Bio29. O Level 5090 Scheme of Work

GCE Ordinary Level Biology (5090)
Scheme of Work – Overview
Recommended Prior Knowledge

Since this syllabus involves a consideration of its topics very largely from first principles, very little, if any, prior knowledge is required. The course has been divided into
8 Units, with each Unit having a common thread and following a sequence close to the sequence followed in the syllabus. The order of topics as presented gives a
logical order for teaching, but teachers may wish to alter the suggested sequence, particularly in regions where marked seasonal variations restrict the availability of
specimens at certain times of the year.
Recommended Resources
A) Online resources
Online resources directed specifically at the O Level examination are extremely rare. The suggested references are intended to provide support for students (and in
some cases, for teachers) following the course. Teachers should therefore check all the suggested references before use since the information they contain may benefit
from a little careful editing before or during use. All sites have been chosen because they are thought to be relevant, helpful and interesting. (N.B. References are to
pages, not just to the general site URL. However, if navigation to the page fails, it may be worth re-entering the reference, but omitting information after the final forward
slash, or even after the final 2 [or 3] forward slashes. You may then be able to follow links from the general site URL to the desired page.)
B) Other resources
The text books mentioned have been written to accommodate this O Level Biology syllabus (though it is advisable to check text book content with syllabus before each
Unit, since the text may also contain some material relevant to another CIE syllabus). The three texts have been chosen since they all carry endorsement by CIE for
use with the O Level syllabus. References are given at the start of each Unit, but are relevant to all learning objectives within that topic.
Details of the text books:
Jones, G. & Jones, M. (2002). Biology International Edition for IGCSE and O Level. Cambridge, Cambridge University Press.
Burtin, I. J. (2000). The Cambridge Revision Guide GCE O Level Biology. Cambridge, Cambridge University Press.
Jones, M. (2003). O Level Biology. Karachi, Oxford University Press.
Reference is also made to a further CIE-endorsed text in the Cambridge University Press ‘Professional Development for Teachers’ series:
Hayward, D. (2003). Teaching and Assessing Practical Skills in Science. Cambridge: Cambridge University Press.
CIE produces both a CD and a book of past examination papers (GCE O Level Examinations Past Papers with Answer Guides Biology Foundation Books ISBN
81-7596-178-3)
1
Also a CD of prepared microscope slides is produced by CIE, called BIOSCOPE. (Resource references appear in the scheme of work)
Suggested proportion of teaching time to be spent on each Unit

(N/B: Unit 8 is the longest of the Units. Some teachers may feel more comfortable with splitting the unit into its two component parts, spending approximately half the
time on each)
Unit number Topics Content (syllabus reference) % of Teaching Time
Unit 1 Cells and Cell Processes 1. Cell Structure and Organisation 15 %

1.1 Plant and animal cells
1.2 Specialised cells, tissues and organs
2. Diffusion and Osmosis
2.1 Diffusion
2.2 Osmosis
2.3 Active transport
3. Enzymes
3.1 Enzyme action
3.2 Effects of temperature and pH
Unit 2 Plant Nutrition and Transport 4. Plant Nutrition 15 %

6. Transport in Flowering Plants
Unit 3 Animal Nutrition 5. Animal Nutrition 15 %
Unit 4 Human Transport and Respiration 7. Transport in Humans 11 %

8. Respiration
Unit 5 Coordination, Response, Movement 9. Excretion 11 %

and Homeostasis 10. Homeostasis
11. Coordination and Response
12. Support Movement and Locomotion
Unit 6 Drugs, Microorganisms and 13. The Use and Abuse of Drugs 8%
Biotechnology 14. Microorganisms and Biotechnology
2
Unit number Topics Content (syllabus reference) % of Teaching Time
Unit 7 Organisms and the Environment 15. Relationships of Organisms with One Another and 8%
with the Environment
Unit 8 The Continuity of Life: (reproduction, 16. Development of Organisms and Continuity of Life 17 %
genetics and evolution) 17. Inheritance
3
UNIT 1 Cells and Cell processes
Since this is a logical place to begin the course, no prior knowledge is essential. Nevertheless, it would be helpful if students were already familiar with the use of a
microscope and with standard, safe laboratory technique. They might also know the basic principles of diagram drawing – sharp HB pencil, drawings as large as can be
fitted into the available space (with room for labels, in upper case, in pencil with ruled label lines). A simple understanding of chemical molecules and chemical
reactions, the kinetic theory, solutions and pH would also be helpful.
Context
Cells are the building blocks of living organisms and basic physiological processes in which they are involved have a relevance throughout the syllabus.
Outline
Structural features common to and different in plant and animal cells are considered. Specific examples show how the basic cell structure may be modified for different
functions. The involvement of cells in the processes of diffusion, osmosis and active transport is explained as is the importance and mode of action of enzymes.
Learning Outcomes Suggested Teaching and Learning Activities Online Resources Other resources
1 a-e) Examine under the microscope an Whilst the ideal would be that students make good, http://www.bbc.co.uk/schoo ‘GCE O Level
animal cell (e.g. from fresh liver) and a labelled drawings of the cells as they see them ls/gcsebitesize/biology/cellp Examinations Past Papers
plant cell (e.g. from Elodea, a moss, under the microscope, this will be a very difficult rocesses/1cellfunctionsrev2 with Answer Guides
onion epidermis, or any suitable, locally task for them at this stage. It would be better to .shtml (Biology)’ is produced by
available material), using an provide them with a drawing of each cell for them to (Cell structure – Plants vs. CIE (Foundation Books)
appropriate temporary staining copy and label. Check on locally available plants for Animals: colourful, suitable CIE also produces the
technique, such as iodine or methylene leaves that display mesophyll cells adhering to the and user-friendly) same material on CD.
blue. peeled-off epidermis in order to demonstrate
chloroplasts not visible in onion cells. Mary Jones – Unit 1 Cell
Draw diagrams to represent structure:
observations of the plant and animal Construct a table of similarities and differences
cells examined above. between plant and animal cells. Ian J. Burton – Topic 1
Cell structure and
Identify from fresh preparations or on Use microscopes to examine and compare and organisation
diagrams or photomicrographs, the cell identify structures in epidermal cells peeled from a
membrane, nucleus and cytoplasm in fleshy leaf of an onion bulb and stained with iodine M. & G. Jones – 1 Cells
an animal cell. solution. and fresh liver cells stained with methylene
blue.
Identify from diagrams or
photomicrographs, the cell wall, cell
membrane, sap vacuole, cytoplasm,
nucleus and chloroplasts in a plant
1
cells.
Compare the visible differences in

structure of the animal and the plant
cells examined.
1f-g State the function of the cell membrane Explain why substances must be controlled and http://www.bbc.co.uk/schoo Ian J. Burton – Topic 2
in controlling the passage of invite suggestions for chemicals which might pass ls/gcsebitesize/biology/cellp Specialised Cells, Tissues
substances into and out of the cell. in either direction through the membrane (and some rocesses/1cellfunctionsrev3 and Organs
which may not pass through – either because they .shtml
State, in simple terms, the relationship are needed within the cell or because they might Bioscope CD – Human
between cell function and cell structure harm the cell). http://www.bbc.co.uk/schoo blood cells
for: ls/gcsebitesize/biology/cellp
- absorption – root hair cells* Explain the importance of surface area to volume rocesses/1cellfunctionsrev4
- conduction and support – xylem ratios. Relate this to maximum rate and amount of .shtml
vessels uptake in cells marked *. (cell adaptation)
- transport of oxygen –red blood cells.* Mention that xylem vessels are dead and should
not be called ‘cells’ and that their walls are http://www.bbc.co.uk/schoo
Differentiate between cell, tissue, organ strengthened for support. Since they have no ls/gcsebitesize/biology/cellp
and organ system. cytoplasm, they are simply hollow tubes for the rocesses/1cellfunctionsrev5
conduction of water and mineral ions. .shtml
(hierarchy of structure)
Explain that red blood cells are biconcave discs for
two reasons: (i) it provides a large surface area for
gas exchange; (ii) it makes the cell flexible enough
to pass through small capillaries. Give an indication
of size – and its importance. Provide good diagrams
of a root hair cell and of a red blood cell (in surface
view and in longitudinal section) for students to
label.
Explain the hierarchy of these structures and invite

students to supply both animal and plant examples
of each.
Observe, under microscope, prepared slides of root

hair cells, xylem vessels and red blood cells.
2
Students may germinate their own seeds (part-fill a
specimen tube or glass jar with water and trap a
seed between the walls of the tube/ jar and a piece
of filter paper) and observe the root hairs.
They should make a drawing of a root hair cell and

red blood cells.
Teacher-led discussion of hierarchy of structure

including plant and animal examples.
2 a-d) Define diffusion as the movement of Refer to chemical molecules always in a state of http;//www.bbc.co.uk Ian J. Burton – Topic 3
molecules from a region of their higher random motion. Explain the concept of /scotland/education/bitesize Diffusion and Osmosis
concentration to a region of their lower concentration in gases and in liquids and the /standard/biology/investigati (active transport also
concentration, down a concentration tendency for molecules to move from where they ng_cells/cells_and_diffusio covered)
gradient. are more concentrated to where they are less n-rev4.shtml
concentrated. Illustrate with an air freshener placed http://www.iit.edu/~smile/bi M. & G. Jones – 2
Define osmosis as the passage of on one side of the laboratory and with potassium 9508.html Diffusion, Osmosis and
water molecules from a region of their manganate IV solution dropped with a pipette into a (diffusion) Active transport
higher concentration to a region of their large beaker of still water. Explain that netting
lower concentration through a partially drawn across the room would not prevent the http://www.bbc.co.uk/schoo Mary Jones – Unit 2
permeable membrane. diffusion of the molecules of air freshener since the ls/gcsebitesize/biology/cellp Diffusion, Osmosis and
mesh is too large to inhibit their passage. Relate rocesses/2diffusionandosm Active Transport.
Describe the importance of water this to the passage of molecules through the cell osisrev1.shtml
potential gradient in the uptake of water walls of plants.
by plants and the effects of osmosis on
plant and animal tissues. Use Visking tubing to demonstrate that it allows
water molecules to pass but not sugar (sucrose)
Define active transport and discuss its molecules. Set up a Visking ‘sausage’ containing a
importance as an energy-consuming concentrated sucrose solution, attached to a length
process by which substances are of glass tubing at one end and submerged in a
transported against a concentration beaker of water at the other. Note rise in level of
gradient, as in ion uptake by root hairs sucrose solution.
and glucose uptake by cells in the villi.
Relate uptake of water into cells with increase in
volume and, as a consequence of the cell wall, also
of pressure within the cell. Explain the importance
3
of turgidity in the process of support. In the absence
of a cell wall, animal cells will burst.
Stress that, during osmosis, water molecules ONLY
move across a water potential gradient.
Explain the need for uptake of ions even when their

concentration may already be greater inside a cell
or organism. Energy from respiration must be used
to counteract the effect of natural diffusion.
Students should observe the effect of osmosis
i) on plant cells using onion epidermis mounted in

pure water and in concentrated sugar solution
and viewed under a microscope and
ii) on tissue using measured lengths of raw potato
chips immersed in water and in concentrated
sugar solution
Students could set up bean seedlings in dilute

