BiologyHumanBiologyHigher PDF

HUMAN BIOLOGY
Higher
Fifth edition - published June 2002
NOTE OF CHANGES TO ARRANGEMENTS

FIFTH EDITION PUBLISHED JUNE 2002
COURSE TITLE:
Human Biology (Higher)
COURSE NUMBER:
C009 12
National Course Specification

Course Details
Assessment: section inserted which details Instruments for Internal Assessment and emphasises need
for only one report for Outcome 3 being required across the course.
National Unit Specification:

All Units
Statement of Standards
Wording of Outcome 3 changed to refer to Higher Human Biology instead of the title of the unit.
Evidence Requirements of Outcome 3 changed to refer to the context of the report being within the
contents and notes specified for Higher Human Biology instead of within the context of each unit.
Support Notes
Guidance on Approaches to Assessment for the units includes:
additional guidance which emphasises the need to produce only one report across the course and
that a report from one unit may be used as evidence for Outcome 3 for the other units
advice on the conditions required to complete the report which indicates that reports may be
completed outwith class time provided reasonable measures are taken to ensure that the report is
the individual work of the candidate
advice on the use of IT for production of the Outcome 3 report
advice on the transfer of evidence.
National Course Specification

HUMAN BIOLOGY (HIGHER)
COURSE NUMBER
C009 12
COURSE STRUCTURE
The course has three 40 hour units. The units cover the following content areas:
D043 12
Cell Function and Inheritance (H)
The Role of Enzymes in Cell Metabolism

Protein Synthesis
Energy Transfer
Cell Transport
Cellular Response in Defence
Inheritance
1 credit (40 hours)
D044 12
The Continuation of Life (H)

Reproduction
Development
Transport Mechanisms
Delivery of Materials to Cells
Removal of Materials from the Blood
Regulating Mechanisms
1 credit (40 hours)
Administrative Information
Publication date:
June 2002
Source:
Scottish Qualifications Authority
Version:
05
Scottish Qualifications Authority 2002

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from
reproduction and that, if reproduced in part, the source is acknowledged.
Additional copies of this course specification (including unit specifications) can be purchased from the Scottish
Qualifications Authority for 7.50. Note: Unit specifications can be purchased individually for 2.50 (minimum order 5).
National Course Specification (cont)

COURSE
COURSE STRUCTURE (cont)

D045 12
Behaviour, Populations and the Environment (H)

Nervous System and Memory
Behaviour
Population Growth and the Environment
1 credit (40 hours)
All courses include 40 hours over and above the 120 hours for the component units. This may be
used for induction, extending the range of learning and teaching approaches, support, consolidation,
integration of learning and preparation for external assessment. This time is an important element of
the course and advice on its use is included in the course details.
In determining course content, careful thought has been given to the maintenance of progression in
the course. The contents list provides a suggested sequence which allows for coherent study of the
subject, although other approaches are possible.
RECOMMENDED ENTRY
While entry is at the discretion of the centre, candidates would normally be expected to have attained
one of the following:
Standard Grade Biology with Knowledge and Understanding and Problem Solving at Credit level
Intermediate 2 Biology.
CORE SKILLS
Core skills for this qualification remain subject to confirmation and details will be available at a later
date.
Additional information about core skills is published in the Catalogue of Core Skills in National
Qualifications (SQA, 2001).
Human Biology: Higher Course
National Course Specification: course details

COURSE
RATIONALE
The course provides a broad-based, integrated study of a range of biological topics which build on the
concepts developed in the Standard Grade Biology and Intermediate 2 Biology courses. The course
content considers those aspects of biological science which have more immediate relevance for the
biology of the human species and the influence of humankind on the biological world. The study of
Higher Human Biology contributes to the candidates general and vocational education through the
acquisition of relevant biological knowledge and skills and provides a general basis for further study
or employment in areas related to biology. It also contributes to the development of the more general
attitudes and abilities related to the processes of science.
The course provides opportunities for candidates to acquire:
knowledge and understanding of biological concepts, facts, ideas and techniques and the
applications of biology in society and industry
skills in problem solving
practical abilities associated with biology
positive attitudes such as being open-minded and being willing to recognise alternative points of
view; having an interest in biology, in themselves and their environment; being aware that they
can make decisions which affect the well-being of themselves and others, and the quality of their
environment.
The course provides a clear articulation with the areas of study at Standard Grade and at Intermediate
2 through to Advanced Higher. Topics give emphasis to important, developing areas of human
biology including molecular biology, genetics, immunology, control mechanisms, human behaviour
and the impact of an increasing population on the environment. Health issues are highlighted where
appropriate throughout the course, with emphasis being placed on the health of human populations
rather than on aspects of personal health.
National Course Specification: course details (cont)

COURSE
COURSE CONTENT
The Higher Human Biology course comprises three units and provides for a more thorough
understanding of the basic concepts which are covered in the Standard Grade and Intermediate 2
Biology courses and further develops the Standard Grade elements and Intermediate 2 outcomes of
knowledge and understanding, problem solving and practical abilities.
Knowledge and understanding
Candidates should develop the ability to recall and understand facts and principles detailed in the
course statements and supplementary notes in the following tables.
Problem solving
Problem solving skills should be developed so that candidates can generally demonstrate an ability to:
select relevant information from texts, tables, charts, keys, graphs and diagrams
present information appropriately in a variety of forms, including written summaries, extended
writing, tables and graphs
process information accurately, using calculations where appropriate
plan, design and evaluate experimental procedures
draw valid conclusions and give explanations supported by evidence
make predictions and generalisations based on available evidence.
Practical abilities
Practical work is essential in providing the contexts for the development of scientific problem solving
skills and is necessary to underpin theoretical work and to develop skills. It fosters familiarity with
apparatus and equipment and how it works, as a useful preparation for further study or employment.
As a result of engaging in practical work, candidates can generally:
describe experimental procedures accurately

record relevant measurements and observations in appropriate formats
analyse and present experimental information in appropriate formats
draw valid conclusions
evaluate experimental procedures with supporting argument.
The following tables contain the content and suggested learning activities through which knowledge
and understanding, problem solving and practical abilities are to be developed. The content
statements and the supplementary notes which provide amplification and give an indication of depth
of treatment are required for the purposes of assessment. The content for each unit is prefaced by a
short summary of content with an indication given to the links with Standard Grade and Intermediate
2 Biology.

COURSE
UNIT 1: CELL FUNCTION AND INHERITANCE (H)

Introduction
The body consists of a vast population of many kinds of cells together with many extracellular
substances. The cells are involved not only in the synthesis and secretion of these extracellular
substances but also in the elaboration of substances for their own internal use. Cells need to take in
substances, process them and at the same time obtain energy to allow this metabolism to take place.
Knowledge of the activities taking place within the living cell is fundamental to an understanding of
the functioning of the whole body.
This unit explores certain areas of cell function and concentrates on the many roles of proteins in the
body economy. First the function of proteins as enzymes is explored as the basis of all biochemical
pathways. Discussion of some of the other roles of protein in the body leads to a consideration of the
intracellular mechanisms involved in protein production, followed by the cellular processes concerned
in the release of energy from various substrates. Cell transport covers some of the mechanisms
whereby substances enter or leave cells and are moved within cells. Consideration is then given to the
role of proteins as antigens and to the secretion of antibodies by immunologically competent cells of
the body. The relevance of immunological mechanisms as a defence strategy is developed, as are
topics of recent medical immunological importance such as tissue transplantation and acquired
immune deficiency syndrome. The ability of viruses to enter cells and alter metabolic pathways to
produce more virus particles is introduced as an example of naturally occurring genetic engineering.
A study of genes, chromosomes and the process of meiosis as part of gamete production leads to a
consideration of the phenotypic expression of the genome. The concepts of dominance,
recessiveness, co-dominance and incomplete dominance as applicable to gene expression are
explored, as is polygenic inheritance. Reference is made to gene mutations and chromosomal
abnormalities. This naturally leads to a consideration of the procedures adopted in genetic
counselling, genetic screening and risk evaluation.
It is desirable that candidates understand that the cell is a functional living unit in its own right. Cell
organelles are introduced only when a knowledge of their structure is appropriate to an understanding
of that function.
Within the unit, there are many areas impinging on religious or moral sensitivities and these or other
areas may also raise important ethical and legal questions. It is important to stress that the role of the
biologist is to provide knowledge of these processes, on the basis of which individuals, families or
societies may make informed and often crucial decisions.
Candidates should have a clear understanding of the following content areas from Standard Grade
Biology:
Topic 3
Topic 4
Topic 6
Topic 7
Animal Survival: carbohydrates; proteins; fats.

Investigating Cells: cell structure; cell respiration; osmosis; enzymes; mitosis.
Inheritance: chromosomes; monohybrid inheritance; sex determination.
Biotechnology: the nature of microbes; the action of antibiotics.
Alternatively, candidates should have achieved the units: Living Cells (Int 2) and Environmental
Biology and Genetics (Int 2).

Unit 1: Cell Function and Inheritance (H)
CONTENT
a)
NOTES
LEARNING ACTIVITIES
The role of enzymes in cell metabolism

i
Catalytic activity
Enzymes as catalysts within and outwith the cell
in biochemical pathways.
Inborn errors of metabolism involving absence of
enzymes.
ii Factors affecting enzyme activity

The effects of various factors on enzyme activity
to include inhibition, substrate concentration and
enzyme concentration.
Activation of enzymes by mineral ions, vitamins

and other enzymes.
Candidates should know about the effects of temperature

and pH on enzyme activity from work in Standard Grade
Biology or Intermediate 2, and need not carry out further
investigations on these factors.
Carry out an investigation on the effect of enzyme or

substrate concentration on enzyme activity.
Design and carry out an investigation to measure the effect
of an inhibitor on enzyme activity.
The study of the activation of enzymes should be restricted

to the knowledge that some mineral ions are important
activators and that various activators can convert a number
of digestive enzymes from the inactive to the active form
in the gut lumen. Some examples should be given. Most
vitamins act as co-enzymes.

CONTENT
b)
NOTES
LEARNING ACTIVITIES
Protein synthesis
1
Protein structure and function

i
The structure of protein
The structure of proteins should be given an elementary

treatment. Amino acid chains are linked by peptide bonds;
further linkages such as hydrogen bonds produce
secondary and tertiary structures which are important in
the functioning of the protein.
ii
A brief mention of the many functions of

proteins to include: enzymes, some
hormones, muscular contraction, transport
of substances, antibodies and structural
proteins
The study of muscle proteins, actin and myosin, should

include the arrangements of these filaments to produce the
striated effect in skeletal muscles. The sliding filament
theory need not be dealt with in detail, nor should any of
the parts of the sarcomere be named.
Examine slides of muscle fibres to observe striations.
Role of DNA, RNA and cellular organelles

i
Deoxyribonucleic acid (DNA): structure, in

particular the double helix; nucleotides and
bases; pairing of named bases
ii
Ribonucleic acid (RNA): single strand

structure; the replacement of thymine with
uracil and of deoxyribose with ribose; the
functions of mRNA and tRNA in the
synthesis of proteins; triplet code; codons
and anti-codons
Obtain information from a variety of sources on the nature

of DNA and RNA and their roles in protein synthesis.
Sources may include appropriate models, computer
simulations and published materials.
iii
The structure and role of the nucleus and

nucleolus in RNA synthesis and transport
Examine published electron micrographs of the nucleus

and nucleolus.

CONTENT
iv
c)
NOTES
LEARNING ACTIVITIES
Ribsomes: their distribution within the cell

and function in protein synthesis
Energy transfer
The role and production of adenosine triphosphate
(ATP):
i
ATP as a means of transferring chemical energy.

