Learning Outcome Mapping of Old Spec to New

Twenty First Century Biology Learning Outcome mapping of old spec to new

This document compares the specification learning outcomes from the legacy GCSE Twenty first century Biology qualification to the new GCSE (9-1) in Twenty first century Biology. It shows where the statements in the old specification are covered in the new spec, indicates where they are no longer assessed and highlights where new content has been added.

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B1.1.1 recall that instructions to control B1.1.1 a) explain how the nucleus and genetic how an organism develops and B1.1.5 material of eukaryotic cells (plants and functions are found in the animals) and the genetic material, nucleus of its cells and are including plasmids, of prokaryotic cells called genes are related to cell functions b) describe how to use a light microscope to observe a variety of plant and animal cells explain the terms chromosome, gene, allele, variant, genotype and phenotype B1.1.2 recall that genes are instructions B1.1.6 explain the importance of amino acids in for a cell that describe how to the synthesis of proteins, including the make proteins genome as instructions for the polymerisation of amino acids to make proteins B1.1.3 recall that proteins may be B1.1.6 explain the importance of amino acids in structural (e.g. collagen) or the synthesis of proteins, including the functional (e.g. enzymes such genome as instructions for the as amylase) polymerisation of amino acids to make proteins B1.1.4 recall that genes are sections of B1.1.5 explain the terms chromosome, gene, very long DNA molecules that allele, variant, genotype and phenotype make up chromosomes in the nuclei of cells B1.1.5 understand that some B1.1.2 describe the genome as the entire characteristics are determined B1.1.4 genetic material of an organism by genes (e.g. dimples), some describe simply how the genome and its are determined by interaction with the environment influence environmental factors (e.g. the development of the phenotype of an scars), and some are organism, including the idea that most determined by a combination of characteristics depend on instructions in genes and the environment (e.g. the genome and are modified by weight) interaction of the organism with its environment. B1.1.6 understand that many B1.2.6 recall that most phenotypic features are characteristics are determined the result of multiple genes rather than by several genes working single gene inheritance NOTE: learners together (e.g. eye colour) are not expected to describe epistasis and its effects B1.2.1 recall that body cells contain B1.2.8 describe sex determination in humans pairs of chromosomes and that sex cells contain only one chromosome from each pair B1.2.2 understand that chromosomes B1.1.5 explain the terms chromosome, gene, in a pair carry the same genes in allele, variant, genotype and phenotype the same place, but that there may be different versions of genes called alleles

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tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B1.2.3 recall that an individual usually B1.2.2 explain single gene inheritance, including has two alleles for each gene dominant and recessive alleles and use of genetic diagrams B1.2.4 recall that in an individual the B1.2.1 explain the terms gamete, homozygous, two alleles of each gene can be heterozygous, dominant and recessive the same (homozygous) or different (heterozygous) B1.2.5 understand that during sexual NA NA reproduction genes from both parents come together and  produce variation in the offspring B1.2.6 understand that offspring have B1.2.2 explain single gene inheritance, including some similarities to their parents dominant and recessive alleles and use because of the combination of of genetic diagrams maternal and paternal alleles in the fertilised egg B1.2.7 understand that different B1.2.3 predict the results of single gene crosses offspring from the same parents can differ from each other because they inherit a different combination of maternal and paternal alleles B1.2.8 understand that an allele can be B1.2.2 explain single gene inheritance, including dominant or recessive, and that: B1.2.4 dominant and recessive alleles and use a. an individual with one or both B1.2.5 of genetic diagrams dominant alleles (in a pair of B1.2.6 use direct proportions and simple ratios alleles) will show the associated in genetic crosses dominant characteristic b. an use the concept of probability in individual with one recessive predicting the outcome of genetic crosses allele (in a pair of alleles) will not recall that most phenotypic features are show the associated recessive the result of multiple genes rather than characteristic c. an individual single gene inheritance with both recessive alleles (in a pair of alleles) will show the associated recessive characteristic B1.2.9 recall that human males have B1.2.8 describe sex determination in humans XY sex chromosomes and females have XX sex chromosomes B1.2.10 understand that the sex- B1.2.8 describe sex determination in humans determining gene on the Y chromosome triggers the development of testes, and that in the absence of a Y chromosome ovaries develop B1.2.11 use and interpret genetic B1.2.2 explain single gene inheritance, including diagrams (family trees and dominant and recessive alleles and use Punnett squares) showing: a. of genetic diagrams the inheritance of single gene characteristics with a dominant and recessive allele b. the inheritance of sex chromosomes B1.2.12 understand that the term B1.1.5 explain the terms chromosome, gene, genotype describes the genetic allele, variant, genotype and phenotype make-up of an organism (the combination of alleles), and the term phenotype describes the observable characteristics that the organism has Twenty First Century Biology: Learning Outcome mapping of old spec to new

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tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B1.3.1 understand that a small number B1.3.1 discuss the potential importance for of disorders are caused by faulty medicine of our increasing understanding alleles of a single gene, of the human genome, including the including Huntington’s disease discovery of alleles associated with and cystic fibrosis diseases and the genetic testing of individuals to inform family planning and healthcare B1.3.2 recall that disorders may be NA NA caused by dominant alleles (e.g. Huntington’s disease) or  recessive alleles (e.g. cystic fibrosis) B1.3.3 recall the symptoms of NA NA Huntington’s disease and cystic fibrosis, to include: a. Huntington’s disease – late onset, tremor, clumsiness, memory loss, inability to  concentrate, mood changes b. cystic fibrosis – thick mucus, difficulty breathing, chest infections, difficulty in digesting food B1.3.4 understand that a person with NA NA one recessive allele (in a pair of alleles) will not show the symptoms of the disorder, but is  a carrier and can pass the recessive allele to their children B1.3.5 interpret through genetic B1.2.3 predict the results of single gene crosses diagrams (family trees and B1.2.4 use direct proportions and simple ratios Punnett squares) the inheritance B1.2.5 in genetic crosses of a single gene disorder, use the concept of probability in including the risk of a child being predicting the outcome of genetic crosses a carrier B1.3.6 describe uses of genetic testing B1.3.1 discuss the potential importance for for screening adults, children medicine of our increasing understanding and embryos, limited to: a. of the human genome, including the testing embryos for embryo discovery of alleles associated with selection (pre-implantation diseases and the genetic testing of genetic diagnosis) b. predictive individuals to inform family planning and testing for genetic diseases c. healthcare testing an individual before prescribing drugs B1.3.7 understand that testing adults B1.3.4 explain some of the possible benefits and and fetuses for alleles that risks, including practical and ethical cause genetic disorders has considerations, of using gene technology implications that need to be in modern agriculture and medicine considered, including: a. risk of miscarriage as a result of cell sampling for the genetic test b. using results that may not be accurate, including false positives and false negatives c. whether or not to have children at all d. whether or not a pregnancy should be terminated e. whether other members of the family should be informed

Twenty First Century Biology: Learning Outcome mapping of old spec to new

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B1.3.8 understand the implications of B1.3.4 explain some of the possible benefits and testing embryos for embryo risks, including practical and ethical selection prior to implantation considerations, of using gene technology in modern agriculture and medicine B1.3.9 understand the implications of NA NA the use of genetic testing by others (for example, for genetic screening programmes by  employers and insurance companies) B1.4.1 understand that bacteria, plants NA NA and some animals can reproduce asexually to form  clones (individuals with identical genes) B1.4.2 understand that any differences NA NA between clones are likely to be due only to environmental  factors B1.4.3 understand that clones of plants NA NA occur naturally when plants  produce bulbs or runners B1.4.4 understand that clones of NA NA animals occur: a. naturally, when cells of an embryo separate (identical twins) b. artificially, when the nucleus  from an adult body cell is transferred to an empty unfertilised egg cell B1.4.5 understand that there are B4.3.4 describe the function of stem cells in different types of stem cells: a. embryonic and adult animals and adult stem cells which are meristems in plants unspecialised cells that can develop into many, but not all, types of cells b. embryonic stem cells which are unspecialised cells that can develop into any type of cell B1.4.6 understand that, as a result of B4.3.5 explain the importance of cell being unspecialised, stem cells differentiation, in which cells become from embryos and adults offer specialised by switching genes off and on the potential to treat some to form tissues with particular functions illnesses B1.4.7 understand that the majority of B4.3.5 explain the importance of cell cells of multicellular organisms differentiation, in which cells become become specialised during the specialised by switching genes off and on early development of the to form tissues with particular functions organism B2.1.1 understand that symptoms of an NA infectious disease are caused by damage done to cells by  microorganisms or the poisons (toxins) they produce B2.1.2 understand why, in suitable NA conditions such as those inside a human body, microorganisms (e.g. bacteria and viruses) can  reproduce rapidly to produce very large numbers