fertiliser solution, topping up with distilled water and
measuring the nitrate concentration in the water to
show the effect of active transport in ion uptake into
roots.
3 a-c) Define enzymes as proteins that Explain the function of a catalyst. The analogy of a http://schools.moe.edu.sg/c M. & G. Jones – 3
function as biological catalysts. large organic molecule resembling a cycle chain hijsjc/Biology/Enzyme/enzy Enzymes
which can be dismantled at the links may be a me.htm
Explain enzyme action in terms of the useful analogy (lock and key hypothesis) Mary Jones - Unit 3
‘lock and key’ hypothesis. Enzymes
Introduce the terms substrate, product and active http://educ.queensu.ca/~sci
Investigate and describe the effect of site. ence/main/concept/chem/c Ian J. Burton – Topic 4
temperature and pH on enzyme 01/C01CDCG4.htm Enzymes – Topic 5
activity. Explain in terms of heat and pH the effect of Nutrition (for food tests)
changing the shape of the active site on the http://www.biotopics.co.uk/
enzyme – permanently in the case of extreme heat. nutrition/enzfac.html
(Reference to the difference between raw and (effect of external
4
cooked egg white helps to make the point). State conditions on enzyme
that the rate of enzyme-controlled reactions action)
increases to an optimum as increased heat supplies
kinetic energy to speed the movement of http://www.s-
molecules. Also enzymes are then destroyed NOT cool.co.uk/topic_principles.
killed. asp?loc=pr&topic_id=1&su
bject_id=17&ebt=26&ebn=
Explain graphs of rate of enzyme reaction at &ebs=&ebl=&elc=4 has a
different temperatures and at different pHs. good range of learning
activities, revision
Explain the use of the Iodine test for starch and materials, animations and
Benedict’s test for reducing sugars questions.
Students should carry out the iodine test for starch

and Benedict’s test for reducing sugars on
prepared solutions of starch and glucose before
beginning the enzyme experiments.
Students should perform experiments on

i) the effects of amylase on starch solution at
two or three different temperatures – also of
the effect of boiling the amylase before use,
and
ii) the effect of pH on the same reaction at a
constant temperature
iii) students could investigate the effects a range
of breakdown of hydrogen peroxide by
catalase (e.g. in yeast or potato).
5
UNIT 2 Plant Nutrition and Transport
Unit 1 will supply students with valuable knowledge on the structure of plant cells as well as on diffusion, osmosis, and transport in the xylem. The basic structure of the
starch and sugar molecules should be understood. Energy will have been mentioned with reference to active transport, but students should be aware that there are
different forms of energy and that it can be transformed from one form to another.
Context
This Unit concentrates on the botanical relevance of topics covered in Unit 1 and forms a natural link with topics to be visited in several other Units, notably Units 3 and
7
Outline
Photosynthesis, as the process responsible for the production of food for all living organisms, is explained. The basic biochemistry of the process as well as the
conditions necessary for the process to occur, are considered. The structure and adaptation of a leaf and of leaf cells for photosynthesis are considered in some detail
and reference is made to carbohydrate as the starting point for protein synthesis. A knowledge of leaf structure allows students then to investigate the process of
transpiration. The Unit generates many opportunities for practical work, but for Centres operating in areas which experience marked seasonal change, some thought
may have to be given to the best time for studying the Unit.
4 a, g, Understand that photosynthesis Explain that photosynthesis is a plant’s method of http://www.bbc.co.uk/schoo ‘GCE O Level Examinations
c) is the fundamental process by nutrition. Only small molecules can be absorbed (by ls/gcsebitesize/biology/gree Past Papers with Answer
which plants manufacture diffusion and osmosis) and these are used by the nplantsasorganisms/0photo Guides (Biology)’ is
carbohydrates from raw plant to build larg(er) molecules. Explain that energy is synthesisrev2.shtml produced by CIE
materials. required to construct the larger molecules and is (good explanation of (Foundation Books. CIE
obtained as light energy. Some of this energy remains photosynthesis) also produce the same
Understand that chlorophyll traps locked away (as chemical energy) in the molecules of material on CD.
light energy and converts it to carbohydrate produced. Chlorophyll absorbs the light http://eduref.org/cgi-
chemical energy for the formation energy and thus photosynthesis occurs where bin/printlessons.cgi/Virtual/ M. & G. Jones – 5 How
of carbohydrates and their chlorophyll is located – in the chloroplasts. Carbon Lessons/Science/Botany/B Green Plants Feed
subsequent storage dioxide from the atmosphere and water from the soil OT0046.html
are the small molecules that are used to construct the (an outline of Mary Jones – Unit 4
State the equation for larger glucose molecules. No details of light- photosynthesis and Photosynthesis
photosynthesis either in words or dependent/independent reactions are required. transpiration)
symbols Ian J. Burton – Topic 6
Glucose manufactured by photosynthesis may be Plant Nutrition
converted to starch and stored in the chloroplasts
and/or converted to sucrose to be conducted to other
organs (via phloem) for storage as sucrose or as
1
starch. Invite students to suggest examples.
http://www.bbc.co.uk/schoo
An equation in words is perfectly acceptable, but an ls/gcsebitesize/biology/gree
equation in symbols must balance. In both cases, ‘light nplantsasorganisms/0photo
energy’ rather than just ‘energy’ should be specified. synthesisrev5.shtml
(limiting factors)
Explain the importance of controls in scientific practice
and invite the students to list the variables which must
be controlled.
Any locally available variegated leaf will suffice, but

run the experiment through first to check that it stores
starch, not sugar (common in monocots)!
Mention the importance, in all cases, of starting with a

destarched plant.
It is advisable to demonstrate the steps in the starch

test on a leaf before allowing students to carry it out. If
a naked flame is used for heating, STRESS the
danger of using methylated spirits and the need for
precautions.
Students may first be shown a water plant evolving

bubbles of oxygen as it photosynthesises in bright
light, then be invited to suggest how they could
investigate the effect of varying light intensity and
temperature. They are likely to require help with
varying CO2.
Stress the importance of keeping all variables

constant, other than the one being investigated.
Investigate the necessity for chlorophyll, light and

carbon dioxide for photosynthesis using appropriate
controls.
2
- for chlorophyll, students should use a plant with
variegated leaves e.g. variegated Pelargonium.
- For light, use corks held, with a pin, either side of a

leaf.
- For CO2, perhaps better as a laboratory

demonstration. Place the plant under a bell jar or
similar, containing a beaker of concentrated
sodium hydroxide solution to absorb CO2.
Investigate and state the effect of varying light

intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis (e.g. in
submerged aquatic plants)
All experiments here are modifications of that in which

a water plant is submerged in a beaker of water. The
rate of photosynthesis is determined by measuring
volumes or counting bubbles of O2 released as the
plant is exposed to one altered variable
4 e, f, i) Understand the concept of The required factor that is in the shortest supply limits http://images.botany.org/set Bioscope CD TS leaves of
limiting factors. the rate at which a plant will photosynthesise. Show by -13/13-063v.jpg Erica and privet
a simple graph that the rate of photosynthesis levels (photomicrograph of leaf
Describe the intake of carbon off with increased availability of CO2 or light. Invite TS)
dioxide and water by plants. students to suggest an explanation for this and to
predict what might happen if the availability of the
Identify and label the cellular and limiting factor is increased.
tissue structure of a
dicotyledonous leaf, as seen in a Explain the entry of carbon dioxide through pores
cross-section under a (stomata) in the leaf surface by diffusion and its
microscope, and describe the subsequent diffusion through spaces between
significance of these features in mesophyll cells. It then dissolves before entering cells
terms of function, i.e. – and diffusing into chloroplasts.
distribution of chloroplasts and
photosynthesis; - stomata and
3
mesophyll cells and gas Consider the entry of water from the soil to be as a
exchange; - vascular bundles and result of osmosis, reaching the chloroplasts via the
transport. xylem vessels.
Using a projected photomicrograph or a diagram of TS

of a leaf, identify the main tissues of a leaf, explaining
the role of the parts in the process of photosynthesis.
Supply students with a large, clear unlabelled drawing
of a leaf TS and, using your model, ask them to label
their diagrams. Include labels for xylem and phloem
(see Unit 3) as well as for vascular bundle and
describe the functions of the two separate tissues.
Also, explain the control of stoma size by pressure of
water within guard cells.
Carefully copy labels of the structure of a leaf onto

unlabelled copy of leaf TS. Anotations describing
function may also be included.
4 j, h) Understand the effect of a lack of Carbohydrate manufactured by photosynthesis is the http://www.biotopics.co.uk/ Mary Jones – Unit 7
nitrate and magnesium on plant molecule which acts as the starting point for building plants/plantm.html Transport in Flowering
growth. other organic molecules. Plants must absorb ions from (mineral nutrition) Plants
the soil in order to make these molecules. Magnesium
Explain why most forms of life are is necessary for chlorophyll manufacture and nitrates http://www.biologie.uni- M. & G. Jones – 7
completely dependent on for protein manufacture. Without magnesium a plant hamburg.de/b- Transport
photosynthesis. cannot photosynthesise and without proteins it cannot online/e05/05b.htm
grow. A demonstration of plants grown under these (root hair diagrams and Ian J. Burton Topic 8
6 a-d) Relate structure and functions of deficiencies, and a control which does not lack the photographs) Transport in Flowering
root hair cells to their surface ions, reinforces the concept in students’ minds. Plants
area and to water and ion uptake. http://extension.oregonstate
Students should now realise that carbohydrates and .edu/mg/botany/images/tre
State that transpiration is the loss proteins – important components of their own diets - e1.html
of water vapour from the leaves are manufactured by plants. Fats/oils are also (transpiration animation)
through stomata. manufactured by plants. (Invite examples). They will
also know that they need O2 to respire and that they http://www.biologydaily.com
Describe how water vapour loss breath out CO2 – the exact reverse of photosynthesis. /biology/Potometer
is related to cell surfaces, air (use of a potometer)
4
spaces and stomata. Unit 1 has already considered the importance of
surface area, in particular of root hair cells for the
Describe the effects of variation uptake of water and ions and f) and j) above have
of temperature, humidity and light referred to their uptake. This learning outcome should
intensity on transpiration rates. be little more than an opportunity for consolidation of
facts and of understanding.
Describe how wilting occurs.
Ensure that students do not think that transpiration is
Investigate, using a suitable the loss of water from the leaf surface, but that they
stain, the pathway of water in a realise that evaporation has occurred first from moist
cut stem. surfaces of mesophyll cells within the leaf and that
water vapour then diffuses through the leaf spaces
and out into the atmosphere down a concentration
gradient. Ensure also that there is no confusion
between guard cell and stoma(ta).
Explain that those conditions that speed up or slow

down the evaporation of water also speed up or slow
down the rate of transpiration. Increased light intensity
speeds up transpiration by virtue of the fact that it
opens up the stomata to their fullest extent.
A potometer provides good visual support to this

section, but difficulty may be experienced in altering
any of the variables required.
Explain that water lost from a plant must be replaced