Regeneration of ATP from ADP and inorganic
phosphate (Pi).
In the teaching of energy transfer, the principles of the

process should be emphasised.
The fact that the quantity of ATP in the body stays more or
less constant should be stressed.
ii Glycolysis: the breakdown of glucose to pyruvic

acid with a net production of ATP in the
cytoplasm.
iii Krebs (citric acid, tricarboxylic acid) cycle and
cytochrome system. The location of these
reactions within the cristae and matrix of the
mitochondrion.
Relationship of folding of inner membrane to
activity of mitochondrion.
The production of ATP, carbon dioxide,
hydrogen and reduced co-enzyme.
Only the intermediates pyruvic acid, citric acid and acetylCoA need be known by name. It is more important to
follow the fate of the carbon atoms and hydrogen in the
process. The importance of the cytochrome system in the
step-by-step release of energy via transfer of electrons and
hydrogen combined with reduced coenzyme (NAD) should
be emphasised.
Examine a range of published electron micrographs to

interpret degrees of metabolic activity.
iv The distinction between anaerobic and aerobic

phases of respiration with reference to location,
level of ATP produced and final metabolic
products.

CONTENT
v
Carbohydrates, lipids and proteins as sources of

energy within the cell
NOTES
LEARNING ACTIVITIES
The detailed structure of carbohydrates is not required.

The mention of the terms monosaccharide, disaccharide
and polysaccharide is sufficient without any detail of the
chemical linkages involved. The circumstances under
which the body utilises glycogen, fats and proteins as
sources of energy should be covered, for example in
marathon running and starvation.
Carry out an investigation to identify unknown

carbohydrates including reducing and non-reducing sugars,
using a range of tests which might include Clinistix, iodine
solution, Benedicts and Barfoeds reagents.
In dealing with the fluid mosaic model of the cell

membrane, its fluid and porous nature should be
emphasised.
Examine published micrographs of membranes.
A brief mention of the many roles of lipids

within the body to include energy store, heat and
nerve insulation, fat pads on feet and hands,
vitamin transport and hormones.
d)
Cell transport
1
Structure and function of membranes

i
Structure and function of membranes as

described in the fluid mosaic model.
ii Functions of lipids and proteins within the

membrane.
iii Rough and smooth endoplasmic reticulum
and Golgi apparatus in the metabolism and
transport of substances for export from the
cell.
10

CONTENT
2
NOTES
LEARNING ACTIVITIES
The absorption and secretion of materials

i
Diffusion and osmosis

The need for a constant environment within
the cell and the role of the cell membrane in
maintaining this environment.
Diffusion and osmosis can be covered at an elementary

level by considering the tendency for water to diffuse from
a solution of high water concentration to one of lower
water concentration. Cells such as red blood cells will
then tend to burst in solutions of a water concentration
higher than that of the plasma and shrink in solutions of a
water concentration lower than that of the plasma.
Carry out an investigation into the chemical nature of the

cell membrane using, for example, beetroot tissue.
The terms crenation and haemolysis are not needed, but

the importance of the maintenance of steady state of solute
concentration in the body should be emphasised. The
terms osmotic pressure, osmotic potential and water
potential are unnecessary.
ii
Endocytosis and exocytosis
iii
Active transport
The function of the cell membrane in
relation to selective ion uptake and release
of chemicals.
Endocytosis and exocytosis are terms used to describe the

movement of substances in and out of the cell by gross
movements of the membrane. Phagocytosis and
pinocytosis are examples of endocytosis. The secretion of
hormones and enzymes from the cell are examples of
exocytosis.
The need for energy in active transport to move substances

against gradients should be emphasised.
Examine and interpret data on selective uptake and release

of chemicals by cells.
11

CONTENT
e)
NOTES
LEARNING ACTIVITIES
Cellular response in defence

i
Recognition of self and non-self antigens as in

ABO blood group system.
It should be emphasised that all body cells have antigenic

molecules in their membranes and that an essential feature
of the defence system is the ability to differentiate between
self and foreign antigens. Moreover, every person, barring
identical twins, has a unique signature recognised only by
their own cells as being self and therefore safe. When
this system breaks down, autoimmune disorders result.
Examine data on ABO blood grouping and interpret this

data to explain transfusion incompatibility.
ii
Production of antibodies and the role of blood

cells.
Antibodies are proteins synthesised in response to foreign

antigens. Natural immunity should be treated as the ability
of the body to recognise foreign material and mobilise
cells (cellular response) and cell products (humoral
response) to deal with that foreign material. The
involvement of T-lymphocytes and B-lymphocytes in
these responses should be taught, but no attempt made to
distinguish between the structure of these cells. Mention
should be made of the various ways in which Tlymphocytes and B-lymphocytes function, without naming
the different sub-groups of these cells.
The variety of antibody-antigen reactions need not be
covered.
Obtain and present information on tissue transplantation.

Discuss the problems of tissue rejection and use of
suppressors in transplantation.
Production of humoral antibodies by Blymphocytes.

Cell-mediated response by T-lymphocytes.
iii
The function of macrophages

Phagocytosis and the function of lysosomes.
12

CONTENT
NOTES
LEARNING ACTIVITIES
iv Immunity
Innate immunity.
Acquired immunity: natural and artificial.
The principles of vaccination should be understood in the

context of artificially-acquired immunity as, for example,
in vaccination against tetanus. Natural passive immunity
is obtained via the placenta and breast milk. Artificial
passive immunity can be given, for example, with the
injection of the tetanus antitoxin to someone suffering
from tetanus.
Active and passive immunity.

Autoimmunity and allergy.
v
The nature of viruses and their invasion of cells
Candidates should know that viruses are quite distinct

from bacteria, protozoa and fungi. Viruses are classified
as living only in so far as they can carry out reproduction
and even that process requires the assistance of another
cell which is damaged as a result. It is sufficient for
candidates to know the approximate size of viruses and the
fact that they contain DNA or RNA surrounded by a coat
which is usually protein. Viruses can enter cells in a
variety of ways.
Examine published electron micrographs of viruses.
Alteration of cell instructions to produce more

viruses.
Viruses alter cell metabolism so that replication of the

viral DNA/RNA can take place, resulting in the release of
large numbers of viruses as the host cell bursts.
Obtain and present information on the way the HIV 1

(Human Immunodeficiency Virus) disrupts the
mechanisms of the immune system.
Obtain and present data on the spread of a variety of viral
diseases, their history and prevention.
13

CONTENT
f)
NOTES
LEARNING ACTIVITIES
Inheritance
1
Chromosomes as vehicles of inheritance.

i
Genes as regions of chromosomal DNA.
ii
DNA replication, its importance, and its

relationship to nuclear division.
iii
The normal chromosome complement,

homologous pairs, autosomes and sex
chromosomes.
iv
Outline of meiosis and its significance in

the production of haploid gametes.
In meiosis, the following terms should be used: 1st and

2nd meiotic division, gamete mother cell, chromosome,
chromatid, chiasmata, homologous. The names of the five
meiotic stages are not required. Candidates should
understand how the haploid number is established by
separation of homologous chromosomes.
The contribution of independent

assortment of chromosomes and crossing
over to variation in gametes.
Candidates should know how variation between gametes is

achieved through independent assortment and exchange of
chromosomal material.
vi
Establishment of the diploid chromosome

number at fertilisation and possible
variety of genotype.
Examine models and visual aids of chromosomes.
Examine prepared slides and visual aids to show meiosis.
Obtain and present information on genetic fingerprinting.
14

CONTENT
2
Monohybrid inheritance
i
The pattern of inheritance of a pair of

alleles where one is dominant and one is
recessive.
ii
The effects of alleles exhibiting dominance,

co-dominance and incomplete dominance.
iii
Possible combinations of multiple alleles.
iv
Sex-linked inheritance and the effects of the

presence of genes on the X-chromosome
and not on the Y-chromosome.
Polygenic inheritance leading to

characteristics with a normal pattern of
distribution.
NOTES
LEARNING ACTIVITIES
The following terms should be known: haploid, diploid,

gene, allele, homozygous, heterozygous, dominant,
recessive, co-dominant, incompletely dominant, genotype,
phenotype, F1 and F2 generations.
Carry out an investigation to examine the phenotypes

arising from monohybrid crosses.
Dominant and co-dominant alleles should be represented

by upper case letters and recessive alleles by lower case
letters.
Calculate the answers to genetic problems using examples

such as :
- tongue rolling and Rhesus D-antigen
- MN blood groups and sickle cell anaemia
- ABO blood groups.
The sex chromosomes should be represented by the

symbols X and Y and the alleles by the appropriate upper
and lower case superscripts, for example XRXR, XrXr,
XRXr, XRY, XrY.
Examine family trees illustrating autosomal and sex-linked

characteristics such as colourblindness.
Obtain and present information on a condition such as

sickle cell anaemia or cystic fibrosis.
3 Mutations and chromosome abnormalities

i
Alteration of base type or sequence.
ii
Non-disjunction and its effects on human

karyotypes.
Examine photographs of karyotypes of individuals with

conditions such as Downs, Turners and Kleinfelters
syndromes.
15

CONTENT
iii
NOTES
LEARNING ACTIVITIES
Genetic screening and counselling.

The use of family histories in determining
genotypes.
The relevance of the study of genetics should be reinforced

by the investigation, where appropriate, of family histories
exhibiting genetic conditions of medical importance.
Examples might include albinism, Huntingtons chorea,
cystic fibrosis, phenylketonuria, haemophilia and muscular
dystrophy.
Discuss case histories showing genetic conditions of

medical importance.
The use of karyotypes of fetal material

where there is a possibility of genetic
disorder.
Risk evaluation in cases of polygenic
inheritance.
Post-natal screening for conditions which
have a genetic basis.
Obtain and present information on phenylketonuria (PKU).
16

COURSE
UNIT 2: THE CONTINUATION OF LIFE (H)

Introduction
The introduction to the differing processes of gamete production in the male and the female, to
fertilisation and to implantation provides a basis for consideration of the natural control mechanisms
involved and then leads to ways in which these processes may be artificially bypassed or varied. The
unit examines aspects of pre-natal and post-natal development of the individual and considers some of
the factors involved in that development. An understanding of the placenta functioning as a two-way
mechanism between maternal and fetal blood circulations is important, not only to understand fetal
nutrition but also to appreciate the danger to the fetus of teratogenic factors and the changes which
fetal material may bring about in the mother. The study of post-natal growth serves to underline
development as a continuing process.
The existence of the body as a community of cells is explored with the recognition that this
community requires stable environmental conditions, not only for its continuing function but also for
its continuing survival. In addition, for cells to survive and function, raw materials must be made
available and the waste products of cellular metabolism removed, thus passing from the cellular level
to that of the whole organism.
The topic is studied in a holistic way rather than systematically. Having established the requirement
for circulating body fluids and for exchange vessels, the role of the heart as a pump with variable
output is considered, along with the mechanism for the coordination of its musculature. The roles of
the red blood cells in the delivery of oxygen and of the alimentary system in the delivery of raw
materials to cells are considered. The contributions of the kidneys and liver in relation to their
function of removal of waste materials from the body are explored. Consideration is also given to
regulating mechanisms in the body: control of heart rate, stabilisation of glucose levels in the blood,
and the maintenance of constant body temperature. All of these are important examples of feedback
control mechanisms which provide stable environmental conditions for the community of cells that
form the whole organism.
It is important that candidates realise that the organism functions as an integrated unit, hence the
holistic approach to the topic. Problems associated with being multicellular are analysed. The
various organs involved are then introduced on a functional rather than on an anatomical basis.
Within the unit, there are areas impinging on religious or moral sensitivities and these or other areas
may raise important ethical and legal questions. It is important to stress that the role of the biologist is
to provide knowledge of these processes, on the basis of which individuals, families or societies may
make informed and often crucial decisions.
Candidates studying this unit should have a clear understanding of the following content areas from
Standard Grade Biology:
Topic 3 Animal Survival: male and female reproductive systems; gametes; fertilisation and
implantation; structure and function of the placenta; digestion and absorption in the gut;
structure and function of the kidney.
Topic 5 The Body in Action: gas exchange in the lungs and tissues; the heart and blood circulatory
system.
Alternatively, candidates should have achieved the unit: Animal Physiology (Int 2).
17

UNIT 2: The Continuation of Life (H)
CONTENT
a)
NOTES
LEARNING ACTIVITIES
Reproduction
Fertility and its control:
i
Structure and function of reproductive organs.