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B2.1.3 calculate the population growth B2.4.3 calculate cross-sectional areas of of microorganisms given bacterial cultures and of clear zones appropriate data around antibiotic discs on agar jelly using πr2 M5c PAG7 B2.1.4 understand that white blood B2.2.5 explain how white blood cells are cells are part of the body’s adapted to their functions in the blood, immune system and can destroy including what they do and how it helps microorganisms by engulfing protect against disease and digesting them or by producing antibodies B2.1.5 understand that antibodies B2.2.4 explain the role of the immune system of recognise microorganisms by the human body in defence against the antigens that they carry on disease their surface, that different microorganisms have different antigens, and that a different antibody is therefore needed to recognise each different type of microorganism B2.1.6 understand that once the body B2.2.4 explain the role of the immune system of has made the antibody to the human body in defence against recognise a particular disease microorganism, memory cells can make that antibody again very quickly, therefore protecting against that particular microorganism in the future (immunity) B2.2.1 understand that vaccinations B2.2.4 explain the role of the immune system of provide protection from B2.3.2 the human body in defence against microorganisms by establishing disease memory cells that produce explain the use of vaccines in the antibodies quickly on reinfection prevention of disease, including the use of safe forms of pathogens and the need to vaccinate a large proportion of the population B2.2.2 understand that a vaccine B2.3.2 explain the use of vaccines in the usually contains a safe form of a prevention of disease, including the use disease-causing microorganism of safe forms of pathogens and the need to vaccinate a large proportion of the population B2.2.3 understand why, to prevent B2.3.2 explain the use of vaccines in the epidemics of infectious prevention of disease, including the use diseases, it is necessary to of safe forms of pathogens and the need vaccinate a high percentage of a to vaccinate a large proportion of the population population B2.2.4 understand that vaccines and B2.3.2 explain the use of vaccines in the drugs (medicines) can never be prevention of disease, including the use completely risk-free, since of safe forms of pathogens and the need individuals have varying degrees to vaccinate a large proportion of the of side effects to them population

B2.2.5 understand that due to genetic B1.3.1 discuss the potential importance for differences, people react medicine of our increasing understanding differently to drugs and vaccines of the human genome, including the discovery of alleles associated with diseases and the genetic testing of individuals to inform family planning and healthcare

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B2.2.6 understand that chemicals B2.6.1 explain the use of medicines, including called antimicrobials can be antibiotics, in the treatment of disease used to kill, or inhibit, bacteria, fungi and viruses B2.2.7 recall that antibiotics are a type B2.6.1 explain the use of medicines, including of antimicrobial that are effective antibiotics, in the treatment of disease against bacteria but not viruses

B2.2.8 understand that over a period of B2.6.1 explain the use of medicines, including time bacteria and fungi may antibiotics, in the treatment of disease become resistant to antimicrobials B2.2.9 understand that random B1.1.10 recall that all genetic variants arise from changes (mutations) in the B1.1.11 mutations (separate science only) genes of these microorganisms B1.1.12 describe how genetic variants in coding sometimes lead to varieties B6.1.9 DNA may influence phenotype by altering which are less affected by the activity of a protein (separate science antimicrobials only) describe how genetic variants in non- coding DNA may influence phenotype by altering how genes are expressed (separate science only) describe modern examples of evidence for evolution including antibiotic resistance in bacteria B2.2.10 understand that to reduce B6.1.9 describe modern examples of evidence antibiotic resistance we should for evolution including antibiotic only use antibiotics when resistance in bacteria necessary and always complete the course B2.2.11 understand that new drugs and B2.6.4 describe the process of discovery and vaccines are first tested for development of potential new medicines safety and effectiveness using including preclinical and clinical testing animals and human cells grown in the laboratory B2.2.12 recall that human trials may then B2.6.4 describe the process of discovery and be carried out: a. on healthy development of potential new medicines volunteers to test for safety b. on including preclinical and clinical testing people with the illness to test for safety and effectiveness

B2.2.13 describe and explain the use of B2.6.4 describe the process of discovery and ‘open-label’, ‘blind’ and ‘double- development of potential new medicines blind’ human trials in the testing including preclinical and clinical testing of a new medical treatment B2.2.14 understand the importance of B2.6.4 describe the process of discovery and long-term human trials development of potential new medicines including preclinical and clinical testing

B2.2.15 understand the ethical issues B2.6.4 describe the process of discovery and related to using placebos in development of potential new medicines human trials including preclinical and clinical testing B2.3.1 describe the role of the heart as B5.1.3 describe the human circulatory system, a double pump in the circulatory B5.1.4 including its relationships with the system gaseous exchange system, the digestive system and the excretory system explain how the structure of the heart is adapted to its function, including cardiac muscle, chambers and valves

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B2.3.2 understand why heart muscle B5.1.4 explain how the structure of the heart is cells need their own blood adapted to its function, including cardiac supply muscle, chambers and valves B2.3.3 understand how the structure of B5.1.5 explain how the structures of arteries, arteries, veins and capillaries is veins and capillaries are adapted to their related to their function functions, including differences in the vessel walls and the presence of valves

B2.3.4 understand that heart rate can B2.5.1b) b) describe how to practically investigate be measured by recording the the effect of exercise on pulse rate and pulse rate recovery rate

B2.3.5 understand that blood pressure NA NA measurements record the pressure of the blood on the  walls of the artery B2.3.6 understand that a blood NA NA pressure measurement is given as two numbers, the higher value when the heart is  contracting and the lower value when the heart is relaxed

B2.3.7 understand that ‘normal’ NA NA measurements for factors such as heart rate and blood pressure  are given within a range because individuals vary

B2.3.8 understand how fatty deposits in NA NA the blood vessels supplying the heart muscle can produce a  ‘heart attack’ B2.3.9 understand that heart disease is B2.5.1 a) describe how the interaction of genetic usually caused by lifestyle and lifestyle factors can increase or factors and/or genetic factors decrease the risk of developing non- communicable human diseases, including cardiovascular diseases, many forms of cancer, some lung and liver diseases and diseases influenced by nutrition, including type 2 diabetes b) describe how to practically investigate the effect of exercise on pulse rate and recovery rate PAG6 B2.3.10 understand that lifestyle factors B2.5.2 use given data to explain the incidence of that can increase the risk of non-communicable diseases at local, heart disease include: a. poor national and global levels with reference diet b. stress c. cigarette to lifestyle factors, including exercise, smoking d. misuse of drugs diet, alcohol and smoking

B2.3.11 understand that regular B2.6.3 evaluate some different treatments for moderate exercise reduces the cardiovascular disease, including lifestyle risk of developing heart disease changes, medicines and surgery

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B2.3.12 relate differences in lifestyle B2.5.3 in the context of data related to the factors in the UK and non- causes, spread, effects and treatment of industrialised countries to the disease: prevalence of heart disease a) translate information between graphical and numerical forms M4a b) construct and interpret frequency tables and diagrams, bar charts and histograms M4a, M4c c) understand the principles of sampling as applied to scientific data M2d d) use a scatter diagram to identify a correlation between two variables B2.3.13 understand how factors that can B2.5.2 use given data to explain the incidence of increase the risk of heart non-communicable diseases at local, disease are identified via national and global levels with reference epidemiological and large scale to lifestyle factors, including exercise, genetics studies diet, alcohol and smoking

B2.3.14 assess levels of heart disease B2.6.3 evaluate some different treatments for risk, and actions that could be cardiovascular disease, including lifestyle taken to reduce risk, when changes, medicines and surgery provided with lifestyle and genetic data B2.3.15 understand that high blood B2.5.2 use given data to explain the incidence of pressure increases the risk of non-communicable diseases at local, heart disease national and global levels with reference to lifestyle factors, including exercise, diet, alcohol and smoking

