Contents
Specification Summary Page iv
1 Introduction Page 1
2 Specification Aims Page 5
3 Assessment Objectives Page 8
4 Scheme of Assessment Page 11
5 Specification Content Page 25
6 Further Information and Training for Teachers Page 78
7 Reading Lists Page 79
Appendices
Appendix A: Key Skills Page 83
Appendix B: Notes for Guidance on Coursework Assessment and Submission Page 102
Appendix C: Mark Descriptors for Experimental and Investigative Skills Page 108
Appendix D: Mathematical Requirements Page 113
Appendix E: Notes for Guidance on Practical Examinations Page 115
Appendix F: Glossary of Terms used in Question Papers Page 117

APPROVED - Biology - APPROVED
OCR ADVANCED SUBSIDIARY GCE
IN BIOLOGY (3881)
OCR ADVANCED GCE
IN BIOLOGY (7881)
SPECIFICATION SUMMARY
Outline
The OCR Advanced Subsidiary GCE and Advanced GCE Biology specifications cover all the content identified in
the Biology Subject Criteria (QCA 1999) in compulsory units whilst A2 optional units give candidates the
opportunity to explore an area of biology in depth. Some options deal with modern applications of biology, whilst
others cover more traditional areas.
The assessment of Experimental Skills is flexible with coursework and practical examination alternatives in both
AS and A2.
Specification Content
Modules 2801, 2803 and 2804 cover the content identified in the QCA Subject Criteria for Biology (QCA 1999).
Module 2802, Human Health and Disease, complements the AS content of the Biology Subject Criteria and
provides further study of important health education topics. Module 2805 provides five options of which one is
chosen for study. The options are as follows:
 Component 01 Growth, Development and Reproduction;
 Component 02 Applications of Genetics;
 Component 03 Environmental Biology;
 Component 04 Microbiology and Biotechnology;
 Component 05 Mammalian Physiology and Behaviour.
Scheme of Assessment
The Advanced Subsidiary GCE forms 50% of the assessment weighting of the full Advanced GCE. Advanced
Subsidiary GCE is assessed at a standard between GCSE and Advanced GCE and can be taken as a stand-alone
specification, or as the first part of the full Advanced GCE course.
Assessment is by means of three Units of Assessment for Advanced Subsidiary GCE and six Units of
Assessment for Advanced GCE:

Advanced Subsidiary GCE Candidates take Units 2801, 2802 and 2803.
In Unit 2803, candidates take either Components 01 and 02 or Components
01 and 03.
Advanced GCE Candidates take Units 2801, 2802, 2803, 2804, 2805 and 2806.
In Unit 2803, candidates take either Components 01 and 02 or Components
01 and 03.
In Unit 2805, candidates take one of Components 01 - 05.
In Unit 2806, candidates take either Components 01 and 02 or Components
01 and 03.

Units of Assessment
Mode of
Assessment
Weighting Level Unit/
Component
Name Duration
Advanced
Subsidiary
Advanced
GCE
AS 2801 Biology Foundation 1 hour Written
Examination
30% 15%
AS 2802 Human Health and Disease 1 hour Written
Examination
30% 15%
AS 2803 Transport/ Experimental
Skills 1
/01 Transport 45 mins Written
Examination
20% 10%
/02 Coursework 1 - Coursework 20% 10%
/03 Practical Examination 1 1 hour 30
mins
Practical
Examination
20% 10%
A2 2804 Central Concepts 1 hour 30
mins
Written
Examination
- 15%
A2 2805 Options in Biology (one of)
/01 Growth, Development
and Reproduction
1 hour 30
mins
Written
Examination
- 15%
/02 Applications of
Genetics
1 hour 30
mins
Written
Examination
- 15%
/03 Environmental Biology 1 hour 30
mins
Written
Examination
- 15%
/04 Microbiology and
Biotechnology
1 hour 30
mins
Written
Examination
- 15%
/05 Mammalian Physiology
and Behaviour
1 hour 30
mins
Written
Examination
- 15%
A2 2806 Unifying Concepts in
Biology/
Experimental Skills 2
/01 Unifying Concepts in
Biology
1 hour 15
mins
Written
Examination
- 10%
/02 Coursework 2 - Coursework - 10%
/03 Practical Examination 2 1 hour 30
mins
Practical
Examination
- 10%