Structure of testes and ovaries and their function.
The contribution to fertilisation of the secretions
of the prostate gland and the seminal vesicles.
ii Hormonal control.
The structure of the testes and ovaries need be known only

in sufficient detail to allow understanding of hormonal
influences on sperm production and the menstrual cycle. It
is sufficient to know that sperm are produced in the
seminiferous tubules and that the interstitial cells produce
testosterone. In addition, it is adequate to know that the
ovum is surrounded by a developing Graafian follicle and
that, after ovulation, this develops into a corpus luteum.
The influence of the pituitary hormones, follicle

stimulating hormone (FSH) and luteinising
hormone (LH) on the testes and the ovaries.
The influence of testosterone on the testes.
The influence of the ovarian hormones, oestrogen
and progesterone, on the uterus and the pituitary.
18

CONTENT
Changes during the menstrual cycle and control
of these changes through interaction of
hormones.
NOTES
Changes during the menstrual cycle should include
development of the follicle, ovulation, development of the
corpus luteum, development of the endometrium,
menstruation, the role of the cervix in fertility and changes
in the body temperature.
LEARNING ACTIVITIES
Construct charts to illustrate the changes in the body
during the menstrual cycle.
Continuous fertility in the male compared with

cyclical fertility in the female.
iii Intervention in fertility
Causes of infertility to include failure to ovulate,
blockage of uterine tubes, failure of implantation
and low sperm counts.
Obtain and present information on causes of infertility and

their treatment.
Treatment of infertility to include fertility drugs,

in vitro fertilisation and artificial insemination.
The biological basis of contraception by
calculation of fertile period and by hormonal
methods.
Calculation of fertile periods from data on timing of

menstruation, body temperature and cervical mucus should
be considered both from the point of view of increasing the
chances of pregnancy and as a possible means of
contraception. The treatment of contraception should not
be reduced to a list of possible methods. The emphasis
should be on the application of understanding of the
biological basis.
Identify the fertile period from data on timing of

menstruation, body temperature and cervical mucus.
19

CONTENT
b)
NOTES
LEARNING ACTIVITIES
Development
Pre-natal and post-natal development of the
individual:
i
Intra-uterine development
Only brief details of these processes are required. For

differentiation, it is sufficient to understand that many
specialised cells originate from common embryonic tissue.
Cleavage, implantation and differentiation.
Examine prepared slides and visual aids showing intrauterine development.
Monozygotic and dizygotic twins.

Exchanges between maternal and fetal
circulations, including transfer of harmful
substances and pathogens.
Exchange with the maternal circulation should include

movement of gases by diffusion, of glucose by active
transport and of antibodies by pinocytosis.
Obtain and present information on the effects on the

embryo/fetus of harmful agents, eg rubella, thalidomide,
alcohol and heroin.
The relationship between the maternal immune system and

the fetus should be considered from the point of view that
the system does not normally reject the foreign fetus.
Analyse data on the effects of the Rhesus factor.
Influence of the placental hormones

progesterone, oestrogen and of prolactin.
Effects of the fetus on the maternal immune
system, as illustrated by Rhesus problems and
their solution.
20

CONTENT
NOTES
LEARNING ACTIVITIES
ii Birth
The role of oxytocin at birth and the use of
artificial hormones in induction of birth.
Nutrition of the new-born.
Consideration of the nutrition of the new-born should

include the presence of antibodies in colostrum and breast
milk and some reference to the possibility of chemical
contamination of colostrum and breast milk.
Analyse data to compare the composition of colostrum,

breast milk and powdered cows milk.
Obtain and present information on organochlorines in
breast milk.
The general effects of growth hormone on the growth

process should be considered, but microscopic details of
bone structure or bone growth are not required.
Examine case histories which illustrate treatment with

growth hormone.
iii The pattern of growth after birth

The major stages of the growth curve, including
changes in body proportions.
The role of growth hormone.
The major body changes in males and females at

puberty.
Hormonal changes and development in males and
females at puberty.
Obtain and present information on illicit use of

testosterone in sport.
21

CONTENT
c)
NOTES
LEARNING ACTIVITIES
Transport mechanisms
Plasma, tissue fluid and lymph, and the need to
circulate fluid in vessels:
i
The need for a transport system with vessels
Candidates can calculate surface area to volume ratios and,

through this, establish an understanding that if there is a
small surface area for each unit of volume, diffusion alone
will not suffice as a transport mechanism. In studying the
transport system, reference should be made to exchange
vessels.
Calculate surface area to volume ratios.

Use nomograms to estimate surface area of the body.
ii Tissue fluid and lymph

The relationship of arterioles, capillaries, venules
and lymphatic capillaries to the body cells and
tissue fluid.
Observe capillaries, eg nail bed.

Examine prepared slides of arteries and veins.
The exchange of materials between arterioles,

capillaries, venules, lymphatic capillaries, body
cells and tissue fluid.
Demonstrate the presence of valves in veins.
iii The need to circulate fluid in vessels

The heart; cardiac cycle; conducting system of
the heart.
It will be necessary for candidates to know the names of

the heart chambers, the valves, the vessels entering and
leaving the heart and the vessels entering and leaving the
main body organs and areas (coronary arteries, carotid
artery, jugular vein, hepatic artery, hepatic vein, hepatic
portal vein, renal artery and renal vein).
Obtain and present information on coronary heart disease.

Use a stethoscope or listen to tape of heart sounds.
Examine ECGs - normal, abnormal.
Atrial systole, ventricular systole and diastole. The role of

the sinoatrial node (SAN) and the atrioventricular node
(AVN) in the cardiac cycle should be considered. No
mention need be made of the bundle of His or the Purkinje
fibres.
22

CONTENT
NOTES
Blood pressure in different parts of the circulation.
Measure blood pressure using a digital

sphygmomanometer. Digital sphygmomanometers are
suitable for use in schools.
Interpret graphs of pressure changes in heart and blood
vessels.
Lymph circulation, lymph nodes.

d)
LEARNING ACTIVITIES
Delivery of materials to cells

Oxygen and nutrients:
i
Oxygen
The affinity of haemoglobin for oxygen under

different conditions.
The change of affinity of haemoglobin for oxygen, in

relation to changes in blood oxygen tension and
temperature only, should be considered.
The structure of red blood cells related to their

function. The production and breakdown of red
blood cells.
The structure of red blood cells should include reference to

the biconcave shape, small size, the lack of a nucleus and
the need for red blood cells to be flexible to pass through
capillaries. These should be related to the cells ability to
absorb oxygen. The requirement for vitamin B12 and iron
in red blood cell production should be known. The life
history of the red blood cell should be covered to the
extent of sites of production, life span, sites of breakdown
(spleen, liver and bone marrow) and subsequent fate of the
products of breakdown.
Analyse data from Hb/O2 dissociation curves.
23

CONTENT
NOTES
LEARNING ACTIVITIES
The absorption of glucose, fats and amino acids should be

reviewed briefly. The role of bile salts as emulsifiers, and
lacteals in the absorption of lipids, should be studied. The
need for the intrinsic factor for vitamin B12
absorption should be known.
Carry out investigations to examine the effect of bile salts

(a) as an emulsifier and (b) on the action of lipase.
The dual blood supply of the liver.
There is no need to study the structure of the liver.
Analyse data on composition of plasma of hepatic artery,

hepatic vein and hepatic portal vein.
The role of the liver in carbohydrate, lipid and

protein metabolism.
Study of the functions of the liver should be restricted to

those which relate to the content of this section.
The fate of absorbed materials.
The fate of absorbed materials should include reference to

the role of carbohydrates, lipids and proteins in cell
function. Brief reference should also be made to the need
for vitamins and minerals in enzymic reactions.
ii Nutrients
The absorption of nutrients.
e)
Examine electron micrographs to show microvilli.
Removal of materials from the blood

The role of the liver, lungs and kidneys:
i
The role of the liver

Conservation of useful substances.
Detoxification of toxic materials.
24

CONTENT
NOTES
Removal of bilirubin and its excretion into bile.
LEARNING ACTIVITIES
Carry out an investigation to determine the quantity of
urea in an artificial urine sample.
Production of urea.
ii The role of the lungs in the removal of carbon
dioxide
iii The role of the kidneys
The mechanisms of kidney function to include
ultrafiltration and reabsorption.
f)
Candidates should know the names and functions of the

following: Bowmans capsule, glomerulus, proximal
convoluted tubule, loop of Henle, distal convoluted tubule
and collecting duct. The role of the loop of Henle and
ADH in the control of water content of the blood should be
covered. Details of counter-current mechanisms need not
be studied.
Analyse data on glomerular filtrate, tubule fluid and urine

composition and rates of production.
The control of heart rate should include hormonal and

nervous control linked to the effects of exercise.
Analyse graphs showing distribution of blood to tissues at

rest and during exercise.
Regulating mechanisms
The principle of negative feedback control as
illustrated by the following physiological
mechanisms:
i
The control of heart rate: the effects of exercise

on the cardiovascular and respiratory systems
Calculate cardiac output under different conditions.
25

CONTENT
NOTES
LEARNING ACTIVITIES
ii Blood sugar: the roles of insulin, glucagon and

adrenaline.
Endocrine glands need not be discussed in detail but the

central role of hormones (originating in named, specific
glands) should be mentioned, namely insulin, glucagon,
adrenaline.
Analyse glucose tolerance curves of normal and diabetic

subjects.
iii Temperature: the role of the hypothalamus as a

temperature monitoring centre; nerve
communication between the hypothalamus and
effectors; involuntary and voluntary responses
in temperature regulation and changes in the
ability to control body temperature as age
increases.
Temperature control should be related to surface area and

volume. The lack of maturity of the temperature control
mechanism in infants and the multifactorial nature of
hypothermia in the elderly should be covered.
Carry out investigations into human body responses to

sudden heat loss where changes can be detected visibly on
the skin of the hand using a thermistor.
Analyse data on hypothermia in infancy and old age.
26

COURSE
UNIT 3: BEHAVIOUR, POPULATIONS AND THE ENVIRONMENT (H)

Introduction
It is in the area of behaviour that the human species differs most markedly from other mammals.
These differences result from the development of the nervous system together with the development
of sophisticated communication skills, improving communication not only between individuals of the
species, but also between societies and between generations. The area of behaviour encompasses the
whole of human activity and cannot be ignored in any study of human biology.
The unit examines some of the internal and external mechanisms that bring about behaviour. The
organisation of the nervous system forms a basis for consideration of the cerebral hemispheres and
some of the characteristics associated with the functioning of the human cerebral cortex in relation to
sensory skills, motor skills, language skills and memory. Genetic influences on behaviour are
analysed by reference to genetic disorders. Environmental factors are examined in relation to the
development of the individual, to intelligence and to the effects of maturation of the individual on
learning processes. The influence of the environment on learning is explored by considering the
effects of experience on behaviour and the role of memory in these processes. The ability to
communicate verbally is explored to show its potential to modify behaviour. Interactions between
individuals or between groups of individuals modify behaviour patterns and these interactions are
explored by reference to infant attachment, social facilitation, deindividuation and social influences.
Although the unit considers only a few of the many influences on human behaviour at the individual
and group level, it is hoped that this will stimulate in candidates a critical awareness of their own
behaviour. Candidates should understand that this individual behaviour, which is dependent on the
genome, has been modified by social interactions and environmental factors and that both of these,
although constantly changing, will continue to affect their behaviour patterns in the future. It is
important for candidates to be aware of the effects of technology on this process. Social interactions
have been increased by travel, the written word and the introduction of advanced communication
technologies.
All living species are subject to processes which can limit their abundance. These processes include
predation and other causes of mortality, such as shortage of food and, to a lesser extent, disease.
Relatively recently, in a geological timescale, the human species effectively overcame predation and
acquired the ability to increase food supply, with the consequence that population numbers are now
rising exponentially. One interpretation of these events could be that mechanisms limiting abundance
no longer apply to the human species as a whole. The other is that human populations are still subject
to population regulatory processes and that the time may be approaching when these processes will
begin to exert their effects globally. It is clear that, whereas the biological mechanisms determining
abundance are exerted on all species, the responses to them by the human species involve
technological mechanisms which result in ever greater manipulation of the natural environment.
The unit examines the growth of human populations and explores some of its causes, potential
limitations, consequences and possible solutions. It also examines some of the limiting factors, such
as food and water availability, and disease. The effects of changes in these limiting factors,
particularly as they affect child mortality in different populations, are analysed. Finally, the unit deals
with the environmental effects of maintaining a high population but avoids, as far as possible, those
environmental perturbations that are due to non-biological influences.
27

COURSE
Major issues are raised, particularly with regard to human population growth, to the consequences of
continued and unrestrained growth and to possible ways of controlling this growth. The approach
taken is scientific, with emphasis on the biology of the human species in relation to population
growth. Industrial pollution, although a major issue, is omitted. Nevertheless, an examination of the
environmental consequences of increasing food supplies for an ever-expanding population highlights
many problems about which candidates should be aware. Thus, the effects of chemical pollution
(fertilisers and pesticides), atmospheric pollution through excess carbon dioxide and methane
production (burning of fossil fuels and animal husbandry) and desertification (deforestation and water
cycles) are all embraced by this unit.
Candidates should have a clear understanding of the following content areas from Standard Grade
Biology:
Topic 1
Topic 2
Topic 3
Topic 5
The Biosphere: population regulation; nutrient cycles; pollution.