B2.3.16 understand that the misuse of B2.5.2 use given data to explain the incidence of drugs (e.g. Ecstasy, cannabis, non-communicable diseases at local, nicotine and alcohol) can have national and global levels with reference an adverse effect on health, to lifestyle factors, including exercise, including heart rate and blood diet, alcohol and smoking pressure, increasing the risk of a heart attack B2.4.1 understand that nervous and B5.4.1 explain the importance of maintaining a hormonal communication constant internal environment in systems are involved in response to internal and external change maintaining a constant internal environment (homeostasis)

B2.4.2 understand that automatic B5.4.2 a) describe the function of the skin in the control systems throughout the control of body temperature, including body maintain a range of factors changes to sweating, hair erection and at steady levels and that this is blood flow required for cells to function b) describe practical investigations into properly temperature control of the body PAG6 (separate science only) B2.4.3 recall that these control systems B5.4.3 explain the response of the body to have: a. receptors to detect different temperature challenges, changes in the environment b. including receptors, processing, processing centres to receive responses and negative feedback information and coordinate (separate science only) responses automatically c. effectors to produce the response B2.4.4 understand the principle of B5.4.3 explain the response of the body to negative feedback different temperature challenges, including receptors, processing,  responses and negative feedback (separate science only)

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B2.4.5 understand that negative B5.4.3 explain the response of the body to feedback between the effector different temperature challenges, and the receptor of a control including receptors, processing, system reverses any changes to responses and negative feedback the system’s steady state (separate science only) B2.4.6 understand that a balanced B5.4.4 explain the effect on cells of osmotic water level is important for changes in body fluids NOTE: learners maintaining the concentration of are not expected to discuss water cell contents at the correct level potential (separate science only) for cell activity B2.4.7 understand that water levels are B5.4.4 explain the effect on cells of osmotic controlled by balancing gains changes in body fluids NOTE: learners from drinks, food and respiration are not expected to discuss water and losses through sweating, potential (separate science only) breathing, faeces and the excretion of urine B2.4.8 understand that the kidneys play B5.4.5 describe the function of the kidneys in a vital role in balancing levels of maintaining the water balance of the water, waste and other body, including filtering water and urea chemicals in the blood i from the blood into kidney tubules then Candidates are not expected to reabsorbing as much water as required recall details of kidney structure (separate science only) B2.4.9 understand that the kidneys B5.4.5 describe the function of the kidneys in balance water levels by maintaining the water balance of the producing dilute or concentrated body, including filtering water and urea urine as a response to from the blood into kidney tubules then concentration of blood plasma, reabsorbing as much water as required which is affected by external (separate science only) temperature, exercise level and intake of fluids and salt B2.4.10 understand that concentration of B5.4.6 describe the effect of ADH on the urine is controlled by a hormone permeability of the kidney tubules called ADH, which is released (separate science only) into the bloodstream by the pituitary gland B2.4.11 understand how ADH secretion B5.4.6 describe the effect of ADH on the is controlled by negative permeability of the kidney tubules feedback (separate science only) B2.4.12 understand that alcohol results B5.4.7 explain the response of the body to in the production of a greater different osmotic challenges, including volume of more dilute urine, due receptors, processing, response, and to ADH suppression, which can negative feedback (separate science lead to dehydration and adverse only) effects on health B2.4.13 understand that the drug NA NA Ecstasy results in a smaller volume of less dilute urine, due  to increased ADH production B3.1.1 understand that a species is a B3.3.4 describe different levels of organisation in group of organisms that can an ecosystem from individual organisms breed together to produce fertile to the whole ecosystem offspring B3.1.2 understand that adaptation of B6.1.3 explain how evolution occurs through living organisms to their natural selection of variants that give rise environment increases the to phenotypes better suited to their species’ chance of survival by environment making it more likely that individuals will survive to reproduce

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B3.1.3 recall, and recognise when B3.4.3 in the context of data related to given relevant data, examples of organisms within a population: how different organisms are a) calculate arithmetic means M2b, M2f adapted to their environment, b) use fractions and percentages M1c and explain how the adaptations c) plot and draw appropriate graphs increase the organism’s chance selecting appropriate scales for the axes of surviving to successfully d) extract and interpret information from reproduce charts, graphs and tables B3.1.4 understand that living organisms B3.3.5 explain the importance of are dependent on the interdependence and competition in a environment and other species community for their survival B3.1.5 understand that there is B6.1.4 explain the importance of competition in a competition for resources community, with regard to natural between different species of selection animals or plants in the same habitat B3.1.6 relate changes affecting one B3.3.4 describe different levels of organisation in species in a food web to the an ecosystem from individual organisms impact on other species that are to the whole ecosystem part of the same food web B3.1.7 explain the interdependence of B3.3.5 explain the importance of living organisms by using food B3.3.6 interdependence and competition in a webs community describe the differences between the trophic levels of organisms within an ecosystem B3.1.8 understand that a change in the B6.1.5 describe evolution as a change in the environment may cause a B3.4.1 inherited characteristics of a population species to become extinct, for over a number of generations through a example, if: a. the environmental process of natural selection which may conditions change beyond its result in the formation of new species ability to adapt b. a new species explain how some abiotic and biotic that is a competitor, predator or factors affect communities, including disease organism of that environmental conditions, toxic species is introduced c. another chemicals, availability of food and other species (animal, plant or resources, and the presence of predators microorganism) in its food web and pathogens becomes extinct B3.1.9 understand that nearly all B3.3.2 describe photosynthetic organisms as the organisms are ultimately main producers of food and therefore dependent on energy from the biomass for life on Earth Sun B3.1.10 recall that plants absorb a small B3.1.1 a) describe the process of percentage of the Sun’s energy photosynthesis, including the inputs and for the process of outputs of the two main stages and the photosynthesis requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B3.1.11 recall that this absorbed energy B3.1.1 a) describe the process of is stored in the chemicals which photosynthesis, including the inputs and make up the plants’ cells outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis B3.1.12 understand that energy is B3.3.9 recall that many different substances transferred between organisms cycle through the abiotic and biotic in an ecosystem: a. when components of an ecosystem, including organisms are eaten b. when carbon and water dead organisms and waste materials are fed on by decay organisms (decomposers and detritivores) B3.1.13 explain how energy passes out B3.3.7, describe pyramids of biomass and of a food chain at each stage via B3.3.8 explain, with examples, how biomass is heat, waste products and lost between the different trophic levels uneaten parts, limiting the length calculate the efficiency of biomass of food chains transfers between trophic levels and explain how this affects the number of organisms at each trophic level B3.1.14 calculate from given data the B3.3.12 calculate the percentage of mass, in the percentage efficiency of energy context of the use and cycling of transfer at different stages of a substances in ecosystems food chain B3.1.15 understand how carbon is B3.3.9, recall that many different substances recycled through the B3.3.10 cycle through the abiotic and biotic environment to include the components of an ecosystem, including processes of combustion, carbon and water respiration, photosynthesis and explain the importance of the carbon decomposition cycle and the water cycle to living organisms B3.1.16 understand the importance of B3.3.11 explain the role of microorganisms in the the role of microorganisms in the cycling of substances through an carbon cycle ecosystem B3.1.17 understand how nitrogen is B3.3.9 NA recycled through the environment in the processes of: a. nitrogen fixation to form nitrogen compounds including nitrates b. conversion of nitrogen compounds to protein in plants and animals c. transfer of nitrogen compounds through food chains d. excretion, death  and decay of plants and animals resulting in release of nitrates into the soil e. uptake of nitrates by plants f. denitrification i Foundation tier candidates are not expected to recall details of conversion of atmospheric nitrogen to nitrates, or nitrates to atmospheric nitrogen

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B3.1.18 understand the importance of B3.3.11 explain the role of microorganisms in the the role of microorganisms in the cycling of substances through an nitrogen cycle, including ecosystem decomposition, nitrogen fixation and denitrification B3.1.19 interpret simple diagrams of the NA NA carbon cycle and nitrogen cycle i Foundation tier candidates are  not expected to recall nitrogen fixation or denitrification B3.1.20 understand how environmental NA NA change can be measured using non-living indicators, including  nitrate levels, temperature and carbon dioxide levels

