AS Biology-SOL Unit 1 Topic 2

Page 1 of 43 SAIntS Biology Department – DRAFT Year 12 AS Biology - Scheme Of Learning – Updated April 2014
Edexcel AS Biology 1.2.1 – How Science Works – used throughout the

How Science Works Syllabus Link: unit / course Throughout the Unit!
Learning Objectives Suggested Teaching Activities Differentiation / Notes
Demonstrate knowledge & understanding of Null hypothesis (Ho) = IV has no effect on the DV
HSW areas (See HSW sheet in core practical Alternative (experimental) hypothesis (H1) = IV does affect the DV
handbook).
Median number =
Graphs:
 Mode =
Draw using sharp Pencil & Ruler

Graphs titles – how IV affects DV Ethical Issues -

IV – goes on x-axis Social Issues -

DV – goes on y-axis Economic Issues -

Use a suitable axis, so that curve Environmental Issues –
covers 60% + of the paper

Always include axis titles and units
(use ‘arbitrary units’ or a.u. if unsure
of units). Units as -1, e.g. time units
= s-1

Plot points using a ‘x’

Join points with a ruler (can be line
of best fit, but ‘dot to dot’ is better for
marks). Do not extrapolate.

Include Error bars (to show the
range) if asked, using a ruler.
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Year 12 - Term 1
Edexcel AS Biology 1.2.2 – Fluid Mosaic Model of the cell membrane
Fluid Mosaic Model Syllabus Link: 1 Lesson
Explain how models such as the Starter Extension -
fluid mosaic model of cell
membranes are interpretations of Main Activities / Concepts
data used to develop scientific  Why called fluid mosaic?
explanations of the structure and  Describe the plasma membrane’s structure
properties of cell membranes.  Know about the phospholipid bi-layer
 Know the role of proteins in the PM
 Compare the structure of the PM to its function.
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Fluid Mosaic Model
Learning Outcomes Practical Work / Demonstrations Resources
 Describe how models such as the fluid Bio Factsheet 8 – The cell Surface
mosaic model of cell membranes are Membrane
interpretations of data used to develop
scientific explanations of the structure and
properties of cell membranes.
Key Words / Literacy Safety Issues / Practical Notes Text Book Page
100 103
Homework Suggestions ICT / Cross curricular links

Research Davson-Danielli Model & Singer-
Nicoloson’s models of the PM.
Past Paper Qu. / Assessment Opportunities
Jan 2009; QP: 1; Qu: 4 (Why PL bilayer; alcohol concn on beetroot)
May 2010; QP: 1; Qu: 3 (PM structure; protein role in transport across, why called
Fluid Mosaic model)
June 2010; QP: 5; Qu: 7b (article – Fluid Mosaic structure of the membrane)
Jan 2012; QP: 1; Qu: 3 (PM structure; beetroot investigation)
Jan 2013; QP: 1; Qu: 3a (Describe the CM structure)
May 2013; QP: 1; Qu: 1 (PL bilayer; Davson-Danielli model; modern thoughts).
May 2013; QP: 1R; Qu: 2a (Fluid mosaic model)
Edexcel AS Biology 1.2.3 – Osmosis – movement of water molecules
Osmosis Syllabus Link: through a partially permeable membrane. 1 Lesson
Explain what is meant by osmosis in Starter Extension -
terms of the movement of free water
molecules through a partially Main Activities / Concepts
permeable membrane (consideration
of water potential is not required).
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Osmosis

 Describe what is meant by osmosis in terms Potato practical in salt solutions.
of the movement of free water molecules
through a partially permeable membrane
106 107

