NEW

FOR
2015

SALTERS-NUFFIELD
AS and A level Biology
COURSE GUIDE
Developing successful independent biologists
for AS, A level and beyond

NEW
EDITI
ONS

www.pearsonschools.co.uk/snab2015

How is A level changing?
Salters-Nuffield Advanced Biology has been developed through
extensive research to meet the needs of the new 2015 requirements for
A level Science content and assessment criteria. These needs result in
key changes to the science specifications.
Key changes include:
l AS and A level have become linear qualifications and exams are
to be taken at the end of the courses
l 
AS will be a stand-alone qualification meaning it wont form part
of a students full A level grade
l the inclusion of over-arching questions that may draw on two or
more different topics at a time
l new requirements for the assessment of mathematics at Level 2
or above (Biology -10%)
l the assessment of core practical skills through written questions
in exams and teacher assessment of techniques and competency that
will count towards the Practical Endorsement at A level
l changes to subject content.
For all the latest information on the new Edexcel AS and A level
qualifications, please visit
www.edexcel.com/alevelscience2015rg
Why choose our Salters-Nuffield
AS and A level Biology resources?
The SNAB resources have been tried and trusted for over a decade and are the only Biology
A level resources that are supported by a dedicated project team, run by the University of
York Science Education Group.
Developed in collaboration with schools, educational specialists and scientists from
universities
and industry, our new 2015 edition of Salters-Nuffield Advanced Biology continues to offer
a context-led approach to A level Biology designed to stimulate scientific interest and enquiry
set in real-life contexts.
Salters-Nuffield Advanced Biology focuses on:
Developing a deep subject understanding
SNAB uses real-life contexts to engage students and make learning relevant. Biological
principles are introduced as required in each situation, with the whole course carefully
designed to develop ideas across contexts, building on ideas to consolidate and extend
learning to provide a thorough understanding of the concepts that underpin biology today.
Revisiting ideas in this way allows connections to be made between them, and supports a
synoptic approach particularly valuable with the changes to a linear qualification and exams
at the end of the two year course.
Understanding the core concepts and acquiring key scientific skills
A key feature of the SNAB course is that students not only develop their biological
knowledge and understanding to form a solid basis for any further study in the subject, but
they also acquire the wider skills essential to biologists working in the 21st century. SNAB
embraces an activity based approach to teaching and learning which is supported by a
wealth of print and online resources.
Turn the page now for more on how our Salters-Nuffield
Advanced Biology resources meet the changes to the specifications
1
 How do our new Salters-Nuffield AS and A
level resources address the changes to the new
specifications?
Change to specification Where addressed How addressed

A level exams sat at end Student Book A cumulative approach to learning constantly builds on what has previously been learnt.
of two-year course. Thinking Bigger spreads develop essential assessment skills throughout the course.
Checkpoints consolidate knowledge through summarizing tasks.

SNAB Online End of topic tests provide additional practice over the full duration of the course.
GCSE reviews continue to consolidate GCSE work.

Revision Guides and F eatures such as one-topic-per-page format, practice questions, knowledge checks and skills checks provide hassle-free AS and A level
Workbooks revision.
B
 uild students confidence in preparation for the exam, with guided questions, unguided questions, practice papers and a full set of
answers.

Paper 3 will include synoptic Student Book Thinking Bigger spreads require students to use knowledge in new contexts and develop assessment skills throughout the course.
questions that may draw on two Includes extended reading material to develop students reading and scientific literacy skills.
or more different topics.
SNAB Online Online activities consolidate and build learning across topics and throughout the course by providing a range of activities to support
the student book.

New requirement for Student Book

Integrated maths support directs students to online maths resources.
assessment of mathematics at
Level 2 or above (Biology 10%).
SNAB Online Maths for Biologists provides a scaffolded method to work through the required maths and takes learners through three levels
of each skill.
Maths and stats skills support gives students reference tools with which to build an understanding of maths within a
biological context.

Science Practical Endorsement
and assessment of practical
skills through examinations.
Student Book Practical activities integrated into the contextual approach provide opportunities for students to practice their skills and develop an
understanding of practical requirements.
SNAB Online Student sheets and Teacher and Technician notes are provided for all core practicals, plus additional practicals, giving further
opportunities for students to develop and demonstrate practical skills.
Practical skills support gives students reference tools with which to build an understanding of practical application and technique within
a biological context, using an investigative approach.

Co-teaching of AS and Student Book Simple division of content: Student Book 1 supports a standalone AS course and provides the first year of a two-year A level course;
A level. Student Books 1and 2 together support the full A level course.

SNAB Online Simple division of content with easy navigation provides all resources to support Student Books 1 and 2 with clear sign-posting.

Changes to subject content. Student Book

Material updated to reflect revisions, additions and deletions.
SNAB Online

2 3
 Whats in the new Salters-Nuffield Student Books
AS and A level Biology? Updated to match the new 2015
LIFESTYLE, Edexcel
HEALTH
1
AND AS
RISKand A level Biology A (Salters-Nuffield)
specification, our Salters-Nuffield AS and A level Biology Student Books will help develop

TOPIC
1
scientific thinking and
LIFESTYLE, provide
HEALTH AND your
confident, independent biologists.
RISK students
1.1with a deep
What understanding of disease?
is cardiovascular the subject, creating

TOPIC
Deaths from cardiovascular disease

Easy co-teaching of AS and A level.

