AS/A Level BIOLOGY

MISA MEET
2021
 Bhawna Sharma
 Shraddha Wagle
 Mayoora Kadam Malik
Know your Facilitators

Ms Bhawna Sharma

Ms Shraddha Wagle

Ms Mayoora kadam Malik

 Dr Kavita Aggarwal
(Chairperson of MISA)
MISA Video
https://youtu.be/-EL3Aa6_Ezk

Zell Video
https://www.youtube.com/watch?v=k-45UAUQspk
Zoom Polls
Cambridge A Level program and qualifications are
designed to support learners in becoming:

Confident Innovative
Responsible Reflective Engaged
 GUIDED LEARNING HOURS

 Syllabuses are designed around 180 guided learning hours for

Cambridge International AS Level, and around 360 guided learning

hours for Cambridge International A Level.

 However, this is for GUIDANCE only.

 The number of hours required to gain the qualification may vary

according to local curricular practice and the learners’ prior

experience of the subject.

 School Support Hub-
www.cambridgeinternational.org › support-for-teachers
Available to teachers in centres registered with CAIE
�User name and password required
 A SITE FOR TEACHERS AT REGISTERED
CENTRES WHICH PROVIDES THEM WITH
Syllabus
Updates
2021-22
Ms Shraddha Wagle
 Cells as the
unit of life

Observation
and Biochemical
experiment processes

Key
Concepts
Organisms in DNA, the
their molecule of
environment heredity

Natural
Selection
 Aims
• acquire knowledge and understanding and develop practical skills
• learn to apply the scientific method, while developing an awareness of the
limitations of scientific theories and models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating
attitudes relevant to science such as objectivity, integrity, enquiry, initiative
and inventiveness
• develop effective scientific communication skills, using appropriate terminology
and scientific conventions
• understand their responsibility to others/society and to care for the
environment
• enjoy science and develop an informed interest in the subject that may lead to
further study
Content overview
AS Level A Level
1 Cell structure 12 Energy and respiration
2 Biological molecules
13 Photosynthesis
3 Enzymes
14 Homeostasis
4 Cell membranes and transport
5 The mitotic cell cycle 15 Control and coordination
6 Nucleic acids and protein synthesis 16 Inheritance
7 Transport in plants 17 Selection and evolution
8 Transport in mammals
18 Classification, biodiversity
9 Gas exchange and conservation
10 Infectious diseases
19 Genetic technology
11 Immunity
+ practical skills.
+ practical skills.
Syllabus update: Cambridge International
AS & A Level Biology (9700) for
examination in 2022, 2023 and 2024
Comparing old & latest syllabus (AS - Cells)
2021 2022
Comparing old & latest syllabus (AL - Photosynthesis)

2021 2022
13.2 Investigation of limiting factors
Comparing old & latest syllabus (AL – Photosynthesis)

2021

2022
 Comparing the Course book
Cambridge International AS and A Level Biology Coursebook – Mary Jones, Richard
Fosbery, Dennis Taylor & Jennifer Gregory
What is new in the fifth edition?
Diagrams are more elaborated
 List of eliminated & added topics
from AS syllabus

Chapter Name of the chapter Topics

No

1 Cells + cilia, flagella, ribosomes (in detail)

2 Biological molecules - role of water in transport, density of

water and surface tension

3 Enzymes + outline the use of a colorimeter

4 Cell membranes and transport - Solute and pressure potential

Chapter Name of the chapter Topics
No
5 Mitotic cell cycle ------------

6 Nucleic acid and Protein + Frame shift and substitution mutation

synthesis + Modification of m RNA

7 Transport in Plants ------------

8 Transport in Animals + Chloride shift description and

importance
9 Gas exchange - Smoking

10 Infectious diseases - measles

11 Immunity -Myasthenia gravis (autoimmune

diseases)
-reasons why vaccination programmes
have eradicated smallpox, but not
measles, tuberculosis (TB), malaria or
cholera
 List of eliminated & added topics from AL syllabus

