Year 3 and 4 topics for exam

Part 1: The Cell and its processes Part 6: Sensitivity, Response and Coordination

1.1 Cell structure 6.1 The Endocrine System

1.2 Movement of Substances 6.2 The Nervous System
1.3 Biological Molecules 6.3 The Eye
1.4 Enzymes
Part 7: Genetics
Part 2: Nutrition and transport in animals
7.1 Molecular Genetics
2.1 Human Digestive System 7.2 Cell Division
2.2 Human Circulatory System 7.3 Inheritance
7.4 Evolution
Part 3: Gas Exchange and Respiration
Part 8: Continuity of life
3.1 Gas exchange in Respiratory system
3.2 Respiration 8.1 Reproduction in Humans
8.2 Reproduction in Plants
Part 4: Nutrition and transport in
photosynthetic plants Part 9: Ecology

4.1 Nutrition in plants 9.1 Components of an ecosystem

4.2 Transport in plants 9.2 Energy Flow within an ecosystem
9.3Human impacts on the environment
Part 5: Homeostasis 9.4 Conservation of the environment

5.1 Homeostasis
5.2 Skin structure in relation to thermoregulation
5.3 Kidney Structure and Osmoregulation
5.4 Blood Glucose Regulation
Cell Pupils are expected to:
Structures
and Plant and Animal cells
Functions • identify from slides and diagrams - cell wall, cell membrane, nucleus, cytoplasm,
chloroplast, vacuoles, mitochondria, smooth ER, rough ER and Golgi body centrioles
and ribosomes.

• state the functions of cell wall, cell membrane, nucleus, cytoplasm, chloroplast,
vacuoles, mitochondria, smooth ER, rough ER, Golgi body, centrioles and ribosomes.

• compare and contrast the visible structural differences between animal and plant cells.

Specialised cells
• state the relationship between cell function and structure of specialised cells (e.g. root
hair cells, red blood cells, nerve cells, muscle cells, epithelial cells).

• describe that cells of multi-cellular organisms are organized into tissues, organs and
organ systems.

• explain the significance of division of labour and differentiation of cells in a multi-cellular

organism.

Prokaryotic & Eukaryotic cells

• define prokaryotic and eukaryotic cells.

• compare and contrast the structure of prokaryotic and eukaryotic cells.

Unicellular organisms
• compare and contrast the characteristics between unicellular Protozo (e.g. Amoeba) and
animal/plant cells.
Movement Pupils are expected to:
of
substance • define diffusion and osmosis and their importance in plants & animals.
s
• compare and contrast similarities & differences between them.
• define active transport and discuss its importance in plants and animals.
• define endocytosis, exocytosis and pinocytosis and state the importance of bulk
transport.
• describe the cell membrane structure as a phospholipid bilayer with hydrophobic and
hydrophilic components.
• describe the function of membrane proteins in the membrane in the movement of
certain substances across the cell membrane e.g. facilitated diffusion.
Biological Pupils are expected to:
Molecules
• describe the molecular structure and chemical elements which make up carbohydrates,
fats and proteins.
• give an account of hydrolysis and condensation reactions.
• describe the chemistry behind food tests for starch, glucose, protein and fats.
• describe how large molecules are synthesised from smaller basic units (glycogen from
glucose, polypeptides and proteins from amino acids, lipids from glycerol and fatty
acids).
• describe the role of water in living organisms.
Enzymes Pupils are expected to:

• state the properties of enzymes.

