GOOD DESIGN Diagrams of useful or difficult ideas

Topic guide shows Subheads break TOHELP you what's covered content into YOU ... in each chapter manageable bits Topic Guide """-....._ \..1_ .....: .. _ ...... - ...... __ ~.-."" •___ ...... 0..,....1. -.- ..I,...... , ... ~'- (ot)... _C6 -'--"'hI,,-. ___ ...... _ ...... -.-1 ••,. .... dt., ... --.-·...... ,...., " _ __ IQ~o.- ...... __ ~~ dr r..... lJ.. .,'Iot~...... ==.. o--.In...... __ .... #...--...... ,...... -. ~ ...... "" .. """ .... ___...... or._~.. Digestion ..... --..,.. ,...... Iooor...... eoI_ ...... _ ... -_ ...... - .... --.-'.. ...",.,...--.. .»-_ .. ""' ...... _ _.... ---_...... -...... ,.-.1...... """---...... "'" n....~.. _.,,.. .. __ 'II...... -..- .. -~'-_ ...... The key facts for ...... _ ...... n. ...,--_ ...... , .. _ _ ----~+1~------~~~~~~~M~=-....., lit ...... ~_ ..._ 0 ..1,.... 1_'-.1 ,... "'--'...... ,- ...... ,.. - ...... _... ~ ...... the exam DIGESTION ...... -"" ...... uoI_ --...... '-...... _ - ...... -1..,...... __. 4'1 ~"~ -' ...... --""'0..- •• AND -"-...... - ..... - ...... ~ """'... _"' ...... -' - 1M.... ABSORPTION ._ ....t ...""_., ...... _ ...... ~ 7he CirculatOf)' System ...... r~_ ... ..-.. otw..... ,.., , --,.,..., ...... ,.. _ _ 111 _ "':'.::.~~!~--.. - ...... -...... __ ...... -'n..•...... _'""' . .. ___ "' ...... ""' ...... - ... ,----...-...... _,",".1__--_.-., _ ...... , ... .-"'"n..WI+oI -.....---"'...... - __ _ ..... "'~...... -...... --. 7heHearl -- - At.. __ Jl_JI_ ..._ ._ ...... , .. --..._~_.. _lOO,.._ ...... -n..,...... _...... __ ... ~----._.10_,.,._~.. -,-- .· 1... _- .....·_""-'1 .... -"' • ...,n...... ______-- ...... -"II ~--t"_ ... "'_._ - .. ",".. --- ... ~ .ots....-- ...... 1 ~ ...... __ .... ~w...... u ...... _ .. _In..-.l_ ..._ __ ~Iu.IIInooI~"'_

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Self-test pages hone your skills on the • structured, multiple• ReaIGCSEq~e~s~t:io:n:s~real thing ____------====-=---~-;~~~~~======.====j~ choice and free• ... . r/I •.-PIr· ,'" response questions ~··.... h_"""" .. '... """·,... ·•• .....~ ·-;=--"'.....-... I,. .... for you to try : ~.::-- • show you how , .- you are doing

• Full answers and guide at end of chapters

~ •. u ...... Worked examples • ...... ' "" .. ; ...... I .. ..-. ~ show you the answers ~ the examiners expect [;J,, TD REVISE

Check Your S abus On the Day of the Exam

It is useful to obtain a l ~~l)aItJrom your Board and use • Ensure that yo te, time and place for it to plan a revision timet nsure that the timetable each paper of the arks lost from a missed covers all aspects of the s s. Allow eight to twelve exam can never be ~f'eiCQ1I1'ii~ weeks for complete revisi the subject. • Arrive for th e..~ in of time. It would be most unfortu e late for an occ;asion for which you ha preparing for the last two or three years. • Check that you have the materials (pen, pencil, ruler, rubber, compass) you need in working order a uld be fit and fresh . before entering the exam room. • g regular exercise and • When the question paper is given out, fill in the details required at the head of the paper, e.g. name, t of yourself if you work exam number, centre number, number of answer ft~~~~~ one hour or so. After sheet, number of questions, etc. this time, relax, go or a wa ,playa game, etc., and • Read carefully all instructions, so you know: then return refreshed for a further period of study. 1. The time allowed for the whole paper. All sensory channels should be used for revision. 2. The number of questions that you must answer; • Speak the material, either to yourself, to friends do not answer more than are required. who are studying the same subject or into a tape 3. Whether or not there is a compulsory question. recorder, should one be available, for later playback Before the exam, check this point by studying and comparison with the text. previous papers and the syllabus instructions. • Write out the material and practise drawing. Al• Always follow the instructions. ways compare these efforts with the information • Subtract five minutes from the time allowed. Use given in the texts and continue to practise until the this for reading through the question paper. Use a work becomes accurate. further five minutes at the end of the exam to check • Use memory aids such as key words or phrases. what you have written. Divide the remainder of the • Obtain copies of previous exam papers. Notice the time by the number of questions that you have to style in which the questions are set. Work through answer, to give a rough idea of the length of time the questions and then look up the parts which you you have for each question. have answered incorrectly or have not remembered. • At the end of the exam, ensure that the papers of the • It is often useful to put revision notes on index script are in the correct order and that all of your cards. These can be used for final revision just work is collected. before the exam. Making individual notes is cer• tainly preferable to relying on ready-prepared ones! • ABOVE ALL, AITEMPT TO UNDERSTAND ALL WORK THAT IS BEING LEARNED. JiHEEKAM BOARDS WANT