1.1 What is cardiovascular disease?
females males
All samples taken from respiratory respiratory
injuries and

Salters-Nuffield AS/A Deaths from cardiovasculardisease

diseaseinjuries and disease
poisoning
9% all other

Student Book 1 supports a standalone AS course and provides the first year of a two-
10% 9% causes
level Student Book 1 females other
poisoning
18%
males 5%
cancers injuries and

year A level course; Student Books 1and 2 together support the full A level course. respiratory 24%
disease
injuries and
respiratory
all other
disease
poisoning
9% other all other
10% causes
9% causes stroke
poisoning cancers
other 5% 19% 18% 4%
cancers 23%
breast
Integrated maths 24% cancer
8% other
all other

AS A level
WEBLINK causes
and stats support: coronary heart stroke coronary heart
lung 19% cancers lung
To check out the most disease 4% disease
cancer 23% cancer
breast 8% 17%
directs students recent death rate figures
cancer
for coronary heart disease
10% colo-rectal
cancer diabetes other
stroke
5%
9% colo-rectal
cancer diabetes 7%
other CVD

WEBLINK 8%
heart CVD 4% heart
to online maths
To check out the most
see the National
lung
Office website
Statistics 4%
coronary1%
disease 6% lung
coronary
disease
1%

cancerand the 8%
cancer
17%
(with free online ActiveBook) (with free online ActiveBook) resources. recent death rate figures British Heart
10%Foundation
colo-rectal Figure 1.7stroke
Premature deaths by cause in 9%
the UK in 2010 for females
colo-rectal (left)
other CVDand males (right). (Premature death is death
for coronary heart disease website. under the age
cancer diabetes other 5%of 75 years.) One person dies of a heart attack
cancer in the UK7%
diabetes every 7 minutes. Reproduced with the kind
permission
CVD of the British Heart Foundation. 4%
see the National Statistics 4% 1% 1%
6%

l 
Office website and the
Salters-Nuffield AS and l Salters-Nuffield AS and British Heart Foundation MATHS
Check
1.7 Premature deathsCardiovascular
Figure SUPPORT by cause in the UK indiseases
cause
under the age of 75 years.) One
why the of
data ofdies
person death
of a in theattack
heart
(CVDs)
2010 for females
UK,inaccounting
are
(left) anddiseases
the UK every 7for almost
minutes.
of the
males (right). heart and
(Premature
180 000with
Reproduced deaths
circulation.
death is death They are the main
a year, and over 46 000 of these
the kind
website. permission the here
British Heart Foundation.
A level Biology Student A level Biology Student Book in Figure 1.7 is presented
as pie charts while the
are premature deaths (Figure 1.7). Around one in three people in the UK die from cardiovascular
diseases. The main forms of cardiovascular diseases are coronary heart disease (CHD), as
MATHS SUPPORT Cardiovascular diseases (CVDs) arebydiseases
experienced Peter, andof the heartasand
stroke, circulation.byThey
experienced Mark.are the main
Book 1 1 data in Figure 1.1 is in
cause of death in the UK, accounting for almost 180 000 deaths a year, and over 46 000 of these
Check why the data here a histogram. See maths
are 2premature deaths (Figure 1.7). Around one in three people in the UK die fromfrom
Almost half of all deaths from cardiovascular diseases are coronary heart disease (45%) and
cardiovascular
in Figure 1.7 is presented support presenting over a quarter are from stroke (28%). Coronary heart disease is the most common cause of death
l 
Salters-Nuffield A level as pie charts while the
data in Figure 1.1 is in
graphs. The main forms of cardiovascular diseases are coronary heart disease (CHD), as
data diseases.
experienced by Peter, and in the UK.asAbout
stroke, one in fiby
experienced ve Mark.
men and one in ten women die from the disease.
a histogram. See maths
Biology Student Book 2 support 2 presenting
Almost half of all deaths from cardiovascular diseases are from coronary heart disease (45%) and
over a quarter are from stroke (28%). Coronary heart disease is the most common cause of death
data graphs. KEY BIOLOGICAL PRINCIPLE: WHY HAVE A HEART AND CIRCULATION?
in the UK. About one in five men and one in ten women die from the disease.
The heart and circulation have one primary purpose to move Open circulatory systems
substances around the body. In very small organisms such as
In insects and some other animal groups, blood circulates in large open
KEY BIOLOGICAL PRINCIPLE: unicellularWHY creatures
HAVE where distancesAND
A HEART are short, substances such
CIRCULATION? spaces. A simple heart pumps blood out into cavities surrounding the
as oxygen, carbon dioxide and digestive products move around the

Covering both AS and A level:

The heart and circulation have one primary purpose to move animals organs. Substances can diffuse between the blood and cells.
organism by diffusion. Diffusion is the movement Open circulatory
of molecules or systems
When the heart muscle relaxes, blood is drawn from the cavity back into
substances around the body. ionsIn from
very small organisms
a region such concentration
of their high as to In
a region of their low
insects and some other animal the heartgroups, blood
through circulates
small, valved,inopenings
large open
along its length.
unicellular creatures where concentration
distances are short, substances
by relatively such movement of molecules.
slow random spaces. A simple heart pumps blood out into cavities surrounding the
as oxygen, carbon dioxide and digestive products
In unicellular organismsmove around
diffusion the fast enough to meet the
is usually animals organs. Substances can diffuse between the blood and cells.
organism by diffusion. Diffusion
organismsis therequirements.
movement of molecules or
Closedblood iscirculatory
drawn from the systems
l SNAB Online
When the heart muscle relaxes, cavity back into
ions from a region of their high
Mostconcentration to a region
complex multicellular of their low
organisms, however, the
are heart
too large for small, valved,
through Manyopenings
animals, along its length.
including all vertebrates, have a closed circulatory
concentration by relatively slow random movement of molecules.
diffusion to move substances around their bodies quickly enough.
In unicellular organisms diffusion is usually fast system in which the blood is enclosed within tubes blood vessels.
relyenough to meet the system to move
l Revision Guides and Workbooks
These organisms on a mass transport This generates higher blood pressures as the blood is forced along
organisms requirements. substances efficiently over long distance by massClosed flow. All the circulatory
particles fairly systems
narrow channels instead of flowing into large cavities. This means
Most complex multicellular in organisms, however, are too large for
a liquid move in one direction through tubes due Many to animals,
differenceincluding
in allthe
vertebrates, havefaster
a closed
blood travels and circulatory
so the blood system is more efficient at
diffusion to move substances aroundAnimals
pressure. their bodies quickly
usually haveenough.
blood to carry vital substances around
system in which the blood isdelivering
enclosedsubstances
within tubes blood
around thevessels.
body:
These organisms rely on a mass transport
their bodies and asystem
heart totopump
moveit instead of relying What on is cardiovascular
diffusion. In
This generates higher bloodpressures disease?
The blood asleaves
the blood LHR
is forced
the heart along
under pressure and flows along arteries
substances efficiently over long
otherdistance by mass
words, they have flow. All the particles
a circulatory system. Some animals
fairly narrowhave more instead of flowing into large cavities. This means
channels
in a liquid move in one direction through and then arterioles (small arteries) to capillaries.
than one hearttubes
thedue to difference
humble earthworm, in for instance,
the bloodhas travels
five. faster and so the blood system is more efficient at
pressure. Animals usually have blood to carry vital substances around delivering substances around the body:
it instead of relying on diffusion.Double
circulatory
The blood leavessystems
There are their bodies and
extremely largea numbers
heart to pump In
6 of capillaries. These come into the heart under pressure and flows along arteries
other words,
close contact theyofhave
with most a circulatory
the cells in the body system.
whereSome animals have more
substances
Birds and mammalsand then have double circulation:
arterioles (small arteries) to capillaries.
than onebetween
are exchanged heart blood
the humble earthworm, for instance, has five.
and cells.
The right ventricle of the heart pumps deoxygenated blood to the
After passing along the capillaries, the blood returns to the heart by
lungs where it receives oxygen.
means6of venules (small veins) and then
01 123_SNAB veins.6
ch01.indd 05/12/2014 10:24
The oxygenated blood then returns to the heart to be pumped a
Valves ensure that blood flows only in one direction.
second time (by the left ventricle) out to the rest of the body.
Animals with closed circulatory systems are generally larger in size and
This means that the blood flows through the heart twice for each
often01more active than those with open systems.
123_SNAB ch01.indd 6 complete circuit of the body. The heart gives the blood returning from 05/12/2014 10:24