from the soil. If the rate of water loss exceeds its rate
of uptake, the plant will wilt (not ‘wither’). Describe and
invite students to explain the appearance of a wilted
plant.
Students will know that water travels in the xylem. This

learning activity will demonstrate the distribution of
xylem tissue in the chosen stem. Though not a stem, a
‘stick’ of celery is a suitable material for this
demonstration, but any plant with a relatively
colourless and fleshy stem is likely to be satisfactory.
5
Investigating a cut stem: students should cut the stem

cleanly and place the cut end in a solution of a
suitable stain (food dye is inexpensive and works
well). Results can often be seen in 10 to 15 minutes
when a further section is taken from the stem at a
position just above the level of the solution. Students
should then make a labelled drawing of their
observations.
6 e-g) Explain the movement of water Explain that the evaporation of water from mesophyll (*see 6 a-d above) Bioscope CD Ts and LS of
through the stem in terms of cells increases the concentration in the sap vacuole of Ranunculus stem and root
transpiration pull. those cells. Osmosis then draws more water up the
xylem to replace the water lost. Dissolved in that water
Identify the positions of xylem are ions which have been absorbed by the root hairs.
and phloem tissues as seen in
transverse sections of Use projected photomicrographs then diagrams to
unthickened, herbaceous, demonstrate the position and appearance of xylem
dicotyledonous roots, stems and and phloem in roots and stems (leaves have already
leaves. been considered in 4i) above). Use a transparency to
project labelled diagrams of the position of the xylem
State the function of xylem and and phloem in roots and stems. Supply students with
phloem. blank copies of the diagrams to label. Annotate the
diagrams to indicate that phloem conducts SUCROSE
(not glucose) and amino acids in solution and the
xylem carries water and ions (dissolved salts).
Observe under the microscope sections, prepared or

freshly cut by students, of roots and stems. Label
diagrams of TS roots and stems to show position and
function of xylem and phloem.
6
UNIT 3 Animal Nutrition
Students need to know of the existence of chemical elements, particularly of carbon, oxygen, hydrogen and nitrogen, also that chemical energy is contained within the
larger organic molecules. A knowledge of enzymes and enzyme action is necessary (Unit 1) as well as a very simple understanding of the circulatory system.
Otherwise, this Unit could be used as a starting point for the course with the above requirements being dealt with as they arise in the learning outcomes.
Context
This Unit provides the underlying biochemical knowledge essential for studying almost all of the other Units in the course.
Outline
The Unit begins with a study of the three major classes of organic nutrients and their food tests. Diet and its importance are considered, as well as the processing of
dietary intake within the body. The action of specific enzymes is considered and the Unit ends with a link to Unit 5 with a consideration of the role of the liver.
Learning Outcomes Suggested Teaching Activities Online Resources Other resources
5 a, b) List the chemical elements that make That carbohydrates and fats contain carbon, http://www.bbc.co.uk/schoo ‘GCE O Level Examination
up carbohydrates, fats and proteins. hydrogen and oxygen only (but in different ls/gcsebitesize/biology/hum Past Papers with Answers
proportions) and that proteins contain the ansasorganisms/0nutritiond Guides (Biology)’ is
Describe tests for Starch (I2 solution), same three elements plus nitrogen can be igestionrev8.shtml produced by CIE
reducing sugars (Benedict’s solution), illustrated using a collection of four different (food tests) (Foundation Books). CIE
protein (Biuret test) and fats (ethanol shapes cut from paper or thin card and moved also produces the same
emulsion test). around on an OHP. Explain that ‘hydrate’ material on CD.
relates to water and carbohydrates always
contain H and O in the same ratio as in water. Ian J. Burton – Topic 5
Nutrition
It is often preferable to ask students first to
perform the tests on prepared solutions of M. & G. Jones – 4 How
starch, glucose and egg albumen, also on e.g. Animals Feed
cooking oil. They should also carry out a test in
each case on pure water and results should be Mary Jones – Unit 5 Animal
recorded in a table as visible results in each Nutrition – Diet
case (e.g. Benedict’s turns red with reducing
sugar; stays blue in its absence). Never allow
students to say that a test ‘proves positive’ or
‘negative’.
Carry out tests first on prepared samples of

each chemical, then either on mixtures or on
1
supplied foodstuffs. Record results and
conclusions in tabular form. Table lines should
be ruled and all columns have suitable
headings.
5 c-h) List the principle sources of, and It might be helpful here to consider the http://www.usaid.gov/hum_r
describe the dietary importance of importance of the different chemical esponse/crg/fssfcornmeal.h
carbohydrates, fats, proteins, vitamins constituents of a diet before considering their tm
(C and D only), mineral salts (calcium sources. Principle sources will differ in different (nutritional contents of a
and iron only), fibre (roughage) and areas of the world. variety of foods)
water.
Stress the importance of a diet containing http://www.sambal.co.uk/di
Understand the concept of a balanced sufficient of each constituent to satisfy the et.html
diet. body’s needs. Both too little and too much of (informative explanation of
any one or more constituents can be harmful balanced diet)
Describe the deficiency symptoms of [see e), f) and g)]. A balanced diet is therefore
vitamins C and D and mineral salts one that contains correct proportions of all http://www.purchon.com/bio
calcium and iron. requirements. logy/vitamins.htm
(list including vitamins C
Explain why diet, especially energy Descriptions of the deficiency diseases and D)
intake, should be related to age, sex resulting from a lack of vitamins C and D
and activity of an individual. should be supported if possible with pictures. http://www.nationalacademi
The need for calcium in the development of es.org/webextra/crops
State the effects of malnutrition in strong bones and teeth should be mentioned (consideration of world
relation to starvation, heart disease, and for iron in the manufacture of haemoglobin food)
constipation and obesity. for oxygen transport.
Discuss the problems that contribute to The energy requirements for sedentary and
famine (unequal distribution of food, physical life styles should be considered,
drought and flooding, increasing including the likelihood that young people are
population). generally more active than older ones.
Additional energy is also needed for growth in
young people. A simple consideration and
comparison of the metabolic rates of males
and females should provoke discussion!
2
This objective illustrates well that eating too
much as well as too little is a form of
malnutrition.
Students in groups may be invited to list all the

) factors they can think of that contribute to
famine. These can then be collected and
discussed. Several not in the syllabus may be
identified which might make for lively
discussion.
‘Brainstorming’ in groups on causes of famine.
5 i-k) Identify the main regions of the Students may enjoy a description of a trip http://www.bbc.co.uk/schoo Mary Jones – Unit 6 Animal
alimentary canal and the associated through the alimentary canal as ‘seen’ by a ls/gcsebitesize/biology/hum Nutrition – Digestion
organs: mouth, salivary glands, well-protected bacterium attached to a plant ansasorganisms/0nutritiond
oesophagus, stomach, duodenum, gall cell wall. Such an imaginative scenario must igestionrev4.shtml Ian J. Burton - Topic 7
bladder, liver, ileum, colon, rectum and them be supported with a more mundane (the alimentary canal) Animal Nutrition
anus. demonstration diagram with parts labelled.
Avoid providing more labels than the syllabus
The alimentary canal may be drawn requires.
with these regions labelled (beware,
drawings can be unacceptably The terms ingestion and absorption should not
inaccurate) or a good quality unlabelled pose any great problems of understanding. It
diagram can be provided which the will need to be stressed that only certain large
students label from a projected master. molecules are digested (in order to be
absorbed). Assimilation as the incorporation of
Describe the main functions of these absorbed chemicals into the structure of an
parts in relation to ingestion, digestion, organism will need careful explanation. Many
absorption, assimilation and egestion of students confuse egestion and excretion, so
food as appropriate. the differences should be carefully explained.
Identify the different types of human Remember to include a reference to milk teeth
teeth and describe their structure and and to wisdom teeth. ‘Cutting’ and ‘grinding’
functions. (as appropriate) are more accurate
descriptions of tooth function then ‘chewing’. A
model of a tooth to show internal structure is
3
helpful and students should be supplied with
good diagrams of a tooth in longitudinal
section and of a dental arcade.
Students should label the structures shown on

an LS of a tooth and name and label the
functions of the different teeth in a lower or
upper jaw.
5 l-o) State the causes of dental decay and Stress that sugar left on teeth, particularly
describe the proper care of teeth. whilst asleep, attracts bacteria and that it is the http://health.howstuffworks.
acid excreted by these bacteria as they feed com/adam-200088.htm
Describe peristalsis. on the sugar that dissolves the enamel (including good animation)
(toothpastes are therefore alkaline).
Explain why most foods must be http://www.bbc.co.uk/schoo
digested. A bead in a length of rubber tubing illustrates ls/gcsebitesize/biology/hum
the action. Reference should be made to food ansasorganisms/0nutritiond
Describe digestion in the alimentary being pushed along the entire length of the gut igestionrev6.shtml
canal and the functions of a typical by waves of contraction of circular muscles (explanation of digestion)
amylase, protease and lipase, listing the and of the antagonistic effect of the
substrates and end-products. longitudinal muscles. The speed of a wave http://faculty.uca.edu/~jmurr
may be illustrated by the time taken for a ay/BIOL2407/lec/villi.mov
mouthful of hot food to pass along the (villus absorption movie –
oesophagus (or drink swallowed when lying in involving download)
a semi-recumbent position – it can be heard as
it enters the stomach).
This has already been mentioned in j) above.

Only small molecules can pass through the
membranes of the cells lining the gut to be
absorbed into the body (until then, even when
in the gut, they are still outside the body).
Starch, proteins and facts are too large to be
absorbed and must be broken down into the
smallest constituent parts. Shapes cut from
thin card and projected with an OHP can
illustrate effectively how starch is constructed
4
form a string of monosaccharide units, proteins
from amino acids and fats from fatty acids and
glycerol.
Where each molecule is dismantled can be

related to a specific region of the alimentary
canal and to a specific enzyme (and to pH). By
the time food arrives in the ileum, only the end
products of digestion are present (together
with those chemicals that are not broken down,
either because they are already small enough
for absorption or because no enzymes are
present for their breakdown).
Enzyme experiments involving protease and or

lipase may be used to consolidate this section.
5 p-r) Describe the structure of a villus, Villi are the means by which all food http://www.bbc.co.uk/schoo Bioscope CD ileum
including the roles of capillaries and substances that are absorbed enter the body. ls/gcsebitesize/biology/hum
lacteals. Refer to large surface area – of each villus and ansasorganisms/0nutritiond
of villi collectively. Display a large annotated igestionrev4.shtml
Describe the significance of villi in diagram to show villus structure in LS and that (absorption)
increasing the internal surface area. all absorbed substances pass into the blood
capillaries except the digested fats (into the
State the function of the hepatic portal lacteals). It will need to be explained that
vein as the route taken by most of the lacteals unite to join the lymph system that
food absorbed from the small intestine feeds into the circulatory system (by-passing
to the liver. the liver), whilst the blood capillaries link
directly with the liver via the HPV.
Made large labelled and annotated drawing of