Chapters in 'Work Out

() () CJ CJ UJ UJ Human Biology GCSE' CJ (/) « """') L5 UJ UJ UJ ...J ~ (/) z z 3: 1 Introduction x x x x x x 2 Man's Relationship with Other Living Organisms x x x x x x 3 Cells, Organ Systems and Solutions x x x x x x 4 Nutrition, Food and Diet x x x x x x 5 Digestion and Absorption x x x x x x 6 Transport x x x x x x 7 Breathing Mechanism and Respiration x x x x x x 8 Homeostasis x x x x x x 9 Support, Muscles and Locomotion x x x x x x 10 Sense Organs x x x x x x 11 Co-ordination x x x x x x 12 Reproduction and Growth x x x x x x 13 Inheritance and Family Planning x x x x x x 14 Disease x x x x x x 15 Health and Hygiene x x x x x x 16 Community Health x x x x x x x Relevance of chapter contents to syllabus

London and East Anglian Group (LEAG) Southern Examining Group (SEG) Northern Examining Association (NEA) c/o University of London School c/o The Associated Examining Board c/o Joint Matriculation Board Stag Hill House Oxford Road University of London Publications Office Guildford Manchester M15 52 Gordon Square Surrey GU2 5XJ London EC1 E 6EE Welsh Joint Education Committee Northern Ireland Schools Examinations (WJEC) Midland Examining Group (MEG) Council (NISEC) 245 Western Avenue c/o University of Cambridge Local Examinations Office Cardiff CF5 2YX Examinations Syndicate Beechill House Syndicate Buildings Beechill Road Hills Road Belfast BT9 4RS Cambridge CB1 2EY ASSES

Three Types of Questions Differentiated Papers

Multiple-choice Questions All questions in this book (including multiple-choice questions) are targeted at the GCSE grade range C-G, Most boards only set the completion type illustrated in unless specifically stated alongside of the question. All this book. You select the correct answer by carefully GCSE examining groups have differentiated papers reading each response A to E. If the correct answer is not targeted at different grade ranges. Those papers targeted at first obvious, then try to eliminate the four incorrect at higher grade ranges, e.g. A-C, A-E or A-G, have answers according to the question. For example: more difficult questions and are indicated by an asterisk Some fat is essential in the diet of people living in the following the examining group details. tropics because: The examining groups have the following differenti• A fat is a very good source of heat energy ated papers: B some vitamins are soluble only in fat LEAG - Papers 1 and 2 C-G or Papers 1 and 3 A-E C fat forms an insulating layer in the skin MEG - Papers 1 and 2 C-G plus Paper 3 A-C o the liver can manufacture sugar from fat NEA - Papers 1 and 2P C-G or Papers 1 and 2Q A-E E fat is essential for life in cold climates NISEC - Papers 1 and 2 C-G plus Paper 3 A-G A, C and E are wrong and can be eliminated because SEG - Papers 1 and 2 C-G plus Paper 3 A-G they refer to retaining heat rather than losing heat, WJEC - Paper 1 C-G or Paper 2 A-D which is the point made specifically in the stem, i.e. 'in Some groups have questions that start with similar data the tropics'. 0 is incorrect, so that B is the correct in the differentiated papers, but in the higher grade response. papers the questions are extended further and test higher skills than the lower grade papers. Examples of Structured Short-answer Questions these parallel questions for lower and higher grades can be seen in the book. These have limited answers, since they must be written Do remember that the grades given in this book are within the space provided. A single-word answer may only approximate. The number of marks needed for a have one line, while a slightly more extended answer particular grade will vary from question to question and may have two or three lines. Be brief, and be guided by from Board to Board. When you are marking the the marks allocated. Two marks indicate two main questions, note that there are no half marks and so there points to be given, and so on. are no marks for an answer that is only half right! Some boards set structured short-answer questions without the spaces provided and then it is up to you to judge and present the answers very briefly to the correct length. School-based Assessment of