Chapter Name of the chapter Topics

No

12 Energy and respiration -----------

13 Photosynthesis -Glass houses,

-C4 plants & Photorespiration

14 Homeostasis -Thermoregulation
-Selective reabsorption in DCT and
Collecting duct
-Urine analysis

15 Control and co-ordination -Role of hormones in controlling the

menstrual cycle
-Contraceptive pills
-Role of gibberellin in stem elongation
Chapter Name of the chapter Topics
No
16 Inheritance (Inherited Change) - Gametogenesis in humans and
flowering plants
+ epistasis
+ Role of gibberellin in stem elongation

17 Selection and evolution (examples of selective breeding)

- the incorporation of mutant alleles for
gibberellin synthesis into dwarf
varieties
+ improving the milk yield of dairy
cattle
18 Classification, diversity and ------------
conservation

19 Genetic engineering - DNA fingerprinting

- GM Crops – Golden Rice
+ Gene editing
+ Gene therapy for inherited blindness
(LCA)
+GM Crops -herbicide resistance in
soybean
 Speaker

Mr Aditya Ramamurthy
  Guest Speaker: Aditya Ramamurthy:
 Mr. Aditya Ramamurthy has five years of research experience
in the areas of immunology and neuroscience.
 Mr Aditya has an undergraduate degree in biotechnology from
D.Y. Patil University and a Master's Degree from New York
University.
 He co-developed three point-of-care diagnostic devices for
HIV-AIDS, Zika, and Malaria during his stint as a Research
Associate at New York University in collaboration with Rheonix
Inc.
 After his Master's Degree in Biotechnology, Aditya joined the
Movement Recovery Laboratory as a Junior Technician and is
now the Lab Manager at the Columbia Medical and Research
centre.
He is actively involved in designing and executing
multiple projects that aimed at understanding brain and
spinal cord injury and develop therapies.
At the Movement Recovery Laboratory, Aditya has -
1) Published the second successful replication study in
the area of spinal cord injury.
2) Secured multiple grants from the National Institute of
Health
3) He is currently developing three devices to assay:
proprioception,vibrotactile and texture detection.
Activity 3

Ms Bhawna Sharma
 Bacterial Glycosidic
Glycolysis Target Cell
Cell bond

Semi
Actin Polymers Meiosis
Conservative

Stem Cell Phloem Malaria Hybridoma

Facilitated
Beta Cells ABA Stroma
Diffusion

Artificial
Matrix ADH Tricuspid
Selection
 Bacterial Glycosidic
Target Cell
Cell bond

Actin Polymers Meiosis

Phloem Malaria Hybridoma

Stem Cell Phloem Malaria

Facilitated
Beta Cells ABA
Diffusion
Matrix ADH Tricuspid
Session 2
 Activity 1
Crack the
code
Breakout rooms
Ms Bhawna Sharma
Different Teaching
Strategies

DNA in Action
DNA TO
PROTEIN
Crack the
 Example
 DNA Triplet Code TAA

 Codon AUU

 Anticodon UAA

 Alphabet it stands for I

 DNA
Triplet Code
CCG GCT CTC
CGA TGA

TGC CTC CGT

Great Team
Cambridge International Advanced
Subsidiary and Advanced level

The Principal
Examiner Report

Ms Mayoora Kadam Malik

 The Principal Examiner
Report
 The Principal Examiners at Cambridge write detailed reports
describing candidates' overall performance on each part of
the question. The reports give insight into common mistakes
which you can explore in class.
 If you have not taught the syllabus for long, you can use
these reports to better understand what the examiners are
looking for from candidates and where common errors occur.
You can also share them with your students before the exam.
Exam style questions : Paper 3 :
Advanced Practical skills
 Plan diagram

 A plan is the distribution of tissues in an organ.