the lungs an extra boost that reduces the time it takes for the blood
Single circulatory systems to circulate round the whole body. This allows birds and mammals to
Animals with a closed circulatory system have either single have a high metabolic rate, as oxygen and food substances required for Checkpoints
circulationor double circulation. Fish, for example, have single
circulation (Figure 1.8):
metabolic processes can be delivered more rapidly to cells and meet
the needs of the organism. consolidate
The heart pumps deoxygenated blood to the gills.
Q 1.1 Why do only small animals have an open circulatory system?
knowledge through
Gaseous exchange takes place in the gills; there is diffusion of
carbon dioxide from the blood into the water that surrounds the Q 1.2 What are the advantages of having a double circulatory system? summarizing tasks.
gills,and diffusion of oxygen from this water into the blood within Q 1.3 Fish have two-chamber hearts and mammals have four-
the gills. chamber hearts.
The blood leaving the gills then flows round the rest of the body
before eventually returning to the heart. (a) Sketch what the three-chamber heart of an amphibian,
such as a frog, might look like.
Note that the blood flows through the heart once for each complete
circuit of the body. (b) What might be the major disadvantage of this Practical activities provide
single circulation double circulation
three-chamber system?
opportunities for students
gill capillaries lung capillaries
CHECKPOINT
1.1 Make a bullet point summary which explains why
to practise their skills and
many animals have a heart and circulation. develop understanding of
artery
ACTIVITY
practical requirements.
Activity 1.2 demonstrates mass flow. A1.02S
ventricle (V)
A A
heart
atrium (A)
V V
4 right left
5
vein
 Student Books
All samples taken from Salters-Nuffield AS/A level Student Book 1
1 LIFESTYLE, HEALTH AND RISK
TOPIC
Figure 1.2 Some activities are less
obviously risky than others, but may
still have hidden dangers.
2 3
Material has been updated to reflect
revisions, additions and deletions to
changes in the subject content.
01 123_SNAB ch01.indd 2
6 7
A cumulative approach to learning constantly
builds on what has previously been learnt.
Lifestyle, health and risk LHR
LIFESTYLE, HEALTH AND RISK OVERVIEW OF THE BIOLOGICAL PRINCIPLES COVERED IN THIS TOPIC
REVIEW
Are you ready to tackle
Topic 1 Lifestyle, health
This topic will introduce the concept of risks to health. You will study the relative sizes of risks and how these
and risk?
Why a topic called Lifestyle, health and risk? are assessed. You will consider how we view different risks our perception of risk. You will also look at how
Complete the GCSE review
health risks may be affected by lifestyle choices and how risk factors for disease are determined.
Congratulations on making it this far! Not everyone who started lifes journey has been so lucky. and GCSE review test
In the UK only about 80% of conceptions lead to live births, and about 4 in every 1000 newborn Building on your GCSE knowledge of the circulatory system, you will study the heart and circulation and
before you start.
understand how these are affected by our choice of diet and activity.
babies do not survive their first year of life (Figure 1.1). After celebrating your first birthday there
seem to be fewer dangers. Fewer than 1 in every 1000 children die between the ages of 1 and 14 You will look in some detail at the biochemistry of our food. This will give you a detailed understanding of
years old. All in all, life is a risky business. some of the current thinking among doctors and other scientists about how our choice of foods can reduce
the risks to our health.
7
age groups/years
6 under 1
Death rate per thousand per year
14
5
59
4 1014
1519
3 2024
2529
2
3034
1
0
Males Females
Figure 1.1 Death rates per 1000 population per year by age group and sex. Is life more risky for boys? Source: England
and Wales Office for National Statistics, 2012.
In everything we do there is some risk. Normally we only think something is risky if there is the
obvious potential for a harmful outcome. Snowboarding, parachute jumping and taking ecstasy
are thought of as risky activities, but even crossing the road, jogging or sitting in the sun have
risks, and many people take actions to reduce them (Figures 1.2 and 1.3).
Risks to health are often not as apparent as the risks facing someone making a parachute jump.
People often do not realise that there are risks associated with lifestyle choices that they make.
They underestimate the effect such choices might have on their health.
What we eat and drink, and the activities we take part in, all affect our health and well-being.
Every day we make choices that may have short- and long-term consequences which we may
be only vaguely aware of. What are the health risks that we are subjecting ourselves to? Will
a cooked breakfast set us up for the day or will it put us on course for heart disease? Does the
10-minute walk to work really make a difference to our health?
Cardiovascular disease is the biggest killer in the UK, with around 1 in 3 people (32%) dying from
diseases of the circulatory system. Does everyone have the same risk? Can we assess and reduce Figure 1.3 A UK male aged 15 to 19 is over three times more likely to have a fatal accident than a female of the same age. Source: Department for Transport road
the risk to our health? Do we need to? Is our perception of risk at odds with reality? accidents and safety annual report, 2012.
In this topic you will read about Mark and Peter who have kindly agreed to share their
experiences of cardiovascular disease. The topic will introduce the underlying biological concepts
that will help you understand how cardiovascular diseases develop, and the ways of reducing the
risk of developing these diseases. ActiveBook included with every Student Book
An ActiveBook gives your students easy online 1 LIFESTYLE, HEALTH AND RISK
access to the content in the Student Book.
Lifestyle, health and risk LHR
TOPIC
LIFESTYLE, HEALTH AND RISK OVERVIEW OF THE BIOLOGICAL PRINCIPLES COVERED IN THIS TOPIC
REVIEW
Are you ready to tackle
Topic 1 Lifestyle, health
This topic will introduce the concept of risks to health. You will study the relative sizes of risks and how these
and risk?
Why a topic called Lifestyle, health and risk? are assessed. You will consider how we view different risks our perception of risk. You will also look at how
Complete the GCSE review
health risks may be affected by lifestyle choices and how risk factors for disease are determined.
Congratulations on making it this far! Not everyone who started lifes journey has been so lucky. and GCSE review test
In the UK only about 80% of conceptions lead to live births, and about 4 in every 1000 newborn Building on your GCSE knowledge of the circulatory system, you will study the heart and circulation and
Students can make it their own with notes,
before you start.
understand how these are affected by our choice of diet and activity.
babies do not survive their first year of life (Figure 1.1). After celebrating your first birthday there
seem to be fewer dangers. Fewer than 1 in every 1000 children die between the ages of 1 and 14 You will look in some detail at the biochemistry of our food. This will give you a detailed understanding of
years old. All in all, life is a risky business. some of the current thinking among doctors and other scientists about how our choice of foods can reduce
the risks to our health.
7
age groups/years
6 under 1
Death rate per thousand per year
14
5
59
4 1014
Each topic is introduced within a wider
1519
3 2024
2529
2
highlights and links to their wider reading.
3034
1
0
Males Females
Figure 1.1 Death rates per 1000 population per year by age group and sex. Is life more risky for boys? Source: England
and Wales Office for National Statistics, 2012.
In everything we do there is some risk. Normally we only think something is risky if there is the
context. Concepts are revisited and
obvious potential for a harmful outcome. Snowboarding, parachute jumping and taking ecstasy
are thought of as risky activities, but even crossing the road, jogging or sitting in the sun have
risks, and many people take actions to reduce them (Figures 1.2 and 1.3).
Risks to health are often not as apparent as the risks facing someone making a parachute jump.
Perfect for supporting revision.
People often do not realise that there are risks associated with lifestyle choices that they make.
They underestimate the effect such choices might have on their health.
Figure 1.2 Some activities are less What we eat and drink, and the activities we take part in, all affect our health and well-being.
obviously risky than others, but may Every day we make choices that may have short- and long-term consequences which we may
still have hidden dangers. be only vaguely aware of. What are the health risks that we are subjecting ourselves to? Will
a cooked breakfast set us up for the day or will it put us on course for heart disease? Does the
10-minute walk to work really make a difference to our health?
Cardiovascular disease is the biggest killer in the UK, with around 1 in 3 people (32%) dying from
developed in later topics.
diseases of the circulatory system. Does everyone have the same risk? Can we assess and reduce Figure 1.3 A UK male aged 15 to 19 is over three times more likely to have a fatal accident than a female of the same age. Source: Department for Transport road
the risk to our health? Do we need to? Is our perception of risk at odds with reality? accidents and safety annual report, 2012.
05/12/2014 10:24 01 123_SNAB ch01.indd 3 05/12/2014 10:24
In this topic you will read about Mark and Peter who have kindly agreed to share their
experiences of cardiovascular disease. The topic will introduce the underlying biological concepts
that will help you understand how cardiovascular diseases develop, and the ways of reducing the
risk of developing these diseases.
2 3
01 123_SNAB ch01.indd 2 05/12/2014 10:24 01 123_SNAB ch01.indd 3 05/12/2014 10:24
 Student Books Thinking Bigger spreads require
students to use knowledge in
SNAB Online
new contexts and think about
connections across the course. To complement the Student Book, there is a dedicated website, packed with resources
Thinking bigger TB

K I N G for both students and teachers to support teaching and learning.

