncertaines

in measurement.

1.1.4(d), 2.1.3(d), 2.2.1(e),

2.2.1(f), 2.2.1(g), 2.2.4(e)

M2–Algebra

M2.1 Understand and use the

symbols:=,<,<<,>>,>,

Noexemplicaonrequired. 2.2.4(c), 5.1.2(c)

M2.2 Change the subject of an

equaon

Learners may be tested on their

ability to:

•use and manipulate

equaons,e.g.magnicaon.

2.1.1(i), 2.2.3(c), 3.1.3(i),

5.1.2(a), 5.1.2(c), 5.3.3(c),

5.3.3(f)

M2.3 Substutenumericalvalues

intoalgebraicequaons

using appropriate units for

physicalquanes

Learners may be tested on their

ability to:

•useagivenequaon

e.g. Simpson’s-index of

diversity D=1–∑(n/N)2.

2.2.1(e), 2.2.1(f), 2.2.3(c),

3.1.3(h), 4.1.1(f), 4.3.1(m),

4.3.2(c), 5.1.2(a), 5.1.2(c),

5.3.3(f)

M2.4 Solvealgebraicequaons Learners may be tested on their

ability to:

•solveequaonsinabiological

context, e.g.

cardiac

output = stroke

volume× heart

rate

2.2.1(e), 2.2.1(f), 2.2.3(c),

3.1.3(i), 4.1.1(f), 5.1.2(a),

5.1.2(c), 5.3.3(f)

M2.5 Uselogarithmsinrelaon

toquanesthatrange

overseveralordersof

magnitude

Learnersmaybetestedontheir

abilityto:

•usealogarithmicscalein

thecontextofmicrobiology,

e.g.growthrateofa

microorganismsuchasyeast.

5.1.3(c)

M3–Graphs

M3.1 Translateinformaon

between graphical,

numerical and algebraic

forms

Learners may be tested on their

ability to:

•understand that data may

be presented in a number of

formats and be able to use

thesedata,e.g.dissociaon

curves.

1.2.1(g), 2.1.1(m), 2.1.2(b),

2.1.2(c), 2.1.2(g), 2.1.2(h),

2.1.3(d), 2.2.1(e), 2.2.1(f),

2.2.1(g), 2.2.1(h), 2.2.4(e),

3.2.1(g), 3.3.1(f), 4.1.2(f) (h),

5.2.1(d), 5.2.1(f), 5.2.3(b)

A Level in Biology B (Advancing Biology)74

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M3.2 Plot two variables from

experimental or other data

Learners may be tested on their

ability to:

•select an appropriate format

forpresenngdata,bar

charts, histograms, graphs

andscaergrams.

1.1.3(d), 2.1.1(m), 2.1.2(c),

2.1.2(g), 2.1.2(h), 2.1.3(d),

2.2.1(e), 2.2.1(f), 2.2.1(g),

2.2.4(e), 4.1.1(g), 4.1.2(c),

4.3.2(a), 5.2.1(f)

M3.3 Understand that

y=mx + c represents a

linearrelaonship

Learners may be tested on their

ability to:

•predict/sketch the shape

of a graph with a linear

relaonship,e.g.theeect

ofsubstrateconcentraon

on the rate of an enzyme-

controlledreaconwith

excess enzyme.

1.1.3(d), 2.1.1(m), 2.1.3(d),

2.2.4(e), 4.1.1(g)

M3.4 Determinetheinterceptof

agraph

Learnersmaybetestedontheir

abilityto:

•readoanintercept

pointfromagraph,e.g.

compensaonpointin

plants.

1.1.3(d),2.1.2(g),2.1.2(h),

4.1.2(h),4.3.1(g),5.2.1(d),

5.2.1(f)

M3.5 Calculate rate of change

from a graph showing a

linearrelaonship

Learners may be tested on their

ability to:

•calculate a rate from a graph,

e.g.rateoftranspiraon.

1.1.3(d), 2.1.1(m), 2.1.3(d),

2.2.4(e), 3.2.1(g), 4.1.1(g),

4.1.2(c) (d) (h), 4.3.1(c), 4.3.1(d),

4.3.1(g), 4.3.2(a), 5.2.1(f)

M3.6 Draw and use the slope of

a tangent to a curve as a

measure of rate of change

Learners may be tested on their

ability to:

•use this method to measure

the gradient of a point on a

curve, e.g. amount of product

formedploedagainstme

whentheconcentraonof

enzymeisxed.