 The drawing and its label lines must be done with a really sharp pencil.
 The drawing should take up at least half the page/ space available.
 Lines need to be clear and continuous, not ragged or broken and no shading is
allowed.
 Ensure the proportions are correct i.e. different areas are the right size relative to
each other.
 Add labels and annotations to your drawing only if you are asked for these in the
question.
 Label all the different areas of the diagram, with pencil.
 Rule the label lines (in pencil). Don’t let the label lines cross each other or do not
write on the label lines.
 Make sure the label lines touch the part you are labelling.
 High power drawings should show a small number of cells and they should be drawn
a reasonable size so you can show any detail inside them.
 When you make a high power drawing, follow these simple rules:
 make the drawing fill most of the space provided; leave space around the drawing
for labels and annotations (if required by the question)
 use a sharp HB or B pencil (never use a pen)
 use clear, continuous lines.
 draw only what is asked in the question, e.g. three cell types or one named cell
and all cells adjoining it
 show the outlines of the cells
 the proportions of the cells in the drawing must be the same as in the section you
are drawing
 plant cell walls should be shown as double lines with a middle lamella between
the cells; the proportions of cell walls should be drawn carefully.
 show any details of the contents of cells – draw what you see, not what you know
should be present; for example, in plant cells you may see nuclei, chloroplasts and
vacuoles
 do not use any shading or colouring.
Photomicrogra
ph of the T.S
of the lamina
of a shade
leaf of beech
taken at low
power.

This is a low power

plan diagram of the
beech leaf section
Photomicrograph of the
T.S of leaf lamina
 Paper 5
Planning, Analysis and Evaluation
 Each question is based on a practical investigation.
 Students will be given data and be expected to carry
out analysis, interpretation and evaluation.
 Tasks – identify anomalous results.
– process raw data ( calculate means, standard
deviation, ratios and correlations).
– Identify and describe patterns and trends.
– Explain raw or processed data.
 Planning investigations
 One of the questions involves writing a plan for an investigation. You will be given
some information about the investigation and this will be enough material for you
to write your plan. The skills that you are being tested on are:
1. Identifying key variables.
2. Describing a workable practical procedure.
3. Selecting appropriate methods for measuring the independent variable.
4. Selecting appropriate methods for varying and measuring the dependent variable.
5. Selecting appropriate methods for controlling other variables.
6. Suggesting a suitable control experiment.
7. Suggesting a quantitative, testable, prediction.
8. Selecting equipment of a level of precision appropriate to ensure accuracy.
9. Planning to collect sufficient replicate results.
10. Describing how results will be recorded.
11. Suggesting how results will be analysed.
Paper Raw Final Total Grade
marks Marks Marks

1 29/40 29/40
2 41/60 41/60 95.5/130 a
3 34/40 25.5/30
 Activity 2

School based assessment

Evidences
• Decide on the grades for each of the
evidences
• Select three evidences to be send to
Cambridge
• Decide on overall grades
 Marks obtained

Paper 1 – 31/40
Paper 2 – 45/60
Paper 3 – 24/40
Paper 4 – 64/100
Paper 5 – 19/30
Marks obtained
 Paper 1 – 31/40 - A
 Paper 2 – 45/60 - A
 Paper 3 – 24/40 -(18/30) D
 Paper 4 – 64/100 - B
 Paper 5 – 19/30 - B

Only AS B
AS + A B
Preparing the
students

Practical Paper 3
Mrs Bhawna Sharma
Biology Experiments at Home

Diffusion Phototropism

Conduction of
Chromatography water by Xylem
 Biology Experiments at Home

Area of a leaf

Transpiration
Online interactive sites
 Topic 1 – Lac Operon
https://phet.colorado.edu/sims/cheerpj/gene-network/latest/gene-
network.html?simulation=gene-machine-lac-operon

https://vcell.science/project/lacoperon

Transcription

https://gizmos.explorelearning.com/index.cfm?method=cResource.dspView&R
esourceID=659

photosynthesis
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=395
 Neuron – Depolarisation and Repolarisation

https://phet.colorado.edu/sims/html/neuron/latest/neuron_en.html

Natural selection
https://phet.colorado.edu/sims/html/natural-selection/latest/natural-
selection_en.html