The World of Plants: ecosystems.
Animal Survival: behavioural responses of animals to their environment.
The Body in Action: structure and function of the central nervous system and its sensory
receptors.
Topic 7 Biotechnology: genetic engineering.
Alternatively, candidates should have achieved the units: Living Cells (Int 2), Environmental Biology
and Genetics (Int 2) and Animal Physiology (Int 2).
28

Unit 3: Behaviour, Populations and Environment (H)
CONTENT
a)
NOTES
LEARNING ACTIVITIES
Nervous system and memory

Structure and function of the nervous system and its
role in memory:
i
The brain
Large size of the human brain.
In relatively recent evolutionary times there has been an

exponential increase in human brain capacity. It is the
large size of the human brain which gives humans a unique
place in the animal world.
The cerebrum and its convoluted surface.
The convoluted surface of the cerebrum allows an

increased number of cell bodies to be located on the
surface of the cerebrum, maximising the potential for
interconnections between neurones. Candidates are not
required to know the names or exact locations of the
various areas of the cerebrum; it is sufficient to know that
they exist as discrete areas.
Localisation of function in discrete areas and the

function carried out.
Mention should be made of the existence of

somatosensory, motor, visual, auditory, language and
association areas in the cerebrum, but only to stress the
significance of their localisation and of interconnections
between them. Attention should be drawn to the
relationship between the large size of the part of the motor
area devoted to the hands and lips and the degree of fine
motor control.
The relationship between the size of a discrete

area and the function carried out.
Examine data on clinical observations of brain injuries and

lesions, EEGs, brain scans and split brain studies as
evidence of the localisation of brain functions.
29

CONTENT
NOTES
LEARNING ACTIVITIES
The importance of the corpus callosum in

transferring information between the two
hemispheres.
ii Organisation of the nervous system
Division into central and peripheral nervous
systems. Division into somatic and autonomic
nervous systems (sympathetic and
parasympathetic).
In examining the nervous system, emphasis has been

placed on those aspects which are of particular relevance
to the human species. A brief introduction outlining the
structural division of the central and peripheral systems
and the functional division of somatic and autonomic
systems is all that is required. Candidates should be aware
that the sympathetic and parasympathetic systems are
often antagonistic. Suitable examples to illustrate the
arousal influence of the sympathetic system are its effects
on heartbeat, blood distribution and perspiration. The
effect of the parasympathetic system on these functions
demonstrates its role in conserving and protecting bodily
resources.
Functions of dendrites, cell body, axons and

myelin sheath. The continuing post-natal
development of myelination.
Details of the nature of the nerve impulse or the nodes of

Ranvier are not required. The mechanism of myelination
by Schwann cells should not be covered but consequences
of myelination on the speed of transmission of impulses
should be stressed, with particular reference to post-natal
development.
Examine suitable slides and photomicrographs of

dendrites, cell body, axon and myelin sheath.
30

CONTENT
NOTES
LEARNING ACTIVITIES
Chemical transmission at the synapse by

neurotransmitters. The need for removal of
neurotransmitters. Excitatory and inhibitory
signals.
Candidates should be aware that as well as transmitting

impulses, synapses can filter out weak stimuli arising from
insufficient secretion of transmitter. Acetylcholine is a
suitable example of a neurotransmitter which is removed
by enzymic degradation. Noradrenaline is an example of a
neurotransmitter removed by reabsorption. Candidates
should be aware that it is the receptors (not the transmitter)
that determine whether a signal is excitatory or inhibitory.
Converging and diverging neural pathways.

Plasticity of response of the nervous system.
Converging and diverging neural pathways should be

studied to demonstrate the complex interactions of the
nervous system. The role of diverging neural pathways in
bringing about fine motor control should be studied. The
role of converging neural pathways from rod cells in the
retina in bringing about light sensitivity should be studied.
The plasticity of response of the neural system can be
investigated to show the suppression of reflexes or sensory
impulses by converging neural pathways.
Carry out an investigation into the ability of the brain to

suppress reflexes or sensory impulses.
The limbic system is thought to be the part of the brain

involved in memory.
Examine audio-visual material or data on amnesiac studies

which demonstrate different types of memory.
iii Memory
Localisation of memory in the brain.
The processes of encoding, storage and retrieval.
Design and carry out an investigation to determine the

memory span for letters or numbers.
31

CONTENT
NOTES
Short-term memory.
The increase in memory span by chunking.
Transfer of information between short and longterm memory.
Information is encoded into memory from images such as

visual images and sounds. Short-term memory has a
limited capacity to store items of information (known as
memory span). Information is transferred from short-term
memory to long-term memory as a result of rehearsal,
organisation and by the elaboration of meaning. The serial
position effect. Retrieval from long-term memory is aided
by the use of contextual cues which relate to the method of
coding.
The evidence for a molecular basis for memory.
LEARNING ACTIVITIES
Carry out an investigation on increasing the memory span
of short-term memory by chunking.
Carry out an investigation on the serial position effect.

Carry out an investigation on the factors which improve
retrieval from long-term memory.
The loss of acetylcholine-producing cells of the limbic

system in Alzheimers disease, which is characterised by
memory loss, provides evidence that acetylcholine is
involved in linking neurones to form memories. That the
neurones in the limbic system are rich in one particular
receptor known as NMDA suggests that this substance also
has a role in memory storage.
32

CONTENT
b)
NOTES
LEARNING ACTIVITIES
Behaviour
1 Factors influencing the development of

behaviour
Maturation
Constancy of sequencing in maturation.
The sequence of development leading to
walking in infants.
ii Inheritance
Inherited conditions that affect the

development of the nervous system.
All aspects of development, including behaviour, are

influenced by maturation, inheritance and environment. It
is impossible to identify behaviours which are influenced
by only one of these factors, although the development of
some behaviours may be more strongly influenced by one
factor than by others.
Maturation should be viewed as an inherited sequence of
developmental stages, the rate of which may be limited or
enhanced by genetic or environmental factors. The stages
of motor development in walking are a clear example of
development in which maturation is a major influence.
They also demonstrate the relationship between the
development of the nervous system (particularly nerve
myelination) and behaviour.
Examine data or audio-visual material on the sequence of

development in walking, speech and cognitive abilities.
Inherited factors can determine the potential for

behavioural development.
PKU and Huntingtons chorea are examples of inherited
disorders which can affect the nervous system and thus
affect behaviour.
Examine data on the effects of PKU and Huntingtons

chorea on the nervous system and behaviour.
33

CONTENT
NOTES
LEARNING ACTIVITIES
iii Environment
The value of twin studies in investigating the
influence of the environment on behaviour.
iv The inter-relationship between maturation,

inheritance and the environment
Influences on the development of intelligence.
The influence of the environment (including experience) is

considered further in Communication and Social
Behaviour. Programmes to accelerate the age at which
infants walk illustrate the effect of the environment on
development and how it is limited by the process of
maturation. Twin studies are useful in demonstrating the
influence of the environment as it is assumed that the
genetic and maturation factors will be the same for
identical twins.
Examine data on twin studies which demonstrate the

influence of genetic and environmental factors.
All behaviours are influenced by a combination of

maturational, inherited and environmental factors. The
development of intelligence demonstrates the influence of
the combined effects of maturation, polygenic inheritance
and environmental factors.
Intelligence should be regarded as a wide range of
intellectual skills which cannot be measured merely by IQ
tests. Evidence of genetic and environmental influences
on intelligence should emphasise the difficulty of
separating these influences due to the uncontrolled nature
of environmental factors and to natural genetic variation.
34

CONTENT
2 Communication and social behaviour
LEARNING ACTIVITIES
The modification of behaviour should be introduced by

relating it to the nervous system. The nervous system
detects information; a decision is then based on this
information modified if necessary by previous experience.
This results in the behaviour shown.
The effect of infant attachment

The long period of dependency providing
opportunities for learning.
The importance of infant attachment in the
development of later social development and
competence.
ii
NOTES
The human has a long period of dependency upon adult

members of the species. During the early part of this
period, critical stages of development must take place to
allow later development of communication and other
social skills. This long period of dependency also provides
considerable time for learning to occur.
The effect of communication
Much of human behaviour is unique because of the ability

to communicate through language.
The importance of non-verbal communication

in parent-infant bonding and in adult
communication.
Non-verbal communication is important in the formation

of relationships between parents and their children. Nonverbal communication can signal attitudes and emotions
between individuals as well as acting as an aid to verbal
communication. Specific examples such as smiling,
winking and folding arms should be discussed.
The use of language (both written and

spoken) to convey information.
Language uses symbols to represent information and

enables it to be organised into categories and hierarchies.
This allows the transfer of information, thus accelerating
learning and intellectual development.
Examine data/audio-visual material on the effect of

deprivation/social isolation in infancy.
Observe and discuss non-verbal communication.
35

CONTENT
iii
NOTES
LEARNING ACTIVITIES
The effect of experience
The effect of practice on motor skills.
The repeated use of a motor skill results in a motor

pathway being established. This motor memory is seen,
for example, in the skills of riding a bike or driving a car.
Design and carry out an investigation on learning using a

finger maze.
Imitation.
A great deal of human behaviour is learned by observing

and imitating the behaviour of others. This is often a
preferred means of learning and is used in training
situations.
Design and carry out an investigation on the speed of

performance of a task by following instructions and by
imitation.
Reinforcement, shaping and extinction of

behaviour as seen in trial and error learning.
The effect of cultural transmission is highly significant.