1.1.3(d), 2.1.1(m), 2.1.3(d),

2.2.4(e), 3.2.1(g), 4.1.1(g),

4.1.2(h)

A Level in Biology B (Advancing Biology) 75

Mathemacalskilltobe

assessed

Exemplicaonofthe

mathemacalskillinthecontext

of A Level Biology (assessment

is not limited to the examples

below)

Areasofthespecicaonwhich

exemplifythemathemacal

skill(assessmentisnotlimited

totheexamplesbelow)

M4–Geometryandtrigonometry

M4.1 Calculate the

circumferences, surface

areas and volumes of

regular shapes

Learners may be tested on their

ability to:

•calculate the circumference

and area of a circle

•calculate the surface area and

volume of rectangular prisms,

of cylindrical prisms and of

spheres

•e.g. calculate the surface area

or volume of a cell.

2.1.1(e), 2.1.1(i), 2.2.1(a),

2.2.4(e), 3.2.3(g)

A Level in Biology B (Advancing Biology)76

DenionofLevel2mathemacs

Within A Level Biology, 10% of the marks available

withinwrienexaminaonswillbeforassessmentof

mathemacs(inthecontextofbiology)ataLevel2

standard,orhigher.Lowerlevelmathemacalskillswill

sllbeassessedwithinexaminaonpapersbutwillnot

countwithinthe10%weighngforbiology.

The following will be counted as Level 2 (or higher)

mathemacs:

•applicaonandunderstandingrequiringchoice

ofdataorequaontobeused

•problemsolvinginvolvinguseofmathemacs

fromdierentareasofmathsanddecisions

aboutdirecontoproceed

•quesonsinvolvinguseofAlevelmathemacal

content (as of 2012), e.g. use of logarithmic

equaons.

The following will not be counted as Level 2

mathemacs:

•simplesubstuonwithlilechoiceofequaon

or data

•structuredquesonformatsusingGCSE

mathemacs(basedon2012GCSEmathemacs

content).

Addionalguidanceontheassessmentofmathemacs

within biology is available on the OCR website as a

separate resource, the Maths Skills Handbook.

A Level in Biology B (Advancing Biology) 77

5e. AdvanceNoceforcomponent02

The A Level in Biology B (Advancing Biology)

specicaonplacesaparcularemphasisonthe

developmentofsciencliteracyskills,whichare

assessed at the end of the course using a pre-release

AdvanceNocearcle(alsoincludedaspartof

theexaminaonpaperforcomponentH422/02).

TheAdvanceNocewillbeasciencarcle/s

relatedtothecontentwithinthespecicaonand

quesonsrelatedtotheAdvanceNocewillbeworth

20–25 marks.

TheAdvanceNocewillbeavailablefordownloadvia

theOCRwebsiteon13Marcheachyear(starngfrom

13March2017fortherstAlevelassessmentinJune

2017)toenableteachersandlearnerssucientme

toworkthroughtheinformaonprovided.

Theinstruconsforteachersandcandidatesthatwill

accompanytheAdvanceNocearclearesummarised

below:

Notesforguidance(candidates)

1. Thisleaetcontainsanarcle/swhichisneeded

inpreparaonforquesonsintheexternally

assessedexaminaonH422/02Sciencliteracy

in biology.

2. Youwillneedtoreadthearclecarefullyandalso

have covered the Learning outcomes for A Level

inBiologyB(AdvancingBiology).Theexaminaon

paperwillcontainquesonsonthearcle/s.You

will be expected to apply your knowledge and

understanding of the work covered in A Level in

Biology B (Advancing Biology) to answer these

quesons.Thereare20–25marksavailableon

thequesonpaperforthesequesons.

3. Youcanseekadvicefromyourteacheraboutthe

contentofthearcleandyoucandiscussitwith

othersinyourclass.Youmayalsoinvesgatethe

topic yourself using any resources available to

you.

4. Youwillnotbeabletobringyourcopyofthe

arcle,orothermaterials,intotheexaminaon.