Jan 2013; QP: 1; Qu: 3b (Osmosis – cells in different solutions)
Edexcel AS Biology 1.2.4 – Passive and active transport; Endo- and Exo-
Transport Across the PM Syllabus Link: cytosis; proteins in the membrane. 1 Lesson
Explain what is meant by passive Starter Extension -
transport (diffusion, facilitated
diffusion), active transport (including Main Activities / Concepts
the role of ATP), endocytosis and  Introduce th
exocytosis and describe the involvement
of carrier and channel proteins in
membrane transport. Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Transport Across the PM
 Describe passive transport (diffusion,
facilitated diffusion)
 Describe active transport (including the role
of ATP)
 Describe endocytosis and exocytosis
 Describe the involvement of carrier and
channel proteins in membrane transport.
104  109

May 2010; QP: 1; Qu: 3 (PM structure; protein role in transport across, why called
Fluid Mosaic model)
May 2013; QP: 1R; Qu: 2b; 2c (Cell membrane structure; diffusion; AT; Facilitated
diffusion)
Edexcel AS Biology 1.2.5 – Investigating the effect of alcohol and
Investigating Membrane Structure
Syllabus Link: temperature on cell membrane structure. 1 Lesson
Describe how membrane structure Starter Extension -
can be investigated practically, e.g.
by the effect of alcohol Main Activities / Concepts
concentration or temperature on  Alcohol investigation – use % alcohol as IV
membrane permeability. [Core  Colorimeter much more accurate than just looking at the solution colours.
Practical]  Discuss how the colour leaches out (when cell walls are cut)
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Investigating Membrane Structure
 Describe how membrane structure can be Use beetroot and temperature
investigated practically
Also with differing % of alcohol.
 Investigate the effect of alcohol concentration
on membrane permeability.
 Investigate the effect of temperature on
membrane permeability.

Jan 2009; QP: 1; Qu: 4b; 4c (Alcohol concn on beetroot & temperature)
Jan 2012; QP: 1; Qu: 3b; 3c (Beetroot investigation)
Edexcel AS Biology 1.2.6 – Gas Exchange surfaces in different organisms;
Gas Exchange Syllabus Link: how the lungs are adapted for efficient G.E in mammals. 1 Lesson
Describe the properties of gas exchange Starter Extension -
surfaces in living organisms (large
surface area to volume ratio, thickness Main Activities / Concepts
of surface, difference in concentration)  Introduce th
and explain how the structure of the
mammalian lung is adapted for rapid
gaseous exchange. Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Gas Exchange
 Describe the properties of gas exchange
surfaces in living organisms (large surface
area to volume ratio, thickness of surface,
difference in concentration)
 Explain how the structure of the mammalian

lung is adapted for rapid gaseous exchange.
110  115

Jan 2012; QP: 1; Qu: 2 (Gas Exchange in amoeba)
May 2013; QP: 1; Qu: 4 (Gas Exchange in flat worms)
June 2013; QP: 1R; Qu: 5 (Lungs G.E; daphnia adapn; double circuln)
Edexcel AS Biology 1.2.7 – Amino acid  protein structure; The
Protein Structure Syllabus Link: significance of proteins’ primary structure. 1 Lesson
Describe the basic structure of an amino Starter Extension -
acid (structures of specific amino acids
not required); formation of polypeptides Main Activities / Concepts
& proteins (as amino acids monomers  Introduce th
linked by peptide bonds in condensation
reactions). Explain the significance of a
protein’s primary structure in Plenary
determining its 3D structure and
properties (globular &fibrous proteins
& types of bonds involved in 3D
structure).
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Protein Structure
 Describe the basic structure of an amino acid
(structures of specific amino acids not
required)
 Understand the formation of polypeptides &
proteins (as amino acids monomers linked by
peptide bonds in condensation reactions)
 Explain the significance of a protein’s
primary structure in determining its 3D
structure and properties.
 Review globular & fibrous proteins & the
types of bonds involved in 3D structure.
4247