Behaviour patterns which have positive consequences for
the individual are likely to be repeated and so become
reinforced. Shaping is the rewarding of behaviour that
approximates to the desired behaviour. If behaviour
patterns are not rewarded, they are likely to disappear
(extinction). Rewarded behaviour, unrewarded behaviour
and shaping should be studied using examples from
learning in children.
Generalisation and discrimination.
Generalisation and discrimination may result in, for

example, a child who has been bitten by a dog to fear all
dogs (generalisation) or only responding with fear of large
dogs (discrimination).
36

CONTENT
iv
NOTES
LEARNING ACTIVITIES
The effect of group behaviour and social

influence
Social facilitation: increased performance in
competitive situations.
Deindividuation: loss of personal identity in a
group leading to diminished restraints on
behaviour.
Deindividuation is often used to explain the anti-social

behaviour of some groups which would not be shown by
individuals from these groups on their own.
Influences that change beliefs: internalisation

- changing beliefs as a result of persuasion;
identification - changing beliefs to be like an
admired influencing source.
Much of drug education and advertising is designed to

change behaviour by influencing through persuasion or by
identifying with individuals who are respected or admired.
Examine and discuss strategies used in drug education and

advertising.
37

CONTENT
c)
NOTES
LEARNING ACTIVITIES
Population growth and the environment

1
Population change
i
Human population growth

Pre-history of modern man.
Growth of world population to the end of

the twentieth century demonstrating the
change from a period of stability to
exponential growth.
Demographic trends in developed and
developing countries.
Factors which may explain exponential

growth of populations:
overpredation
increasing food availability
reduction in child mortality
increase of life expectancy and the
consequences of female fecundity.
ii
Candidates should understand the concepts of population

abundance and regulation as they apply to a non-human
vertebrate. They should understand that human
populations are also regulated but that carrying capacity
has increased and has yet to reach a new level. Candidates
should be aware of the main events in the cultural
evolution of modern man and be able to compare this with
extant examples of pre-industrial cultures. Special
mention should be made of the importance for population
growth of survival to reproductive age through
improvements in child care and vaccination programmes
to control childhood diseases. When examining other
ways in which the normal constraints on population
abundance could be circumvented, reference should be
made to the effects that changes in cultural habits, such as
curtailment of prolonged suckling of infants (which can
postpone conception), and extended fertility, with
increasing lifespan and early puberty, can have on
population growth.
Obtain and present information on human population

density in various undeveloped societies.
View and discuss audio-visual material on contemporary
non-industrial cultures.
Obtain and present information on population growth.
Interpret population pyramids, comparing potential for

population growth in a developed and a developing
country.
Use a computer simulation to investigate the effect of
adjusting variables on population growth.
Population control through birth rate

reduction and the effect on population
increase
38

CONTENT
NOTES
LEARNING ACTIVITIES
2 Population limiting factors

i
Food supply
Candidates should understand the potential populationlimiting effects of food, water and disease on human
populations, by reference to examples of other vertebrate
populations.
Consequences of increasing demand for

agricultural land especially in developing
countries.
The effect of land-use changes on natural succession in

developed countries should be explained and candidates
should be able to relate this to similar changes taking place
now in developing countries. The extent of losses of forest
to agriculture and for fuel should be highlighted and the
consequences of non-renewal made clear.
Purpose and impact of fertiliser, herbicide,

fungicide and pesticide use.
The ways in which the human species has so far been able
largely to circumvent the effects of food shortages by
increasing food supply through the use of fertilisers and
other chemicals should be set in the context of increasing
aquatic pollution.
Analyse data on the effect of pesticides or fertilisers.
Increasing food production by selective plant

breeding and genetic manipulation.
Effects of food shortage: malnutrition and
starvation.
View and discuss suitable audio-visual data.
ii Water supply
Meeting increased demand worldwide.
Discuss the biological implications of the increased

demand for water.
Unpredictability of supply due to climatic

changes and erosion.
39

CONTENT
Consequences of deforestation and marginalland farming practices for water supply cycle.
NOTES
LEARNING ACTIVITIES
Problems of providing secure drinking-water supplies in

the face of possible climatic change, landscape changes
and desertification should be considered. In presenting
water resource problems, reference should be made not
only to the failure of water supply through seasonal rain
failure, but also to the large and increasing demand for
water worldwide. Candidates should also be aware of the
threat to food supplies through marine pollution.
iii Disease
Regulatory effects of disease on populations.
Use of vaccines to control major childhood
diseases, eg measles, whooping cough.
Effects of improved hygiene and sanitation.
Disease control through improved living conditions and

health care programmes should be highlighted. In dealing
with disease, a comparison should be made between the
major epidemics of fatal diseases occurring in historical
times and the current situation where it may be argued that
such epidemics only occur on a smaller scale, due to
medical advances and the availability of organised
assistance through the WHO where serious life-threatening
outbreaks occur. It is nevertheless important to stress that
the common childhood diseases, as well as diseases such
as malaria, account for millions of childhood fatalities
each year.
Analyse data on the eradication of smallpox.

Obtain and present information on the use of vaccines.
40

CONTENT
NOTES
3 Population effects on the environment

i
LEARNING ACTIVITIES
Carry out a case study of one of the population effects
(disruption of food web, nitrogen cycle, carbon cycle).
Disruption of food webs

Effects of chemicals (agricultural and other)
on wildlife.
Candidates should be made aware of the benefits and

disadvantages of using chemicals to enhance food
production, particularly in the context of induced
instability of ecosystems by loss of species. This
consideration can be linked to the other aspect of chemical
use, which is the polluting effects of excess nitrogen and
phosphorus.
Loss of complexity leading to instability.

ii
Disruption of nitrogen cycle

Algal blooms in marine and freshwater
environments.
Inadequate sewage treatment.
Carry out an investigation into the effect of specific

chemicals on plant populations.
The serious problem of sewage disposal in expanding
populations should be emphasised and solutions to this
problem discussed.
Contamination of drinking water supplies

by nitrates and nitrites.
41

CONTENT
iii
NOTES
LEARNING ACTIVITIES
Disruption of carbon cycle

Reasons for global increase in carbon
dioxide and methane levels.
The vast increase in carbon dioxide leading to the

greenhouse effect or global warming is an important and
complex issue which requires careful presentation. The
various sources of this carbon dioxide and the predictions
for the further increase in levels due to increasing world
population should be explained. Increases in methane
production, which is also a contributory factor in global
warming, should be highlighted.
Rise in sea level.
The consequences of increasing temperatures, ie, climatic

change and rising sea levels, may be discussed in terms of
the implications of loss of land and potentially catastrophic
changes in habitat for food production and wildlife.
42
National Unit Specification: course details (cont)

COURSE
ASSESSMENT
To gain the award of the course, the candidate must achieve all the component units of the course as
well as the external assessment. External assessment will provide the basis for grading attainment in
the course award.
When units are taken as component parts of a course, candidates will have the opportunity to
demonstrate achievement beyond that required to attain each of the unit outcomes. This attainment
may, where appropriate, be recorded and used to contribute towards course estimates, and to provide
evidence for appeals. Further information on the key principles of assessment are provided in the
paper Assessment (HSDU, 1996) and in Managing Assessment (HSDU, 1998).
DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT

The external course examination will sample across all of the unit outcomes and achievement will be
graded on the basis of cut-off scores.
The assessment of knowledge and understanding, problem solving and practical abilities will be based
upon the course content described for the three units:
Cell Function and Inheritance (H)

The Continuation of Life (H)
Behaviour, Populations and the Environment (H).
The content contexts of these units will be sampled equally in the course examination which will
include familiar contexts as well as contexts which are less familiar and more complex than in the unit
assessments. While there are no compulsory practicals for the purposes of external assessment, there
will be questions set in the examination on practical work in contexts less familiar to candidates.
The examination will consist of one paper of 2 hours 30 minutes with a total of 130 marks. The paper
will consist of three sections:
Section A
This section will contain 30 multiple choice questions. Between 9 and 11 of these will test problem
solving and practical abilities, the remainder will test knowledge and understanding. Section A will
have an allocation of 30 marks. Candidates will be expected to answer all the questions.
Section B
This section will contain structured questions and data handling questions with an allocation of 80
marks. Between 25 and 30 marks will test problem solving and practical abilities, the remainder will
test knowledge and understanding. Candidates will be expected to answer all the questions.
43

COURSE
Section C
This section will consist of four extended response questions to test the candidates ability to select,
organise and present relevant knowledge. Section C will have an allocation of 20 marks and will
include:
two structured extended response questions each with an allocation of 10 marks. Candidates will
be expected to answer one of these questions. Marking schemes for these questions will be
similar to current practice for essay questions
two open extended response questions for 10 marks (1 mark for relevance, 1 mark for coherence
and 8 marks for knowledge and understanding). Candidates will be expected to answer one of
these questions.
GRADE DESCRIPTIONS
Grade description for C
Candidates at Grade C will have demonstrated success in achieving the component units of the
course. In the course assessment candidates will generally have demonstrated the ability to:
retain knowledge and skills over an extended period of time

integrate knowledge and understanding, problem solving and practical abilities acquired across
component units
apply knowledge and understanding, problem solving and practical abilities in contexts similar to
those in the component units.
Grade description for A

In addition, candidates at Grade A will generally have demonstrated the ability to:
retain an extensive range of knowledge and skills over an extended period of time
integrate an extensive range of knowledge and understanding, problem solving and practical
abilities acquired across component units
apply knowledge and understanding, problem solving and practical abilities in contexts less
familiar and more complex than in the component units.
Testing for the course outcomes

The following gives advice on how these outcomes will be assessed in the course assessment.
Knowledge and understanding
Candidates should be tested on their ability to recall learning and understand facts and principles
detailed in the content statements and supplementary notes in the content tables in the course
specification.
44

COURSE
Problem solving and practical abilities

Questions relating to each of the following points will be included in the course examination in order
to test the candidates ability to:
1. Select relevant information from texts, tables, charts, keys, graphs and/or diagrams.
2. Present information appropriately in a variety of forms, including written summaries, extended
writing, tables and/or graphs.
3. Process information accurately using calculations where appropriate. Calculations to include
percentages, averages and/or ratios. Significant figures and units should be used appropriately.
4. Plan and design experimental procedures to test given hypotheses or to illustrate particular effects.
This could include identification of variables, controls and measurements or observations
required.
5. Evaluate experimental procedures in situations that are unfamiliar, by commenting on the purpose
of approach, the suitability and effectiveness of procedures, the control of variables, the
limitations of equipment, possible sources of error and/or suggestions for improvement.
6. Draw valid conclusions and give explanations supported by evidence. Conclusions should include
reference to the overall pattern to readings or observations, trends in results or comment on the
connection between variables and controls.
7. Make predictions and generalisations based on available evidence.
Complexity of data
The following advice is intended as general guidelines in setting the complexity of data to be used in
problem solving questions.
At Higher, typically two sources of data (text, tables, charts, keys, diagrams or graphs) should be
provided from which the problem has to be solved. It is, however, recognised that extracting data
from one source could be more demanding than extracting data from two sources for example,
depending upon the nature of the data.
Where there are not two separate sources of data, the provided data should normally have two to three
patterns, trends, conditions, variables or sets of results from which information has to be selected and
presented, or which have to be used as sources of evidence for conclusions, explanations, predictions
or generalisations. The analysis of data should involve comparisons between two or more of these
sets of data.
The planning, designing and evaluation of experimental procedures should involve one to two of the
following: purpose, one or two treatments, adequate controls, limitations of equipment, sources of
error, and possible improvements as appropriate.
45

COURSE
DETAILS OF THE INSTRUMENTS FOR INTERNAL ASSESSMENT

Outcomes 1 and 2
Outcomes 1 and 2 for each unit are assessed by a single holistic closed-book test with questions
covering all the performance criteria for knowledge and understanding and problem solving. The
ratio of the marks allocated to Outcomes 1 and 2 is 3: 2.
Evidence requirements for Outcome 3
A report of one experimental activity is required covering all the performance criteria set out in the
unit specifications.
Candidates are only required to produce one report for Outcome 3 which relates to the contents and
notes specified for Higher Human Biology. This report can then be used as evidence for Outcome 3
for all of the units of the course.
APPROACHES TO LEARNING AND TEACHING

Suggestions for appropriate learning activities are contained in the tables of course content. An
investigative approach should be taken to the learning and teaching of biology. Such an approach not
only draws heavily on experimental work but should provide opportunities to develop individual and
group research using a variety of resources alongside the more traditional approaches of whole-class
teaching.
Practical work should contain a balance of illustrative experimental work and investigative practical
work. Practical work can provide one way of delivering theoretical knowledge related to knowledge
and understanding performance criteria. Fieldwork can also provide an opportunity for practical
work, using first-hand experience of an ecosystem to develop knowledge and understanding and
problem solving. Practical investigations should be used to develop both problem solving and
practical skills and not just to provide reports for the purposes of internal assessment. For example,
investigative work provides opportunities to develop the problem solving performance criteria of
planning and designing an investigation and presents opportunities to make predictions and
generalisations which can then be tested in practical contexts.
Laboratory work should include the use of instrumentation and equipment that reflects current
scientific use. Opportunities should be taken to capture data through computer interfacing, data
loggers or videos. Such data may then be analysed by information technology (IT) or used for control
technology.
Use of the additional 40 hours
This time may be used:
to provide an introduction to the course and assessment methods

to allow more practical work to be undertaken by the candidates
for remediation of particular aspects of work in which candidates require to be re-assessed
for consolidation and integration of learning
to practice techniques in answering multiple choice questions
to develop extended response writing skills
46

COURSE
to practice applying knowledge and understanding, problem solving and practical abilities in
contexts more complex than in the units
to complete Outcome 3 reports.
SPECIAL NEEDS
This course specification is intended to ensure that there are no artificial barriers to learning or
assessment. Special needs of individual candidates should be taken into account when planning
learning experiences, selecting assessment instruments or considering alternative outcomes for units.
For information on these, please refer to the SQA document Guidance on Special Assessment
Arrangements (SQA, 2001).
47
National Unit Specification: general information

UNIT
Cell Function and Inheritance (Higher)
NUMBER
D043 12
COURSE
SUMMARY
The unit seeks to develop knowledge and understanding, problem solving and practical abilities
related to the role of enzymes in cell metabolism, protein synthesis, energy transfer, cell transport,
cellular response in defence and inheritance. This is a component unit of Higher Human Biology.
OUTCOMES
1
2
3
Demonstrate knowledge and understanding related to cell function and inheritance.