Theexaminaonpaperwillcontainafreshcopy

ofthearcleasaninsert.

5. Youwillnothavemetoreadthisarclefor

therstmeintheexaminaonifyouareto

completetheexaminaonpaperwithinthe

speciedme.However,youshouldrefertothe

arclewhenansweringthequesons.

Notesforguidance(teachers)

1. ThisAdvanceNocematerialshouldbeissued

tocandidatesonoraerthedateshownonthe

frontcoverofthecandidateinstruconssheet

atthediscreonandconvenienceofthecentre.

Candidates can be given the material at any

point, but it is suggested that this should be at

leastfourweeksbeforetheexaminaondate.

2. Candidateswillneedtoreadthearclecarefully.

Time can be built into the teaching programme

tointroducethearclecontent.Candidates

shouldbeabletodiscussthearclefreelyandbe

givensupportandadviceintheinterpretaonof

the content so that they are able to answer the

quesonsbasedonthearcleintheexternally

assessedexaminaon.Candidatesshouldalsobe

encouragedtoinvesgatethetopicscoveredin

thearcleforthemselves.

3. Candidateswillbeexpectedtoapplytheir

knowledge and understanding of the content

in A Level in Biology B (Advancing Biology)

toquesonsbasedonthearcle.Thereare

20–25 marks available on the paper for these

quesons.

TheAdvanceNocematerialmustnotbetakeninto

theexaminaon.TheexaminaonpaperH422/02

willcontainafreshcopyofthearcle,asaninsert.

Candidates should be reminded that they do not have

sucientmeduringtheexaminaontoreadthe

arclefortherstme.Theyshould,however,refer

tothearcleprintedintheinsertintheexaminaon

papertohelpthemtoanswerthequesons.

A Level in Biology B (Advancing Biology)78

5f. HealthandSafety

In UK law, health and safety is primarily the

responsibility of the employer. In a school or college

theemployercouldbealocaleducaonauthority,

the governing body or board of trustees. Employees

(teachers/lecturers, technicians etc.), have a legal duty

to cooperate with their employer on health and safety

maers.Variousregulaons,butespeciallytheCOSHH

Regulaons2002(asamended)andtheManagement

ofHealthandSafetyatWorkRegulaons1999,

requirethatbeforeanyacvityinvolvingahazardous

procedure or harmful microorganisms is carried

out, or hazardous chemicals are used or made, the

employer must carry out a risk assessment. A useful

summary of the requirements for risk assessment in

school or college science can be found at hp://www.

ase.org.uk/resources/health-and-safety-resources/risk-

assessments

For members, the CLEAPSS® guide, PS90, Making and

recording risk assessments in school science1 oers

appropriate advice.

Mosteducaonemployershaveadoptednaonally

availablepublicaonsasthebasisfortheirModelRisk

Assessments.

Where an employer has adopted model risk

assessments an individual school or college then has

to review them, to see if there is a need to modify

oradapttheminsomewaytosuittheparcular

condionsoftheestablishment.

Suchadaptaonsmightincludeareducedscaleof

working, deciding that the fume cupboard provision

was inadequate or the skills of the candidates were

insucienttoaemptparcularacviessafely.The

signicantndingsofsuchriskassessmentshould

thenberecordedina“point of use text”,forexample

on schemes of work, published teachers guides, work

sheets,etc.Thereisnospeciclegalrequirementthat

detailed risk assessment forms should be completed

foreachpraccalacvity,althoughaminorityof

employers may require this.

Whereprojectworkorinvesgaons,somemes

linkedtowork-relatedacvies,areincludedin

specicaonsthismaywellleadtotheuseofnovel

procedures, chemicals or microorganisms, which are

not covered by the employer’s model risk assessments.

The employer should have given guidance on how

toproceedinsuchcases.Oen,formembers,itwill

involvecontacngCLEAPSS®.

1These,andotherCLEAPSS®publicaons,areontheCLEAPSS®SciencePublicaonswebsitewww.cleapss.org.uk. Note that

CLEAPSS®publicaonsareonlyavailabletomembers.FormoreinformaonaboutCLEAPSS®gotowww.cleapss.org.uk.