B3.1.21 understand how climate and NA NA environmental change can be measured using living indicators, including phytoplankton, lichens  and aquatic river organisms such as mayfly nymphs B3.1.22 interpret data obtained from NA NA living and non-living indicators to investigate environmental  change. B3.2.1 recall that life on Earth began NA NA approximately 3500 million  years ago B3.2.2 understand that life on Earth B6.1.3 explain how evolution occurs through (including species that are now natural selection of variants that give rise extinct) evolved from very to phenotypes better suited to their simple living things environment B3.2.3 understand that there is B1.1.10 recall that all genetic variants arise from variation between individuals of B6.1.1 mutations the same species and that some state that there is usually extensive of this variation is genetic so can genetic variation within a population of a be passed on to offspring species

B3.2.4 understand that genetic variation B6.1.1, state that there is usually extensive is the result of changes that B6.1.2 genetic variation within a population of a occur in genes (mutations) species recall that genetic variants arise from mutations, and that most have no effect on the phenotype, some influence phenotype and a very few determine phenotype B3.2.5 understand that mutated genes B6.1.5 describe evolution as a change in the in sex cells can be passed on to inherited characteristics of a population offspring and may occasionally over a number of generations through a produce new characteristics process of natural selection which may result in the formation of new species B3.2.6 understand the process of B6.1.3, explain how evolution occurs through natural selection in terms of the B6.1.4 natural selection of variants that give rise effects of genetic variation and to phenotypes better suited to their competition on survival and environment reproduction, leading to an explain the importance of competition in a increase in the number of community, with regard to natural individuals displaying beneficial selection characteristics in later generations Twenty First Century Biology: Learning Outcome mapping of old spec to new

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B3.2.7 describe the similarities and B6.1.6 explain the impact of the selective differences between natural breeding of food plants and domesticated selection and selective breeding animals B3.2.8 interpret data on changes in a B6.1.8 describe the work of Darwin and Wallace species in terms of natural in the development of the theory of selection evolution by natural selection (separate science only) B3.2.9 understand how the combined B6.1.5 describe evolution as a change in the effect of mutations, B6.1.10 inherited characteristics of a population environmental changes, natural over a number of generations through a selection and isolation can process of natural selection which may produce new species in the result in the formation of a new species process of evolution explain the impact of these ideas on modern biology and society (separate science only) B3.2.10 understand that evidence for B6.1.7 describe how fossils provide evidence for evolution is provided by the evolution fossil record and from analysis of similarities and differences in the DNA of organisms

B3.2.11 understand that Darwin’s theory B6.1.8 describe the work of Darwin and Wallace of evolution by natural selection in the development of the theory of was the result of many evolution by natural selection (separate observations and creative science only) thought and why it is a better scientific explanation than Lamarck’s (e.g. fits with advances in understanding of genetics, no evidence or mechanism for inheritance of acquired characteristics) B3.3.1 understand that organisms are B6.3.1 describe the impact of developments in classified into groups according biology on classification systems, to similarities and differences in including the use of DNA analysis to characteristics including: a. classify organisms physical features (e.g. flowers in flowering plants and the skeleton in vertebrates) b. DNA i Candidates will not be expected to give examples of characteristics of particular taxonomic groups B3.3.2 understand that organisms are B6.3.1 describe the impact of developments in classified at different levels, and biology on classification systems, that these levels can be including the use of DNA analysis to arranged in an order classify organisms progressing from large groups containing many organisms with a small number of characteristics in common (e.g. kingdom) to smaller groups containing fewer organisms with more characteristics in common (e.g. species) i Candidates will not be expected to recall the names of taxa other than kingdom and species

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B3.3.3 understand that the B6.3.1 describe the impact of developments in classification of living and fossil biology on classification systems, organisms can help to: a. make including the use of DNA analysis to sense of the enormous diversity classify organisms of organisms on Earth b. show the evolutionary relationships between organisms B3.3.4 understand that biodiversity B6.3.1 describe the impact of developments in refers to the variety of life on biology on classification systems, Earth including: a. the number of including the use of DNA analysis to different species b. the range of classify organisms different types of organisms, e.g. plants, animals and microorganisms c. the genetic variation within species B3.3.5 understand why biodiversity is B6.4.3, describe some of the biological factors important for the future B6.4.4 affecting levels of food security including development of food crops and increasing human population, changing medicines diets in wealthier populations, new pests and pathogens, environmental change, sustainability and cost of agricultural inputs (separate science only) explain some of the benefits and challenges of maintaining local and global biodiversity B3.3.6 understand that the rate of B6.4.1 describe both positive and negative extinction of species is human interactions within ecosystems increasing and why this is likely and explain their impact on biodiversity to be due to human activity B3.3.7 understand that maintaining B6.4.4 explain some of the benefits and biodiversity to ensure the challenges of maintaining local and conservation of different species global biodiversity is one of the keys to sustainability B3.3.8 understand that sustainability B6.4.3 describe some of the biological factors means meeting the needs of affecting levels of food security including people today without damaging increasing human population, changing the Earth for future generations diets in wealthier populations, new pests and pathogens, environmental change, sustainability and cost of agricultural inputs B3.3.9 understand that large-scale B6.4.6 describe and explain some possible monoculture crop production is biotechnological and agricultural not sustainable because it does solutions, including genetic modification, not maintain biodiversity to the demands of the growing human population B3.3.10 describe and explain how NA NA sustainability can be improved, for example in the use of packaging materials, by  considering the materials used, energy used and pollution created

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B3.3.11 understand why it is preferable NA NA to decrease the use of some materials, including packaging materials, even when they are biodegradable, because of: a.  use of energy in their production and transport b. slow decomposition in oxygen deficient landfill sites. B4.1.1 understand that the basic B4.1.2 explain why cellular respiration occurs processes of life carried out by continuously in all living cells all living things depend on chemical reactions within cells that require energy released by respiration B4.1.2 understand the role of B3.1.1 a) describe the process of photosynthesis in making food photosynthesis, including the inputs and molecules and energy available outputs of the two main stages and the to living organisms through food requirement of light in the first stage, and chains describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis B4.1.3 describe photosynthesis as a B3.1.1 a) describe the process of series of chemical reactions that photosynthesis, including the inputs and use energy from sunlight to build outputs of the two main stages and the large food molecules in plant requirement of light in the first stage, and cells and some microorganisms describe photosynthesis as an (e.g. phytoplankton) endothermic process b) describe practical investigations into the requirements and products of photosynthesis B4.1.4 describe respiration as a series B4.1.1 compare the processes of aerobic and of chemical reactions that anaerobic respiration, including release energy by breaking conditions under which they occur, the down large food molecules in all inputs and outputs, and comparative living cells yields of ATP B4.1.5 recall that enzymes are proteins B3.1.3 a) explain the mechanism of enzyme that speed up chemical action including the active site, enzyme reactions specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions B4.1.6 recall that cells make enzymes B3.1.3 a) explain the mechanism of enzyme according to the instructions action including the active site, enzyme carried in genes specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B4.1.7 understand that molecules have B3.1.3 a) explain the mechanism of enzyme to be the correct shape to fit into action including the active site, enzyme the active site of the enzyme specificity and factors affecting the rate of (the lock and key model) enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions B4.1.8 understand that enzymes need B3.1.3 a) explain the mechanism of enzyme a specific constant temperature action including the active site, enzyme to work at their optimum, and specificity and factors affecting the rate of that they permanently stop enzyme-catalysed reactions, including working (denature) if the substrate concentration, temperature and temperature is too high pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions B4.1.9 explain that enzyme activity at B3.1.3 a) explain the mechanism of enzyme different temperatures is a action including the active site, enzyme balance between: a. increased specificity and factors affecting the rate of rates of reaction as temperature enzyme-catalysed reactions, including increases b. changes to the substrate concentration, temperature and active site at higher pH temperatures, including b) describe practical investigations into denaturing i Candidates are not the effect of substrate concentration, expected to explain why rates of temperature and pH on the rate of reaction increase with enzyme controlled reactions temperature B4.1.10 recall that an enzyme works at B3.1.3 a) explain the mechanism of enzyme its optimum at a specific pH action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions B4.1.11 explain the effect of pH on B3.1.3 a) explain the mechanism of enzyme enzyme activity in terms of action including the active site, enzyme changes to the shape of the specificity and factors affecting the rate of active site. enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions B4.2.1 recall the names of the reactants B3.1.1 a) describe the process of and products of photosynthesis, photosynthesis, including the inputs and and use the word equation: light outputs of the two main stages and the energy carbon dioxide + water requirement of light in the first stage, and → glucose + oxygen describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B4.2.2 recall the formulae of the B3.1.1 a) describe the process of reactants and products of photosynthesis, including the inputs and photosynthesis, and use the outputs of the two main stages and the symbol equation: light energy requirement of light in the first stage, and 6CO2 + 6H2O → C6H12O6 + describe photosynthesis as an 6O2 endothermic process b) describe practical investigations into the requirements and products of photosynthesis B4.2.3 recall the main stages of B3.1.1 a) describe the process of photosynthesis: a. light energy photosynthesis, including the inputs and absorbed by the green chemical outputs of the two main stages and the chlorophyll b. energy used to requirement of light in the first stage, and bring about the reaction describe photosynthesis as an between carbon dioxide and endothermic process water to produce glucose (a b) describe practical investigations into sugar) c. oxygen produced as a the requirements and products of waste product photosynthesis B4.2.4 recall that glucose may be: a. B3.1.1 a) describe the process of converted into chemicals photosynthesis, including the inputs and needed for growth of plant cells, outputs of the two main stages and the for example cellulose, protein requirement of light in the first stage, and and chlorophyll b. converted into describe photosynthesis as an starch for storage c. used in endothermic process respiration to release energy b) describe practical investigations into the requirements and products of photosynthesis B4.2.5 recall the structure of a typical B3.1.2 explain how chloroplasts in plant cells are plant cell, limited to chloroplasts, B2.2.3 related to photosynthesis cell membrane, nucleus, describe physical plant defences, cytoplasm, mitochondria, including leaf cuticle and cell wall vacuole and cell wall B4.2.6 understand the functions of the B3.1.2, explain how chloroplasts in plant cells are structures in a typical plant cell B3.2.3 related to photosynthesis that have a role in explain how the partially-permeable cell photosynthesis, including: a. membranes of plant cells and prokaryotic chloroplasts contain chlorophyll cells are related to diffusion, osmosis and and the enzymes for the active transport reactions in photosynthesis b. cell membrane allows gases and water to pass in and out of the cell freely while presenting a barrier to other chemicals c. nucleus contains DNA which carries the genetic code for making enzymes and other proteins used in the chemical reactions of photosynthesis d. cytoplasm where the enzymes and other proteins are made B4.2.7 recall that minerals taken up by B3.2.4 explain how water and mineral ions are plant roots are used to make taken up by plants, relating the structure some chemicals needed by of the root hair cells to their function cells, including nitrogen from nitrates to make proteins B4.2.8 understand that diffusion is the B3.2.2 explain how the partially-permeable cell passive overall movement of B3.2.3 membranes of plant cells and prokaryotic molecules from a region of their B5.1.2 cells are related to diffusion, osmosis and higher concentration to a region active transport of their lower concentration explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function Twenty First Century Biology: Learning Outcome mapping of old spec to new