Solve problems related to cell function and inheritance.
Collect and analyse information related to Higher Human Biology obtained by experiment.
RECOMMENDED ENTRY
Entry to this unit is at the discretion of the centre. However, it would be an advantage if the candidate
had attained one of the following:
Standard Grade Biology with Knowledge and Understanding and Problem Solving at
grades 1 or 2
In particular, candidates should have a clear understanding of the Standard Grade Biology topics of
carbohydrates, proteins, fats, cell structure, cell respiration, osmosis, enzymes, the nature of microbes
and the action of antibiotics. Alternatively, candidates should have achieved the units: Living Cells
(Int 2) and Environmental Biology and Genetics (Int 2).
Superclass:
RH
Publication date:
June 2002
Source:
Version:
05

Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each
unit specification is 2.50 (minimum order 5).
48
National Unit Specification: general information (cont)

UNIT
CREDIT VALUE
1 credit at Higher.
CORE SKILLS
date.
Human Biology: Unit Specification Cell Function and Inheritance (H)
49
National Unit Specification: statement of standards

UNIT
Acceptable performance in this unit will be the satisfactory achievement of the standards set out in
this part of the unit specification. All sections of the statement of standards are mandatory and cannot
be altered without reference to the Scottish Qualifications Authority.
OUTCOME 1
Demonstrate knowledge and understanding related to cell function and inheritance.
Performance criteria
(a) The role of enzymes is described correctly in relation to cell metabolism.
(b) Protein synthesis is described correctly in terms of protein structure and function, and the role of
DNA, RNA and cellular organelles.
(c) Energy transfer is described correctly in relation to the role and production of ATP.
(d) Cell transport is described correctly in terms of the structure and function of membranes, and the
absorption and secretion of materials.
(e) Cellular response in defence is described correctly in relation to humans.
(f) Inheritance is described correctly in terms of chromosomes as vehicles of inheritance,
monohybrid inheritance, and mutations and chromosome abnormalities.
Evidence requirements
Evidence of an appropriate level of achievement must be generated from a closed-book assessment
with items covering all the above performance criteria.
OUTCOME 2
Solve problems related to cell function and inheritance.
(a) Relevant information is selected and presented in an appropriate format.
(b) Information is accurately processed, using calculations where appropriate.
(c) Conclusions drawn are valid and explanations given are supported by evidence.
(d) Experimental procedures are planned, designed and evaluated appropriately.
(e) Predictions and generalisations made are based on available evidence.
Evidence of an appropriate level of achievement must be generated from a closed-book test with items
covering all the above performance criteria and with problems in the context of the role of enzymes in
cell metabolism, protein synthesis, energy transfer, cell transport, cellular response in defence or
inheritance.
50
National Unit Specification: statement of standards (cont)

UNIT
OUTCOME 3
(a) The information is collected by active participation in the experiment.
(b) The experimental procedures are described accurately.
(c) Relevant measurements and observations are recorded in an appropriate format.
(d) Recorded experimental information is analysed and presented in an appropriate format.
(e) Conclusions drawn are valid.
(f) The experimental procedures are evaluated with supporting argument.
A report of one experimental activity is required, covering the above performance in relation to the
contents and notes specified for Higher Human Biology.
The teacher/lecturer responsible must attest that the report is the individual work of the candidate
derived from active participation in an experiment involving the candidate in planning the experiment;
deciding how it is managed; identifying and obtaining the necessary resources, some of which must
be unfamiliar; and carrying out the experiment. Depending on the activity, the collection of the
information may be group work.
Evidence submitted in support of attainment of PC (d) must be in the format of a table or graph(s) as
appropriate. Conclusions drawn should be justified by reference to supporting evidence.
The evaluation should cover all stages of the experiment, including the initial analysis of the situation
and planning and organising the experimental procedure.
51
National Unit Specification: support notes

UNIT
This part of the unit specification is offered as guidance. The support notes are not mandatory.
While the time allocated to this unit is at the discretion of the centre, the notional design length is 40
hours.
GUIDANCE ON THE CONTENT AND CONTEXT OF THIS UNIT

Outcome 1
The role of enzymes in cell metabolism
a)
i Catalytic activity.
Enzymes as catalysts within and outwith the cell in biochemical pathways.
Inborn errors of metabolism involving absence of enzymes.
ii Factors affecting enzyme activity.
The effects of various factors on enzyme activity to include inhibition, substrate
concentration and enzyme concentration.
Activation of enzymes by mineral ions, vitamins and other enzymes.
b)
Protein synthesis
1 Protein structure and function
i The structure of protein.
ii A brief mention of the many functions of proteins to include: enzymes, some hormones,
muscular contraction, transport of substances, antibodies and structural proteins.
2 Role of DNA, RNA and cellular organelles
i Deoxyribonucleic acid (DNA): structure, in particular the double helix; nucleotides and
bases; pairing of named bases.
ii Ribonucleic acid (RNA): single strand structure; the replacement of thymine with uracil
and of deoxyribose with ribose; the functions of mRNA and tRNA in the synthesis of
proteins; triplet code; codons and anti-codons.
iii The structure and role of the nucleus and nucleolus in RNA synthesis and transport.
iv Ribosomes: their distribution within the cell and function in protein synthesis.
c)
Energy transfer
The role and production of adenosine triphosphate (ATP)
i ATP as a means of transferring chemical energy
Regeneration of ATP from ADP and inorganic phosphate (Pi).
ii Glycolysis: the breakdown of glucose to pyruvic acid with a net production of ATP in the
cytoplasm.
iii Krebs (citric acid, tricarboxylic acid) cycle and cytochrome system. The location of these
reactions within the cristae and matrix of the mitochondrion.
Relationship of folding of inner membrane to activity of mitochondrion.
The production of ATP, carbon dioxide, hydrogen and reduced co-enzyme.
iv The distinction between anaerobic and aerobic phases of respiration with reference to
location, level of ATP produced and final metabolic products.
v Carbohydrates, lipids and proteins as sources of energy within the cell.
A brief mention of the many roles of lipids within the body to include energy store, heat and
nerve insulation, fat pads on feet and hands, vitamin transport and hormones.
52
National Unit Specification: support notes (cont)

UNIT
d)
Cell transport
1 Structure and function of membranes
i Structure and function of membranes as described in the fluid mosaic model.
ii Functions of lipids and proteins within the membrane.
iii Rough and smooth endoplasmic reticulum and Golgi apparatus in the metabolism and
transport of substances for export from the cell.
2 The absorption and secretion of materials
i Diffusion and osmosis.
The need for a constant environment within the cell and the role of the cell membrane in
maintaining this environment.
ii Endocytosis and exocytosis.
iii Active transport.
The function of the cell membrane in relation to selective ion uptake and release of
chemicals.
e)
Cellular response in defence

i Recognition of self and non-self antigens as in ABO blood group system.
ii Production of antibodies and the role of blood cells.
Production of humoral antibodies by B-lymphocytes.
Cell-mediated response by T-lymphocytes.
iii The function of macrophages.
Phagocytosis and the function of lysosomes.
iv Immunity.
Innate immunity.
Acquired immunity: natural and artificial.
Active and passive immunity.
Autoimmunity and allergy.
v The nature of viruses and their invasion of cells.
Alteration of cell instructions to produce more viruses.
f)
Inheritance
1 Chromosomes as vehicles of inheritance.
i Genes as regions of chromosomal DNA.
ii DNA replication, its importance and its relationship to nuclear division.
ii The normal chromosome complement, homologous pairs, autosomes and sex
chromosomes.
iv Outline of meiosis and its significance in the production of haploid gametes.
v The contribution of independent assortment of chromosomes and crossing over to
variation in gametes.
vi Establishment of the diploid chromosome number at fertilisation and possible variety of
genotype.
2 Monohybrid inheritance
i The pattern of inheritance of a pair of alleles where one is dominant and one is recessive.
ii The effects of alleles exhibiting dominance, co-dominance and incomplete dominance.
iii Possible combinations of multiple alleles.
iv Sex-linked inheritance and the effects of the presence of genes on the X-chromosome
and not on the Y-chromosome.
v Polygenic inheritance leading to characteristics with a normal pattern of distribution.
53

UNIT
3 Mutations and chromosome abnormalities

i Alteration of base type or sequence.
ii Non-disjunction and its effects on human karyotypes.
iii Genetic screening and counselling
The use of family histories in determining genotypes.
The use of karyotypes of fetal material where there is a possibility of genetic disorder.
Risk evaluation in cases of polygenic inheritance.
Post-natal screening for conditions which have a genetic basis.
Further detail is given in the supplementary notes in the course content section of the course
specification.
Outcome 2
Examples of learning activities which provide suitable contexts for the development of problem
solving skills include:
design and carry out an investigation to measure the effect of an inhibitor on enzyme activity
obtain information from a variety of sources on the nature of DNA and RNA and their roles in
protein synthesis
examine and interpret data on the selective uptake and release of chemicals by cells
examine data on ABO blood grouping and interpret this data to explain transfusion
incompatability
obtain and present information on tissue transplantation
obtain and present information on the way the HIV 1 (Human Immunodeficiency Virus) disrupts
the mechanisms of the immune system
obtain and present data on the spread of a variety of viral diseases, their history and prevention
obtain and present information on genetic fingerprinting
calculate the answers to genetic problems using examples such as: tongue rolling and Rhesus Dantigen; MN blood groups and sickle cell anaemia; ABO blood groups
obtain and present information on a condition such as sickle cell anaemia or cystic fibrosis
obtain and present information on phenylketonuria (PKU).
Outcome 3
Suitable experiments in the context of this unit include:
the effect of enzyme concentration on enzyme action

dehydrogenase activity in yeast
tests for carbohydrates
the chemical nature of the plasma membrane
inhibition of catechol oxidase by lead.
Candidates or centres could devise other appropriate experiments in the context of the role of enzymes
in cell metabolism, protein synthesis, energy transfer, cell transport, cellular response in defence or
inheritance.
The experiments chosen should allow all the performance criteria for this outcome to be achieved
within any single report.
54

UNIT
GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

Details of suitable approaches are detailed in the course specification.
GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

It is recommended that a holistic approach is taken to assessment, eg Outcomes 1 and 2 could be
assessed by an integrated end of unit test with questions covering all the performance criteria for
knowledge and understanding and problem solving.
Outcome 2
Test items should be constructed to allow candidates to generate evidence relating to the performance
criteria as follows:
(a) Selecting and presenting information:
sources of information to include: texts, tables, charts, graphs and diagrams
formats of presentation to include: written summaries, extended writing, tables and graphs
(b) Calculations to include: percentages, averages, ratios. Significant figures and units should be
used appropriately.
(c) Conclusions drawn should include some justification.
(d) Candidates could plan and design procedures to test given hypotheses or to illustrate particular
effects. This could include identification of variables, controls and measurements or
observations required. The evaluation of given experimental procedures may include situations
which are unfamiliar to candidates and could test the candidates ability to comment on the
purpose of approach or the suitability of given experimental procedures. Candidates could
comment on the limitations of the set-up, apparatus, suggested measurements or observations,
limitations of equipment, appropriateness of controls, sources of error and possible
improvements.
(e) Candidates could make predictions and generalisations from given experimental results or, given
situations, predict what the results might be.
Outcome 3
Type of experimental activity
The teacher/lecturer should ensure that the experimental activity to be undertaken in connection with
Outcome 3 affords opportunity for the candidate to demonstrate the ability to undertake the planning
and organising of an experimental activity at an appropriate level of demand. The activity must relate
to the course content and candidates should be made aware of the range of skills which must be
demonstrated to ensure attainment of Outcome 3.
55

UNIT
Assessment of Outcome 3
Candidates are only required to produce evidence of one Outcome 3 report in relation to the contents
and notes specified for Higher Human Biology. This report can then be used as evidence for
Outcome 3 for the other units of the course.
In relation to PC(a), the teacher/lecturer checks by observation that the candidate participates in the
collection of the experimental information by playing an active part in planning the experiment,
deciding how it will be managed, identifying and obtaining resources (some of which must be
unfamiliar to the candidate), and carrying out the experiment.
56

UNIT
Candidates should provide a report with an appropriate title.

performance criteria as follows:
(b) The experimental procedures
are described accurately.
The report should relate to the
A clear statement of the aim of the experiment.