Structured Free-response Questions Practical Skills These demand a short piece of extended prose as an The assessment of practical skills forms 20% of the answer. Diagrams should be given if they help to clarify GCSE exam. It will be carried out by your teacher over a the answer and they can be drawn quickly. The question period of several months. Your teacher will train you to is usually in several parts, and the number of marks work carefully and efficiently, but it is worth remember• allocated is a guide to length and the number of main ing the following points. points to be considered. • Follow exactly all the instructions. • Make measurements accurately and record all observations. • Think carefully about what you are trying to achieve. Examiners write in very precise but unusual language. Structured free-response questions will be broken up Here is a brief guide to the terms used. into short answers. Take care to plan and develop this type of answer. • Annotated diagrams - diagrams are required with brief notes alongside. The notes are more than a 1. Examine the question and think out a plan of the label. A long written account is unnecessary. major points to include. If you have time, list them • Compare and contrast - points of similarity be• on a piece of rough paper. This will help you to tween items should be discussed side by side as they check that the material is applicable and that you arise. Points of contrast could then follow in the have not left out important points. same manner. 2. Once completed, check the plan against the ques• • Define - a conventional statement or strict defini• tion to ensure that you are answering it. tion is all that is required here. 3. Try and write simple sentences with accurate use of • Describe - putting into words what can actually be technical terms and write them in a logical manner. observed, or what is understood. 4. Be as concise as possible, especially where a compa• • Discuss - this type of question needs to be planned, rative account is required. Points of similarity and as it is easy to digress away from the point. A contrast should be described together as they arise, balanced argument is required. This should be your e.g. two organisms with comparable points A, B, C opinion discussed in a reasonable way. and a, b, c should be compared A with a, B with b, • Distinguish between - highlight the differences be• C with c. A complete description of one set of points tween the materials or processes being discussed. followed immediately by a description of the other • (Give) an account of - a description of a particular set which does not attempt a real comparison is a process, organ, experiment, etc., is required. Ensure poor answer. that the particular topic is fully covered. Be relevant 5. Diagrams, labelled or annotated, should be used at all times. where relevant and where they are demanded in the • (Give) an accurate interpretation of - experimental question. Don't use them to duplicate what has results must be related to particular processes. already been written, but only to add something. • (Give) an illustrated account of - diagrams are Repetition is a waste of time, as marks will only be essential for this question and also a written given once for a correct point. Always consider the account, which must refer to the diagrams pre• time available, for drawing diagrams can take a sented. Written work and diagrams must comple• long time. ment each other. 6. Where the question is divided up into several parts, • Measure - quantities which can be measured answer the various parts in the correct order. Be• directly from a measuring instrument. ware of the question that offers a choice within the • Outline - the written prose requires only the most question, e.g. 'Comment on three of the following'. important points. A detailed account is not needed. Make sure that the correct number of parts is • State - a precise answer is required. answered. • State and explain - a concise answer amplified with 7. Support statements with definite examples where sound reasoning. applicable, as this will add emphasis to the answer. • Suggest - you are asked to apply general knowledge Always give a named example where required. to the situation presented. The situation might be 8. Keep a sharp eye on the time. It is important to novel and the material used by the examiners might answer all the questions that an examination de• not necessarily be a central part of the syllabus. This mands. This is a matter of self-discipline. is where you have to apply principles to unfamiliar situations. • Tabulate - produce a table showing the main facts. • What do you understand by - a definition with the addition of some comment about the significance or relevance of the topic concerned. This book does not attempt to include information or examples about practical work and its assessment, with the exception of some questions on practical work which can be answered from theoretical knowledge. The Drawings or diagrams drawn under exam conditions skills and processes of practical biology are assessed by cannot be expected to be 'works of art'. They must be your teachers and you will collect marks as you proceed done quickly within limited time, and therefore some through your course of practical work. A list of some of revision and practice are essential. the experimental work which may be used to assess your Attempting to reproduce an illustration from a text• skill and understanding follows. book in an exam produces only a vague idea of what Observations of the characteristics of Man and other animals. needs to be shown. So practise simplifying and empha• Cells: microscopic examination of cheek cells. Prepared sec• sising what is required by the question. Try to follow tions or 35 mm slides can be used. these rules for drawings and diagrams: Electron micrographs to show ultrastructure of cells. Enzyme experiments: (1) amylase on starch; (2) pepsin on egg 1. It should be of reasonable size. white; (3) effect of temperature and pH on enzymes. 2. It should show the correct proportions. Diffusion, including dialysis and osmosis, using dried fruit and 3. The parts should be accurately positioned. potato and including the effects of different concentrations of 4. The drawing should not be too detailed, so it does salt solutions on red blood cells. Food tests: starch - iodine solution; reducing sugar - Bene• not take too long to draw. dict's solution; protein - biuret test; fat - ethanol test; S. Ensure that the drawing does indeed help your detection of vitamin C. Testing of common foods for presence answer conform exactly to the question's require• of different classes of nutrients. Determination of energy value ments. of a peanut by burning under a test-tube containing a known 6. Label lines should point exactly to the item labelled. mass of water. Examination of teeth of students and extracted teeth. 7. Label lines must not cross over each other. Use of cellulose tubing with enzyme and substrate to show 8. Labels may be expanded into short notes (or anno• movement of breakdown product through the tubing to tated), but these must not be repeated again in the compare with gut functions. written text. Structure of heart of sheep. Microscopic slides or 35 mm trans• 9. Include a title. parencies to show structure of arteries, veins and capillaries. Investigations of the effects of exercise on pulse rates. 10. Draw in pencil. If any parts are distinguished by Examination of lungs, bronchi and trachea of a sheep. Suitable shading, it may be necessary to provide a key. models of these using a bell jar and balloons. Carbon dioxide in exhaled air and inhaled air by breathing out through limewater or a hydrogencarbonate indicator. Determination of vital capaciry and tidal volume. Smoking machine with a suitable trap to show presence of tars. Examination of the kidneys of a sheep. Examination of a complete human skeleton or separate bones. Microscope slides or 35 mm transparencies of the structure of cartilage and bone. Burning bones to show organic content and dissolving in acid for inorganic content. Examination of the structure of the eye of a bullock or sheep. Experiments on skin sensitivity and field of vision; determina• tion of the blind spot by use of + and 0; perception of sound and direction; range and sensitivity of hearing. Knee-jerk reflex and action of iris, using a torch. Observation of photographs showing human development. Experimental genetics, using available material. Pasteur's experiment to show bacteria present in air. Experimen ts and observations on different methods of preserving food. Make a model sand filter and consider its use in purifying water. Visit a water works and sewage works. Observation of Man's effect on the land. Support, Muscles Introduction 9 and Locomotion 132