a villus.
5
5 s) s) State that large molecules are The breakdown of large molecules into small
synthesised from smaller basic units – ones has already been considered. The
glycogen from glucose, proteins from reverse of this is a logical consequence and
amino acids, lipids from glycerol and part of the process of assimilation, but stress
fatty acids. State the role of the liver in that glucose is built up in animals not into
metabolism of glucose and amino acids, starch, but into glycogen.
the role of fat as a storage substance
and that the formation of urea and the The liver – the ‘chemical factory’ of the body
breakdown of alcohol occur in the liver. deals with the conversion of glucose into
glycogen (and its storage) [See unit 5, 11 j)
and k)]. A brief mention should be made at this
point of the importance of insulin for this
process, and that the hormone adrenaline
promotes the conversion of glycogen into
glucose which is released into the blood as
part of blood glucose control. The breakdown
of amino acids in excess into a carbohydrate
(also to be stored as glycogen) and the
excretory product, urea, should be mentioned.
As a part of its role in removing poisons, the
liver also breaks down alcohol [see also Unit 5,
11 i)].
Fat is a high-energy insulating storage

substance. It is stored in the dermis and round
kidneys. It is not considered to be ‘stored’
round the heart.
Poster making exercise to build understanding

of these areas and to reinforce the learning of
the rest of the Unit. Small groups of students
cooperate to produce posters using
illustrations and words to summarize key
knowledge and understanding.
6
UNIT 4 Transport in Humans and Respiration
Recommended Prior Knowledge The first part of this Unit stands very much alone and can be studied in isolation, though a knowledge of the substances
absorbed into the blood from the small intestine would be useful. The Respiration section of the Unit would certainly benefit from a prior knowledge of
chemical molecules and of energy (see Units 2 & 3) and of active transport (Unit 1)
Context Since all characteristics of living organisms are heavily dependent on the energy released during respiration, this Unit provides essential knowledge
for the understanding of most of the other Units.
Outline The structure and function of the heart and the circulatory system are considered together with coronary disease. The structure and function of blood
and its component parts are also studied. Aerobic and anaerobic respiration are covered as well as the organs and structures involved in gaseous exchange.
The Unit generates a varied assortment of practical investigations.

‘GCE O Level Examination
Past Papers with Answer
Guides (Biology)’ is produced
by CIE (Foundation Press).
CIE also produces the same
material on CD.
7 a) Describe the circulatory system as a The names of the three different types of Ian J Burton – Topic 9
system of tubes with a pump and valves to blood vessel should be mentioned and, Transport in Human Beings
ensure one-way flow of blood. with a moderately tight (only) tourniquet
round the upper arm, the teacher may M. & G. Jones – 7 Transport
chose to demonstrate the one-way action
of valves in the vein running along the back Mary Jones – Unit 8
of their fore-arm. Transport in Humans
b) Describe the double circulation in terms of Explain that blood leaves the heart in
a low pressure circulation to the lungs and a arteries and returns in veins, and that
high pressure circulation to the body tissues arteries are joined to veins by capillaries.
and relate these differences to the different This holds both for circulation to the lungs
functions of the two circuits. as well as to the rest of the body. Since the
lungs are close to the heart, and at the
same level as the heart the pressure
needed to send blood to them is lower.
Fewer capillaries in the lungs than in the
rest of the body also calls for less pressure
to push the blood through.
c) Name the main blood vessels to and from A simplified, labelled, demonstration
the heart, lungs, liver and kidneys. diagram of only those blood vessels
nominated should first be explained, and
then a similar unlabelled diagram might be
provided for students to label. http://www.advocatehealth.co
d) Describe the structure and function of the m/system/info/library/articles/
heart in terms of muscular contraction and the Again, a labelled demonstration diagram heartcare/howorks.html
working of valves. can be used to provide the correct
Learning Activities terminology for the structures that make up http://www.columbiasurgery.
the heart and to explain the heart cycle and org/pat/hearttx/anatomy.html
Labelling diagrams of the double circulation the action of valves. Stress that both atria
and of the heart contract together, followed by both http://www.columbiasurgery.
ventricles – not that the right side contracts org/pat/hearttx/about.html
first to send blood to the lungs, followed by
the left side to send blood to rest of the
body. As above, an unlabelled diagram http://www.biotopics.co.uk/cir
should be provided for students to label. culn/ancard.html
A demonstration dissection of a heart is (animation of heart)
usually well-received though it is wise to be
alert in advance to the possible sensibilities
of individual students. http://biology.about.com/libra
Learning Outcomes ry/organs/blcircsystem6.htm
(informative, but some details
e) Compare the structure and function of Drawings of TSs of all three vessels should in excess of O level Bioscope CD TS of artery
arteries, veins and capillaries be supplied – with also an LS of a vein to requirements) and of vein
demonstrate semi-lunar valves.
Annotations on the diagrams can link http://www.bioschool.co.uk/bi
structure with function. oschool.co.uk/images/pages/
Learning Activities artery_JPG.htm
(also, as above, but ending
Students should locate an artery e.g. at their pages/vein_JPG.htm)
wrist or at the side of the neck and count and
record the rate of the pulse at rest. The
number of beats per 15 s should be recorded
and multiplied by 4 to give beats per minute.
f) Investigate and state the effect of physical

activity on pulse rate.
Students should work in pairs – one as the

researcher and one as the subject, who takes
two minutes brisk exercise (data for the whole
class can be pooled if they all perform exactly
the same exercise – a good time to discuss
control of variables). Immediately afterwards,
the researcher takes the pulse rate for 15
seconds every minute until the rate returns to
normal. Graphs should be drawn of rate
(beats per minute) against time.
Learning Outcomes This outcome links with the first few
outcomes on diet in Unit 3. Saturated fats
g) Describe coronary heart disease in terms and cholesterol should be mentioned as
of the occlusion of coronary arteries and state being constituents of atheroma. The need
the possible causes (diet, stress and for exercise should be stressed – as well
smoking) and preventive measures. as other precautions – especially if there is
a family history of heart disease.
Learning Activity
Students should note the paler colour of
h) Identify red and white blood cells as seen red blood cells towards their centres, the
under the light microscope on prepared different comparative sizes and numbers of
slides, and in diagrams and red and white cells, and that there are http://www.pennhealth.com/h
photomicrographs. different types of white cell (though their ealth_info/bloodless/blood_st
different names are not required). They ep2.html
should also be made aware that the
colours of the cells are as seen after http://www.blood.co.uk/pages
staining and are not the natural colours. /e17compn.html#plasma
Learning Outcomes (both structure and functions Bioscope – Human Blood
This outcome lends itself to presentation of of blood)
i) List the components of blood as red blood the facts in tabular form.
cells, white blood cells, platelets and plasma: The ability of haemoglobin to absorb and http://www.usc.edu/hsc/denta
j) State the functions of blood : red blood cells release oxygen should be mentioned. The l/ghisto/bld/
– haemoglobin and oxygen transport; response of WBCs to foreign protein is
white blood cells – phagocytosis, antibody relevant in transplant surgery (invite photomicrographs of blood
formation and tissue rejection; suggestions on why transplants are likely to cells
platelets – fibrinogen to fibrin, causing be more successful between closely
clotting; related people).
plasma – transport of blood cells, ions, Reference to fibrinogen allows the
soluble food substances, hormones, carbon introduction of the concept of plasma
dioxide, urea, vitamins, plasma proteins. proteins – which should be clearly
differentiated from dietary protein – http://mail.stmarks.edu.hk/ma
k) Describe the transfer of materials between absorbed into the blood as amino acids. in/learning/resourcejs/mafe4
capillaries and tissue fluid. Capillaries may be thought of as ‘leaky’, but 5.html
their walls will not allow large molecules to (tissue fluid animation)
pass. Plasma proteins are too large to do
so as are blood cells with the exception of
some WBCs which are able to change
shape to squeeze through and reach a site
of infection. This description will allow
students to differentiate between plasma
and tissue fluid. Stress the two-way
movement of materials – with metabolic
products able to pass from cells into
8 capillaries. Mary Jones – Unit 9
Respiration
It is ESSENTIAL at this stage to Http://www.bbc.co.uk/schools
a) Define respiration as the release of energy differentiate between breathing and /gcsebitesize/biology/humans Ian J. Burton – Topic 10
from food substances in all living cells. respiration. It should be made clear that asorganisms/3respirationrev Respiration
respiration is a chemical reaction occurring 1.shtml
in all living cells with the sole purpose of (with links to aerobic and M. & G. Jones – 6
energy release. Also stress that energy is anaerobic respiration) Respiration
not ‘needed’ for respiration as so many
students believe, or that respiration
“creates” energy. Note that the definition
allows for respiratory substrates other than
glucose, though glucose is the only one
required by the syllabus.
b) Define aerobic respiration as the release of In Unit 2, students have learnt the equation (See link above)
a relatively large amount of energy by the for photosynthesis and that the process is
breakdown of food substances in the the reverse of respiration. Again, a word
presence of oxygen. equation is acceptable, but if symbols are
c) State the equation (in words or symbols) used, the equation must balance (it is
for aerobic respiration. acceptable to add ‘+ energy released’ on
the right hand side).
Students should realise that, during this
process, the glucose is completely broken
down to its constituent molecules, releasing
all the energy absorbed in building the
molecule.
d) Name and state the uses of energy in the This outcome allows for the introduction of
body of humans: muscle contraction, protein the concept of energy being required to
synthesis, cell division, active transport, build large molecules other than glucose or
growth, the passage of nerve impulses and starch. Two further types of energy are also
the maintenance of a constant body introduced – heat energy and electrical
temperature. energy, to add to light and chemical energy
so far considered in Unit 2.
e) Define anaerobic respiration as the release This is likely to be a new concept for (see link above)
of a relatively small amount of energy by the students. It may be explained that, in the
breakdown of food substances in the absence absence of oxygen, the respiratory
of oxygen. substrate is not completely broken down
into its constituent molecules. Some
chemical energy therefore remains in the
molecules produced in the reaction, leaving
less to be released than in aerobic
respiration.
f) State the equation (in words or symbols) for Two forms of anaerobic respiration are
anaerobic respiration. relevant to the syllabus. Both should be
given, but also, a clear explanation that
one form is encountered in fermentation
(Unit 6) and the other in muscle action. In
view of the likely unfamiliarity with the
organic structure of lactic acid, word
equations rather than equations in symbols
might be more accessible to students.
g) Describe the effect of lactic acid production Students will readily identify with the
in muscles during exercise. tiredness felt in muscles during prolonged
periods of exercise. This can be related to
the build-up of lactic acid. Most (but not all)
students will be familiar with cramp, and
that it often strikes after exercise has
finished, as a result of the circulation not
being able to remove the lactic acid quickly
enough from the muscles [see 7 k)].
h) Investigate and state the differences Although a table of differences – with

between inspired and expired air. approximate percentages – should be
given, it should be supported by a practical
i) Investigate and state the effect of physical investigation of the comparative amounts of
activity on rate and depth of breathing. CO2 and water vapour in air, and of
differences in temperature. Local climatic
conditions may impinge upon the water
Learning Activities vapour and temperature investigations.
Students should breathe in and out through Students will be aware that they breathe
hydrogencarbonate or limewater indicator (to more deeply after exercise and this
show presence of more CO2). knowledge should be supported with an
Breathing into a test-tube of water at illustrative graph (which would also show
laboratory temperature for several minutes (to the change in rate of breathing).
demonstrate temperature of expired air) and
onto dried cobalt chloride paper (to show
presence of moisture) may be suitable
investigations depending on ambient
temperature and humidity.
Working in pairs, with one student as the