Jan 2013; QP: 1; Qu: 7b (How a.a. join to form 3D protein structure)
Edexcel AS Biology 1.2.8 – Action of Enzymes; compared with structure
Enzyme Action Syllabus Link: 1 Lesson
Explain the mechanism of action and Starter Extension -
specificity of enzymes in terms of their
3D structure & explain that enzymes are Main Activities / Concepts
biological catalysts that reduce  Introduce th
activation energy, catalysing a wide
range of intracellular & extracellular
reactions. Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Enzyme Action
 Describe the mechanism of action and
specificity of enzymes in terms of their 3D
structure
 Explain that enzymes are biological catalysts
that reduce activation energy
 Know that enzymes catalyse a wide range of
intracellular & extracellular reactions.
8489

Jan 2009; QP: 1; Qu: 8a (Amino Acid structure; mechanism of enzyme action)
Jan 2013; QP: 1; Qu: 6 (Define catalyst; why bread tastes sweet after chewing for
some time).
Edexcel AS Biology 1.2.9 – Enzyme Concentration Reactions
Enzyme Concentration Syllabus Link: 1 Lesson
Describe how enzyme Starter Extension -
concentrations can affect the rates
of reactions & how this can be Main Activities / Concepts
investigated practically by  Introduce th
measuring the initial rate of
reaction. [Core Practical] Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Enzyme Concentration
 Describe how enzyme concentrations can
affect the rates of reactions.
 Know how this can be investigated
practically by measuring the initial rate of
reaction
Edexcel AS Biology 1.2.10 – Basic DNA structure; comparison to RNA
DNA and RNA Syllabus Link: structure 1 Lesson
Describe the basic structure of Starter Extension -
mononucleotides (as a deoxyribose
or ribose linked to a phosphate and a Main Activities / Concepts
base, i.e. thymine, uracil, cytosine,
adenine or guanine) and the
structures of DNA and RNA (as Plenary
polynucleotides composed of
mononucleotides linked through
condensation reactions). Describe
how complementary base pairing &
hydrogen bonding between 2
complementary strands are involved
in the formation of the DNA double
helix.
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning DNA and RNA
 Describe the basic structure of
mononucleotides (as a deoxyribose or ribose
linked to a phosphate and a base, i.e. thymine,
uracil, cytosine, adenine or guanine).
 Describe the structures of DNA and RNA (as
polynucleotides composed of
mononucleotides linked through
condensation reactions).
 Describe how complementary base pairing &
hydrogen bonding between 2 complementary
strands are involved in the formation of the
DNA double helix.
74-77
Edexcel AS Biology 1.2.11 – DNA replication; Meselson & Stahl; semi
DNA Replication Syllabus Link: conservative replication. 1 Lesson
Describe DNA replication (including Starter Extension - Proposed by Matthew
the role of DNA polymerase), and Meselson (left) and Franklin W. Stahl
explain how Meselson and Stahl’s Main Activities / Concepts (right) in 1958.
classic experiment provided new
data that supported the accepted  2 samples of bacteria were grown, one in medium containing only light
theory of replication of DNA and nitrogen (14N) and one with only heavy nitrogen (15N)
refuted competing theories.  As the bacteria reproduce the nitrogen is incorporated into the DNA. A sample
was taken from each and centrifuged. DNA from heavy sank lower than DNA
from light medium.
 Bacteria from heavy were removed and placed in light medium, replicated
once and were removed and DNA was centrifuged.
 DNA settled out in the middle showing that the DNA molecules contained a
mixture of heavy and light nitrogen and thus proving semi conservative
replication.
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning DNA Replication
 Describe DNA replication (including the role Bio Factsheet 207 - How Science
of DNA polymerase). Works: Meselson and Stahl’s Classic
Experiment
 Explain how Meselson and Stahl’s classic
experiment provided new data that supported
the accepted theory of replication of DNA
and refuted competing theories.
78-79

http://bcs.whfreeman.com/thelifewire/content/chp11/1102001.html

June 2011; QP: 1; Qu: 4 (M & S investigation)
June 2013; QP: 1R; Qu: 7b (M & S investigation)
Edexcel AS Biology 1.2.12 – The genetic code
The Genetic Code Syllabus Link: 1 Lesson
Explain the nature of the genetic code Starter Extension -
(triplet code only; non-overlapping and
degenerate not required at AS). Main Activities / Concepts
 Genetic code:
 Degenerate
 Non-overlapping
 Triplet codon
 Look at length of a chain of amino acids made using mRNA and DNA
 Link in with stop and start codons.

Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning The Genetic Code
 Describe the nature of the genetic code
(triplet code only; non-overlapping and
degenerate not required at AS).
80-81

Jan 2009; QP: 1; Qu: 2b (Genetic code; stop; start codons)
Edexcel AS Biology 1.2.13 – What is a gene.
Genes Syllabus Link: 1 Lesson
Describe a gene as being a sequence Starter Extension -
of bases on a DNA molecule coding
for a sequence of amino acids in a Main Activities / Concepts
polypeptide chain.  Introduce th
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Genes
 Describe a gene as being a sequence of bases
on a DNA molecule coding for a sequence of
amino acids in a polypeptide chain.
80-81
Edexcel AS Biology 1.2.14 – Protein synthesis; translation, transcription,
Protein Synthesis Syllabus Link: mRNA, tRNA 1 Lesson
Outline the process of protein synthesis, Starter Extension -
including the role of transcription,
translation, messenger RNA, transfer Main Activities / Concepts
RNA & the template (antisense) DNA  Introduce th
strand (details of the mechanism of
protein synthesis on ribosomes are not
required at AS). Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Protein Synthesis
 Describe the process of protein synthesis.
 Know the role of transcription, translation,
messenger RNA, transfer RNA & the template
(antisense) DNA strand
 (Details of the mechanism of protein synthesis on

ribosomes are not required at AS).
81

Jan 2009; QP: 1; Qu: 2a (Stage of protein synthesis – translation or transcription)
Edexcel AS Biology 1.2.15 – Errors in DNA replication – mutations; CF
Mutations Syllabus Link: 1 Lesson
Explain how errors in DNA Starter Extension -
replication can give rise to mutations
& explain how cystic fibrosis results Main Activities / Concepts
from one of a number of possible  Introduce th
gene mutations.
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Mutations
 Describe how errors in DNA replication can Bio Factsheet 134 – Cystic Fibrosis
give rise to mutations.
 Explain how cystic fibrosis results from one

of a number of possible gene mutations.
82  83
116  125

Assessed homework - Write a lecture for non-
biologists in the sixth form, on the topic of
Cystic fibrosis (CF) and how it results in Past Paper Qu. / Assessment Opportunities
damaged lungs. (See student guidance sheet) May 2012; QP: 1; Qu: 8 (Mutations, recessive; draw genetic diagram)
Edexcel AS Biology 1.2.16 – genetics; monohybrid inheritance; genetic traits.
Genetics Syllabus Link: 1 Lesson
Explain the terms: gene, allele, Starter Extension – Check out other genetic
genotype, phenotype, recessive, diseases that appear in exam questions,
dominant, homozygote and Main Activities / Concepts such as Tay-Sach
heterozygote, and explain  Discuss how CF is a recessive genetic disorder.
monohybrid inheritance, including  Pedigree diagrams – look at examples of and know the different symbols
the interpretation of genetic pedigree  Look at definitions for phrases such as:
diagrams, in the context of traits gene
such as cystic fibrosis, albinism, allele
thalassaemia, garden pea height and loci
seed morphology. heterozygous
homozygous dominant
homozygous recessive
genotype
phenotype
gamete
adult
F1 generation
monohybrid inheritance
 Practice constructing genetic cross diagrams (or Punnett Squares) using the above
phrases
Jan 2013; QP: 1; Qu: 8b
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Genetics
 Explain the terms: gene, allele, genotype,
phenotype, recessive, dominant, homozygote
and heterozygote.
 Describe monohybrid inheritance, including

the interpretation of genetic pedigree
diagrams, in the context of traits such as
cystic fibrosis, albinism, thalassaemia, garden
pea height and seed morphology.
9095
9699