In Unit 2803, candidates take either Components 01 and 02 or Components 01 and 03.
In Unit 2805, candidates take one of Components 01 - 05.
In Unit 2806, candidates take either Components 01 and 02 or Components 01 and 03.
Question Paper Requirements
The question papers for Units 2801, 2802, 2803 (Component 01), 2804, 2805 and 2806 (Component 01) have a
common format. They contain both structured questions and questions which require more extended answers. All
questions on these papers are compulsory. Quality of written communication is assessed within those parts of
the questions which require more extended answers.
The question paper for Units 2805 (Components 01-05) contains questions covering synoptic assessment.
Unit 2806 (Component 01) is a synoptic paper which requires candidates to draw together knowledge gained in
the study of Modules 2801, 2802 and 2803 of the Advanced Subsidiary GCE specification and Module 2804 of
the Advanced GCE specification.
All questions on the practical examination papers, Unit 2803 (Component 03) and Unit 2806 (Component 03),
are compulsory. The practical examination papers Unit 2803 (Component 03) and Unit 2806 (Component 03)
are alternatives to coursework (Unit 2803 (Component 02) and Unit 2806 (Component 02) respectively).
Experimental and Investigative Skills
Experimental skills for Advanced Subsidiary GCE and Advanced GCE are assessed by:
 either coursework components (Unit 2803 (Component 02) and Unit 2806 (Component 02));
 or by external practical examination components (Unit 2803 (Component 03) and Unit 2806 (Component
03)).
Candidates may combine two methods of assessment by taking the coursework route in AS, i.e. Unit 2803
(Component 02) with the practical examination route in A2 Unit 2806 (Component 03) or vice versa.
Coursework
For both Advanced Subsidiary GCE and Advanced GCE, candidates can be internally assessed on four
experimental and investigative skills. One mark per skill must be awarded for each candidate, for Advanced
Subsidiary GCE (Unit 2803, Component 02) and for A2 (Unit 2806, Component 02). Work is marked by the
teacher, internally standardised in the Centre, and externally moderated by OCR. There is an element of
synoptic assessment in Unit 2806 (Component 02).
External examination
For both Advanced Subsidiary GCE and Advanced GCE, candidates can take an externally set and marked
practical examination. There is an element of synoptic assessment in Unit 2806 (Component 03).

Key Skills
Key Skills signposting appears in three sections of OCR specifications:
(1) Key Skills Coverage - the matrix aids curriculum managers in mapping the potential Key Skills
coverage within each OCR Advanced Subsidiary/Advanced GCE specification.
(2) Specification Content (section 5) - the specific evidence references enable subject teachers to
identify opportunities for meeting specific Key Skills evidence requirements within the modules they
are delivering.
(3) Appendix A - provides guidance to teachers in trying to identify those parts of their normal teaching
programme which might most appropriately be used to develop or provide evidence for the Key
Skills signposted.
These specifications provide opportunities for the development of the Key Skills of Communication, Application of
Number, Information Technology, Working With Others, Improving Own Learning and Performance and Problem
Solving as required by QCA's subject criteria for Biology.
Through classwork, coursework and preparation for external assessment, candidates may produce evidence for
Key Skills at Level 3. However, the extent to which this evidence fulfils the requirements of the QCA Key Skills
specifications at this level will be dependent on the style of teaching and learning adopted for each module. In
some cases, the work produced may meet the evidence requirements of the Key Skills specifications at a higher
or lower level.
Throughout section 5 the symbol is used in the margin to highlight where Key Skills development
opportunities are signposted. The following abbreviations are used to represent the above Key Skills:
C = Communication
N = Application of Number
IT = Information Technology
WO = Working with Others
LP = Improving Own Learning and Performance
PS = Problem Solving
These abbreviations are taken from the Key Skills specifications for use in programmes starting from September
2000. References in section 5 and Appendix A, for example IT3.1, show the Key Skill (IT), the level (3) and
subsection (1).
Centres are encouraged to consider the OCR Key Skills scheme to provide certification of Key Skills for their
candidates.

Key Skills Coverage
For each module, the following matrix indicates those Key Skills for which opportunities for at least some
coverage of the relevant Key Skills unit exist.
Communication Application of
Number
IT Working
with others
Learning
Performance
Problem
Solving
Module Level 3 Level 3 Level 3 Level 3 Level 3 Level 3
2801 _ _ _ _ _ _
2802 _ _ _ _ _
2803 _ _ _ _
2804 _ _ _ _ _
2805 _ _ _ _
2806 _ _ _ _
Overlap with other qualifications
There are overlaps between this specification in Biology and the OCR specifications for Chemistry, Physics A,
Science, Geography A, Geography B, Geology and Advanced GNVQ Science. The links between the
specifications may allow for some co-teaching, especially in the areas of biochemistry, environmental science
and microbiology (See section 1.3).

1 Introduction
These OCR Biology specifications lead to qualifications at Advanced Subsidiary GCE and
Advanced GCE in Biology. Candidates take three Units of Assessment for AS and a further three
units for A2 if they are seeking an Advanced GCE award. AS and A2 combined constitute the full
Advanced GCE specification. There are coursework alternatives in both AS and A2.
These specifications have been developed for candidates who wish to continue with a study of
Biology after GCSE. Some candidates may wish to follow a Biology course for only one year as an
Advanced Subsidiary GCE, in order to broaden their curriculum. Others will continue for a further
year extending their course to Advanced GCE. Such a course prepares candidates to progress
into further or higher education, to follow courses in Biology, one of the other sciences or related
subjects, or to enter employment where a knowledge of Biology would be useful. Study of
Advanced Subsidiary GCE or Advanced GCE Biology should also be seen as making a
contribution towards life-long learning.
Experience of the role of experimental work is important in any course in Biology and is recognised
in these specifications by the inclusion of coursework, or practical examinations components, in
both AS and A2, based on assessment of experimental skills.
The assessment of experimental and investigative skills builds from GCSE. The skills cover the
same areas as Sc1 of GCSE, and the mark descriptors are formulated in the same way as the
GCSE mark descriptors.
The Advanced Subsidiary GCE specification builds from grade CC in GCSE Science: Double
Award, or equivalent in Science: Biology. For this reason, recommended prior knowledge within
the Advanced Subsidiary units in Section 5 is described in terms of National Curriculum
statements. However, candidates from other educational backgrounds with equivalent experience
will have the necessary prior knowledge.
It is expected that social, economic, environmental, ethical, medical and technological aspects of
biology will be incorporated into the delivery of these specifications. References to these aspects
of biology are integrated into the units throughout the course.
1.1 Certification Title
These qualifications are shown on a certificate as
 OCR Advanced Subsidiary GCE in Biology.
 OCR Advanced GCE in Biology.