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered explain how the partially-permeable membranes of animal cells are related to diffusion, osmosis and active transport

B4.2.9 recall that the movement of B3.2.1 describe some of the substances oxygen and carbon dioxide in transported into and out of photosynthetic and out of leaves during organisms in terms of the requirements of photosynthesis occurs by those organisms, including oxygen, diffusion carbon dioxide, water and mineral ions

B4.2.10 understand that osmosis (a B3.2.2 explain how the partially-permeable cell specific case of diffusion) is the B3.2.3 membranes of plant cells and prokaryotic overall movement of water from B5.1.2 cells are related to diffusion, osmosis and a dilute to a more concentrated active transport solution through a partially explain how water and mineral ions are permeable membrane taken up by plants, relating the structure of the root hair cells to their function explain how the partially-permeable membranes of animal cells are related to diffusion, osmosis and active transport B4.2.11 recall that the movement of B3.2.2 explain how the partially-permeable cell water into plant roots occurs by B3.2.3 membranes of plant cells and prokaryotic osmosis cells are related to diffusion, osmosis and active transport explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function B4.2.12 understand that active transport B3.2.1 describe some of the substances is the overall movement of B3.2.2 transported into and out of photosynthetic chemicals across a cell B5.1.2 organisms in terms of the requirements of membrane requiring energy those organisms, including oxygen, from respiration carbon dioxide, water and mineral ions a) explain how substances are transported into and out of cells through diffusion, osmosis and active transport b) describe practical investigations into the processes of diffusion and osmosis explain how the partially-permeable cell membranes of plant cells and prokaryotic cells are related to diffusion, osmosis and active transport explain how the partially-permeable membranes of animal cells are related to diffusion, osmosis and active transport

B4.2.13 recall that active transport is B3.2.5 a) explain how the structure of the xylem used in the absorption of nitrates and phloem are adapted to their functions by plant roots in the plant b) describe how to use a light microscope to observe the structure of the xylem and phloem

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B4.2.14 understand that the rate of B3.1.4 a) explain the effect of temperature, light photosynthesis may be limited B3.1.6 intensity and carbon dioxide by: a. temperature b. carbon concentration on the rate of dioxide c. light intensity photosynthesis b) describe practical investigations into the effect of environmental factors on the rate of photosynthesis PAG5 explain the interaction of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis, and use graphs depicting the effects B4.2.15 interpret data on factors limiting B3.1.5 use the inverse square law to explain the rate of photosynthesis B3.1.7 changes in the rate of photosynthesis with distance from a light source. In the context of the rate of photosynthesis: a) understand and use simple compound measures such as the rate of a reaction b) translate information between graphical and numerical form c) plot and draw appropriate graphs selecting appropriate scales for axes d) extract and interpret information from graphs, charts and tables B4.2.16 describe and explain techniques B3.1.5 use the inverse square law to explain used in fieldwork to investigate B3.1.7 changes in the rate of photosynthesis the effect of light on plants, with distance from a light source. including: a. using a light meter In the context of the rate of b. using a quadrat c. using an photosynthesis: identification key a) understand and use simple compound measures such as the rate of a reaction b) translate information between graphical and numerical form c) plot and draw appropriate graphs selecting appropriate scales for axes d) extract and interpret information from graphs, charts and tables B4.2.17 understand how to take a B3.4.2 describe how to carry out a field transect investigation into the distribution and abundance of organisms in an ecosystem and explain how to determine their numbers in a given area

B4.3.1 understand that all living B3.3.3 describe some of the substances organisms require energy B4.1.2 transported into organisms in terms of the released by respiration for some requirements of those organisms, chemical reactions in cells, including dissolved food molecules including chemical reactions explain why cellular respiration occurs involved in: a. movement b. continuously in all living cells synthesis of large molecules c. active transport B4.3.2 understand that synthesis of B4.1.2 explain why cellular respiration occurs large molecules includes: a. continuously in all living cells synthesis of polymers required by plant cells such as starch and cellulose from glucose in plant cells b. synthesis of amino acids from glucose and nitrates, and then proteins from amino acids in plant, animal and microbial cells

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B4.3.3 recall that aerobic respiration B4.1.1 compare the processes of aerobic and takes place in animal and plant anaerobic respiration, including cells and some microorganisms, conditions under which they occur, the and requires oxygen inputs and outputs, and comparative yields of ATP B4.3.4 recall the names of the reactants B4.1.1 compare the processes of aerobic and and products of aerobic B4.1.4 anaerobic respiration, including respiration and use the word conditions under which they occur, the equation: glucose + oxygen → inputs and outputs, and comparative carbon dioxide + water (+ yields of ATP energy released) describe cellular respiration as an exothermic process B4.3.5 recall the formulae of the B4.1.1 compare the processes of aerobic and reactants and products of anaerobic respiration, including aerobic respiration and use the conditions under which they occur, the symbol equation: C6H12O6 + inputs and outputs, and comparative 6O2 → 6CO2 + 6H2O yields of ATP B4.3.6 recall that anaerobic respiration B4.1.1 compare the processes of aerobic and takes place in animal, plant and B4.1.3 anaerobic respiration, including some microbial cells in conditions under which they occur, the conditions of low oxygen or inputs and outputs, and comparative absence of oxygen, to include: yields of ATP a. plant roots in waterlogged soil explain how mitochondria in eukaryotic b. bacteria in puncture wounds cells (plants and animals) are related to c. human cells during vigorous cellular respiration exercise B4.3.7 recall the names of the reactants B4.1.1 compare the processes of aerobic and and products of anaerobic anaerobic respiration, including respiration in animal cells and conditions under which they occur, the some bacteria, and use the word inputs and outputs, and comparative equation: glucose → lactic acid yields of ATP (+ energy released) B4.3.8 recall the names of the reactants B4.1.1 compare the processes of aerobic and and products of anaerobic anaerobic respiration, including respiration in plant cells and conditions under which they occur, the some microorganisms including inputs and outputs, and comparative yeast, and use the word yields of ATP equation: glucose → ethanol + carbon dioxide (+ energy released) B4.3.9 understand that aerobic B4.1.1 compare the processes of aerobic and respiration releases more anaerobic respiration, including energy per glucose molecule conditions under which they occur, the than anaerobic respiration inputs and outputs, and comparative yields of ATP B4.3.10 recall the structure of typical B4.2.2 in the context of cells and sub-cellular animal and microbial cells structures: (bacteria and yeast) limited to: a. a) demonstrate an understanding of nucleus b. cytoplasm c. cell number, size and scale and the membrane d. mitochondria (for quantitative relationship between units animal and yeast cells) e. cell b) use estimations and explain when they wall (for yeast and bacterial should be used cells) f. circular DNA molecule c) calculate with numbers written in (for bacterial cells) standard form