A few brief concise sentences including as appropriate:
a labelled diagram or brief description of apparatus or

instruments used
how the independent variable was altered
control measure used
how measurements were taken or observations made.

There is no need for a detailed description. The use of the
impersonal passive voice is to be encouraged as an example of
good practice but this is not mandatory for meeting the
performance criteria.
(c) Relevant measurements and

observations are recorded in
an appropriate format.
Readings or observations (raw data) must be recorded in a clear

table with correct headings, appropriate units and results/
readings entered correctly.
(d) Recorded information is

analysed and presented in an
appropriate format.
Data should be analysed and presented in tabular, graphical

format or as a scatter diagram or equivalent, as appropriate:
for a tabular presentation this may be an extension of the

table used for PC (c) above, and must include: suitable
headings and units showing averages or other appropriate
computations
for a graphical presentation this must include: data presented

as a histogram, bar chart, connected points or line of best fit
as appropriate, with suitable scales and axes labelled with
variable and units and with data correctly plotted.
Conclusions should use evidence from the experiment and relate

back to the aim of the experiment. At least one of the following
should be included:
overall pattern to readings or observations (raw data)
trends in analysed information or results
(f) The experimental procedures

are evaluated with supporting
argument.
The evaluation could cover all stages of the activity including

preparing for the activity, analysis of the activity and the results
of the activity. The evaluation must include supporting argument
in at least one of the following:
effectiveness of procedures
control of variables
limitations of equipment
possible sources of error
possible improvements.
57

UNIT
The bullet points under each performance criterion give an indication of what should be addressed to
achieve a pass. The relevance of the bullet points will vary according to the experiment. These bullet
points are intended as helpful guidance. The decision of pass or fail is to be made by the professional
judgement of the presenting centre (subject to moderation) against the performance criteria. It is
appropriate to support candidates in producing a report to meet the performance criteria. Re-drafting
of a report after necessary supportive criticism is to be encouraged, both as part of the learning and
teaching process and to produce evidence for assessment. Redrafting and resubmission is only
required for the specific performance criterion identified in need of further attention ie the entire
report does not need to be rewritten.
Conditions required to complete the report
Candidates may complete their reports outwith class time provided reasonable measures are taken to
ensure that the report is the individual work of the candidate.
Teachers and lecturers may wish candidates to write up the report under their direct supervision so
that they can provide appropriate advice and support. However, they may feel confident that any
redrafting required need not be undertaken under such close supervision as it will be evident in the
candidates response that it is his or her unaided work. Under such circumstances it would be
acceptable for such redrafting to take place outwith class time.
Use of IT
Candidates may, if they wish, present their reports in a word-processed format. Candidates may use
Excel (or any other suitable data analysis software) when tackling Outcome 3. However, candidates
must not be given a spreadsheet with pre-prepared column headings nor formulae, as they are being
assessed on their ability to enter quantities and units into a table and to make decisions about
appropriate scales and labels on graph axes. The use of clip art or images captured by digital camera
may also be used in recording details of experimental methods.
Transfer of evidence
Candidates may transfer evidence for Outcome 3 from one level to the one below provided the
experiments are in the context of the course concerned.
Candidates, who are repeating a course, may carry forward evidence of an appropriate standard,
generated in a previous year.
SPECIAL NEEDS
This unit specification is intended to ensure that there are no artificial barriers to learning or
58

UNIT
The Continuation of Life (Higher)
NUMBER
D044 12
COURSE
SUMMARY
This unit seeks to develop knowledge and understanding, problem solving and practical abilities
related to reproduction, development, transport mechanisms, delivery of materials to cells, removal of
materials from the blood and regulating mechanisms. This unit is a component unit of Higher Human
Biology.
OUTCOMES
1
2
3
Demonstrate knowledge and understanding related to the continuation of life.

Solve problems related to the continuation of life.
Collect and analyse information related to the Higher Human Biology obtained by experiment.
Superclass:
RH
Publication date:
June 2002
Source:
Version:
05

59

UNIT
RECOMMENDED ENTRY
Standard Grade Biology with Knowledge and Understanding and Problem Solving at Credit
level
Intermediate 2 Biology
male and female reproductive systems, gametes, fertilisation and implantation, structure and function
of placenta, digestion and absorption in the gut, structure and function of the kidney, gas exchange in
the lungs and tissues, and the heart and blood circulatory systems. Alternatively, candidates should
have achieved the unit: Animal Physiology (Int 2).
CREDIT VALUE
1 credit at Higher.
CORE SKILLS
date.
Human Biology: Unit specification - The Continuation of Life (H)
60

UNIT
OUTCOME 1
Demonstrate knowledge and understanding related to the continuation of life.
(a) Reproduction is described correctly in relation to fertility and its control.
(b) Development is described correctly in relation to pre-natal and post-natal development of the
individual.
(c) Transport mechanisms are described correctly in relation to tissue fluid and lymph and the need
to circulate fluid in vessels.
(d) The delivery of materials to cells is described correctly in relation to oxygen and nutrients.
(e) The removal of materials from the blood is described correctly in relation to the role of the
liver, lungs and kidneys.
(f)
Regulating mechanisms are described correctly in relation to the principle of negative feedback.
covering all the above performance criteria.
OUTCOME 2
Solve problems related to the continuation of life.
covering all the above performance criteria and with problems in the context of reproduction,
development, transport mechanisms, delivery of materials to cells, removal of materials from the
blood or regulating mechanisms.
61

UNIT
OUTCOME 3
(f)
The experimental procedures are evaluated with supporting argument.
A report of one experimental activity is required, covering the above performance criteria in relation
to the contents and notes specified for Higher Human Biology.
Evidence submitted in support of attainment of PC(d) must be in the format of a table or graph(s) as
62

UNIT
hours.
GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNIT

Outcome 1
Reproduction
a)
1 Fertility and its control
i Structure and function of reproductive organs.
Structure of testes and ovaries and their function.
The contribution to fertilisation of the secretions of the prostate gland and the seminal
vesicles.
ii Hormonal control.
The influence of the pituitary hormones, follicle stimulating hormone (FSH) and
luteinising hormone (LH), on the testes and the ovaries.
The influence of testosterone on the testes.
The influence of the ovarian hormones, oestrogen and progesterone, on the uterus and the
pituitary.
Changes during the menstrual cycle and control of these changes through interaction of
hormones.
Continuous fertility in the male compared with cyclical fertility in the female.
iii Intervention in fertility.
Causes of infertility to include failure to ovulate, blockage of uterine tubes, failure of
implantation and low sperm counts.
Treatment of infertility to include fertility drugs, in vitro fertilisation and artificial
insemination.
The biological basis of contraception by calculation of fertile period and by hormonal
methods.
b)
Development
1 Pre-natal and post-natal development of the individual
i Intra-uterine development.
Cleavage, implantation and differentiation.
Monozygotic and dizygotic twins.
Exchanges between maternal and fetal circulations, including transfer of harmful
substances and pathogens.
Influence of the placental hormones progesterone and oestrogen, and of prolactin.
Effects of the fetus on the maternal immune system, as illustrated by Rhesus problems
and their solution.
ii Birth.
The role of oxytocin at birth and the use of artificial hormones in induction of birth.
Nutrition of the new-born.
iii The pattern of growth after birth.
The major stages of the growth curve, including changes in body proportions.
The role of growth hormone.
The major body changes in males and females at puberty.
Hormonal changes and development in males and females at puberty.
63

UNIT
c)
Transport mechanisms
1 Plasma tissue fluid and lymph and the need to circulate fluid in vessels
i The need for a transport system with vessels.
ii Tissue fluid and lymph.
The relationship of arterioles, capillaries, venules and lymphatic capillaries to the body
cells and tissue fluid.
The exchange of materials between arterioles, capillaries, venules and lymphatic
capillaries, body cells and tissue fluid.
iii The need to circulate fluid in vessels.
The heart; cardiac cycle; conducting system of the heart.
Blood pressure in different parts of the circulation.
Lymph circulation, lymph nodes.
d)
Delivery of materials to cells

Oxygen and nutrients
i Oxygen.
The affinity of haemoglobin for oxygen under different conditions.
The structure of red blood cells related to their function. The production and breakdown of
red blood cells.
ii Nutrients.
The absorption of nutrients.
The dual blood supply of the liver.
The role of the liver in carbohydrate, lipid and protein metabolism.
The fate of absorbed materials.
e)
Removal of materials from the blood

The role of the liver, lungs and kidneys
i The role of the liver.
Conservation of useful substances.
Detoxification of toxic materials.
Removal of bilirubin and its excretion into bile.
Production of urea.
ii The role of the lungs in the removal of carbon dioxide.
iii The role of the kidneys.
The mechanisms of kidney function, including ultrafiltration and reabsorption.
64

UNIT
f)
Regulating mechanisms
The principle of negative feedback control as illustrated by the following physiological
mechanisms:
i The control of heart rate: the effects of exercise on the cardiovascular and respiratory
systems.
ii Blood sugar: the roles of insulin, glucagon and adrenaline.
iii Temperature: the role of the hypothalamus as a temperature monitoring centre; nerve
communication between the hypothalamus and effectors; involuntary and voluntary
responses in temperature regulation and changes in the ability to control body temperature
as age increases.
specification.
Outcome 2
construct charts to illustrate the changes in the body during the menstrual cycle
obtain and present information on causes of infertility and their treatment
identify the fertile period from data on timing of menstruation, body temperature and cervical
mucus
obtain and present information on the effects on the embryo/fetus of harmful agents, eg rubella,
thalidomide, alcohol and heroin
analyse data on the effects of the Rhesus factor
analyse data to compare the composition of colostrum, breast milk and powdered cows milk
obtain and present information on organochlorines in breast milk
obtain and present information on the illicit use of testosterone in sport
calculate surface area to volume ratios
use nomograms to estimate surface area of the body
obtain and present information on coronary heart disease
interpret graphs of pressure changes in heart and blood vessels
analyse data from Hb/ O2 dissociation curves
analyse data on composition of plasma of hepatic artery, hepatic vein and hepatic portal vein
analyse data on glomerular filtrate, tubule fluid and urine composition and rates of production
analyse graphs showing distribution of blood to tissues at rest and during exercise
calculate cardiac output under different conditions
analyse glucose tolerance curves of normal and diabetic subjects.
Outcome 3
bile salts and lipase activity

testing artificial urine samples
body response to sudden heat loss.
65

UNIT
Candidates or centres could devise other appropriate experiments in the context of reproduction,
development, transport mechanisms, delivery of materials to cells, removal of materials from the
blood or regulating mechanisms.