1.2 Language
These specifications and associated assessment materials are available in English only.
1.3 Overlap with other qualifications
There are overlaps between these specifications in Biology and the OCR specifications for
Chemistry, Physics A, Science, Geography A, Geography B, Geology and Advanced GNVQ
Science. The links between the specifications may allow for some co-teaching, especially in the
areas of biochemistry, environmental science and microbiology. Listed below are some specific
examples of the links between Biology and the other specifications. The list is not intended to be
exhaustive. Teachers will find other such links allowing them to support and enhance the learning
of their candidates.
Overlap with Chemistry (3882, 7882)
 Foundation Chemistry (Module 2811) supports the study of section 5.1.2, Biological
Molecules, in Biology Foundation (Module 2801). Chemical bonding and the properties of
water are included in the Chemistry unit.
 There are strong links between Biology Foundation (Module 2801) and the Optional Unit on
Biochemistry (Module 2815, Component 02) in the Chemistry specification. All the topics
included in the Chemistry component are included in the Biology AS specification.
 The following topics are included in Environmental Biology (Module 2805, Component 03)
and Environmental Chemistry (Module 2815, Component 03): atmospheric composition and
change; the greenhouse effect and global warming; water quality and water treatment;
conservation of natural resources; waste treatment.
Overlap with Physics A (3883, 7883)
 A study of section 5.9.3, Support and Locomotion, in the Optional Unit Mammalian Physiology
and Behaviour (Module 2805, Component 05) supports the section Body Mechanics in the
Optional Unit Health Physics (Module 2825, Component 02) in the Physics A specification.
 There are strong links between section 5.9.5, Sense Organs and the Reception of Stimuli, in
the Optional Unit Mammalian Physiology and Behaviour (Module 2805, Component 05) and
the section The Eye and Sight, The Ear and Hearing in the Optional unit Health Physics
(Module 2825, Component 05).

APPROVED - Biology - APPROVED
Overlap with Science (3885, 7885)
 There are strong links between the AS and A2 Biology specifications and those for Science,
particularly with reference to topics such as biological molecules, energy transfer,
ecosystems, genetics and inheritance, evolution and various environmental concerns.
Overlap with Geography A (3832, 7832)
 A study of section 5.1.7, Energy and Ecosystems, in Biology Foundation (Module 2801)
supports the study of Ecosystems (in Module 2680) in the Geography A specification.
 Succession is studied in some detail in Module 2680 of the Geography A specification. The
principles, examples and any case studies included in the Geography Advanced Subsidiary
course will support section 5.4.3, Population and Interactions, in Module 2804 (Central
Concepts) in the Biology specification.
 Aspects of human nutrition and health studied in Module 2802 (Human Health and Disease)
of the Biology specification will support the section Food Supplies in the optional module
Agriculture and Food in the Geography A specification.
There are strong links to be made between fieldwork techniques and methods of data analysis and
presentation especially for those candidates taking Environmental Biology (Module 2805,
Component 03).
Overlap with Geography B (3834, 7834)
 The study of ecology and aspects of human health and disease in the AS Biology
specification support Module 2691 (Issues in the Environment) and Module 2692 (Issues in
Sustainable Development) in Geography B.
 There are strong links to be made between fieldwork techniques and methods of data
analysis and presentation, especially for those candidates taking Environmental Biology
(Module 2805, Component 03).
Overlap with Geology (3884, 7884)
 The section Evolution and Extinction in Module 2834 in the Geology specification is supported
by section 5.4.5, Classification, Selection and Evolution, in Central Concepts (Module 2804)
in the Biology specification.
Overlap with Advanced GNVQ Science
 Laboratory techniques, methods of data analysis and presentation, and approaches to
scientific enquiry are common to Biology and Advanced GNVQ Science.