Man's Relationship with Other Living Organisms 14 Sense Organs 147

Cells, Organ Systems and Solutions 32 Co-ordination 161

Nutrition, Food Reproduction and and Diet 44 Growth 179

Digestion and Inheritance and Absorption 63 Family Planning 197

Transport 78 Disease 214

Breathing Mechanism 7 and Respiration 95 Health and Hygiene 231

8 Homeostasis 111 Community Health 245 HUMAN BIOLOGY GCSE

Roland Soper

ACKNOWLEDGEMENTS

The author and publishers wish to thank the following for permission The author is grateful for the permission of previous collaborators for to use copyright material: The London East Anglian Group; Midland the use of certain illustrations and text from Macmillan books, namely Examining Group; Northern Examining Association comprising Biology: An Integrated Approach (with S. T. Smith) and Certificate Associated Lancashire Schools Examining Board, Joint Matriculation Model Answers (Biology) (with N. Green). Board, North Regional Examinations Board, North West Regional The author is also grateful for the initiative and assistance of Mary Examinations Board and Yorkshire & Humberside Regional Ex• Waltham, of Macmillan, and finally to his wife for her help, patience aminations Board; Northern Ireland Schools Examinations and and forbearance over many years of writing. Assessment Council; Southern Examining Group and the Welsh Joint Education Committee for questions from past examination papers. Every effort has been made to trace all the copyright holders but if any Midland Examining Group for extracts from the MEG GCSE Ex• have been inadvertently overlooked the publishers will be pleased to amination Scripts 1988 Booklet, Biology (Human), pp. 2-8, 12-15. make the necessary arrangement at the first opportuniry.