TH IN Start by thinking about the nature of the writing in the article.

rds
Command wo This article about the nding of gene for congenital heart Biological
vocabulary
the word
No te th at wh en
For Students
disease comes from the Wellcome Trust Sanger Institute As you read

GENETIC DEFECTS OF THE HEART this the ar

critise is us ed in
website. id en tify any unfa ticle
do es no t mean words. Loo miliar
context it 1.Throughout
Read the article the Student Book
who youthere are links that checdirect
ne cessarily and comment on at think the k your
these students to the SNAB Online
We tend to think of heart disease as being a problem of older age due to atherosclerosis, largely that one shou
ld k you under up to
s that article might be aimed. stand
unaware that some babies are born with heart disease. This is known as congenital heart disease, be cr iti ca l, it me an
press your
website, where theyll find activities, interactive theitutorials,
r meaning, and
you couldskills support to consolidate
you should ex 2. Critise on the reliability of the article as a source of look in the
it refers to a heart defect or condition that is present at birth. There are many different type of
reasoned jud ge ment. their in-class
scienti learning and develop the skills needed
c information. glossary hoto A progress
SN B onlin
e with Biology.
congenital heart disease with some being minor and easily treated. whereas others are more serious. are more sp
wever if th
ey
Some conditions are inherited and researchers are working hard to understand the causes. ecialised
terms use
the Internet
to find a d
efini
Having read the article, draw on your knowledge gained so far in the course and answer the making sure tion,
that the
following questions. website yo
u access
8 April 2014 is reliable,
it is worth
CONGENITAL HEART DISEASE GENE FOUND
1. Explain in detail what the presence of the genetic variant in the child and not the parent tells looking at
For Teachers and Technicians
you about how and where the variant may have arisen. sources to
a range of
check.
2. The Figure shows that most of the babies in these families had a congenital defect known as
Severe forms of congenital heart disease caused by variants of the NR2F2 gene Youll
AVSD (Atrioventricular Septal Defect). find
These invaluable
babies have a defect resources
in their septum to aid
the wallyour teaching, including presentations, 3-D
Researchers have explored the role of a master gene that controls the
functioning of other genes involved in heart development. Variations in
healthy functioning heart - once the activity of NR2F2 is affected it has a
knock-on effect on these other genes affecting the healthy development of modelling, and all the worksheets and guidance for all the student activities including
between the left and right sides of the heart. They have a hole through their septum between
the atria and between the ventricles, with only a common atrioventricular valve between the
this gene - NR2F2 - are responsible for the development of severe forms
of congenital heart disease.
the heart. practical
atria and ventricles as shown in the diagram below.work. A guide
Using your knowledge onof teaching
the function ofeach topic and forward planning is provided for
The team found that different types of damage in the NR2F2 gene cause the heart describe how these defects in the heart are likely to affect the circulation of blood.
Approximately one per cent of all babies are born with congenital heart different types of heart defects. Genetic variants that completely deactivate those new to the course. SNAB Online also enables you to monitor students progress and
Think carefully about the pressure within the heart.
disease, where the normal workings of the heart are affected. Because
Real-life articles engage students with current
the damage to the heart is structural, most
the NR2F2 gene tended to cause damage to the left side of the heart. In
contrast, genetic variants that alter activity obtain a range of helpful reports.
biologicalwill
babies writing andto develop
need surgery correct the scientific literacy of the gene but do not deactivate it more
problem. Although genetic causes are known commonly caused a specific sub-type of
skillstoneeded
underlie thefor A level
disease, andarebeyond.
these causes not holes in the hearts of patients.
very well understood. With this knowledge, we are getting closer
Scientists have previously shown that to understanding the full genetic causes
mice with a less active NR2F2 gene had Thinking Bigger spreads
behind congenital develop
heart disease, which
abnormal heart development. To see if the will provide better diagnoses and in turn
gene was involved in severe forms of human essential assessment skills
provide better patient management, says
congenital heart disease, the team looked Dr Matthew Hurles, senior author from the
at DNA sequences of parents and affected
throughoutWellcome
course. Trust Sanger Institute.
children and found that variation on the Publication details
NR2F2 caused the structural damage that Rare variants in NR2F2 cause congenital heart
underlies these conditions. defects in humans. Al Turki S, Manickaraj AK,
The team found that these genetic variants Mercer CL, Gerety SS, Hitz MP, Lindsay S,
were typically only present in the child and DAlessandro LC, Swaminathan GJ, Bentham
not the parents, revealing that congenital Thinking bigger
J, Arndt AK, Low J, Breckpot J, Gewillig M,
Thienpont B, Abdul-Khaliq H, Harnack C, Hoff
TB 3. A baby born with coarctation of aorta has narrowing of the aorta just beyond the branches that
heart disease producing variants occur in the supply the head and arms. as occurred
womb.
K, Kramer HH, Schubert S, Siebert R, Toka O, End ofintopic
family 8. Suggest how the baby might be affected by
tests
Cosgrove C, Watkins H, Lucassen AM, OKelly this narrowing.
What we see is that these rare variants in
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in the article.
provide feedback and
the NR2F2 gene interfere with the normal eld K, Thornborough C, Brook JD, Mulder Once you have completed the remainder of thechecks
progress course come back and have a go at answering the following questions.
over
B, Klaassen S, Bhattacharya S, Devriendt K,
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heart development and cause severe forms Biolo
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serious. are more sp
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ey To find out more detail about congenital heart defects and how they can be treated visit the British Heart Foundation website.
Links across the course ecialised
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the Internet
1.1 1.2 1.3 1.4ARE
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Having read the article, draw on your knowledge
2.1 2.2
gained so far in the course and answer the
2.3 2.4 2.5to find a d 2.6
efini
making sure tion,
2.7 2.8 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 4.5
54 that the 55
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TIMELINE IS A PLACEHOLDER ONLY TO BE UPDATED
is reliable,
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1. Explain in detail what the presence of the genetic variant in the child and not the parent tells looking at
a range of
you about how and where the variant may have arisen. sources to
01 123_SNAB ch01.indd 54-55 check. 20/10/2014 16:55
2. The Figure shows that most of the babies in these families had a congenital defect known as
e AVSD (Atrioventricular Septal Defect). These babies have a defect in their septum the wall Sample taken from SNAB Online
it has a between the left and right sides of the heart. They have a hole through their septum between
ment of the atria and between the ventricles, with only a common atrioventricular valve between the
atria and ventricles as shown in the diagram below. Using your knowledge of the function of
cause the heart describe how these defects in the heart are likely to affect the circulation of blood.
Online activities: consolidate and build learning across
eactivate Think carefully about the pressure within the heart. topics and throughout the course by providing a range
rt. In
ctivity of activities to support the Student Books.
ore
e of All samples taken from Salters-Nuffield AS/A level Student Book 1
closer
8 9
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ch
 Activity 1.25 Student sheet
Salters-Nuffield Advanced Biology Resources Core practical