APPROVED - Biology - APPROVED
 A study of Transport (Module 2803, Component 01) and Human Health and Disease (Module
2802) support the compulsory GNVQ Unit Monitoring the Activity of the Human Body (Unit
7441).
 A study of Biology Foundation (Module 2801) and Microbiology and Biotechnology (Module
2805, Component 04) support the compulsory GNVQ Unit Synthesising Organic and
Biochemical Compounds (Unit 7444).
 A study of Human Health and Disease (Module 2802) supports the Optional GNVQ Units
Using Psychology (Unit 7458), Maintaining Environmental Health (Unit 7454) and Using
Nutrition to Maintain Health (Unit 7461).
 There are strong links between Environmental Biology (Module 2805, Component 03) and the
Optional GNVQ Unit Ecology and Managing the Environment (Unit 7451).
 There are links between Microbiology and Biotechnology (Unit 2805, Component 04) in the
Biology A2 specification and the Optional GNVQ Unit Maintaining Environmental Health (Unit
7459).
1.4 Exclusions
Candidates who enter for this Advanced Subsidiary GCE specification may not also enter for any
other Advanced Subsidiary GCE specification with the certification title Biology in the same
examination session.
Candidates who enter for this Advanced GCE specification may not also enter for any other
Advanced GCE specification with the certification title Biology or Science in the same examination
session.
Every specification is assigned a national classification code indicating the subject area to which it
belongs.
Centres should be aware that candidates who enter for more than one GCE qualification with the
same classification code will have only one grade (the highest) counted for the purpose of the
School and College Performance Tables.
The classification code for these specifications is 1010.
1.5 Code of Practice requirements
These specifications comply in all respects with the revised Code of Practice requirements for
courses starting in September 2000.

APPROVED - Biology - APPROVED
2 Specification Aims
The aims of these Advanced Subsidiary GCE and Advanced GCE specifications are to encourage
candidates to:
 develop essential knowledge and understanding of the concepts of biology, and the skills
needed for the use of these in new and changing situations;
 develop an understanding of scientific methods;
 be aware of advances in technology, including information technology, relevant to biology;
 recognise the value and responsible use of biology in society;
 sustain and develop their enjoyment of, and interest in, biology.
In addition, the Advanced GCE specification aims to encourage candidates to:
 show knowledge and understanding of facts, principles and concepts from different areas of
biology and to make and use connections between them.
2.1 Spiritual, Moral, Ethical, Social and Cultural Issues
These specifications provide an opportunity for candidates to appreciate:
 a sense of awe and wonder at the scale and impact of natural processes and phenomena;
 the role of biology in describing the structure and functioning of the natural world;
 the importance of animals, plants and microorganisms to life on earth;
 the place of mankind in the natural world;
 the moral, ethical, social and cultural implications of some of the applications of biology and
technology.
2.2 Environmental Education
Aspects of environmental education feature throughout these specifications, but the following are
explicitly covered in the compulsory units:
 importance of the Sun in sustaining life on Earth;
 energy and mineral cycling;
 interdependence of living things;
 biodiversity;

APPROVED - Biology - APPROVED
 ecosystem management and sustainable agricultural practices.
Further aspects of environmental education are covered in Environmental Biology (Module 2805,
Component 03), such as:
 greenhouse effect and global warming;
 air, water and pesticide pollution;
 conservation of resources;
 environmental monitoring.
The following aspect of environmental education is covered in Microbiology and Biotechnology
(Module 2805, Component 04):
 clean technology and industrial processes.
2.3 European Dimension
Although these specifications do not make specific reference to scientific aspects of the European
Dimension, it may be drawn into the course of study in many ways. For example, there are
references to the Human Genome Project, as well as references to environmental biology which
should use examples drawn from European contexts, wherever possible.
2.4 Health Education
Aspects of health education feature throughout these specifications, but the following are explicitly
covered in the compulsory units:
 diet and malnutrition;
 causes and prevention of coronary heart disease;
 effects of exercise on the body;
 smoking and related diseases;
 infectious diseases and their treatment;
 immunity and vaccination;
 diabetes and its treatment.
The following aspects of health education are covered in Growth, Development and Reproduction
(Module 2805, Component 01):
 contraception, IVF and abortion;

APPROVED - Biology - APPROVED
 maternal health and fetal development;
 hormone replacement therapy.
The following aspects of health education are covered in Applications of Genetics (Module 2805,
Component 02):
 genetic disorders;
 genetic screening and counselling.
The following aspects of health education are covered in Mammalian Physiology and Behaviour
(Module 2805, Component 05):
 effects of alcohol on the body;
 effects of ageing on the locomotory system;
 Alzheimer's disease;
 cataracts
.
2.5 Economic and Industrial Understanding
These specifications promote understanding of the following:
 genetic engineering;
 biotechnology;
 agricultural industry;
 timber production;
 manufacturing industry;
 water purification.
2.6 Avoidance of Bias
OCR has taken great care in the preparation of these specifications and assessment materials to
avoid bias of any kind.

APPROVED - Biology - APPROVED
3 Assessment Objectives
Knowledge, understanding and skills are closely linked. These specifications require that
candidates demonstrate the following assessment objectives in the context of the content and
skills prescribed. Assessment Objectives AO1-AO3 are the same for Advanced Subsidiary GCE
and Advanced GCE; AO4 applies only to the A2 part of the Advanced GCE course.
AO1 Knowledge with Understanding
Candidates should be able to:
 recognise, recall and show understanding of specific biological facts, terminology, principles,
concepts and practical techniques;
 draw on existing knowledge to show understanding of the ethical, social, economic,
environmental and technological implications and applications of biology;
 select, organise and present relevant information clearly and logically, using appropriate
vocabulary where appropriate.
AO2 Application of Knowledge and Understanding, Analysis, Synthesis and Evaluation
Candidates should be able to:
 describe, explain and interpret phenomena and effects in terms of biological principles and
concepts, presenting arguments and ideas clearly and logically, using specialist vocabulary
where appropriate;
 interpret and translate, from one form into another, data presented as continuous prose or in
tables, diagrams, drawings and graphs;
 apply biological principles and concepts in solving problems in unfamiliar situations including
those which relate to the ethical, social, economic, and technological implications and
applications of biology;
 assess the validity of biological information, experiments, inferences and statements.
AO3 Experiment and Investigation
Candidates should be able to:
 devise and plan experimental and investigative activities, selecting appropriate techniques;
 demonstrate safe and skilful practical techniques;
 make observations and measurements with appropriate precision and record these
methodically;
 interpret, explain, evaluate and communicate the results of their experimental and
investigative activities clearly and logically using biological knowledge and understanding and
using appropriate specialist vocabulary.