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B4.3.11 understand the functions of the B1.1.1a) explain how the nucleus and genetic structures in animal, plant, B4.1.3 material of eukaryotic cells (plants and bacteria and yeast cells that animals) and the genetic material, have a role in respiration, including of plasmids, of prokaryotic cells including: a. mitochondria are related to cell functions contain enzymes for the explain how mitochondria in eukaryotic reactions in aerobic respiration cells (plants and animals) are related to (in animals, plants and yeast) b. cellular respiration cell membrane allows gases and water to pass in and out of the cell freely while presenting a barrier to other chemicals c. nucleus or circular DNA in bacteria contains DNA which carries the genetic code for making enzymes used in the chemical reactions of respiration d. cytoplasm where enzymes are made and which contains the enzymes used in anaerobic respiration

B4.3.12 describe examples of the B4.1.1 compare the processes of aerobic and applications of the anaerobic anaerobic respiration, including respiration of microorganisms, conditions under which they occur, the including the production of inputs and outputs, and comparative biogas and fermentation in yields of ATP bread making and alcohol production B5.1.1 recall that cells in multicellular NA NA organisms can be specialised to  do particular jobs B5.1.2 recall that groups of specialised NA NA cells are called tissues, and  groups of tissues form organs B5.1.3 recall that a fertilised egg cell B4.3.1 a) describe the role of the cell cycle in (zygote) divides by mitosis to B4.3.4 growth, including interphase and mitosis form an embryo b) describe how to use a light microscope to observe stages of mitosis PAG1 describe the function of stem cells in embryonic and adult animals and meristems in plants B5.1.4 recall that in a human embryo B4.3.1 a) describe the role of the cell cycle in up to (and including) the eight growth, including interphase and mitosis cell stage, all the cells are b) describe how to use a light microscope identical (embryonic stem cells) to observe stages of mitosis and could produce any type of cell required by the organism B5.1.5 understand that after the eight B4.3.5 explain the importance of cell cell stage, most of the embryo differentiation, in which cells become cells become specialised and specialised by switching genes off and on form different types of tissue to form tissues with particular functions B5.1.6 understand that some cells B4.3.4 describe the function of stem cells in (adult stem cells) remain embryonic and adult animals and unspecialised and can become meristems in plants specialised at a later stage to become many, but not all, types of cell required by the organism

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B5.1.7 understand that in plants, only B4.3.4 describe the function of stem cells in cells within special regions embryonic and adult animals and called meristems are mitotically meristems in plants active B5.1.8 understand that the new cells B4.3.4 describe the function of stem cells in produced from plant meristems embryonic and adult animals and are unspecialised and can meristems in plants develop into any kind of plant cell B5.1.9 understand that unspecialised B4.3.5 explain the importance of cell plant cells can become differentiation, in which cells become specialised to form different specialised by switching genes off and on types of tissue (including xylem to form tissues with particular functions and phloem) within organs (including flowers, leaves, stems and roots) B5.1.10 understand that the presence of B6.2.1 explain some of the advantages and meristems (as sources of disadvantages of asexual and sexual unspecialised cells) allows the reproduction in a range of organisms production of clones of a plant from cuttings, and that this may be done to reproduce a plant with desirable features B5.1.11 understand that a cut stem from NA NA a plant can develop roots and then grow into a complete plant which is a clone of the parent,  and that rooting can be promoted by the presence of plant hormones (auxins) B5.1.12 understand that the growth and B4.4.1 a) explain how plant hormones are development of plants is also important in the control and coordination affected by the environment, of plant growth and development, with e.g. phototropism reference to the role of auxins in phototropisms and gravitropisms b) describe practical investigations into the role of auxin in phototropism B5.1.13 understand how phototropism B4.4.1 a) explain how plant hormones are increases the plant’s chance of important in the control and coordination survival of plant growth and development, with reference to the role of auxins in phototropisms and gravitropisms b) describe practical investigations into the role of auxin in phototropism B5.1.14 explain phototropism in terms of B4.4.1 a) explain how plant hormones are the effect of light on the important in the control and coordination distribution of auxin in a shoot of plant growth and development, with tip. reference to the role of auxins in phototropisms and gravitropisms b) describe practical investigations into the role of auxin in phototropism B5.2.1 recall that cell division by mitosis B4.3.1 a) describe the role of the cell cycle in produces two new cells that are growth, including interphase and mitosis genetically identical to each b) describe how to use a light microscope other and to the parent cell to observe stages of mitosis

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B5.2.2 describe the main processes of B4.3.1 a) describe the role of the cell cycle in the cell cycle: a. cell growth growth, including interphase and mitosis during which: • numbers of b) describe how to use a light microscope organelles increase • the to observe stages of mitosis chromosomes are copied when the two strands of each DNA molecule separate and new strands form alongside them b. mitosis during which: • copies of the chromosomes separate • the nucleus divides i Candidates are not expected to recall intermediate stages of mitosis B5.2.3 recall that meiosis is a type of B4.3.3 explain the role of meiotic cell division in cell division that produces halving the chromosome number to form gametes gametes, including the stages of interphase and two meiotic divisions

B5.2.4 understand why, in meiosis, it is B4.3.3 explain the role of meiotic cell division in important that the cells produced halving the chromosome number to form only contain half the gametes, including the stages of chromosome number of the interphase and two meiotic divisions parent cell i Candidates are not expected to recall intermediate stages of meiosis B5.2.5 understand that a zygote B4.3.3 explain the role of meiotic cell division in contains a set of chromosomes halving the chromosome number to form from each parent gametes, including the stages of interphase and two meiotic divisions B5.3.1 recall that DNA has a double B1.1.3 describe DNA as a polymer made up of helix structure nucleotides, forming two strands in a double helix B5.3.2 recall that both strands of the B1.1.7 describe DNA as a polymer made from DNA molecule are made up of four different nucleotides, each four different bases which nucleotide consisting of a common sugar always pair up in the same way: and phosphate group with one of four A with T, and C with G different bases attached to the sugar B5.3.3 understand that the order of B1.1.8 explain simply how the sequence of bases in a gene is the genetic bases in DNA codes for the proteins code for the production of a made in protein synthesis, including the protein idea that each set of three nucleotides is the code for an amino acid

B5.3.4 explain how the order of bases B1.1.9 recall a simple description of protein in a gene is the code for building synthesis, in which: up amino acids in the correct • a copy of a gene is made from order to make a particular messenger RNA (mRNA) protein i Candidates are not • the mRNA travels to a ribosome in the expected to recall details of cytoplasm nucleotide structure, • the ribosome joins amino acids together transcription or translation in an order determined by the mRNA NOTE: learners are not expected to recall details of transcription and translation (separate science only)