Translation
http://bioweb.uwlax.edu/GenWeb/Molecular/Theory/Translation/tra
nslation.htm
 Plasmolysis
http://amrita.olabs.edu.in/?sub=79&brch=17&sim=199&cnt=4

Natural Selection
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&Resour
ceID=447

Homeostasis
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspView&ResourceI
D=659

http://lab.concord.org/embeddable.html#interactives/sam/DN
A-to-proteins/3-modeling-translation.json
 Quizzes
https://lovebiology.co.uk/test-quiz_gce_all.php?level=AS#GoToTop

https://lovebiology.co.uk/test-quiz_gce_all.php?level=A2

https://lovebiology.co.uk/test-quiz_gce_all.php?level=All

https://lovebiology.co.uk/keywords_gce.php#

https://lovebiology.co.uk/sequence_list_gce.php

https://lovebiology.co.uk/slide-viewer_gce.php?slide_id=16

https://lovebiology.co.uk/gapfill_list_gce.php
https://lovebiology.co.uk/match_gce.php?match=9&topicno=19&level=2&source
 Quizzes
https://spolem.co.uk/quizzes/as-level-interactive-quizzes

https://spolem.co.uk/quizzes/as-level-interactive-quizzes/natural-selection-ordering

https://mcqslearn.com/a-level/biology/biology-quiz-questions-and-answers.php

https://www.biologysimulations.com/simulations

https://www.biologysimulations.com/cell-energy-sim
 Changes in Paper 4
No section B in Paper 4

 Section B Answer one question.

 9 (a) Describe the action of glucagon on liver cells in the regulation of blood
glucose concentration.
 [9] (b) Outline how a dip stick can measure the concentration of glucose and
suggest advantages of using an electronic biosensor instead of a dip stick. [6]
[Total: 15]
 10 (a) Explain how the lac operon is involved in the metabolism of lactose in
Escherichia coli. [9]
 (b) Describe the role of gibberellin in the germination of barley. [6] [Total: 15]
More about
Teaching
Methodologies

Ms Shraddha Wagle
 Online Assessments
1. Google classroom and Google Meet
2. Exam.net
3. Microsoft Teams
https://docs.google.com/forms/d/1Qa_R--_UunUtl2B8qkimEf7fymiInAgSyMg-EL7WXQ8/viewform?edit_requested=true
https://exam.net/