APPROVED - Biology - APPROVED
AO4 Synthesis of Knowledge, Understanding and Skills
Candidates should be able to:
 bring together principles and concepts from different areas of biology and apply them in a
particular context, expressing ideas clearly and logically and using appropriate specialist
vocabulary;
 use biological skills in contexts which bring together different areas of the subject.
The Assessment Objectives are weighted as follows:
Advanced Subsidiary GCE A2 Advanced GCE
AO1 48% 25% 36.5%
AO2 32% 25% 28.5%
AO3 20% 10% 15%
AO4 0% 40% 20%
3.1 Specification Grid
The relationship between the Assessment Objectives and the Units of Assessment in the
Advanced GCE specification is shown in the specification grid below.
Percentage of Advanced GCE
Unit of Assessment Level AO1 AO2 AO3 AO4 Total
2801 AS 9 6 0 0 15
2802 AS 9 6 0 0 15
Component 01 AS 6 4 0 0 10 2803
Components
02/03
AS 0 0 10 0 10
2804 A2 7.5 7.5 0 0 15
2805 Components
01-05
A2 5 5 0 5 15
Component 01 A2 0 0 0 10 10 2806
Components
02/03
A2 0 0 5 5 10
Total 36.5 28.5 15 20 100

APPROVED - Biology - APPROVED
3.2 Quality of Written Communication
The requirement for all Advanced Subsidiary and Advanced GCE specifications to assess
candidates' quality of written communication is met through all four Assessment Objectives.
Questions which provide an assessment of quality of written communication are included in
question papers for Units 2801, 2802, 2803 (Component 1), 2804, 2805 (Components 01-05) and
2806 (Component 1), and in the assessment of experimental skills in Unit 2803, Components
02/03 and in Unit 2806, Components 02/03.

APPROVED - Biology - APPROVED
4 Scheme of Assessment
Candidates take three units for Advanced Subsidiary GCE, followed by a further three units at A2 if
they are seeking an Advanced GCE award.
Units of Assessment
Mode of
Assessment
Weighting Level Unit/
Component
Name Duration
Advanced
Subsidiary
Advanced
GCE
AS 2801 Biology Foundation 1 hour Written
Examination
30% 15%
AS 2802 Human Health and Disease 1 hour Written
Examination
30% 15%
AS 2803 Transport/ Experimental
Skills 1
/01 Transport 45 mins Written
Examination
20% 10%
/02 Coursework 1 - Coursework 20% 10%
/03 Practical Examination 1 1 hour 30
mins
Practical
Examination
20% 10%
A2 2804 Central Concepts 1 hour 30
mins
Written
Examination
- 15%
A2 2805 Options in Biology (one of)
/01 Growth, Development
and Reproduction
1 hour 30
mins
Written
Examination
- 15%
/02 Applications of
Genetics
1 hour 30
mins
Written
Examination
- 15%
/03 Environmental Biology 1 hour 30
mins
Written
Examination
- 15%
/04 Microbiology and
Biotechnology
1 hour 30
mins
Written
Examination
- 15%
/05 Mammalian Physiology
and Behaviour
1 hour 30
mins
Written
Examination
- 15%
A2 2806 Unifying Concepts in
Biology/
Experimental Skills 2
/01 Unifying Concepts in
Biology
1 hour 15
mins
Written
Examination
- 10%
/02 Coursework 2 - Coursework - 10%
/03 Practical Examination 2 1 hour 30
mins
Practical
Examination
- 10%

APPROVED - Biology - APPROVED
In Unit 2803, candidates take either Components 01 and 02 or Components 01 and 03.
In Unit 2805, candidates take one of Components 01 - 05.
In Unit 2806, candidates take either Components 01 and 02 or Components 01 and 03.
For Units 2803 and 2806, both chosen assessment components must be taken in the same
examination session.
If a candidate retakes Unit 2803 and/or Unit 2806 within 12 months, they have the opportunity to
carry forward the mark for the coursework component (Component 02).
All candidates for Units 2803 and 2806 should be entered under the relevant unit code with one of
the following option codes:
Option Code Component to be taken
A 01
02
Written examination
Coursework
B 01
82
Written examination
Coursework mark carried forward
C 01
03
Written examination
Practical examination
All candidates for Unit 2805 should be entered under the relevant unit code with one of the
following option codes.
Option Code Component to be taken
A 01 Growth, Development and Reproduction
B 02 Applications of Genetics
C 03 Environmental Biology
D 04 Microbiology and Biotechnology
E 05 Mammalian Physiology and Behaviour
Rules of Combination
Candidates must take the following combination of Units of Assessment:
Advanced Subsidiary GCE Candidates take Units 2801, 2802 and 2803;
Advanced GCE Candidates take units 2801, 2802, 2803, 2804, 2805 and 2806.