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B5.3.5 recall that the genetic code is in B1.1.9 recall a simple description of protein the cell nucleus of animal and synthesis, in which: plant cells but proteins are • a copy of a gene is made from produced in the cell cytoplasm messenger RNA (mRNA) • the mRNA travels to a ribosome in the cytoplasm • the ribosome joins amino acids together in an order determined by the mRNA NOTE: learners are not expected to recall details of transcription and translation (separate science only) B5.3.6 understand that genes do not B1.1.9 recall a simple description of protein leave the nucleus but a copy of synthesis, in which: the gene (messenger RNA) is • a copy of a gene is made from produced to carry the genetic messenger RNA (mRNA) code to the cytoplasm • the mRNA travels to a ribosome in the cytoplasm • the ribosome joins amino acids together in an order determined by the mRNA NOTE: learners are not expected to recall details of transcription and translation (separate science only) B5.3.7 understand that although all B4.3.5 explain the importance of cell body cells in an organism differentiation, in which cells become contain the same genes, many specialised by switching genes off and on genes in a particular cell are not to form tissues with particular functions active (switched off) because the cell only produces the specific proteins it needs B5.3.8 understand that in specialised B4.3.5 explain the importance of cell cells only the genes needed for differentiation, in which cells become the cell can be switched on, but specialised by switching genes off and on in embryonic stem cells any to form tissues with particular functions gene can be switched on during development to produce any type of specialised cell

B5.3.9 understand that adult stem cells B4.5.1 discuss potential benefits, risks and and embryonic stem cells have ethical issues associated with the use of the potential to produce cells stem cells in medicine needed to replace damaged tissues B5.3.10 understand that ethical B4.5.1 discuss potential benefits, risks and decisions need to be taken ethical issues associated with the use of when using embryonic stem stem cells in medicine cells and that this work is subject to Government regulation B5.3.11 understand that, in carefully B4.5.1 discuss potential benefits, risks and controlled conditions of ethical issues associated with the use of mammalian cloning, it is stem cells in medicine possible to reactivate (switch on) inactive genes in the nucleus of a body cell to form cells of all tissue types B6.1.1 recall that a stimulus is a change NA NA in the environment of an  organism B6.1.2 understand that simple reflexes B5.2.3 a) explain how the structure of a reflex produce rapid involuntary arc, including the relay neuron, is related responses to stimuli to its function b) describe practical investigations into

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered reflex actions

B6.1.3 understand that the simplest NA NA animals rely on reflex actions for  the majority of their behaviour B6.1.4 understand that these reflex NA NA actions help to ensure that the simplest animals respond to a stimulus in a way that is most  likely to result in their survival, to include finding food and sheltering from predators B6.1.5 recall examples of simple NA NA reflexes in humans, to include newborn reflexes (e.g. stepping, grasping, sucking), pupil reflex,  knee jerk and dropping a hot object B6.1.6 understand that nervous co- B5.2.1 explain how the components of the ordination, including simple nervous system work together to enable reflexes, requires: a. receptors it to function, including sensory receptors, to detect stimuli b. processing sensory neurons, the CNS, motor centres to receive information neurons and effectors and coordinate responses c. effectors to produce the response B6.1.7 understand that receptors and B5.2.1 explain how the components of the effectors can form part of nervous system work together to enable complex organs, for example: a. it to function, including sensory receptors, light receptor cells in the retina sensory neurons, the CNS, motor of the eye b. hormone secreting neurons and effectors cells in a gland c. muscle cells in a muscle B6.1.8 understand that nervous B5.2.1 explain how the components of the systems use electrical impulses B5.2.2 nervous system work together to enable for fast, short-lived responses it to function, including sensory receptors, including simple reflexes sensory neurons, the CNS, motor neurons and effectors explain how the structures of nerve cells and synapses relate to their functions NOTE: learners are not expected to explain nerve impulse transmission in terms of membrane potentials B6.1.9 recall that hormones are B5.5.1 describe the role of hormones in human chemicals that are produced in B5.6.1 reproduction, including the control of the glands, travel in the blood and menstrual cycle bring about slower, longer- explain how insulin controls the blood lasting responses, e.g. insulin sugar level in the body. and oestrogen B6.1.10 recall that the development of B5.2.1 explain how the components of the nervous and hormonal nervous system work together to enable communication systems it to function, including sensory receptors, depended on the evolution of sensory neurons, the CNS, motor multicellular organisms neurons and effectors

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B6.2.1 recall that nervous systems are B5.2.2 explain how the structures of nerve cells made up of neurons (nerve and synapses relate to their functions cells) linking receptor cells (e.g. in eyes, ears and skin) to effector cells (in muscles/glands)

B6.2.2 recall that neurons transmit B5.2.1 explain how the components of the electrical impulses when nervous system work together to enable stimulated it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors B6.2.3 recall that an axon is a long B5.2.1 explain how the components of the extension of the cytoplasm in a nervous system work together to enable neuron and is surrounded by cell it to function, including sensory receptors,  membrane sensory neurons, the CNS, motor neurons and effectors B6.2.4 understand that some axons are B5.2.1 explain how the components of the surrounded by a fatty sheath, nervous system work together to enable which insulates the neuron from it to function, including sensory receptors, neighbouring cells and sensory neurons, the CNS, motor increases the speed of neurons and effectors transmission of a nerve impulse B6.2.5 recall that in humans and other B5.2.1 explain how the components of the vertebrates the central nervous nervous system work together to enable system (CNS) is made up of the it to function, including sensory receptors, spinal cord and brain sensory neurons, the CNS, motor neurons and effectors B6.2.6 recall that in the mammalian B5.2.1 explain how the components of the nervous system the CNS (brain nervous system work together to enable and spinal cord) is connected to it to function, including sensory receptors, the body via the peripheral sensory neurons, the CNS, motor nervous system (PNS) (sensory neurons and effectors and motor neurons) B6.2.7 understand that the CNS B5.2.1 explain how the components of the coordinates an animal’s nervous system work together to enable responses via: a. sensory it to function, including sensory receptors, neurons carrying impulses from sensory neurons, the CNS, motor receptors to the CNS b. motor neurons and effectors neurons carrying impulses from the CNS to effectors B6.2.8 understand that within the CNS, B5.2.1 explain how the components of the impulses are passed from nervous system work together to enable sensory neurons to motor it to function, including sensory receptors, neurons through relay neurons sensory neurons, the CNS, motor neurons and effectors B6.2.9 describe the nervous pathway of B5.2.3 a) explain how the structure of a reflex a spinal reflex arc to include arc, including the relay neuron, is related receptor, sensory neuron, relay to its function neuron, spinal cord, motor b) describe practical investigations into neuron and effector reflex actions B6.2.10 understand that this B5.2.3 a) explain how the structure of a reflex arrangement of neurons into a arc, including the relay neuron, is related fixed pathway allows reflex to its function responses to be automatic and b) describe practical investigations into so very rapid, since no reflex actions processing of information is required

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B6.2.11 recall that there are gaps B5.2.1 explain how the components of the between adjacent neurons nervous system work together to enable called synapses and that it to function, including sensory receptors, impulses are transmitted across sensory neurons, the CNS, motor them neurons and effectors B6.2.12 understand that at a synapse an B5.2.1 explain how the components of the impulse triggers the release of nervous system work together to enable chemicals (transmitter it to function, including sensory receptors, substances) from the first sensory neurons, the CNS, motor neuron into the synapse, which neurons and effectors diffuse across and bind to receptor molecules on the membrane of the next neuron B6.2.13 understand that only specific B5.2.1 explain how the components of the chemicals bind to the receptor nervous system work together to enable molecules, initiating a nerve it to function, including sensory receptors, impulse in the next neuron sensory neurons, the CNS, motor neurons and effectors B6.2.14 recall that some toxins and NA NA drugs, including Ecstasy, beta blockers and Prozac, affect the  transmission of impulses across synapses B6.2.15 understand that Ecstasy NA NA (MDMA) blocks the sites in the brain’s synapses where the  transmitter substance, serotonin, is removed B6.2.16 understand that the effects of NA NA Ecstasy on the nervous system are due to the subsequent  increase in serotonin concentration B6.2.17 recall that the cerebral cortex is B5.2.4 describe the structure and function of the the part of our brain most brain and roles of the cerebral cortex concerned with intelligence, (intelligence, memory, language and memory, language and consciousness), cerebellum (conscious consciousness movement) and brain stem (regulation of heart and breathing rate) B6.2.18 understand that scientists can B5.2.4 describe the structure and function of the map the regions of the brain to brain and roles of the cerebral cortex particular functions (including (intelligence, memory, language and studies of patients with brain consciousness), cerebellum (conscious damage, studies in which movement) and brain stem (regulation of different parts of the brain are heart and breathing rate) stimulated electrically, and brain scans such as MRI, showing brain structure and activity) B6.3.1 understand that a reflex NA NA response to a new stimulus can be learned by introducing the secondary (new) stimulus in  association with the primary stimulus, and that this is called conditioning B6.3.2 describe and explain two NA NA examples of conditioning,  including Pavlov’s dogs