A Level in Biology B (Advancing Biology) 79

5g. Praccalendorsement

ThePraccalEndorsementiscommonacross

Chemistry A and Chemistry B (Salters)/Biology A and

Biology B (Advancing Biology) /Physics A and Physics

B (Advancing Physics). It requires a minimum of 12

praccalacviestobecompletedfromthePraccal

AcvityGroups(PAGs)denedbelow(Fig. 1).

Research

skills

Invesgave

Invesgaon

using a data

logger OR

computer

modelling

Invesgaon

into the

measurement

of plant or

animal responses

Chromatography

electrophoresis

Transport in

and out of

cells

Microbiological

techniques

Speciﬁc

techniques

DisseconMicroscopy Sampling

techniques

Core

techniques

Rates of

enzyme

controlled

reacons

Colorimeter

potometer

Qualitave

tesng

7 8 9

4 5321

Fig. 1OCR’sPraccalAcvityGroups(PAGs),alsoseeTable1

A Level in Biology B (Advancing Biology)80

Table1PraccalacvityrequirementsfortheOCRBiologyPraccalEndorsement

Praccalacvitygroup(PAG) Techniques/skillscovered(minimum) Exampleofasuitablepraccal

acvity(arangeofexampleswillbe

availablefromtheOCRwebsiteand

centrescandevisetheirownacvity)

Specicaonreference

(examples)

1 Microscopy •Use of a light microscope at high power and low

power,useofagracule1

•Produconofsciencdrawingsfrom

observaonswithannotaons2

Using a light microscope to study

mitosis

2.1.1(a) (c) (d) (e) (i), 2.2.3(a),

3.1.1(b), 3.1.2(b), 3.2.3(h),

4.1.2(k), 4.2.1(b), 4.3.1(h),

5.2.1(a), 5.2.2(b), 5.2.3(b),

5.3.2(a), 5.3.3(c)

2 Dissecon •Safeuseofinstrumentsfordisseconofan

animal or plant organ

•Use of a light microscope at high power and low

power,useofagracule1

•Produconofsciencdrawingsfrom

observaonswithannotaons2

Disseconofthemammalianheart 2.2.1(a), 2.2.4(c), 5.3.3(b),

4.4.1(b)

3 Samplingtechniques •Useofsamplingtechniquesineldwork

•Produconofsciencdrawingsfrom

observaonswithannotaons2

Thecalculaonofspeciesdiversity 4.3.1(m)

4 Ratesofenzymecontrolled

reacons

•Use of appropriate apparatus to record a range

ofquantavemeasurements(toincludemass,

me,volume,temperature,lengthandpH)3

•Use of laboratory glassware apparatus for a

variety of experimental techniques to include

serialdiluons4

•Use of ICT such as computer modelling, or data

loggertocollectdata,oruseofsowareto

process data 5

Theeectofsubstrateconcentraon

on the rate of an enzyme controlled

reacon

2.1.3(d), 4.3.1(d)

A Level in Biology B (Advancing Biology) 81

Praccalacvitygroup(PAG) Techniques/skillscovered(minimum) Exampleofasuitablepraccal

acvity(arangeofexampleswillbe

availablefromtheOCRwebsiteand

centrescandevisetheirownacvity)

Specicaonreference

(examples)

5 ColorimeterORpotometer •Useofappropriateinstrumentaontorecord

quantavemeasurements,suchasacolorimeter

or potometer

•Use of laboratory glassware apparatus for a

variety of experimental techniques to include

serialdiluons4

Theeectoftemperatureon

membrane permeability

2.1.2(c) (f), 2.2.4(e)

6 ChromatographyOR

electrophoresis

•Separaonofbiologicalcompoundsusingthin

layer / paper chromatography or electrophoresis

Idencaonoftheaminoacidsina

protein using paper chromatography

2.1.3(a), 4.3.1(a), 5.1.3(d)

7 Microbiological techniques •Use of laboratory glassware apparatus for a

variety of experimental techniques to include

serialdiluons4

•Useofmicrobiologicalasepctechniques,

including the use of agar plates and broth

Theeectofanbiocsonbacterial

growth

3.2.3(h)

8 Transportinandoutof

cells

•Use of appropriate apparatus to record a range

ofquantavemeasurements(toincludemass,

me,volume,temperature,lengthandpH)3

•Use of laboratory glassware apparatus for a

variety of experimental techniques to include

serialdiluons4

•Use of ICT such as computer modelling, or data

loggertocollectdata,oruseofsowareto

process data5

Aninvesgaonintothewater

potenalofpotato

2.1.1(m), 2.1.2(h)