ACTIVITY 1.25 IS HIGH C ALL IT CLAIMS TO BE?

Student sheets, teacher and
Purpose technician notes provided for all
To investigate the vitamin C content of fruit juice.
core practicals, plus additional
Schoolgirls expose false vitamin C claims
practicals, provide further
Fruit juice is recommended as a good source of the antioxidant vitamin C and large volumes are sold every day.
In 2004, two high school students in New Zealand conducting an experiment to determine the vitamin C levels
Salters-Nuffield
of their favouriteAdvanced Biology
fruit drinks found Resources
that the levels
Activity 1.25 Teacher sheet
in one well-known blackcurrant juice drinkCore
werepractical
much lower
opportunities for students
than those claimed by the manufacturer. The manufacturer dismissed the concerns, saying the claim related only
to the blackcurrant fruit and not the product. However, the case was taken up by a television consumer affairs
to develop and demonstrate
ACTIVITY 1.25
show and after further testingIS HIGH
it was C statements
found that ALL ITabout CLAIMS
the levels ofTO
vitaminBE?
C had been misleading. 15
practical skills.
charges were brought under the Fair Trading Act. In March 2007 the manufacturer pleaded guilty to all 15
charges and was fined NZ$217,500. The manufacturer maintains that the issue only affected juice in Australia
and New Zealand.
Purpose
To investigate the vitamin C content of fruit juice.
Investigating vitamin C content in fruit
juice
Investigating vitamin C content in fruit
juice
1 Scientific questions and information research
The student activity sheet presents a case that appeared in the news and this could be used to put the practical
you should express this as a questionActivity 1.25 Technician sheet
Salters-Nuffield
Advanced
State what you are going to Biology
investigate Resources to answer, a problem
work in context. The students plan an investigation. They might investigate the story on the activity
to
sheet,
Core practical
investigate or a hypothesis to test. You might be interested in which type of fruit juice provides the most
testing the vitamin
vitamin C, or ifCdrinking
levels in fruit
juicejuice
and comparing
from a cartontheir
is values
just as with
goodthe quantity
as eating stated
fresh fruitontothe product.
maintain high levels
Alternatively,
of vitamintheyC inmayyourinvestigate the long
diet, or does vitamin C heat-treated
life content of a juice
rangeinofa different juices as
carton provide to determine which
much vitamin C as
ACTIVITY
contain the highest
freshly squeezed1.25
level IS
of the
juice HIGH C ALL IT CLAIMS TO BE?
vitamin, or whether drinking fruit juice from a carton is just as good as eating
in cartons.
fresh fruit to maintain high levels of antioxidant vitamin C in your diet.
Research relevant information to help you decide on what you are going to investigate and how you will carry
Note
out thethat the Edexcel
practical work,GCE Biology
you might (Salters-Nuffield)
need specificationscience
to research the background requires that
and students
methods knowhave
people how used
to to
Purpose
investigate similar
investigate the vitamin C content
problems. When of you
foodwrite
and drink.
up yourEven
planifremember
students only test full
to give juices, theyofalso
details anyneed to know
information
how they
sources
To you might
use test
andthe
investigate foods.
comment
vitaminon C their reliability.
content of fruit juice.
The requirements will depend on the hypothesis being tested and whether the students first plan the investigation
Notes
2
themselves. onThethe
Planning procedure
and
requirementsexperimental design
below are for an experiment to compare the vitamin C content of a range of fruit
juices.
The quantity
student sheet is a planning
of vitamin sheet.
C in food andItdrink
is formatted to follow the
can be determined Developing
using a simple Practical Skills
colour test. framework
Vitamin C that
can be found the
decolourises
Requirements in the
bluedeveloping
per dye DCPIP
student practical skills support materialsVitamin
(dichlorophenolindolphenol).
or Notes on SNAB Online
C is and at theand
an antioxidant back of the the
reduces SNAB
Student
groupBook.
DCPIP. DCPIP Students
changes will
of students fromnot necessarily
blue have(or
to colourless addressed
slightly all of the
pink) Salters-Nuffield
as itpractical
becomes skills Advanced
in every practical
reduced. activity, Biology Resources Maths/stats support 4
Sample taken from SNAB Online for
Forexample
Design this activity could
an experiment
each solution studentsthat
focuscan
testyou
on scientific questions and information research, and planning and
they willuse to complete your investigation the developing practical skills
experimental design.
support on SNAB Online will help you plan your investigation.
need:

Maths and stats skills support gives students The

You1 cm
students
will
3
would need
be provided withtothe
either research
following the DCPIP method for themselves, or be
equipment: MATHS/STATS
told how to complete the SUPPORT 4 SIGNIFICANT FIGURES
and0.1%
have DCPIP solution A discussion 0.1% in aqueous
should besolution freshly made
planup.
Support for maths and
test

would Range
it demonstrated.
of fruit and/or
be appropriate fruit
to help
of what included
juices develop the required practical skills.
students
in their and the procedure to use

reference tools with which to build an What are significant figures?

practical skills give students
Standard 1%
Unfortunately,
Fruit juice to test
need to beC diluted
vitamin
using C solution
blackcurrant
or standard 1% fruit drinkThe
0.1% to give a pale colour that vitamin
canvolume
be problematic
would not
duerequired
of fruit juice
C itaffect
to the dark
the viewing
will colour
depend
of the DCPIP
ofonthe
thejuice.
resultsdecolourisation.
It would of
concentration

understanding of maths within a biological context. DCPIP

vitamin solution contains; see the sample on the teacher sheet.
If, in an ecological investigation, you were calculating the number of sparrows living in a park, you might give a
reference tools with which
It
would be good if students completed the practical
The 1% work
vitamin
Pipette, syringe or burette to measure volumes accurately they
C have planned,
solution contains but
10 the
mg procedure
per cm
3
. given on page 2
value of 327. This value is given to three significant figures, the first, second and third significant figure from
Extra practice is provided through a series of ofTest

these notes could be used for those that need help. Alternatively, this procedureleft
tube
Standard laboratory glassware and apparatus
could be used
to right. fromwere
If you the outset
asked to round this to two significant figures, what would you do? The value to two
to build an understanding of
and modified by students as necessary for the hypothesis under investigation. It does
Make sureof your
not detail
significant
plan: work referred to on the planning page: these should be discussed and included in the
the underlying
figures (to 2 s.f.) would be 330; to one significant figure it would be 300.
interactive activities with help and feedback. principles practical
Measuring the concentration of a solution as 0.025 g dm3 gives a value with two significant figures. If you
practical and mathematical
write-up of thea practical
question,work.
3
Pipette
includes problem or hypothesis To accurately
that you are testing1 cm of DCPIPwanted
measure solution.
to change this to one significant figure you would (by convention) round the value up to 0.03 g dm3
On
completion of the practical investigation students could use the Salters-Nuffield
self-evaluation
includes a procedure which uses suitable apparatus to test your question or problem rather than down to 0.02 g dm3. Biology
sheet to reflect Advanced
on what they Remember thatResources Practical
when rounding decimal places, 5 and above support
goes up, 4 and 10
application and technique
have done in this practical. This can be found with the practical skills support materials.
identifies the independent and dependent variables
Pipette, syringe or burette
below goes down, for example 3.46 becomes 3.5, while 0.92 becomes 0.9.
To add the test solution drop wise to the DCPIP solution.
If you
and,need to possible,
know how many significant figures there are in a reported measurement, remember that:
Activities come with feedback summaries, within aSample
biological

or allows context.
identifies any other variables which may affect the outcome of the experiment,
controls results for them
PRACTICAL SKILLS SUPPORT 10 CONCENTRATIONS AND
where
the first significant figure is always the first non-zero digit in the number, counting from the left
DILUTIONS
so students and teachers can easily see The
table
has aover the page
control, gives the volume
if appropriate, and this of various
control cartonexplained
is fully fruit juices that decolourised
solution. The end point was when the blue tinge had completely disappeared.
1 cmin3 of
zeros the0.1% DCPIP
middle of a number are always significant, for example 502 has three significant figures
Notes zeros that
Concentrations only show where a decimal point is are not significant: 4320 has three significant figures, as does
areas that need more practice. 0.6 cm3 of 1% vitamin C solution decolourised 1 cm3 of 0.1% DCPIP solution. 1 cm3 of4320
contains 10 mg of 3
the 1%
000 vitamin C
Pearson Education 2015. C, so it takes 6 mg of vitamin C to decolourise 1 cm of
Ltdvitamin DCPIP.
The concentration ofPage
zeros after a decimala solution
1 of 2 is the amount of the dissolved substance (solute) per unit volume of solvent
point are significant; for example 1.200 has four significant figures. If you report a
liquid. The
length SI
as unit formconcentration is
Juice tested Volume of juice required to Average Vitamin
3 C 1.200
contentyou of are saying that you are certain of the length to the nearest millimetre.
3
mol m ; however, 3 solutions are usually given as either molar concentrations, i.e. mol dm (this is the same as
decolourise 1 cm3 of 0.1% Samples3 taken mol lfrom
, mol SNAB ofOnline
of juice Q1 juice/mg
1 Correct cm eachand the
3 per litre M),numbers
or mass below to the number
concentrations, i.e. gof
dmsignificant
3
or g l1. figures given in brackets.
DCPIP solution/cm required/m
a 0.08736 (2 s.f.) 3 b 36 725 (3 s.f.) c 89.0567 (4 s.f.) d 754.1 (3 s.f.)
Grapefruit juice 1.50 1.70 1.65 1.61
Making a3.8mol dm solution