Edexcel questions on Genetics – taste genetics
pedigree diagram
May 2012; QP: 1; Qu: 8 (Mutations, recessive; draw genetic diagram)
Jan 2013; QP: 1; Qu: 8 (CF, genetic pedigree diagram; Tay-Sachs Disease)
Edexcel AS Biology 1.2.17 – Cystic Fibrosis – issues with digestive
Cystic Fibrosis Syllabus Link: reproductive and respiratory systems. 1 Lesson
Explain how the expression of a Starter Extension -
gene mutation in people with cystic
fibrosis impairs the functioning of Main Activities / Concepts
the gaseous exchange, digestive and  Introduce th
reproductive systems.
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Cystic Fibrosis
 Describe how the expression of a gene
mutation in people with cystic fibrosis
impairs the functioning of the gaseous
exchange system.
impairs the functioning of the digestive
system.
impairs the functioning of the reproductive
system.
116125

May 2012; QP: 1; Qu: 8 (Mutations, recessive; draw genetic diagram)
Edexcel AS Biology 1.2.18 – Gene therapy; somatic and germ line therapy
Gene Therapy Syllabus Link: 1 Lesson
Describe the principles of gene Starter Extension -
therapy and distinguish between
somatic & germ line therapy. Main Activities / Concepts
 Introduce th
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Gene Therapy
 Describe the principles of gene therapy.
 Distinguish between somatic & germ line

therapy.
122125

Jan 2009; QP: 1; Qu: 8b (Somatic Gene Therapy & mice - phenylketonuria)
Jan 2013; QP: 1; Qu: 8c (How a gene therapy investigation could be carried out)
Edexcel AS Biology 1.2.19 – Genetic screening uses; ethical implications
Genetic Screening Syllabus Link: 1 Lesson
Explain the uses of genetic Starter Extension -
screening: identification of carriers,
pre-implantation genetic diagnosis Main Activities / Concepts
and prenatal testing (amniocentesis  Introduce th
and chorionic villus sampling).
Discuss the implications of prenatal Plenary
genetic screening.
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Genetic Screening
 Describe the uses of genetic screening:
identification of carriers, pre-implantation
genetic diagnosis and prenatal testing
(amniocentesis and chorionic villus
sampling).
 Discuss the implications of prenatal genetic

screening.
126129

May 2012; QP: 1; Qu: 8d (genetic screening)
Edexcel AS Biology 1.2.20 – Genetic Screening – social and ethical issues.
Genetic Screening - Ethics Syllabus Link: 1 Lesson
Identify & discuss the social & Starter Extension -
ethical issues related to genetic
screening from a range of ethical Main Activities / Concepts
viewpoints.  Introduce th
Plenary
SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Genetic Screening - Ethics
 Identify & discuss the social & ethical issues
related to genetic screening from a range of
ethical viewpoints.
129

AS Biology-SOL Unit 1 Topic 2

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Page 1 of 43 SAIntS Biology Department – DRAFT Year 12 AS Biology - Scheme Of Learning – Updated April 2014

Edexcel AS Biology 1.2.1 – How Science Works – used throughout the

Homework Suggestions ICT / Cross curricular links

SAIntS Biology Department - Year 12 AS Biology - Scheme of Learning Osmosis

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

 Explain how the structure of the mammalian

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

 (Details of the mechanism of protein synthesis on

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

 Explain how cystic fibrosis results from one

Homework Suggestions ICT / Cross curricular links

 Describe monohybrid inheritance, including

Homework Suggestions ICT / Cross curricular links

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

 Distinguish between somatic & germ line

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

 Discuss the implications of prenatal genetic

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

Homework Suggestions ICT / Cross curricular links

Past Paper Qu. / Assessment Opportunities

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