APPROVED - Biology - APPROVED
Unit Availability
There are two unit sessions each year, in January and June.
The availability of units is shown below.
Leve
l
Unit Unit Title Jan
2002
June
2002
AS 2801 Biology Foundation _ _
AS 2802 Human Health and Disease _ _
AS 2803 Transport/ Experimental Skills 1 _ _
A2 2804 Central Concepts _ _
A2 2805 Options in Biology _ _
A2 2806 Unifying Concepts in Biology/Experimental Skills 2 _ _
The availability shown for 2002 will be the same for subsequent years.
Sequence of Units
The normal sequence in which the units could be taken is Units 2801, 2802 and 2803 in the first
year of a course of study, leading to an Advanced Subsidiary GCE award, then Units 2804, 2805
and 2806 in the second year leading to the full Advanced GCE award. However, the units may be
taken in other sequences.
Candidates may take all units at the end of their Advanced Subsidiary GCE or Advanced GCE
course in a 'linear' manner, if desired.
Synoptic Assessment
Synoptic assessment involves the explicit drawing together of knowledge, understanding and skills
learned in different parts of the Advanced GCE course. Assessment Objective AO4 relates
specifically to synoptic assessment. It accounts for 20% of the total Advanced GCE marks and is
assessed only in A2 Units 2805 and 2806. Units 2805 and 2806 should normally, therefore, be
taken at the end of the course, but this is not a requirement.
Synoptic assessment:
 requires candidates to make and use connections between different areas of biology, for
example, by applying knowledge of a number of areas to a particular situation or context;
 provides opportunities for candidates to use ideas and skills which permeate biology, for
example, the analysis and evaluation of empirical data and other information in contexts which
may be new to them.
Questions are set in the examination papers for Unit 2805 and Unit 2806, Component 01, which
require candidates to demonstrate these abilities.

APPROVED - Biology - APPROVED
During experimental and investigative work, synoptic assessment:
 allows candidates to apply knowledge and understanding of principles and concepts of biology
in planning experimental work and in the analysis and evaluation of data.
All practical work assessed internally by centres for the A2 coursework component (Unit 2806,
Component 02) should draw on the range of experience that the candidate will have acquired
during the AS course. It is particularly important that an exercise used to evaluate planning skills
should involve an element of research which goes beyond the repetition of an experiment that
simply reflects the use of ideas, or techniques, met within the module currently being studied.
Likewise an assessment involving the analysing and evaluation of evidence must require a
candidate to use knowledge and understanding acquired outside the confines of a standard
experiment recently practised. During the process of moderation, evidence is sought that such
breadth has been achieved.
Unit 2806, Component 02 and Component 03, therefore, include a degree of synoptic assessment.
Certification
Candidates may enter for:
 Advanced Subsidiary GCE certification;
 Advanced Subsidiary certification, bank the result, and complete the A2 assessment at a later
date;
 Advanced GCE certification.
Candidates must enter the appropriate AS and A2 Units to qualify for the full Advanced GCE
award.
Individual unit results, prior to certification of the qualification, have a shelf-life limited only by that
of the qualification.
Re-sits of Units
Candidates are permitted to re-sit units once only, before seeking an Advanced Subsidiary GCE
or Advanced GCE award, and the better result will count.
Re-sits of Advanced Subsidiary GCE and Advanced GCE
Candidates may retake the whole qualification more than once.

APPROVED - Biology - APPROVED
4.1 Question Papers
4.1.1 Advanced Subsidiary
Unit 2801 - Biology Foundation (1 hour) (60 marks)
Unit 2802 - Human Health and Disease (1 hour) (60 marks)
The question papers for Units 2801 and 2802 have a common format. They contain questions
comprising both structured parts and parts which require more extended answers. The distribution
of marks is approximately 50 marks for the structured parts and 10 marks for the extended
answers. All questions on these examination papers are compulsory. Quality of written
communication is assessed within those parts of the questions that require more extended
answers.
Unit 2803 Component 01 - Transport (45 mins) (45 marks)
The question paper contains questions comprising both structured parts and a part that requires a
more extended answer. The distribution of marks is approximately 38 marks for the structured
parts and 7 marks for the extended answer. All questions on this examination paper are
compulsory. Quality of written communication is assessed within the extended answer question.
Unit 2803 Component 03 - Practical Examination (1 hour 30 minutes) (60 marks)
The question paper consists of a Planning Exercise set by OCR and a Practical Test. Details of
the Planning Exercise will be sent to Centres before the date of the Practical Test. The Practical
Test consists of two questions. Question 1 is an experiment based on the physiology or
biochemistry topics in the AS specification. This is broadly related to the Planning Exercise.
Question 2 involves microscope work and candidates are expected to make their own temporary
preparations of plant materials, or to use microscope slides or photographs supplied by OCR.
4.1.2 A2
Unit 2804 - Central Concepts (1 hour 30 minutes) (90 marks)
Unit 2805, Component 01- Growth, Development and Reproduction (1 hour 30 minutes) (90
marks)
Unit 2805, Component 02 - Applications of Genetics (1 hour 30 minutes) (90 marks)
Unit 2805, Component 03 - Environmental Biology (1 hour 30 minutes) (90 marks)
Unit 2805, Component 04 - Microbiology and Biotechnology (1 hour 30 minutes) (90 marks)
Unit 2805, Component 05 - Mammalian Physiology and Behaviour (1 hour 30 minutes) (90
marks)
The question papers for Unit 2804 and each component of Unit 2805 have the same format as the
question papers for Units 2801 and 2802. They contain questions comprising both structured parts
and parts which require more extended answers. The distribution of marks is approximately 65
marks for the structured parts and 25 marks for extended answers. All questions on these papers