9 Qualitavetesng •Use of laboratory glassware apparatus for a

variety of experimental techniques to include

serialdiluons4

•Useofqualitavereagentstoidenfybiological

molecules

Qualitavetesngforbiological

molecules – proteins

2.1.2(c) (f), 5.3.3(c) (f)

A Level in Biology B (Advancing Biology)82

Praccalacvitygroup(PAG) Techniques/skillscovered(minimum) Exampleofasuitablepraccal

acvity(arangeofexampleswillbe

availablefromtheOCRwebsiteand

centrescandevisetheirownacvity)

Specicaonreference

(examples)

10 Invesgaonusinga

data logger OR computer

modelling

•Use of ICT such as computer modelling, or data

loggertocollectdata,oruseofsowareto

process data5

InvesgangDNAstructureusing

RasMol

2.2.1(e), 2.2.3(c), 4.1.2(d), 5.3.1(e)

11 Invesgaonintothe

measurement of plant or

animal responses

•Safe and ethical use of organisms to measure

plant or animal responses and physiological

funcons

Invesgaonintotheeectof

exercise on pulse rate

2.2.1(e), 2.2.3(c), 4.1.2(d), 5.3.1(e)

12 Researchskills •Applyinvesgaveapproaches

•Useonlineandoineresearchskills

•Correctlycitesourcesofinformaon

Invesgaonintotherespiraonrate

of Saccharomyces cerevisiae

5.2.1(f)

1,2,3,4,5 These techniques/skills may be covered in any of the groups indicated.

It is expected that the following skills will be developed across allacvies,regardlessoftheexactseleconofacvies.Theabilityto:

•safelyandcorrectlyusearangeofpraccalequipmentandmaterials(1.2.1b)

•followwrieninstrucons(1.2.1 c)

•keepappropriaterecordsofexperimentalacvies(1.2.1 e)

•makeandrecordobservaons/measurements(1.2.1 d)

•presentinformaonanddatainasciencway(1.2.1 f)

•useawiderangeofexperimentalandpraccalinstruments,equipmentandtechniques (1.2.1 j).

A Level in Biology B (Advancing Biology) 83

Thepraccalacviescanbecompletedatanypoint

duringthetwoyearAlevelcourseatthediscreonof

thecentre.CandidatesstarngfromastandaloneAS

cancountAlevelpraccalacviescarriedoutduring

theASyeartowardstheAlevelPraccalEndorsement

provided that they are appropriately recorded. It is

recommendedthereforethatcandidatesstarngAS

maintainarecordofpraccalacviescarriedout(e.g.

thiscouldbeintheformofa‘logbook’or‘praccal

porolio’)thatcouldbecountedtowardsthePraccal

Endorsement. For candidates who then decide to

follow a full A level, having started from AS, they can

carry this record with them into their A level study.

Theassessmentofpraccalskillsisacompulsory

requirement of the course of study for A level

qualicaonsinbiology.Itwillappearonall

students’cercatesasaseparatelyreportedresult,

alongsidetheoverallgradeforthequalicaon.The

arrangementsfortheassessmentofpraccalskills

arecommontoallawardingorganisaons.These

arrangements include:

•Aminimumof12praccalacviestobecarried

out by each student which, together, meet the

requirements of Appendices 5b (Praccal skills

idened for direct assessment and developed

through teaching and learning, covered in

Secon1.2.1) and 5c (Use of apparatus and

techniques, coveredinSecon1.2.2) from

the prescribed subject content, published by

theDepartmentforEducaon.Therequired

praccalacviesaredenedbyeachawarding

organisaon(seeFig. 1 and Table1)

•Teachers will assess students against Common

PraccalAssessmentCriteria(CPAC)issuedby

theawardingorganisaons.TheCPAC(see

Table2) are based on the requirements of

Appendices 5b and 5c of the subject content

requirements published by the Department for

Educaon,anddenetheminimumstandard

required for the achievement of a pass.