Revision Guides and

Pineapple juice 12.00 11.20 11.50 11.56 0.5
Orange juice 2.00 2.25 2.10 2.12
Measurement
To
2.8
and
make a 1 mol dm3 (1 significant
M) solution figures
of, for example, potassium hydroxide (KOH), you first need to work out
the molar mass of potassium hydroxide. For this you need the formula of potassium hydroxide and the relative
Orange drink 1.40 1.50 1.45 1.45 When
atomicreporting
masses4.1 ofa potassium,
measurement it is important
oxygen not to give an impression that the measurement is more accurate
and hydrogen:
than it is. The accuracy of your measurements will be limited REVIbySE yourSA LTER
method of data collection and the
Fresh lemon juice 1.90 1.70 1.60 1.73 3.5atomic mass of K is
relative 39.10 S NU FF IELD
equipment used. When you take a measurement with, AS say, /A LEVEbalance
an electronic L and it gives readings to 2 s.f.,

Workbooks
Bottled lemon juice 24.00 23.50 24.50 24.00 this is what you 0.25
relative atomic When
record. mass of O isan instrument
using 16.00 with a scale, such as a ruler, you may be able to write down a
measurement to the
relative nearest
atomic mass1/10 of is
of H the marked Biology
scale. For example, if the smallest unit on your ruler is a
1.01
centimetre you can be sure of your measurement to the nearest centimetre, and you may be able to estimate your
The molar mass of KOH
Page is therefore 39.10 + 16.00 + 1.01 = 56.11 g mol1.
REVISION
Pearson Education Ltd 2015. 1 of 2
measurement to the nearest millimetre.
You need to dissolve 56.11 g of KOH in distilled water to give a solution of 1 mol dm3. The correct way to do
this is to put at least half a litre of cold distilled water into a large beaker and stand the beaker in a sink, in case
Keeping the correct number of significant

The UKs best-selling revision guides are now available for

figures
time in your
whilst stirring with acalculations GUIDE
of breakage as the solution heats up. Then, wearing eye protection, add the solid potassium hydroxide a little at a
long glass rod. Wait for the solid to completely dissolve before adding the next
amount. When it has all dissolved transfer the solution to a 1 dm3 volumetric flask. Then put some more
When doing calculations involving several measurements remember that your final answer cannot have more
distilled water in the beaker, swirl it round and pour it into the volumetric flask. This rinses out any potassium
Salters-Nuffield Advanced Biology. significant figures than your least accurate measurement. So if you are adding two measurements, one with four
hydroxide remaining in the beaker. Repeat the rinsing process twice more, not forgetting to rinse the glass rod
significant figures and one with two, you can only report the result to two significant figures. The same applies
used for stirring. Then fill the volumetric flask to just short of the 1 dm3 mark before carefully making the
to multiplication, division and subtraction.
solution to the correct volume using a dropping pipette. Note the 1 M solution of potassium hydroxide will be
l  esigned for hassle-free classroom and independent
D CORROSIVE.
REofVI SE SALTER S NUFFIELD
Answers
To work out the mass of potassium hydroxide needed to prepare 100 cm 2 mol dm KOH, first work out: 3 3
LEVEL
study, our Revision Guides are designed Q1 to
amount of complement
a substance
0.087 in moles b 36 700
(2 s.f.) s.f.) ofcsolution
= (3 volume 89.06 (4
AS /A
s.f.) (dm )d 754 (3 s.f.)
required 3

required concentration (mol dm lo) gy

= 0.1* dm 2 mol dm B
io
3

the Student Books with a range of specially designed

Pearson Education Ltd 2015. Page 1 of 1
3 3

features such as the one-topic-per-page format,

*Volume of solution required in cm divided by 1000 (1000 cm = 1 dm ), inR
practice
= 0.2 moles
E100VcmIS1000I=O
this case 3 N
0.1 dm . 3 3 3 3

BOOK
A LW AY S L E A
R N I NG

Then convert the number of moles to the mass needed in grams:

questions, knowledge checks and skills checks.
mass of substance (g) = amount of substance in moles W Omass
molar R(gK mol ) 1

= 0.2 moles 56.11 g mol1

l Our Revision Workbooks are designed toWork

help = 11.22 g
3 3
Q1 out the mass of potassium chloride needed to prepare 200 cm of 0.5 mol dm KCl. (Note the
students develop vital skills throughout the course and
relative atomic masses are potassium 39.10 and chlorine 35.45.)
3 3
Q2 Fill in the gaps in the instructions below for making 1 litre (= 1 dm ) of 0.1 mol dm sodium hydroxide.
build their confidence in preparation for the exam, with
(The relative atomic mass of sodium is 22.99.)
3
The formula for sodium hydroxide is NaOH. The molar mass is ______. To make a 0.1 mol dm solution weigh
Pearson Education Ltd 2015. Page 1 of 1

guided questions, unguided questions, practice

out ______ g andpapers
make this up to ______ dm using distilled water. 3

and a full set of answers. Making a w/v solution

W/v means weight to volume. To make a 10% w/v aqueous sodium chloride solution
A LW AY S L E A
R N I N Gyou dissolve 10 g of

sodium chloride in 100 cm3 of water or 20 g in 200 cm3, etc. If only 50 cm3 of the solution were required you
Sample taken from SNAB Online would only require 5 g of sodium chloride in 50 cm3 of water. To make a litre of 20% w/v aqueous sodium
10 chloride solution would require 200 g in 1000 cm3.
11
Q3 Work out the mass of sodium chloride required to make 200 cm3 of 15% w/v sodium chloride solution.
3
Q4 Work out the mass of potassium chloride needed to make 100 cm of a 1% w/v solution.
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