• describe the structure and function of enzymes.
• briefly explain enzyme action in terms of the ‘lock and key’ hypothesis and the induced
fit model.
• explain the mode of action of enzymes in terms of an active site, enzyme-substrate
complex, lowering of activation energy and enzyme specificity.
• name the different classes of enzymes (e.g. hydrolases) and examples of enzymes (e.g.
amylases, maltase, cellulase, pepsin, erepsin, trypsin and lipase).
• describe & explain the effects of temperature & pH on rate of enzyme activity
• describe & explain the effects of substrate & enzyme concentration limiting the rate of
enzyme activity
Human Pupils are expected to:
Digestive
System • describe the structure & functions of the digestive system and the associated organs.
• describe physical and chemical digestion, stating the substrate, end products and
enzymes.
• describe the structure of a villus, including the role of capillaries and lacteals in
absorption.
• describe how the small intestine is adapted for absorption.
• state the function of the hepatic portal vein as the route taken by most of the food
absorbed from the small intestine.
• state the role of the liver in assimilation i.e. metabolism of carbohydrate, fat & amino
acids.
• state the other roles of the liver in the breakdown of red blood cells and alcohol.
Human Pupils are expected to:
Circulator
y System • describe double circulation and its advantage in mammals
• state the components of blood and their functions
• identify red and white blood cells from microscopic slides and diagrams .
• relate the structure of arteries, veins and capillaries to their function .
• identify the 4 main blood vessels to and from the heart and lung.
• describe the structure of the heart in terms of the four chambers and valves of the
heart only.
• describe the transfer of materials between capillaries and tissue fluid.
• describe the function of the lymphatic system.
• describe the function of the heart in terms of muscular contraction and working of the
valves.
• outline the cardiac cycle in terms of what happens during systole & diastole.
• describe coronary heart disease in terms of the occlusion of coronary arteries and
analyse the possible causes (diet, stress, smoking) and preventative measures.
• list the different ABO blood groups and all possible combinations for the donor and
 recipient in blood transfusions.

Gas Pupils are expected to:

Exchange
in • identify and name on diagrams and the larynx, trachea, bronchi, bronchioles, alveoli
Respirator
y System and associated capillaries.
• state the characteristics and describe the role of the alveoli exchange surface during
gaseous exchange.
• describe the role of cilia, diaphragm, ribs and intercostal muscles in breathing.
• investigate and state the differences between inspired and expired air.
• investigate and state the effect of physical activity on rate and depth of breathing
• describe the effects of smoking on the respiratory system

Respiratio Pupils are expected to:

n
• define respiration as the release of energy from food substances in all living cells.
• define aerobic respiration as the release of a relatively large amount of energy by the
breakdown of food substances in the presence of oxygen.
• state the equation (in word and symbols) for aerobic respiration.
 • define anaerobic respiration as the release of a relatively small amount of energy by the
breakdown of food substances in the absence of oxygen.
• state the equation (in word and symbols) for anaerobic respiration.
• describe the effect of lactic acid in muscles during exercise.

Plant Pupils are expected to:

Nutrition
Leaf structure
• identify and label the structure of a dicotyledonous leaf, as seen in cross-section under
the microscope.
• describe the significance of these features in relation to their functions, such as the
i) distribution of chloroplasts for photosynthesis,
ii) stomata and mesophyll cells for gaseous exchange,
(iii) vascular bundles for transport.

Photosynthesis
• state the equation (in words and symbols) for photosynthesis.
• describe the light and dark stage of photosynthesis.
• describe the structure and function of the chloroplast.

Rate of photosynthesis
• investigate and discuss how the effects of varying light intensity, carbon dioxide
concentration and temperature would limit the rate of photosynthesis.
Plant Pupils are expected to:
Transport
• identify the positions of xylem & phloem of a dicotyledonous root and compare that of
the stem and leaves
• describe the structure & function of xylem & phloem tissue
• define translocation as the transport of food in the phloem tissue
• describe the process of water & ion uptake from the soil, through the root hair cells,
cortex and into the xylem tissue by osmosis
• relate the structure and functions of root hairs to their surface area, and to water and
ion uptake
• explain the movement of water between plant cells, and between them and the
environment in terms of water potential
• describe the process of transpiration and the importance of the transpiration pull as the
main force in pulling water up the xylem tissue
• describe how water vapour loss is related to cell surfaces, air spaces and stomata the
effects of variation of temperature, humidity and light intensity on transpiration rate
 • describe how wilting occurs