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are compulsory. [Note: in Unit 2805 candidates answer questions in only one component.] Quality
of written communication is assessed within those parts of the questions that require more
extended answers. In each component in Unit 2805, approximately 30 marks are allocated to
synoptic questions that require candidates to draw on their knowledge gained in the study of
modules 2801, 2802, 2803 and 2804 to answer questions set in the context of the option
concerned.
Unit 2806 Component 01 - Unifying Concepts in Biology (1 hour 15 minutes) (60 marks)
The question paper for Unit 2806, Component 01 comprises synoptic questions with both
structured parts and parts requiring more extended answers. The distribution of marks is
approximately 45 marks for the structured parts and 15 marks for the extended answers. All
questions on this examination paper are compulsory. Quality of written communication is assessed
within those parts of the questions that require more extended answers. The paper covers aspects
of the Advanced Subsidiary specification and material studied in Module 2804 of the A2
specification. Details of the content that may be addressed in this paper are given in Section 5.10.
Unit 2806 Component 03 - Practical Examination (1 hour 30 minutes) (60 marks)
The question paper consists of a Planning Exercise set by OCR and a Practical Test. Details of
the Planning Exercise will be sent to Centres before the date of the Practical Test. The Practical
Test consists of two questions. Question 1 is an experiment based on the physiology or
biochemistry topics in the A2 specification. This is broadly related to the Planning Exercise. Both
the Planning Exercise and Question 1 require knowledge and understanding of Modules 2801 and
2803, Component 01, of the AS specification. Question 2 involves microscope work and
candidates are expected either to make their own temporary preparations of plant materials, or to
use microscope slides or photographs supplied by OCR.
4.2 Experimental and Investigative Skills
Experimental and Investigative skills may be assessed either internally (by coursework) or
externally (by a combination of an externally marked task and a practical examination).
Entries are made for Unit 2803 (in AS) or 2806 (in A2). In each of these Units, candidates must
take two components - a written paper (Component 01) and one of the above two assessments of
experimental and investigative skills (i.e. Component 02 or Component 03). Both written paper
and skills assessment components must be taken in the same examination session.
In Unit 2803, Component 02/03, marks contribute towards Assessment Objective AO3, Experiment
and Investigation.
In Unit 2806, Component 02/03, marks contribute equally to Assessment Objectives AO3 and
AO4, Synthesis of Knowledge, Understanding and Skills. There is assessment of AO4, because:
 candidates are required to use biological knowledge and understanding from other modules of
the specification in planning their experimental and investigative work, and in analysing
evidence and drawing conclusions;

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 in the assessment of all four experimental skills in Unit 2806, Component 02, taken at the end
of the course of study, candidates are expected to draw on their experience of such work
throughout the course and, in particular, on the outcome of the assessment of these skills in
Unit 2803, Component 02.
The Skills
The experimental and investigative skills to be assessed are:
Skill P Planning
Candidates should:
 identify and define the nature of a question or problem using available information and
knowledge of biology;
 choose effective and safe procedures, selecting appropriate apparatus and materials and
deciding the measurements and observations likely to generate useful and reliable results;
 consider ethical implications in the choice and treatment of organisms and the environmental
and safety aspects of the proposed procedures.
Skill I Implementing
Candidates should:
 use apparatus and materials in an appropriate and safe way;
 carry out work in a methodical and organised way with due regard for safety and with
appropriate consideration for the well-being of living organisms and the environment;
 make and record detailed observations in a suitable way and make measurements to an
appropriate degree of precision, using IT where appropriate.
Skill A Analysing Evidence and Drawing Conclusions
Candidates should:
 communicate biological information and ideas in appropriate ways, including tabulation, line
graphs, histograms, continuous prose, annotated drawings and diagrams;
 recognise and comment on trends and patterns in data;
 understand the concept of statistical significance;
 draw valid conclusions by applying biological knowledge and understanding.
Skill E Evaluating Evidence and Procedures.
Candidates should:
 assess the reliability and precision of experimental data and the conclusions drawn from it;
 evaluate the techniques used in the experimental activity, recognising their limitations.