Exam Key- vrAvi1

 RESOURCES
� https://www.hoddereducation.co.uk/
� http://education.cambridge.org/
� http://www.abpischools.org.uk/age-range/16-19
� https://bbsrc.ukri.org/engagement/schools/keystage5/
� http://www.johnkyrk.com/
� http://www.cellsalive.com/
� http://www.dnalc.org/
� http://www.garlandscience.com/
� http://biology-pages.info/
� http://illuminatepublishing.com/
� http://www.microbiologyonline.org.uk/
� http://www.nuffieldfoundation.org/practical-biology
� http://www2.estrellamountain.edu/faculty/farabee/bi
obk/biobooktoc.html
� http://www.schoolscience.co.uk/ages-16-to-19
� http://vbio.weebly.com/
� www.biologymad.com
� http://thescienceteacher.co.uk
� http://www.saps.org.uk/secondary
� http://www.biology.arizona.edu/
� http://www.cellimagelibrary.org/
� http://www.rothamsted.ac.uk/notebook/index.php?ar
ea=&page
� http://www.arkive.org/
� https://www.bioknowledgy.info/
� http://www.nuffieldfoundation.org/
� http://learn.genetics.utah.edu/content/basics/builddna/
� http://mw.concord.org/nextgen/#interactives/biology/dna/
modeling-transcription
� https://www.brainpop.com/games/controlofthecellcycle/
� http://www.rigb.org/education/games/human-body/the-
cell-cycle
� https://www.nobelprize.org/educational/medicine/2001/cel
lcycle.htm
� https://biomanbio.com/HTML5GamesandLabs/Genegame
s/mitosismoverpage.html
� http://www.rigb.org/education/games
 Quizzes
https://studywise.co.uk/a-level- For revision
revision/biology/notes/#2 Complete revision
https://www.youtube.com/playlist?list=PLGEAo8gC0gbAM0nrN
videos
u6FvnqLbCfrjuOUM
https://apis.sites.apiit.edu.my/wp-content/uploads/sites/25/2018/05/163030-cambridge-learner-guide-for-
igcse-biology.pdf
https://www.softschools.com/quiz
zes/science/
https://www.proprofs.com/quiz-school/topic/9th-
grade-science
https://www.quiz.biz/annuaire/cat-
quizz-74_0.html
https://www.mcqlearn.com/grade9/biology/biology-
mcqs-and-quizzes.php
https://www.bbc.co.uk/bitesize/guides/zscb8mn/revision/
1
https://www.my-
gcsescience.com/students/
https://www.my-gcsescience.com/biology-command-
words-context/
https://www.my-
gcsescience.com/aqa/biology/
https://www.educationquizzes.com/
gcse/science/
Recommended resources
► http://amrita.olabs.edu.in
The Online Labs is based on the idea that lab experiments
can be taught using the Internet, more efficiently and less
expensively.
► http://www.biologymad.com
A website mainly aimed at students studying Biology -
covers genetics, cells, biochemistry, enzymes, ecology,
environment, photosynthesis, respiration, ...
► https://biologydictionary.net
Biology Dictionary provides definition, examples and quiz
for common biology terms, including molecular biology, cell
biology, genetics, ecology and more!
► https://www.khanacademy.org
Learn about all the sciences, from physics, chemistry and
biology, to cosmology and astronomy, across hundreds of
videos, articles and practice questions.
► http://brilliantbiologystudent.weebly.com
Brilliant Biology is ideal for secondary school students and
teachers who are seeking answers to Biology Lab
Questions.
► https://www.bloomboard.com
► https://www.cellsalive.com/meiosis.htm
The site is based on the idea that lab experiments can be
taught using the Internet, more efficiently and less
expensively.
► http://www.rigb.org/education/games
For interactive games
http://vbio.weebly.com/
https://www.igcsesciencecourses.com/biology/
A paid site but has a collection of very good videos for the
IGCSE syllabus.
 Interactive Game sites
► http://learn.genetics.utah.edu/content/basics/builddna/
► http://mw.concord.org/nextgen/#interactives/biology/dna/modeling-
transcription
► https://www.brainpop.com/games/controlofthecellcycle/
► http://www.rigb.org/education/games/human-body/the-cell-cycle
► https://www.nobelprize.org/educational/medicine/2001/cellcycle.ht
m
► https://biomanbio.com/HTML5GamesandLabs/Genegames/mitosism
overpage.html
► http://www.rigb.org/education/games
► https://phet.colorado.edu/
► https://askabiologist.asu.edu/games-and-simulations?
► http://planeta42.com/biology/dnapuzzle/https://www.olabs.edu.in/?pg=
topMenu&id=53
Time for your
Valuable feedback
https://docs.google.com/forms/d/e/1FAIpQLSdWvNafttzJlR0nwY_s
M4hAdzpll3w1p5OVqoJscrgJKGKXRQ/viewform
Bhawna Sharma
bhawna.sharma@tismumbai.in
Shraddha Wagle
shraddhawagle1@gmail.com
Mayoora Kadam Malik
mayoorakadammalik@gmail.com