•Each student will keep an appropriate record

oftheirpraccalwork,includingtheirassessed

praccalacvies

•Students who demonstrate the required

standard across all the requirements of the

CPAC,incorporangalltheskills,apparatusand

techniques(asdenedinSecons1.2.1and

1.2.2), will receive a ‘Pass’ grade (note that the

praccalacvitytrackeravailablefromOCR

allowsconrmaonthattheacviesselected

cover all the requirements).

•Therewillbenodirectassessmentofpraccal

skillsforASqualicaons

•StudentswillanswerquesonsintheAS

andAlevelexaminaonpapersthatassess

the requirements of Appendix 5a (Praccal

skills idened for indirect assessment and

developed through teaching and learning,

coveredinSecon1.1) from the prescribed

subject content, published by the Department

forEducaon.Thesequesonsmaydrawon,or

rangebeyond,thepraccalacviesincludedin

thespecicaon.

In order to achieve a pass, students will need to:

•develop these competencies by carrying out

aminimumof12praccalacvies(PAG1

to PAG12),whichallowacquisionofallthe

skills, apparatus and techniques outlined in the

requirementsofthespecicaon(Secons1.2.1

and 1.2.2)

•consistentlyandrounelyexhibitthe

competencies listed in the CPAC (Table2) before

thecompleonoftheA-levelcourse

•keepanappropriaterecordoftheirpraccal

work,includingtheirassessedpraccalacvies

•be able to demonstrate and/or record

independent evidence of their competency,

includingevidenceofindependentapplicaon

ofinvesgaveapproachesandmethodsto

praccalwork.

Thepraccalacviesprescribedinthesubject

specicaon(PAG1 to PAG12) will provide

opportuniesfordemonstrangcompetenceinallthe

skillsidened,togetherwiththeuseofapparatusand

techniques for each subject. However, students can

alsodemonstratethesecompetenciesinanyaddional

praccalacvityundertakenthroughoutthecourseof

study which covers the requirements of appendix 5b

and5c(coveredinSecons1.2.1and1.2.2).

Students may work in groups but teachers who award

apasstotheirstudentsneedtobecondentof

individual students’ competence.

A Level in Biology B (Advancing Biology)84

Table2CommonPraccalAssessmentCriteria(CPAC)fortheassessmentofpraccalcompetencyinALevel

sciences

Competency PraccalMastery

InordertobeawardedaPassaLearnermust,bytheendofthepraccalscience

assessment,consistentlyandrounelymeetthecriteriainrespectofeach

competency listed below. A Learner may demonstrate the competencies in any

praccalacvityundertakenaspartofthatassessmentthroughoutthecourseof

study.

Learnersmayundertakepraccalacviesingroups.However,theevidence

generated by each Learner must demonstrate that he or she independently meets

the criteria outlined below in respect of each competency. Such evidence –

a)willcompriseboththeLearner’sperformanceduringeachpraccalacvityand

his or her contemporaneous record of the work that he or she has undertaken

duringthatacvity,and

b)mustincludeevidenceofindependentapplicaonofinvesgaveapproaches

andmethodstopraccalwork.

(1) Followswrien

procedures

a)Correctlyfollowsinstruconstocarryoutexperimentaltechniquesor

procedures.

(2) Appliesinvesgave

approaches and

methods when using

instruments and

equipment

a)Correctlyusesappropriateinstrumentaon,apparatusandmaterials(including

ICT)tocarryoutinvesgaveacvies,experimentaltechniquesandprocedures

withminimalassistanceorprompng.

b) Carries out techniques or procedures methodically, in sequence and in

combinaon,idenfyingpraccalissuesandmakingadjustmentswhennecessary.

c)Idenesandcontrolssignicantquantavevariableswhereapplicable,and

plans approaches to take account of variables that cannot readily be controlled.

d) Selects appropriate equipment and measurement strategies in order to ensure

suitably accurate results.

(3) Safely uses a range of

praccalequipmentand

materials

a)Ideneshazardsandassessesrisksassociatedwiththesehazards,making

safety adjustments as necessary, when carrying out experimental techniques and

proceduresinthelaboreld.

b) Uses appropriate safety equipment and approaches to minimise risks with

minimalprompng.