Homeosta Pupils are expected to:

sis
• define homeostasis as the maintenance of a constant internal environment

• identify on a diagram of the skin: hairs, sweat glands, temperature receptors, blood
vessels and fatty tissue

• describe the maintenance of a constant body temperature in humans in terms of

insulation and the role of: temperature receptors in the skin, sweating, shivering, blood
vessels near the skin surface and the co-ordinating role of the brain

• describe the signs (increased blood glucose level, glucose in urine) and treatment
(administration of insulin) of diabetes mellitus

• discuss how pancreatic hormones (insulin and glucagons) maintain homeostasis – normal
blood glucose level at 90 mg/100ml
Excretio Pupils are expected to:
n
• define excretion and explain the importance of removing nitrogenous and other compounds
from the body.

• name other excretory organs

• outline the function of kidney tubules with reference to ultra-filtration and selective
reabsorption in the production of urine.

• outline the role of anti-diuretic hormone (ADH) in the regulation of osmotic concentration.

• outline the mechanism of dialysis in the case of kidney failure.

Endocrine Pupils are expected to:
System
• define a hormone as a chemical substance, produced by a gland, carried by the blood,
which alters the activity of one or more specific target organs and is then destroyed by
the liver

• state the role of the hormone adrenaline in boosting blood glucose levels and give
examples of situations in which this may occur

• describe and explain the effects of growth hormone on growth & development
Nervous Pupils are expected to:
System
and the • state that the nervous system – brain, spinal cord and nerves, serves to coordinate and
eye regulate bodily functions.

Brain
• state the functions of the brain: cerebrum(forebrain), cerebellum and medulla
oblongata(hindbrain)

Nervous System
• outline the functions of sensory neurones, relay neurones and motor neurones.
• discuss the function of the brain and spinal cord in producing a coordinated response as a
result of a specific stimulus (reflex action)
• compare and contrast nervous control and hormonal control.

Eye
• describe the gross structure of the eye as seen in front view and in horizontal section.
• state the principal functions of component parts of the eye in producing a focused image
of near and distant objects on the retina.
• describe the pupil reflex in response to bright and dim light.
Molecular Pupils are expected to:
Genetics
• Describe the basic structure of DNA
• Understand how DNA is organized in the cell’s nucleus as chromatin and chromosomes
• State the rule of complementary base-pairing
• Define a gene as a small segment of DNA that contains information to make one protein
• State that the information stored by a gene is known as the genetic code

• Distinguish between the terms gene and allele

• Describe the properties of the genetic code and how each codon codes for one amino
acid
• Describe briefly the process of DNA replication
• State the central dogma of Biology
• Describe in detail the process of transcription & translation
• Understand how proteins are responsible for the development of certain characteristics
of an organism
 • Understand that all cells in the human body contain the same set of genes, but different
genes are expressed by different cells
• Understand the principles behind genetic engineering
• Describe the process of transferring the human insulin gene into bacteria
• Understand the applications of genetic engineering
• Discuss the social & ethical issues surrounding genetic engineering

Cell Pupils are expected to :

Division
• state the importance of mitosis in growth, repair and asexual reproduction.

• explain the need for the production of genetically identical cells and fine control of
replication.

• identify, with the aid of diagrams, the main stages of mitosis.

• state what is meant by homologous pairs of chromosomes.

• identify, with the aid of diagrams, the main stages of meiosis. (Names of the sub-
divisions of prophase are not required.)

• define the terms haploid and diploid, and explain the need for a reduction division
process prior to fertilisation in sexual reproduction.

• state how meiosis and fertilisation can lead to variation.

 • compare and contrast the processes of mitosis and meiosis

Inheritanc Pupils are expected to:

e and
Evolution • describe the differences between continuous and discontinuous variation and gives
examples of each.

• define a gene as a unit of inheritance and distinguish clearly between the terms gene
and allele.

• state that genes are found on chromosomes.