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B6.3.3 understand that in a conditioned NA NA reflex the final response (e.g. salivation) has no direct  connection to the secondary stimulus (e.g. ringing of a bell)

B6.3.4 understand that conditioned NA NA reflexes are a form of simple learning that can increase an  animal’s chance of survival B6.3.5 recall that in some B5.2.3 a) explain how the structure of a reflex circumstances the brain can arc, including the relay neuron, is related modify a reflex response via a to its function neuron to the motor neuron of b) describe practical investigations into the reflex arc, for example reflex actions keeping hold of a hot object B6.4.1 understand that the evolution of NA NA a larger brain gave early humans a better chance of  survival B6.4.2 recall that mammals have a B5.2.4 describe the structure and function of the complex brain of billions of brain and roles of the cerebral cortex neurons that allows learning by (intelligence, memory, language and experience, including social consciousness), cerebellum (conscious behaviour movement) and brain stem (regulation of heart and breathing rate) B6.4.3 understand that during NA NA development the interaction between mammals and their  environment results in neuron pathways forming in the brain

B6.4.4 understand that learning is the NA NA result of experience where: a. certain pathways in the brain become more likely to transmit  impulses than others b. new neuron pathways form and other neuron pathways are lost B6.4.5 understand that this is why NA NA some skills may be learnt  through repetition B6.4.6 understand that the variety of NA NA potential pathways in the brain makes it possible for the animal  to adapt to new situations B6.4.7 understand the implications of NA NA evidence suggesting that children may only acquire some skills at a particular age, to  include language development in feral children B6.4.8 describe memory as the storage NA NA and retrieval of information 

B6.4.9 recall that memory can be NA NA divided into short-term memory  and long-term memory

tick if no Spec Original spec statement (21C Spec statement equivalent (reformed Spec Ref longer Ref current spec) 21C spec) covered B6.4.10 understand that humans are NA NA more likely to remember information if: a. they can see a pattern in it (or impose a pattern on it) b. there is repetition of the information, especially over an  extended period of time c. there is a strong stimulus associated with it, including colour, light, smell, or sound B6.4.11 understand how models can be NA NA used to describe memory (including the multi-store model) to include short-term memory,  long-term memory, repetition, storage, retrieval and forgetting B6.4.12 understand that models are NA NA limited in explaining how  memory works

New outcomes

Spec ref Spec statement

describe the development of our understanding of genetics including the work of Mendel and the B1.2.7 modern day use of genome sequencing (separate science only) describe genetic engineering as a process which involves modifying the genome of an organism to B1.3.2 introduce desirable characteristics describe the main steps in the process of genetic engineering including: • isolating and replicating the required gene(s) B1.3.3 • putting the gene(s) into a vector (e.g. a plasmid) • using the vector to insert the gene(s) into cells • selecting modified cells B2.1.1 describe the relationship between health and disease

B2.1.2 describe different types of diseases (including communicable and non-communicable diseases) describe common human infections including influenza (viral), Salmonella (bacterial), Athlete’s foot B2.1.4 (fungal) and malaria (protist) and sexually transmitted infections in humans including HIV/AIDS (viral) describe plant diseases including tobacco mosaic virus (viral), ash dieback (fungal) and crown gall B2.1.5 disease (bacterial) describe non-specific defence systems of the human body against pathogens, including examples of B2.2.1 physical, chemical and microbial defences B2.2.2 explain how platelets are adapted to their function in the blood

B2.2.6 describe chemical plant defence responses, including antimicrobial substances a) describe ways in which diseases, including plant diseases, can be detected and identified, in the B2.4.1 lab and in the field b) describe how to use a light microscope to observe microorganisms B2.4.2 describe and explain the aseptic techniques used in culturing organisms describe how monoclonal antibodies are produced including the following steps: • antigen injected into an animal B2.4.4 • antibody-producing cells taken from animal • cells producing the correct antibody selected then cultured

B2.4.5 describe some of the ways in which monoclonal antibodies can be used in diagnostic tests

B2.5.4 describe interactions between different types of disease

calculate cross-sectional areas of bacterial cultures and of clear zones around antibiotic discs on B2.6.2 agar jelly using πr2 describe how monoclonal antibodies can be used to treat cancer including: • produce monoclonal antibodies specific to a cancer cell antigen • inject the antibodies into the blood B2.6.5 • the antibodies bind to cancer cells, tagging them for attack by white blood cells • the antibodies can also be attached to a radioactive or toxic substance to deliver it to cancer cells (separate science only) a) describe the processes of transpiration and translocation, including the structure and function of the stomata B3.2.6 b) describe how to use a light microscope to observe the structure of stomata PAG1 c) describe how to use a simple potometer PAG6 a) explain the effect of a variety of environmental factors on the rate of water uptake by a plant, to include light intensity, air movement, and temperature B3.2.7 b) describe practical investigations into the effect of environmental factors on the rate of water uptake by a plant in the context of water uptake by plants: a) use simple compound measures such as rate B3.2.8 b) carry out rate calculations c) plot, draw and interpret appropriate graphs d) calculate percentage gain and loss of mass a) explain the importance of sugars, fatty acids and glycerol, and amino acids in the synthesis and B3.3.1 breakdown of carbohydrates, lipids and proteins b) describe the use of qualitative tests for biological molecules explain the effect of factors such as temperature and water content on rate of decomposition in B3.3.13 aerobic and anaerobic environments B3.3.14 calculate rate changes in the decay of biological material a) describe practical investigations into the effect of different substrates on the rate of respiration in B4.1.5 yeast b) carry out rate calculations for chemical reactions in the context of cellular respiration B4.2.1 explain how electron microscopy has increased our understanding of sub-cellular structures B4.3.2 describe cancer as the result of changes in cells that lead to uncontrolled growth and division

B4.4.2 describe some of the variety of effects of plant hormones, relating to gibberellins and ethene B4.4.3 describe some of the different ways in which people use plant hormones to control plant growth describe some of the substances transported into and out of the human body in terms of the B5.1.1 requirements of cells, including oxygen, carbon dioxide, water, dissolved food molecules and urea explain how the partially-permeable cell membranes of animal cells are related to diffusion, osmosis B5.1.2 and active transport B5.1.6 explain how red blood cells and plasma are adapted to their functions in the blood

explain the need for exchange surfaces and a transport system in multicellular organisms in terms of B5.1.7 surface area:volume ratio B5.1.8 calculate surface area:volume ratios B5.2.5 explain some of the difficulties of investigating brain function B5.3.1 describe the principles of hormonal coordination and control by the human endocrine system

explain the roles of thyroxine and adrenaline in the body, including thyroxine as an example of a B5.3.2 negative feedback system in the context of maintaining a constant internal environment: B5.4.8 a) extract and interpret data from graphs, charts and tables M2c b) translate information between numerical and graphical forms M4a B5.5.2 explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual

explain the use of hormones in contraception and evaluate hormonal and non-hormonal methods of B5.5.3 contraception B5.5.4 explain the use of hormones in modern reproductive technologies to treat infertility B5.6.2 explain how glucagon and insulin work together to control the blood sugar level in the body B5.6.3 compare type 1 and type 2 diabetes and explain how they can be treated a) explain how the main structures of the eye are related to their functions, including the cornea, iris, B5.6.4 lens, ciliary muscle and retina and to include the use of ray diagrams b) describe practical investigations into the response of the pupil in different light conditions describe common defects of the eye, including short sightedness, long-sightedness and cataracts, B5.6.5 and explain how these problems may be overcome, including using ray diagrams to illustrate the effect of lenses explain some of the limitations in treating damage and disease in the brain and other parts of the B5.6.6 nervous system (separate science only)

B6.1.9 describe modern examples of evidence for evolution including antibiotic resistance in bacteria

evaluate evidence for the impact of environmental changes on the distribution of organisms, with B6.4.2 reference to water and atmospheric gases

B6.4.5 extract and interpret information related to biodiversity from charts, graphs and tables

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