subject, breathing rates before and after
exercise may be measured (using the ‘count
for 15 s then multiply by 4’ method – repeated
for 10 minutes after the exercise).
Graphs may be drawn of the results and
compared with those obtained in 7 e) above.
Learning Outcomes
Bioscope CD Lung (showing
j) Identify on diagrams and name the larynx, alveoli)
trachea, bronchi, bronchioles, alveoli and http://www.bbc.co.uk/schools
associated capillaries. A labelled OHP transparency of the /gcsebitesize/biology/humans
Learning Activity contents of the thorax could be shown and asorganisms/2breathingrev2.
described to the students. Include only the shtml
Labelling the diagram of thorax contents. labels specified + diaphragm ribs and (with animation of blood
intercostals muscles. Then supply students passing alveolus wall)
with an unlabelled version for them to label.
Learning Activity
Label the diagram of the contents of the
thorax Draw attention to the small size and large
number, and therefore large surface area
Learning Outcomes of, alveoli; their thinness of walls, moisture
coating and short distance between
k) State the characteristics of, and describe extensive networks of capillaries.
the role of, the exchange surface of alveoli in
gas exchange. Ensure that students do not believe cilia to
be hairs that filter the passing air. Consider
the mechanism for increasing the volume
therefore decreasing the pressure within
l) Describe the role of cilia, diaphragm, ribs the thoracic cavity causing atmospheric air
and intercostal muscles in breathing. to be forced into the lungs. The action of
internal intercostal muscles need not be
Learning Activity mentioned.
Balloons attached to a glass tube in an air-
tight bell jar with a rubber/polythene sheet
Students should list ways in which the bell-jar
stretched across its base demonstrates the
demonstration does not accurately reflect the
principle involved. Invite students to list
process of breathing.
ways in which the demonstration does NOT
accurately reflect the process of breathing.
UNIT 5 Co-ordination, response, movement and homeostasis
Recommended Prior Knowledge Some knowledge of cells, blood and the circulatory system, osmosis and enzymes (particularly the effect of temperature
on enzyme activity) would be helpful. A basic understanding of the behaviour of light rays as they pass through lenses would be useful, though not essential.
Context This unit builds on the idea that all Units so far studied do not describe activities which operate in isolation within the body. All processes are
interlinked to maximise the survival and success of the organism.
Outline Waste products from metabolism must not be allowed to accumulate within a body. Their removal is linked to the maintenance of a constant internal
environment. In the unit, the removal of carbon dioxide is considered as well as a simple treatment of the structure of the excretory system. The function of
the kidney and of the artificial kidney are given basic coverage and the homeostasis theme is continued with skin structure, temperature regulation and
control by negative feedback. Nervous and hormonal control are studied in relation to co-ordination, with reflex actions being amplified by a wider
consideration of eye structure and the antagonistic arrangement of muscles in the arm.

‘GCE O Level Examinations
by CIE (Foundation Books).
material on CD.
9 a) Define excretion as the removal of There will be a need to correct the widely- M. & G. Jones – 10
toxic and waste products of metabolism. held and inaccurate belief the excretion is Homeostasis and Excretion
the correct term for defecation. It should be
explained that excretion by sweating is Mary Jones – Unit 10
largely co-incidental. Excretion
b) Describe the removal of carbon This outcome links excretion with Ian J. Burton - Topic 12
dioxide from the lungs. respiration considered in Unit 4 and will Excretion
already have been described when
considering gaseous exchange and
exhalation.
http://www.bbc.co.uk/schools
c) Identify on diagrams and name the An OHP transparency labelled only with the /gcsebitesize/biology/humans
kidneys, ureters, bladder, urethra, and structures mentioned could be used to asorganisms/6homeostasisre
state the function of each (the function of provide the factual information, with v5.shtml
the kidney should be described simply as students then labelling their own,
the removing of urea and excess water unlabelled version of the diagram. Note
from the blood; details of kidney structure that ‘ureter’ and ‘urethra’ must be spelt
and nephron are not required). correctly. Stress that it is excess water that
is removed and refer to this helping to
maintain the blood at a constant
concentration.
d) Describe dialysis in kidney machines A simple diagram of a kidney machine
as the diffusion of waste products and should be provided, with an explanation
salts (small molecules) through a that the content and concentration of the
membrane; large molecules (e.g. protein) washing fluid controls what leaves the
remain in the blood. blood.
Learning Activity
Submerge lengths of Visking tubing, Since students will have met Visking tubing
tightly tied at both ends, in distilled water. as a partially permeable membrane
One tube should contain a solution of associated with osmosis in Unit 1, it will be
egg albumen (use dried albumen to necessary to explain that water molecules
make the solution) and the other a are not the only ones able to pass through
solution of glucose. After 30 minutes, test (N.B. Visking tubing is available with
the distilled water for the presence of different-sized ‘pores’.)
protein and reducing sugar.
10 Learning Outcomes If ‘internal environment’ is explained as Ian J. Burton – Topic 13

a) Define homeostasis as the ‘conditions within the body’ and http://www.bbc.co.uk/schools Homeostasis
maintenance of a constant internal ‘homeostasis’ is split into ‘homeo’ = the /gcsebitesize/biology/humans
environment. same, and ‘stasis’ = staying (or standing), asorganisms/6homeostasisre Mary Jones – Unit 11
then the wording of this outcome should v1.shtml Homeostasis
lose something of its daunting appearance. (##)
M. & G. Jones – 10
The operation of thermostats in rooms or Homeostasis and Excretion
b) Explain the concept of negative ovens illustrates this concept well, but it
feedback. should be explained that temperature is not
the only variable that can be controlled.
The temperature control idea leads
comfortably on to outcome d).
c) Identify, on a diagram of the skin, (An outcome suitable for the practice of
hairs, sweat glands, temperature demonstrating with the use of an OHP,
receptors, blood vessels and fatty tissue. labelled only with the labels required is
recommended, supported by the same
diagram, this time unlabelled, handed to
students for them to label.)
d) Describe the maintenance of a The relevance of the labelled structures is

constant body temperature in humans in given here. There will be a need to correct (## link from above
terms of insulation and the role of the belief that capillaries move nearer or temperature control with
temperature receptors in the skin, further away from the skin surface, and that animation)
sweating, shivering, blood vessels near capillaries, rather than arterioles, constrict /
the skin surface and the coordinating role dilate (capillaries are not muscular). Note
of the brain. that hair erection is not important in
humans!
a) State that the nervous system – brain, Ian J. Burton – Topic 14
11 spinal cord and nerves, serves to Provide a simple diagram of showing the http://www.bbc.co.uk/schools Coordination and Response
coordinate and regulate bodily functions. three main parts and explain that all parts /gcsebitesize/biology/humans
of the body are served by the nervous asorganisms/4nervoussyste M. & G. Jones – 9
b) Identify, on diagrams of the central system. mrev1.shtml Coordination and Response
nervous system, the cerebrum,
cerebellum, pituitary gland and (Also same site ending in Mary Jones – Unit 12
hypothalamus, medulla, spinal cord and A labelled diagram of the brain, showing rev2.shtml Coordination
nerves. the beginning only of the spinal cord is rev3.shtml etc to rev8.shtml
c) Describe the principle functions of the required. Avoid any further labels and See below**)
above structures in terms of coordinating supply a table ascribing functions to the
and regulating bodily functions. parts labelled.
d) Describe the gross structure of the eye

as seen in front view and in horizontal
section. The front view of the eye may be studied http://www.pixi.com/~gedwar
Learning Activity by students using hand-mirrors. The ds/eyes/eyeanat.html
horizontal section of the eye lends itself to
Students should draw and label the front the OHP transparency and hand-out
view of one of their eyes using a mirror. diagram for labelling approach. A
demonstration dissection of an eye – or,
Invite students to demonstrate their blind depending on availability, dissection in
spots by drawing two small circles about pairs is a consideration, but students find it
9 cm apart and moving them towards difficult to relate eye structure as seen in
and away from one eye with the other this way to structure as represented
closed. (The spot disappears at a diagrammatically.
distance of about 30 cm)
It should be explained that refraction of

light occurs at the cornea and then as it
passes through the lens which fine-tunes
Learning Outcome the focus depending on the distance away
of the object. Explain the action of the
e) State the principle functions of ciliary muscles (circular muscles, so when
component parts of the eye in producing they contract they reduce tension on the
a focused image of near and distant ligaments) and stress that tension on the Bioscope CD Rat eye
objects on the retina. suspensory ligaments is altered (the
ligaments themselves do not contract).
Details of rod and cone cells are not
required.
Learning Activity
Draw simple ray diagrams of light from

both near and distant objects being
focused on the fovea and showing the
different shapes of the lens in each case.
Learning Outcome
f) Describe the pupil reflex in response to

bright light and dim light.
Learning Activity
It is crucially important to make clear the (**) rev4.shtml
Working in pairs, students can observe
distinction between ciliary and iris muscles.
on one another the effect of turning on a
The antagonistic action of the iris muscles
bench lamp held about a metre from the
(circular and longitudinal) should be
eye (ensure that the bulb is of low-
mentioned as well as the reasons for this
rating).
reflex.
Learning Outcomes
g) Outline the functions of sensory
neurones, relay neurones and motor
neurones.
h) Discuss the function of the brain and
spinal cord in producing a coordinated All students will be familiar with the rapid
response as a result of a specific withdrawal of their hand when it
stimulus (reflex action). accidentally comes in contact with a hot
Learning Activity object. This reflex may be used to
introduce the steps and structures involved
Label a drawing showing the reflex arc in a reflex arc – including, in this case, the
involved in a hand being withdrawn from fact that the brain is merely informed,
a hot object. Include details of the bones whereas, the iris reflex, (a cranial reflex) is
and muscles of the forearm centred on the brain. A labelled diagram
can also include structural details of the
12 Learning Objective arm bones, joints and antagonistic muscle
arrangement required in 12 a), b) and c) M. & G. Jones – 11 Support
a) Identify and describe, from diagrams, below. Students could be invited to identify and Movement
photographs and real specimens, the the stimuli, receptors and effectors in the
main bones of the forelimb two reflex actions and should label a Ian J. Burton – Topic 11
Learning Activity diagram of a reflex arc. Support, Movement and
Locomotion
Examine bones (or photographs or Where actual specimens and photographs
drawings of bones) of a small mammal. are difficult to obtain, several X-ray Mary Jones – Unit 13
Learn to identify each bone, how they fit photographs can illustrate both the bones Support, Movement and
together and the type of joint formed in and the joints. Locomotion
each case.
Learning Outcome
b) Describe the type of movement

permitted by the ball and socket joint and
the hinge joint of the forelimb.
c) Describe the action of the antagonistic