Outcome 2
a)
b)
c)
d)
e)
Selecting and presenting information:
sources of information to include: texts, tables, charts, graphs and diagrams
formats of presentation to include: written summaries, extended writing, tables and graphs
Calculations to include: percentages, averages, ratios. Significant figures and units should be
used appropriately.
Conclusions drawn should include some justification.
Candidates could plan and design procedures to test given hypotheses or to illustrate particular
improvements.
Candidates could make predictions and generalisations from given experimental results or, given
66

UNIT
Outcome 3
Candidates are only required to produce one report for Outcome 3 in relation to the contents and notes
specified for Higher Biology. This report can then be used as evidence for Outcome 3 for the other
units of the course.
67

UNIT
Candidates should provide a report with an appropriate title. The report should relate to the performance

instruments used

impersonal passive voice is to be encouraged as an example of good
practice but this is not mandatory for meeting the performance
criteria.


table with correct headings, appropriate units and results/ readings
entered correctly.

appropriate format.
Data should be analysed and presented in tabular, graphical format

or as a scatter diagram or equivalent, as appropriate:
for a tabular presentation this may be an extension of the table
used for PC (c) above, and must include: suitable headings and
units showing averages or other appropriate computations
for a graphical presentation this must include: data presented as
a histogram, bar chart, connected points or line of best fit as

appropriate, with suitable scales and axes labelled with variable
and units and with data correctly plotted.

should be included:
(f)

preparing for the activity, analysis of the activity, and the results of
the activity. The evaluation must include supporting argument in at
least one of the following:
The experimental procedures

argument.
68

UNIT
ensure that the report is the individual work of the candidate.
Teachers/lecturers may wish candidates to write up reports under their direct supervision so that they
can provide appropriate advice and support. However, they may feel confident that any redrafting
required need not be undertaken under such close supervision as it will be evident in the candidates
response that it is his or her unaided work. Under such circumstances it would be acceptable for such
redrafting to take place outwith class time.
Use of IT
experiments are in the context of the course concerned.
Candidates, who are repeating a course, may carry forward evidence of an appropriate standard,
SPECIAL NEEDS
69

UNIT
Behaviour, Populations and the Environment (Higher)
NUMBER
D045 12
COURSE
SUMMARY
The unit seeks to develop knowledge and understanding, problem solving and practical abilities in the
context of the nervous system and memory, behaviour and population growth and the environment.
This is a component unit of Higher Human Biology.
OUTCOMES
1
2
3
Demonstrate knowledge and understanding related to behaviour, populations and the

environment.
Solve problems related to behaviour, populations and the environment.
Superclass:
RH
Publication date:
June 2002
Source:
Version:
05

70

UNIT
RECOMMENDED ENTRY
Standard Grade Biology with Knowledge and Understanding and Problem Solving at Credit level
behavioural responses of animals to their environment, structure and function of the central nervous
system and its sensory receptors, population regulation, nutrient cycles, pollution, ecosystems, and
genetic engineering. Alternatively, candidates should have achieved the units: Environmental Biology
and Genetics (Int 2) and Animal Physiology (Int 2).
CREDIT VALUE
1 credit at Higher.
CORE SKILLS
date.
Human Biology: Unit Specification Behaviour, Populations and the Environment (H)
71

UNIT
OUTCOME 1
Demonstrate knowledge and understanding related to behaviour, populations and the environment.
(a) The nervous system is described correctly in relation to its structure and function and its role in
memory.
(b) Behaviour is explained correctly in terms of the factors influencing the development of behaviour,
and communication.
(c) Population growth and the environment is described correctly in terms of population change,
population limiting factors and population effects on the environment.
covering all the above performance criteria.
OUTCOME 2
Solve problems related to behaviour, populations and the environment.
Evidence of an appropriate level of attainment must be generated from a closed-book test with items
covering all the above performance criteria and with problems in the context of the nervous system
and memory, behaviour and population growth and the environment.
72

UNIT
OUTCOME 3
(f) The experimental procedures are evaluated with supporting argument.
A report of one experimental activity is required, covering the above performance criteria in relation
to the contents and notes specified for Higher Human Biology.
Evidence submitted in support of attainment of PC(d) must be in the format of a table or graph(s) as
73

UNIT
hours.
GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNIT

Outcome 1
a) Nervous system and memory
Structure and function of the nervous system and its role in memory
i
The brain.
Large size of the human brain.
The cerebrum and its convoluted surface.
Localisation of function in discrete areas and the function carried out.
The relationship between the size of a discrete area and the function carried out.
The importance of the corpus callosum in transferring information between the two
hemispheres.
ii Organisation of the nervous system.
Division into central and peripheral nervous systems. Division into somatic and autonomic
nervous systems (sympathetic and parasympathetic).
Functions of dendrites, cell body, axons and myelin sheath. The continuing post-natal
development of myelination.
Chemical transmission at the synapse by neurotransmitters. The need for removal of
neurotransmitters. Excitatory and inhibitory signals.
Converging and diverging neural pathways. Plasticity of response of the nervous system.
iii Memory.
Localisation of memory in the brain.
The processes of encoding, storage and retrieval.
Short-term memory.
Transfer of information between short and long-term memory.
The evidence for a molecular basis for memory.
b)
Behaviour
1 Factors influencing the development of behaviour
i
Maturation.
Constancy of sequencing in maturation. The sequence of development leading to
walking in infants.
ii
Inheritance.
Inherited conditions that affect the development of the nervous system.
iii
Environment.
The value of twin studies in investigating the influence of the environment on
behaviour.
iv
The inter-relationship between maturation, inheritance and the environment.
Influences on the development of intelligence.
74

UNIT
2
c)

Communication and social behaviour
i
The effect of infant attachment.
The long period of dependency providing opportunities for learning.
The importance of infant attachment in the development of later social development
and competence.
ii
The effect of communication.
The importance of non-verbal communication in parent-infant bonding and in adult
communication.
The use of language (both written and spoken) to convey information.
iii
The effect of experience.
The effect of practice on motor skills.
Imitation.
Reinforcement, shaping and extinction of behaviour as seen in trial and error
learning.
Generalisation and discrimination.
iv
The effect of group behaviour and social influence.
Social facilitation: increased performance in competitive situations.
Deindividuation: loss of personal identity in a group leading to diminished restraints
on behaviour.
Influences that change beliefs: internalisation - changing beliefs as a result of
persuasion; identification - changing beliefs to be like an admired influencing source.
Population growth and the environment

1 Population change
i
Human population growth.
Pre-history of modern man.
Growth of world population to the end of the twentieth century demonstrating the
change from a period of stability to exponential growth.
Demographic trends in developed and developing countries.
Factors which may explain exponential growth of populations:
overpredation
increasing food availability
reduction in child mortality
increase of life expectancy and the consequences of female fecundity.
ii
Population control through birth rate reduction and the effect on population increase.
75

UNIT
Population limiting factors

i
Food supply.
Consequences of increasing demand for agricultural land especially in developing
countries.
Purpose and impact of fertiliser, herbicide, fungicide and pesticide use.
Increasing food production by selective plant breeding and genetic manipulation.
Effects of food shortage: malnutrition and starvation.
ii
Water supply.
Meeting long increased demand worldwide.
Unpredictability of supply due to climatic changes and erosion.
Consequences of deforestation and marginal-land farming practices for water supply
cycle.
iii
Disease.
Regulatory effects of disease on populations.
Use of vaccines to control major childhood diseases, eg measles, whooping cough.
Effects of improved hygiene and sanitation.
Population effects on the environment

i
Disruption of food webs.
Effects of chemicals (agricultural and other) on wildlife.
Loss of complexity leading to instability.
ii
Disruption of nitrogen cycle
Algal blooms in marine and freshwater environments.
Inadequate sewage treatment.
Contamination of drinking-water supplies by nitrates and nitrites.
iii
Disruption of carbon cycle
Reasons for global increase in carbon dioxide and methane levels.
Rise in sea level.
specification.
Outcome 2
design and carry out an investigation to determine the memory span for letters or numbers
design and carry out an investigation on learning using a finger maze
design and carry out an investigation on the speed of performance of a task by following
instructions and by imitation
obtain and present information on human population density in various undeveloped societies
obtain and present information on population growth
interpret population pyramids, comparing potential for population growth in a developed and a
developing country
analyse data on the effect of pesticides or fertilisers
analyse data on the eradication of smallpox
obtain and present information on the use of vaccines.
76

UNIT
Outcome 3
short-term memory span

the serial position effect
learning using a finger maze
the ability of the brain to suppress impulses
factors which improve retrieval from long-term memory
the speed of performance of a task by following instructions and by imitation
the effect of specific chemicals on plant populations.
Candidates or centres could devise other appropriate experiments in the context of the nervous system
and memory, behaviour and population growth and the environment.


Outcome 2
a)
b)
c)
d)
e)
f)
Selecting and presenting information:

Sources of information to include: texts, tables, charts, graphs and diagrams
Formats of presentation to include: written summaries, extended writing, tables and graphs.
Calculations to include: percentages, averages, ratios. Significant figures and units should be
used appropriately.
Conclusions drawn should include some justification.
Candidates could plan and design procedures to test given hypotheses or to illustrate particular
improvements.
77

UNIT
g)
Candidates could make predictions and generalisations from given experimental results or, given
Outcome 3
Candidates are only required to produce one report for Outcome 3 in relation to the contents and notes
specified for Higher Human Biology. This report can then be used as evidence for Outcome 3 for the
other units of the course.
78

UNIT
Candidates should provide a report with an appropriate title.

performance criteria as follows:
The report should relate to the


instruments used

impersonal passive voice is to be encouraged as an example of
good practice but this is not mandatory for meeting the
performance criteria.


table with correct headings, appropriate units and results/
readings entered correctly.

appropriate format.
Data should be analysed and presented in tabular, graphical

format or as a scatter diagram or equivalent as appropriate:
for a tabular presentation this may be an extension of the

table used for PC (c) above, and must include: suitable
headings and units showing averages or other appropriate
computations
for a graphical presentation this must include: data presented

as a histogram, bar chart, connected points or line of best fit
as appropriate, with suitable scales and axes labelled with
quantity and units and with variable correctly plotted.

should be included:
(f) The experimental procedures

argument.

preparing for the activity, analysis of the activity and the results
of the activity. The evaluation must include supporting argument
in at least one of the following:
79

UNIT
ensure that the report is one individual work of the candidate.
Teachers/lecturers may wish candidates to write up reports under their direct supervision so that they
can provide appropriate advice and support. However, they may feel confident that any redrafting
required need not be undertaken under such close supervision as it will be evident in the candidates
response that it is his or her unaided work. Under such circumstances it would be acceptable for such
redrafting to take place outwith class time.
Use of IT
experiments are in the context of the units concerned.
Candidates who are repeating a course, may carry forward evidence, of an appropriate standard,
SPECIAL NEEDS
80

BiologyHumanBiologyHigher PDF

Uploaded by

Copyright:

Available Formats

BiologyHumanBiologyHigher PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BiologyHumanBiologyHigher PDF

Uploaded by

Copyright:

Available Formats

HUMAN BIOLOGY

Fifth edition - published June 2002

NOTE OF CHANGES TO ARRANGEMENTS

Human Biology (Higher)

National Course Specification

National Unit Specification:

National Course Specification

Cell Function and Inheritance (H)

The Role of Enzymes in Cell Metabolism

Cellular Response in Defence

1 credit (40 hours)

The Continuation of Life (H)

Delivery of Materials to Cells

Removal of Materials from the Blood

1 credit (40 hours)

Scottish Qualifications Authority

Scottish Qualifications Authority 2002

National Course Specification (cont)

Human Biology (Higher)

COURSE STRUCTURE (cont)

Behaviour, Populations and the Environment (H)

1 credit (40 hours)

Human Biology: Higher Course

National Course Specification: course details

Human Biology (Higher)

Human Biology: Higher Course

National Course Specification: course details (cont)

Human Biology (Higher)

describe experimental procedures accurately

Human Biology: Higher Course

National Course Specification: course details (cont)

Human Biology (Higher)

UNIT 1: CELL FUNCTION AND INHERITANCE (H)

Animal Survival: carbohydrates; proteins; fats.

Human Biology: Higher Course

National Course Specification: course details (cont)

The role of enzymes in cell metabolism

ii Factors affecting enzyme activity

Activation of enzymes by mineral ions, vitamins

Human Biology: Higher Course

Candidates should know about the effects of temperature

Carry out an investigation on the effect of enzyme or

The study of the activation of enzymes should be restricted

National Course Specification: course details (cont)

Protein structure and function

The structure of protein

The structure of proteins should be given an elementary

A brief mention of the many functions of

The study of muscle proteins, actin and myosin, should

Examine slides of muscle fibres to observe striations.

Role of DNA, RNA and cellular organelles

Deoxyribonucleic acid (DNA): structure, in

Ribonucleic acid (RNA): single strand

Obtain information from a variety of sources on the nature

The structure and role of the nucleus and

Examine published electron micrographs of the nucleus

Human Biology: Higher Course

National Course Specification: course details (cont)

Ribsomes: their distribution within the cell