• describe complete dominance using the terms dominant, recessive, phenotype, and
genotype.

• name radiation and chemicals as factors which may increase the rate of mutation.

• use genetic diagrams to solve problems involving monohybrid inheritance, including

those involving sex linkages, codominance and multiple alleles

• predict the result of simple crosses with expected ratios 3:1 and 1:1, using the terms
 homozygous, heterozygous F1 generation, F2 generation.

• explain why observed ratios often differ from expected ratios, especially when there are
small numbers of progeny.

• explain codominance and multiple alleles by reference to the inheritance of ABO blood
group phenotype (A, B, AB, O gene allele IA, IB and IO)

• describe the determination of sex in Man (XX and XY chromosome).

• describe mutation as a change in the structure of a gene (sickle cell anaemia) or in the
chromosome number (Down’s syndrome).

• describe variation and state that competition leads to differential survival and
reproduction of organisms best adapted (‘Survival of the Fittest’) to the environment.
• describe the importance of natural selection as a possible mechanism for evolution.

• describe the role of artificial selection in the production of economically important

plants and animals.

Human Pupils are expected to:

Reproductio
n • identify on diagrams of the male reproductive system and give the functions of:
testes, scrotum, sperm ducts, prostate gland, urethra and penis.

• identify on diagrams of the female reproductive system and the functions of: ovaries,
oviducts, uterus, cervix and vagina.

• compare male and female gametes in term of size, numbers and mobility.
 • describe the menstrual cycle with reference to the alternation of menstruation and
ovulation, the natural variation in its length, and the fertile and infertile phases of the
cycle.

• describe fertilisation and early development of the zygote simply in terms of the
formation of a ball of cells which becomes implanted in the wall of the uterus.

• state the function of the amniotic sac and the amniotic fluid.

• describe the function of the placenta and umbilical cord in relation to exchange
of dissolved nutrients, gases and excretory products (no structural details are
required).

• discuss the spread of human immunodeficiency virus (HIV) and methods by

which it may be controlled.

Plant Asexual Reproduction

reproductio
n Pupils are expected to:

define asexual reproduction in plants as the process resulting in the production of

genetically identical offspring from one parent.

described one named, commercially important application of asexual reproduction in plants.

Sexual Reproduction in flowering plants

Pupils are expected to:

• define sexual reproduction as the process involving the fusion of nuclei to form a
zygote and the production of genetically dissimilar offspring.
 • identify and draw, using a hand lens if necessary, the sepals, petals, stamens and
carpets of one, locally available, named, insect-pollinated, dicotyledonous flower, and
examine the pollen grains under a microscope.

• state the functions of the sepals, petals, anthers and carpel.

• use a hand lens to identify and describe the anthers and stigmas of one, locally
available, named, wind-pollinated flower, and examine the pollen grains under a
microscope.

• outline the process of pollination and distinguish between self-pollination and a wind-
pollinated flower.

• describe the growth of the pollen tube and its entry into the ovule followed by
fertilisation (production of endosperm and details of development are not required).

Plant
reproductio Pupils are expected to:
n
• investigate and describe the structure of a non-endospermic seed in terms of
the embryo (radicle, plumule and cotyledons) and testa, protected by the
pericarp (fruit wall)

• investigate and state the environmental conditions which affect germination of

seeds: suitable temperature, water and oxygen

• describe the uses of enzymes in the germination of seeds

Ecology Pupils are expected to:

• recognise that the Sun is the principal source of energy input to biological system

• describe the non-cyclical nature of energy flow

• describe energy losses between trophic levels and infer the advantages of short food chains.

• describe and interpret pyramids of numbers, biomass and energy

• compare the advantages and disadvantages of the pyramids of numbers, biomass and energy

• explain and draw the carbon cycle

• describe the effects of (water )pollution on the ecosystem

• discuss reasons for conservation of species with reference to the maintenance of biodiversity, management
of fisheries and management of timber production

• outline the use of microbes in environmental biotechnology