Students should readily identify other
muscles at the hinge joint.
examples of ball and socket and of hinge
joints in the body
http://www.sambal.co.uk/elbo
These show similarities to those already w.html
described in the iris [11 f)], but with the (with animation) Mary Jones – Unit 12
additional crucial points that muscles Coordination
i) Define hormone as a chemical
11 working only when they contract, can pull http://www.purchon.com/biol
substance, produced by a gland, carried
by the blood, which alters the activity of but never push, also that inelastic tendons ogy/muscles.htm#antagonisti Ian J. Burton – Topic 14
one or more specific target organs and is transmit force to the bones. c Coordination and response
then destroyed by the liver.
Unit 3 considered substances passing M. & G. Jones – 9
between tissue fluid and blood capillaries, Coordination and Response
here we identify a useful substance
j) State the role of the hormone passing from cells into the circulatory
adrenaline in boosting the blood glucose system, performing a particular function,
concentration and give examples of then being destroyed [and then removed
situations in which this may occur. from the body – see 9 a)].
http://www.mhhe.com/biosci/
Specific ‘fight, fright and flight’ situations genbio/animation_quizzes/an
should be identified. This unit links with imate_58.htm
k) Describe the signs (increased blood Unit 3, 5 s) and Unit 4, 8 d) should allow (pancreas function with
glucose concentration and glucose in students to offer suggestions for the value animation)
urine) and treatment (administration of of increased blood glucose in these http://www.diabetes-
insulin) of diabetes situations. explained.co.uk
(Sid explains diabetes –
The wise teacher will first ascertain if there interactively)
is a diabetic in the class, who then may
offer further information – especially on
other signs such as tiredness and thirst.
UNIT 6 Drugs, Microorganisms and Biotechnology
Recommended Prior Knowledge It would be helpful, but not essential, to have a basic understanding of the respiratory system and of the structure of the
circulatory system as well as of respiration and enzymes.
Context Although the use and abuse of drugs does not sit entirely comfortably with the other topics in the Unit, references to bacteria run from antibiotics,
through to microorganisms and biotechnology. The section on drugs picks up on knowledge gained in Unit 3, 5 s) and Unit 4, 8 j) and l). Biotechnology re-
visits anaerobic respiration [Unit 4, 8 e) and f)].
Outline Drugs are considered both from the helpful and from the harmful angle. Included in the abuse of drugs is an appraisal of the harmful effects of alcohol
and of smoking. Benefits of microorganisms and their use in various forms of biotechnology are then considered.

‘GCE O Level Examination
material on CD.
13 a) Define a drug as any externally Stress that drugs have side effects, must be
administered substance that modifies or taken only in the correct dosage, by the M. & G. Jones – 13 Health,
affects chemical reactions. person for whom they are prescribed and only Disease and Medicine
when required.
b) Describe the medicinal use of Explain that certain antibiotics are more Ian J. Burton – Topic 15 The
antibiotics for the treatment of bacterial effective against certain types of bacteria. Use and Abuse of Drugs
infection. Also explain that the more resistant bacteria
are the last to be killed and if the course is not Mary Jones – Unit 14 The
completed, the resistant bacteria survive, Use and Abuse of Drugs
spread and are then much less effectively
treated by the same antibiotic.
c) Describe the effects of the abuse of Students should be aware that heroin has a http://faculty.washington.edu/
heroin: a powerful depressant (pain killer), valuable use as an effective reliever of severe chudler/hero.html
problems of addiction, severe withdrawal pain. A side effect is to slow down brain (facts on heroin)
symptoms and associated problems such functions and give a feeling of intense well-
as crime and infection e.g. AIDS. being, but when addicted, progressively
greater amounts are taken to achieve the
same level of euphoria. Withdrawal symptoms
are most unpleasant. Crime is used to fund
the habit. If heroin is injected with used
needles, diseases such as AIDS may be
spread.
d) Describe the effects of excessive
consumption of alcohol: reduced self- Note that it is excessive alcohol consumption http://www.girlpower.gov/girla
control, depressant, effect on reaction that is being considered. Social implications rea/bodyfx/alcohol.htm
times, damage to liver and social include being a danger to others (slowed (with animation)
implications. reaction times e.g. when driving) as well as
crime committed both when under the
influence and to fund the habit. Liver damage
e) Describe the effects of tobacco smoke picks up the point considered in Unit 3, 5 s).
and its major components (nicotine, tar
and carbon monoxide) on health: strong Apart from a description of the listed effects,
association with bronchitis, emphysema, students should be referred to their
lung cancer and heart disease, and the knowledge of lung structure [Unit 4, 8 j). k)
association between smoking during and l)] for an explanation of tar coating the
pregnancy and reduced birth weight of the walls of the alveoli, for the destruction of cilia
baby. and the consequent build-up of mucus and for
the effect of emphysema.
Using a filter pump to draw smoke from a
lighted cigarette through a cotton-wool filter
(surrounded by ice) provides a graphic and
effective demonstration of the tar deposit from
one cigarette (and of its odour!).
f) Recognise the fact that many people
regard smoking as no longer socially Refer to research on the link between lung
acceptable. cancer and ‘passive’ smoking, as well as to
the effect on the eyes and clothes of those in
14 a) List the main characteristics of the the presence of a smoker.
following groups; viruses, bacteria and http://www.peteducation.com Ian J. Burton – Topic 16 The
fungi. This outcome is best treated with the aid of /article.cfm?cls=1&cat=1554 Diversity of Organisms
labelled diagrams of the external features of &articleid=2956
each type of organism, supported by a table. (information and diagrams) Mar Jones – Unit 15 Micro-
organisms and
Biotechnology
M. & G. Jones – 14 Making
Learning Activity Use of Microorganisms
Tooth scrapings will illustrate the

abundance of bacilli and a mould fungus
grows readily on rotting fruit/vegetables
(e.g. sliced tomatoes) kept in a covered
beaker for a few days– both should be
viewed under a microscope. Explain that the ions, originally absorbed by
plants [Unit 2, 4 j)], are released again when
Learning Outcomes bacteria decompose dead plants and animals
in a reverse of the process that attached them
b) Outline the role of microorganisms in to organic molecules within a plant.
decomposition. Microorganisms release enough energy (as
heat) as they respire during this process that
compost/manure heaps steam, smoke and
may even catch fire.
c) Explain the role of yeast in the In Unit 4, 8 e) and f), Students learnt that a
production of bread and alcohol. form of anaerobic respiration (fermentation) http://www.aboutscotland.co.
turns sugar into alcohol and CO2. Explain that uk/cuisine/index.html
Learning Activity the CO2 is put to use in bread making to make (bread making)
the dough rise and the CO2 provides sparkle
Students can use yeast in a glucose to alcoholic drinks in which fruit or other plant
solution to i) demonstrate the evolution of sugars are used as the substrate. Yeast
CO2 anaerobically. Its rate can also be provides a collection of enzymes during its
measured at different temperatures – anaerobic respiration to catalyse this process.
using a water bath and counting the ‘Teaching and Assessing
number of bubbles released from a very Practical Skills in Science’ by
narrow delivery tube (with nozzle just Dave Hayward (CUP)
submerged beneath hydrogencarbonate Student activity 3.2 p. 12
indicator solution) in unit time, and
ii) to make a dough with flour, placed in a
measuring cylinder. The rate of CO2
release can be measured as the dough
rises up the cylinder. Again different
temperatures could be investigated.
Measurements could be recorded and
graphs of rate of respiration against
temperature could be drawn.
Learning Outcomes The production of lactic acid is now relevant

as the agent that sours the milk. A spoonful of http://www.eufic.org/gb/food/
d) Outline the role of bacteria in yoghurt live yoghurt added to warm milk in a vacuum pag/food18/food184.htm
and cheese production. flask produces recognisable yoghurt in a day
or so (but safety regulations may preclude its
consumption!).
The general principles of controlled conditions

Learning Outcomes of food substrate and temperature, http://www.biotopics.co.uk/mi
sterilisation of utensils, large yields in a small crobes/penici.html
e) Describe the use of fermenters for space and purification of product should be (penicillin production)
large-scale production of antibiotics and covered, but even though the substrates are
single cell protein. often waste products from other industries
(e.g. molasses from sugar refining), expense
f) Describe the role of the fungus can often be a disadvantage. A labelled and
Penicillium in the production of penicillin. annotated diagram of a fermenter should be
available to students.
UNIT 7 Organisms and the Environment
Students should have a knowledge of the different forms of energy, of plant nutrition, respiration and transpiration. A knowledge of the great diversity of life
and habitats would be helpful.
Context
This Unit, whilst considering some of the fundamental topics of biology also takes a broader view of the subject and investigates some of the ethical issues
raised by human interference with the environment.
Outline
Energy flow is traced through biological systems and the carbon and nitrogen cycles are considered in some detail. There is a reference to parasitism in the
shape of the transmission and control of malaria, but control measures employed lead into a consideration of the human effect on the ecosystem in a wider
sense – deforestation, pollution and damage to habitats leading to a need for conservation.