(4) Makes and records

observaons

a) Makesaccurateobservaonsrelevanttotheexperimentalorinvesgave

procedure.

b)Obtainsaccurate,preciseandsucientdataforexperimentalandinvesgave

proceduresandrecordsthismethodicallyusingappropriateunitsandconvenons.

(5) Researches,

references and reports

a)Usesappropriatesowareand/ortoolstoprocessdata,carryoutresearchand

reportndings.

b)Citessourcesofinformaon,demonstrangthatresearchhastakenplace,

supporngplanningandconclusions.

107299/4

A Level in Biology B (Advancing Biology) 85

Choiceofacvity

Centrescanincludeaddionalskills,apparatusand

techniqueswithinanacvity(PAG)beyondthoselisted

as the minimum in Table1orinthepublishedpraccal

acvies.Theymayalsocarryoutmorethanthe

minimum12praccalacviesrequiredtomeetthe

PraccalEndorsement.

ToachieveaPasswithinthePraccalEndorsement,

candidates must have demonstrated competence in

all the skills, apparatus and techniques detailed in

Secons1.2.1and1.2.2ofthespecicaonbycarrying

outaminimumof12assessedpraccalacvies

(covering all of PAG1 to PAG12) and achieved the level

ofcompetencedenedwithintheCommonPraccal

Assessment Criteria (Table2).

Theminimumof12acviescanbemetby:

(i) usingOCRsuggestedacvies(providedas

resourcesfromInterchange,orbycontacng

pass@ocr.org.uk should you be unable to access

Interchange)

(ii) modifyingOCRsuggestedacviestomatch

availableequipmentwhilstfulllingthesame

skills, apparatus and techniques and CPAC

(iii) usingacviesdevisedbythecentreand

mappedagainstSecon1.2ofthespecicaon

and the CPAC

(iv) usingacviesfromexternalsourcessuchasthe

learnedsociees,mappedagainstSecon1.2of

thespecicaonandtheCPAC

Centres can receive guidance on the suitability of

theirownpraccalacviesoragainstanyofthe

oponswithin(ii) to (iv) above through our free

praccalassessmentsupportservicebyemailing

pass@ocr.org.uk.

Wherecentresdevisetheirownpraccalacvityor

useanalternaveacvity,thatpraccalacvitymust

be of a level of demand appropriate for A level.

PraccalAcvityGroups1to12canbeachieved

throughmorethanonecentredevisedpraccal

acvity,andcentresarenotlimitedto12praccal

acviessuchthatacentrecould,forinstance,split

PAG8intotwoacviesoftheirown(ratherthanone)

withthetwoacviesfulllingtherequirements.

Alternavelyitcouldbepossiblethatanextended

acvitymaycovertherequirementsofmorethanone

group, in which case the centre could then select an

addionalacvityfromanothergrouptoachievethe

requiredminimumof12praccalacvies.

A Level in Biology B (Advancing Biology)86

OCRwillreviewthePraccalEndorsementdetailedin

Secon5gofthisspecicaonfollowinganyrevision

by the Secretary of State of the skills, apparatus or

techniquesspeciedinrespectofALevelBiologyB

(Advancing Biology).

OCRwillrevisethePraccalEndorsementif

appropriate.

IfanyrevisiontothePraccalEndorsementismade,

OCRwillproduceanamendedspecicaonwhich

will be published on the OCR website. OCR will then

use the following methods to communicate the

amendmenttocentres:subjectinformaonupdate

emailedsenttoallExaminaonsOcers,e-alertsto

centresthathaveregisteredtoteachthequalicaon

and social media.

5h. Revisionoftherequirementsforpraccalwork

Your checklist

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collaboration between our Biology Subject Advisors, teachers and other subject experts,

are available from our website. You can also contact our Biology Subject Advisors for

specialist advice, guidance and support, giving you individual service and assistance

whenever you need it.

To stay up to date with all the relevant news about our qualications, register for email updates at

ocr.org.uk/updates

Science community

The social network is a free platform where teachers can engage with each other – and with us – to nd

and oer guidance, discover and share ideas, best practice and a range of Science support materials.

To sign up, go to social.ocr.org.uk

Contact the team at:

01223 553998

scienceGCE@ocr.org.uk

@OCR_science

ocr.org.uk/alevelbiologyb

OCR A Level Biology B Advancing H422 Specification H422Y 171714 Accredited

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