material on CD.
15 a) State that the Sun is the principle Stress that it is light energy from the Sun Ian J. Burton – Topic 17 The
source of energy input into biological that is important in photosynthesis, but Relationship between
systems. enzymes controlling all metabolic reactions Organisms and the
rely also on its heat energy to provide a Environment
suitable temperature for their operation.
Mary Jones – Unit 16
b) Describe the non-cyclical nature of Once energy is released by organisms, it is Organisms and Environment
energy flow. lost and can be replaced only by further
input, directly or indirectly, from the Sun M. & G. Jones – 15 Living
organisms and their
c) Define the following terms and Students may be able to suggest food http://www.arcytech.org/java/ environment
establish the relationship of each in food chains in various different habitats. They population/facts_foodchain.ht
webs: producer, consumer, herbivore, should be provided with a food chain of at ml
carnivore, decomposer, food chain. least three organisms, starting with a
producer. http://www.vtaide.com/png/fo
odchains.htm
d) Describe energy losses between In Unit 4, 8 d), students considered the use (good interactive site)
trophic levels and infer the advantages of of energy for different processes in a body
short food chains. thus there is always less energy available http://www.bbc.co.uk/schools
to each successive level in a food chain or /gcsebitesize/biology/livingthi
web. ngsenvironment/1feedingrela
tionshipsrev4.shtml
e) Describe and interpret pyramids of It should be explained why pyramids of (pages 3, 4 and 5)
numbers and of biomass. biomass (99% of which are the normal
pyramid shape) provide a more accurate http://www.geog.ouc.bc.ca/p
representation of energy relationships hysgeog/contents/9o.html
between organisms in a food chain or food
web than pyramids of numbers (many of
f) Describe and state the importance of which are not the normal pyramid shape).
the carbon cycle.
Learning Activity This outcome stresses the fact that life is http://users.rcn.com/jkimball.
Students to list then arrange in carbon-based and is an opportunity to ma.ultranet/BiologyPages/C/
sequence all the processes they have consolidate topics covered in Units 2, 3 & CarbonCycle.html
studied which involve carbon 4. Students may be invited to trace the fate
compounds. The cyclical nature of these of an atom of carbon after it has entered a
processes should become apparent. plant in a CO2 molecule during
photosynthesis, thus building up their own
carbon cycles. These may then be
Learning Outcomes combined to provide (perhaps with a few
additions/adjustments) the definitive
g) Describe the nitrogen cycle in making version for distribution.
available nitrogen for plant and animal
protein, including the role of bacteria in Students tend to find this cycle difficult to http://users.rcn.com/jkimball.
nitrogen fixation, decomposition and understand and remember. Thus, it is wise ma.ultranet/BiologyPages/N/
nitrification (details of denitrification and to avoid unnecessary detail. As with the NitrogenCycle.html
the names of individual bacteria are not carbon cycle, it may be valuable to ask
required). students to trace the possible fates of an
Learning Activity atom of nitrogen from the time at which it
enters a plant’s root as a nitrate ion
Students can attempt to brainstorm the [decomposition has been considered in unit
nitrogen cycle in a similar way to the 6, 14 b)]. It will be necessary to distinguish
carbon cycle. carefully between the terms ‘nitrogen
fixation’ and ‘nitrification’. Reference should
be made to bacteria in root nodules of
Learning Outcomes leguminous plants as well as to those that
are free-living.
h) Understand the role of the mosquito
as a vector of disease. M. & G. Jones - 13 Health,
Indicate how the lifestyle of the mosquito http://www.cdc.gov/malaria/bi disease and medicine
i) Describe the transmission and control makes it a successful vector of a wide ology/mosquito/index.htm
of the malarial pathogen (details of the variety of diseases. (mosquito’s role and malaria Bioscope CD Culex
life cycle of the pathogen are not control) mouthparts
required). Stress that the mosquito is the carrier
(vector) of the pathogen but does not, itself,
cause malaria. The habits of the mosquito
relevant to this should be considered as
well as measures that are taken to control
the disease – both against the mosquito as
well as against the pathogen when (or
before) it has gained access to the body. Mary Jones – Unit 17 Human
Effects on Ecosystems
j) Describe the effects of humans on the Action which affects large areas in one
ecosystem with emphasis on examples part of the world can have consequences Ian J. Burton – Topic 18 –
of international importance (tropical rain in another (e.g. global warming, scarcity or The Effects of Human
forests, oceans and important rivers). contamination of fish supplies). Loss of Activity on the Ecosystem
habitats leads to extinction of species and
to loss of possible benefits from those M. & G. Jones – 16 Humans
species (e.g. drugs). Action taken in one and the environment
region near a river can cause flooding and
devastation hundreds of miles away.
k) Describe the consequences of The removal of trees removes the binding http://www.botany.uwc.ac.za/
deforestation in terms of its effects on effect their roots have on the soil as well as Envfacts/facts/deforestation.
soil stability, climate and local human the protection their canopies provide from htm
populations. sun, wind and rain, and the humus their
dead leaves provide. Local populations
may lose homes and livelihoods. Climate
changes are usually experienced at greater
distances from the site of deforestation.
l) Evaluate the effects of: water pollution Students should be made aware of the http://www.bbc.co.uk/schools
by sewage, by inorganic waste and by damage being caused to the planet by the /gcsebitesize/biology/livingthi
nitrogen containing fertilisers, air stated forms of pollution and that it is when ngsenvironment/3impactofhu
pollution by sulphur dioxide and by the materials mentioned are used or mansrev8.shtml
oxides of nitrogen (acid rain) and released in excess that problems occur. (pages 7, 8, 9)
pollution due to insecticides. Eutrophication should be considered as an
effect of water pollution by sewage and N2 http://www.chadevans.co.uk/
fertilisers, as should the build up along food asite/gcse/b04/ln/t02.html
chains of insecticides that cannot be
metabolised. Ensure that there is a clear
distinction in students’ minds between the http://dorset.ceh.ac.uk/River_
use of fertilisers and the use of Ecology/River_Systems/pollu
insecticides. tion.htm
m) Discuss reasons for conservation of Many of the points relevant here will have (though a little complex)
species with reference to maintenance of been considered in j) and k) above. The
biodiversity, management of fisheries concept of sustainable management of fish
and management of timber production. (‘quotas’) and timber supplies should be
promoted.
n) Discuss reasons for recycling Depletion of the planet’s resources is of

materials with reference to named concern. Deforestation for paper production
examples. can be reduced by paper recycling and
energy can be saved by recycling glass.
Recycling metal (from cans to cars) saves
both energy and reduces the need to mine
the ore.
UNIT 8 The Continuity of Life: Reproduction, Genetics and Evolution
The major part of this Unit stands alone. Helpful, but not essential, would be a knowledge of cell structure, enzymes, nutrition and excretion and bacteria.
Context
The general thread of reproduction runs throughout the Unit – first in general terms then, more specifically, in terms of genetic inheritance leading on to
variation and finally to evolution.
Outline
First, reproduction is considered in general terms, then sexual reproduction in both plants and animals is addressed. Sexually transmitted diseases are
studied together with their control. The importance of DNA is considered along with simple inheritance. A study of variation leads to an explanation of
evolution. The Unit ends with DNA function and genetic engineering.
N.B. Although reproduction and genetics are closely linked topics, since this is the longest of the Units, it may prove more convenient to separate
Reproduction from Genetics and Evolution, thus treating them as two separate Units.

material on CD.
16 a) Define mitosis as cell division giving Students will need to know that the nucleus http://www.bbc.co.uk/schools/gc M. & G. Jones – 8
rise to genetically identical cells in which of a cell contains a number of sebitesize/biology/variationandi Reproduction
the chromosome number is maintained chromosomes and that the number is fixed nheritance/1reproductionandge
and state the role of mitosis in growth, and constant for each species (46 in the nderrev1.shtml Mary Jones – Unit 18
repair of damaged tissues, replacement human being). A new body cell must be an Reproduction in Plants
of worn-out cells and asexual exact copy of the cell producing it. N.b.
reproduction. Details of stages in mitosis are not Ian J. Burton – Topic 20
required. Reproduction
b) Define asexual reproduction as the For the chosen commercial application

process resulting in the production of (e.g. a potato tuber) students should
genetically identical offspring from one understand the benefits and the
parent and describe one named, disadvantages of this method of
commercially important application of reproduction.
asexual reproduction in plants.
c) State that gametes are the result of a Details of meiotic division are not required
reduction division in which the other than its halving of the chromosome
chromosome number is halved from number. The terms gamete, diploid and
diploid to haploid. haploid should be explained.
d) Define sexual reproduction as the Students should appreciate that each

process involving the fusion of haploid parent therefore makes an equal
nuclei to form a diploid zygote and the contribution to the diploid cell from which
production of genetically dissimilar an offspring will develop.
offspring.
Learning Activity
e) Identify and draw, using a hand lens if If possible, a large, brightly-coloured, ‘Teaching and Assessing
necessary, the sepals, petals, stamens scented flower with visible nectar should be Practical Skills in Science’
and carpels of one, locally available, chosen. Ensure that students produce Dave Hayward (CUP) pages
named, insect-pollinated, dicotyledonous large drawings, with a sharp HB pencil, 43,44
flower, and examine the pollen grains draw clean lines and give the magnification
under a light microscope. of their drawing (e.g. x3).
Learning Outcome
It will be necessary to explain that carpels
f) State the functions of the sepals, petals, are made up of component parts – stigma,
anthers and carpels. style, ovary and ovules. Also ensure that
students are clear that pollen (grains) are
not gametes but that they contain the
Learning Activity gametes.
g) Use a hand lens to identify and Note that a drawing is not required, but it
describe the anthers and stigmas of one, would be valuable for students to list any
locally available, named, wind-pollinated noticeable differences from the features
flower, and examine the pollen grains seen in the insect-pollinated flower.
under a light microscope.
Learning Outcomes
h) Outline the process of pollination and Continuing the theme in c) and d) above,
distinguish between self-pollination and the implications of self-pollination can be
cross-pollination. discussed.
Learning Activity Students should be invited to produce a list

of noticeable differences, but a definitive
i) Compare, using fresh specimens, an table should then be provided for
insect-pollinated and a wind-pollinated reference.
flower.
An OHP transparency will offer the chance
Learning Outcome to show the path taken by the pollen tube
and can be suitably labelled. On an
j) Describe the growth of the pollen tube unlabelled version of the diagram, students
and its entry into the ovule followed by may then add the relevant detail.
fertilisation (production of endosperm and
details of development are not required).
Pea or large bean seeds are suitable,
Learning Activity soaked for 24 hours before use. This
investigation offers students the opportunity
k) Investigate and describe the structure of for further drawing practice and, if time
a non-endospermic seed in terms of the permits, the chance to revise food tests on
embryo (radicle, plumule and cotyledons) substances stored in the cotyledons.
and testa, protected by the pericarp (fruit
wall).
Students may be asked to suggest
Learning Outcomes advantages of the ability to colonise new
areas.
http://www.zephyrus.co.uk/seed
l) State that seed and fruit dispersal by
dispersal.html
wind and animals provides a means of
colonising new areas.
Stress that fruit and seed dispersal by wind http://waynesword.palomar.edu/
or animals can happen only after plfeb99.htm
Learning Activity pollination (by wind or insects) and the two (many wind examples)
very different processes must not be
Supply students with an example of a confused.
wind- and of an animal-dispersed fruit or
seed. Instruct students to construct a table
of differences between the two and
suggest reasons for the features they
observe. Ideally they should be those
considered in m) below. Although there are adaptations for different
methods of animal dispersal, only one need
be considered in detail.
Learning Outcomes
m) Describe the external features of one, Note that ‘warmth’ is scientifically vague
locally available, named example of a and that seeds surrounded by ‘moisture’ do
wind-dispersed fruit or seed and one not germinate –atmospheric air contains http://www.tomatosphere.org/E
named example of an animal-dispersed moisture. ngManual/start9.html
fruit or seed
n) Investigate and state the environmental For reasons of safety and expense, the
conditions that affect germination of pyrogallol container might take the form of
seeds: suitable temperature, water and one demonstration experiment set up by
oxygen. the teacher. This activity reinforces the
need for a control in experimental work.
Learning Activity
Containers of seeds should be set up, one

lacking only a suitable temperature
(placed in ‘fridge at c. 4 oC), one lacking
only water and one lacking only oxygen
(sealed and containing alkaline pyrogallol). This section echoes the work on enzymes
Also a control, with seeds exposed to all in Unit 3, 5 o) and links also to the work on
three conditions. enzymes in Unit 1, 3. The need to convert
insoluble storage compounds into soluble
Learning Outcomes ones that can be transported should be Ian J. Burton – Topic 21
stressed. Sexual Reproduction in
o) Describe the uses of enzymes in the Human Beings
germination of seeds. The remainder of this unit may generate http://www.emc.maricopa.edu/f
important, wider discussion which the aculty/farabee/BIOBK/BioBook Mary Jones – Unit 19
teacher should be prepared to answer both REPROD.html Reproduction in Humans
honestly and sensitively.
p) Identify on diagrams of the male p) and q) are outcomes that lend
reproductive system and give the themselves to the use of labelled OHP
functions of the testes, scrotum, sperm transparencies for descriptive purposes
ducts, prostate gland, urethra and penis. followed by an unlabelled versions of the
diagrams for students to label.
q) Identify on diagrams of the female

reproductive system and give the
functions of the ovaries, oviducts, uterus, Comparisons should be supported by http://www.clearblue.info/uk/Ge
cervix and vagina. reasons for the differences. nericYourPeriods.cfm
menstrual cycle – details
Annotated diagrams showing the cycle (animation) and issues
divided into days and showing the build-up
r) Compare male and female gametes in and breakdown of the uterus lining are
terms of size, numbers and mobility. helpful.
The location of fertilisation should be http://health.howstuffworks.com
s) Describe the menstrual cycle, with clearly described. Division of the zygote by /adam-200127.htm
reference to the alternation of mitosis prior to implantation should be amniotic fluid animation
menstruation and ovulation, the natural mentioned.
variation in its length and the fertile and
infertile phases of the cycle. http://health.howstuffworks.com
t) Describe fertilisation and early /adam-200018.htm
development of the zygote simply in terms Ways in which the embryo is protected by pregnancy animation
of the formation of a ball of cells that the fluid (contained by the sac) should be
becomes implanted in the wall of the discussed.
uterus. http://www.iowaclinic.com/wom
Links here with Unit 1,2 a), Unit 3, 5 a) c) n) ens/pregnancy/ipc/content/labor
u) State the function of the amniotic sac and s), Unit 4, 7 j) k) and Unit 5, 9 a) b) and _delivery/tools/vaginal_anim.ht
and amniotic fluid. c). Stress that maternal and fetal bloods m
do not mix. vaginal delivery animation
v) Describe the function of the placenta
and umbilical cord in relation to The appropriate reason for each additional
exchange of dissolved nutrients, gases dietary requirement should be mentioned. http://www.cyberparent.com/bfe
and excretory products (no structural ed2/index.html#Benefits
details are required). As well as the benefits of breast milk, (benefits of breast feeding)
deficiencies of bottle milk should be
w) Describe the special dietary needs of mentioned.
pregnant women.
Family planning clinics are often helpful in
x) Describe the advantages of breast supplying information and exhibits. http://herpes-
milk compared with bottle milk. coldsores.com/std/syphilis.htm
The potentially severe nature of syphilis

y) Describe the following methods of birth should be mentioned, also that concern
control: natural, chemical (spermicides), about AIDS has diverted attention away
mechanical, hormonal and surgical. from other STDs. The need for early
treatment should be stressed.
z) Explain that syphilis is caused by a
bacterium that is transmitted during Ensure that students are clearly aware that
sexual intercourse. no cure is yet available, but, with care, its
17 aa) Describe the symptoms, signs, spread can be restricted. Ian J. Burton – Topic 22
effects and treatment of syphilis. Inheritance
b) Discuss the spread of human Body weight and height are standard M. & G. Jones – 12
immunodeficiency virus (HIV) and examples of continuous variation, and Inheritance and evolution
methods by which it may be controlled. blood groups or sex of discontinuous
variation. Graphs should be drawn of the Mary Jones – Unit 20
distributions shown by the two types of Inheritance
a) Describe the difference between variation.
continuous and discontinuous variation
and give examples of each.
Learning activity
Students can draw graphs to show the

distribution of height or weight within the
class. It might be insensitive, however, to
use these examples if there is a class
member who is particularly tall, short, fat http://www.johnkyrk.com/chrom
or thin. The variation in length of forearm osomestructure.html
from elbow to fingertip might then be a
more thoughtful alternative.
Learning Outcomes
b) State that a chromosome includes a Detail of DNA structure is not required, but
long molecule of DNA. later explanation becomes easier if it is
described as two long strands cross-linked
by a succession of paired molecules called
bases.
http://www.bbc.co.uk/schools/gc
c) State that DNA is divided into sections Thus each gene comprises its own sebitesize/biology/variationandi
called genes. particular sequence of linked bases. nheritance/0dnaandgenesrev5.
shtml
d) Explain that genes may be copied and When a cell divides, its nucleus first makes (also, rev6.shtml & rev7.shtml)
passed on to the next generation. an exact copy of each strand of DNA (and,
therefore, also of each gene). The original
passes into the nucleus of one cell, and its
copy passes into the other. In this way, the
same genes are passed from generation to
generation.
e) Define a gene as a unit of inheritance Each gene represents one piece of

and distinguish clearly between the terms information – instructions for a certain
gene and allele. characteristic - passed from parent to
offspring. Alleles are different varieties of
the same gene.
These terms follow naturally from a
f) Describe complete dominance using consideration of genes and alleles above. It
the terms dominant, recessive, may be illustrated within the class by the
phenotype and genotype. gene for tongue rolling, though a true
understanding of genotype is unlikely to be
gained until i) below.
Though genes are handed on from

g) Describe mutation as a change in the generation to generation, they are subject
structure of a gene (sickle cell anaemia) to change, causing a change in phenotype.
or in the chromosome number (47 in Most changes are very small and barely
Down’s syndrome instead of 46). noticeable, others have a more marked
effect. Change can also occur in
chromosome number.
Mutagens can have the effect of altering

h) Name radiation and chemicals as the molecular structure of a gene and thus
factors that may increase the rate of altering the way in which the gene works.
mutation. http://www.purchon.com/biology
Students should be encouraged to draw full /abo.htm
i) Predict the results of simple crosses genetic diagrams to show these crosses. (but use the upper-case allele
with expected ratios of 3:1 and 1:1, using The diagrams should be annotated and superscripts specified in the
the terms homozygous, heterozygous, F1 include reference to parents and gametes. syllabus)
generation and F2 generation. It should be stressed that the ratios are
statistical and are those obtained only from
j) Explain why observed ratios often differ large samples. Such diagrams demonstrate
from expected ratios, especially when the same phenotype may have different
there are small numbers of progeny. genotypes.
k) Explain codominance by reference to Students will observe that there can be

the inheritance of the ABO blood more than two alleles of the same gene.
phenotypes (A, B, AB, O, gene alleles IA,
IB and Io).
It will be necessary to point out the sex
l) Describe the determination of sex in inheritance is the result of the inheritance
humans (XX and XY chromosomes). of chromosomes, not of genes.
The point needs to be made that variation http://evolution.berkeley.edu/ev

m) Describe variation and state that is a random process which happens to osite/evo101/IIIENaturalSelectio
competition leads to differential survival leave some members at a survival n.shtml
of organisms, and reproduction by those advantage over other organisms in a
organisms best fitted to the environment. particular environment. It does not occur ‘in
order to adapt to the environment’ as
students often believe. Organisms that http://encyclopedia.lockergnom
survive then reproduce and hand on the e.com/s/b/Artificial_selection
advantage to at least some of their
offspring.
http://www.bbc.co.uk/schools/gc
n) Assess the importance of natural Survival of the better-adapted organisms, sebitesize/biology/variationandi
selection as a possible mechanism for each themselves showing variations, some nheritance/0dnaandgenesrev4.
evolution. of which are advantageous, generation shtml
after generation, leads to evolutionary
change in the species.
o) Describe the role of artificial selection When humans select organisms with
in the production of economically characteristics that are commercially
important plants and animals. desirable and breed from them, variation
can again enhance the selected
characteristic – especially over many http://www.accessexcellence.or
generations. g/RC/VL/GG/
then click on link to Gene
p) Explain that DNA controls the The linking of amino acids to form a Transfer in Insulin Production
production of proteins. protein in the cells of a body is determined (under Biological Engineering)
q) State that each gene controls the by DNA. The exact amino acids and their
production of one protein. particular sequence in each different
protein are controlled by one specific gene.
r) Explain that genes may be transferred Human-to-human transfers in the case of http://www.abpischools.org.uk/r
between cells (reference should be made treatment for cystic fibrosis may be esources/poster-
to transfer between organisms of the explained as well as human to bacterium series/geneng/advndis.asp
same or different species). and from (disease-resistant) plant species (advantages and
to (non-resistant) plant species. disadvantages)
s) Explain that the gene that controls the The insulin gene can be identified and, with
production of human insulin can be the aid of enzymes, isolated from the
exerted into bacterial DNA. strand of DNA in the nucleus of a cell from
t) Understand that such genetically a healthy person. Enzymes are again used
engineered bacteria can be used to to attach it to the DNA of a bacterium.
produce human insulin on a commercial Culture and extraction should be explained
scale. on lines similar to Unit 7, 14 e).
u) Discuss potential advantages and Students may have strong ethical as well
dangers of genetic engineering. as scientific views on this topic, but the
teacher should ensure that a balanced
consideration prevails.

Bio29. O Level 5090 Scheme of Work

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Bio29. O Level 5090 Scheme of Work

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GCE Ordinary Level Biology (5090)

Scheme of Work – Overview

Recommended Prior Knowledge

Details of the text books:

Jones, M. (2003). O Level Biology. Karachi, Oxford University Press.

Suggested proportion of teaching time to be spent on each Unit

Unit number Topics Content (syllabus reference) % of Teaching Time

Unit 1 Cells and Cell Processes 1. Cell Structure and Organisation 15 %

Unit 2 Plant Nutrition and Transport 4. Plant Nutrition 15 %

Unit 3 Animal Nutrition 5. Animal Nutrition 15 %

Unit 4 Human Transport and Respiration 7. Transport in Humans 11 %

Unit 5 Coordination, Response, Movement 9. Excretion 11 %

Compare the visible differences in

Explain the hierarchy of these structures and invite

Observe, under microscope, prepared slides of root

They should make a drawing of a root hair cell and

Teacher-led discussion of hierarchy of structure

Explain the need for uptake of ions even when their

Students should observe the effect of osmosis

i) on plant cells using onion epidermis mounted in

Students could set up bean seedlings in dilute

Students should carry out the iodine test for starch

Students should perform experiments on

Any locally available variegated leaf will suffice, but

Mention the importance, in all cases, of starting with a

It is advisable to demonstrate the steps in the starch

Students may first be shown a water plant evolving

Stress the importance of keeping all variables

Investigate the necessity for chlorophyll, light and

- For light, use corks held, with a pin, either side of a

- For CO2, perhaps better as a laboratory

Investigate and state the effect of varying light

All experiments here are modifications of that in which

Using a projected photomicrograph or a diagram of TS

Carefully copy labels of the structure of a leaf onto

Explain that those conditions that speed up or slow

A potometer provides good visual support to this

Explain that water lost from a plant must be replaced

Students will know that water travels in the xylem. This

Investigating a cut stem: students should cut the stem

Observe under the microscope sections, prepared or

Learning Outcomes Suggested Teaching Activities Online Resources Other resources

Carry out tests first on prepared samples of

Students in groups may be invited to list all the

‘Brainstorming’ in groups on causes of famine.

Students should label the structures shown on

This has already been mentioned in j) above.

Where each molecule is dismantled can be

Enzyme experiments involving protease and or

Made large labelled and annotated drawing of

Fat is a high-energy insulating storage

Poster making exercise to build understanding

Learning Outcomes Suggested Teaching Activities Online Resources Other resources

f) Investigate and state the effect of physical

Students should work in pairs – one as the

h) Investigate and state the differences Although a table of differences – with

Working in pairs, with one student as the

Learning Outcomes Suggested Teaching Activities Online Resources Other resources

10 Learning Outcomes If ‘internal environment’ is explained as Ian J. Burton – Topic 13

d) Describe the maintenance of a The relevance of the labelled structures is

d) Describe the gross structure of the eye

It should be explained that refraction of

Draw simple ray diagrams of light from

f) Describe the pupil reflex in response to