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Internal Assessment (Coursework option)
Unit 2803, Component 02 - Coursework 1 (60 Marks)
Unit 2806, Component 02 - Coursework 2 (60 Marks)
Assessment of candidates' experimental and investigative work as detailed above is made by the
teacher (as coursework) and moderated externally by OCR.
Skills P and A are each marked out of 8 and Skills I and E are each marked out of 7. One mark per
skill must be awarded for each candidate for AS (Unit 2803, Component 02) and for A2 (Unit 2806,
Component 02). Hence, a raw mark out of 30 is initially calculated for each component. The
marks are then doubled so that the final mark submitted for each component is out of 60.
In AS and in A2, the skills may be assessed in the context of separate practical exercises,
although more than one skill may be assessed in any one exercise. They may also be assessed
all together in the context of a single 'whole investigation' in which the task is set by the teacher, or
by using individual investigations in which each candidate pursues his or her own choice of
assignment.
The skills may be assessed at any time during the course using suitable practical activities, based
on laboratory or field work, related to, or part of, the content of the teaching course. The context(s)
for the assessment of the coursework for Unit 2803, Component 02 should be drawn from the
content of AS Modules 2801, 2802 and 2803; the context(s) for the assessment of the coursework
for Unit 2806, Component 02 should be drawn from the content of A2 Units 2804 and 2805, in
which the level of demand of the related scientific knowledge and understanding is higher.
A similar set of mark descriptors is used for both AS and A2 (see Appendix C). These descriptors
have been written to provide clear continuity from the assessment of Sc1 in GCSE Science. The
difference in standard of AS and A2 is a product of the level of demand of the related scientific
knowledge and understanding together with the complexity and level of demand of the tasks set.
Also, the mark descriptors for skills P and A at A2 include synoptic elements (see Appendix B).
The length of time to be devoted to the assessment of experimental and investigative skills is
entirely at the discretion of the teacher. It is anticipated that between 5 to 10 hours of class time
should be sufficient in each of AS and A2.
Notes for Guidance on Coursework assessment and submission are given in Appendix B. Mark
descriptors for the experimental and investigative skills are fully detailed in Appendix C.
Further details, including copies of relevant coursework forms, are given in the AS/A Biology
Teacher Support : Coursework Guidance Handbook, copies of which can be ordered from the
OCR Publications Department.

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External Assessment (Practical Examination option)
Unit 2803, Component 03 - Practical Examination 1 (1 hour 30 minutes) (60 Marks)
Unit 2806, Component 03 - Practical Examination 2 (1 hour 30 minutes) (60 Marks)
External assessment of Experimental and Investigative Skills addresses the same skills as those
covered by the Coursework option.
Skill P Planning
Skill P is assessed using an OCR-set exercise which is externally marked. Candidates are asked
to plan an investigation, set by OCR, in the context of the modules they have studied. Thus, for
the AS Unit 2803, Component 03, the exercise is set in the context of the content covered in
Modules 2801, 2802 and 2803, Component 01; for the A2 Unit 2806, Component 03, the exercise
is set in the context of the content covered in 2804.
Candidates will be given the Planning Exercise, at a date, which will be published on the
examination timetable, before the date of the Practical Test. The work must be handed in on, or
before, the day of the Practical Test, at the discretion of the Centre. The Centre is required to
despatch this work to the OCR Examiner with the Practical Test scripts and the work must,
therefore, be kept securely until the day of the examination. Candidates may be given access, if
they request it and at the discretion of the Centre, to laboratory space and facilities in order to be
able to carry out preliminary work which will help in constructing their plan. It should be noted that
the responsibility for health and safety during this period rests with the Centre, and the attention of
teachers is drawn to the notes in Appendix B. Access to suitable library and other resources is
also required and, while time at home or in private study may be necessary to complete the task to
a high standard, sufficient work must be completed under direct supervision to allow the teacher to
authenticate the work with confidence as that of the candidates concerned.
It should be recognised that the Planning Exercises contribute just 2.5% to the full Advanced GCE
Level for each of the AS and A2 assessments. Candidates should thus be guided to spend an
appropriate amount of time on the work and it is suggested that they should be given between 7-10
days to complete it. Candidates' work should be no more than 1000 words.
If a candidate is given guidance during the period in which the exercise has to be completed, this
must be recorded.
The mark scheme for the Planning Exercise is closely based on the coursework mark descriptors
for Skill P, given in Appendix C, and a copy of these descriptors should be provided to candidates
to assist them in their work.
Skill I Implementing
Skill A Analysing Evidence and Drawing Conclusions
Skill E Evaluating Evidence and Procedures.
Skills I, A and E are assessed in the Practical Test itself which consists of two questions.
Candidates are required to carry out a practical experiment (Question 1) which will be set in the
same general context as that used for the Planning Exercise, but will not be the same task. Thus,
while the research work carried out for the Planning Exercise may assist candidates in their
interpretation of the results of the experiment in Question 1 they are not asked to carry out the
investigation they have planned. Question 2 in the Practical Test involves microscope work and
candidates are expected either to make their own temporary preparations of plant material or to
use microscope slides or photographs supplied by OCR.

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Skill I is assessed on the conduct of the experiment, the use of the microscope, and the
observations and/or measurements taken. Skills A and E are assessed on candidates' analysis
and evaluation of the results of the experiment and microscope work, together with other data and
information given in the paper itself.
The mark scheme for the paper is closely based on the coursework mark descriptors for these
skills (see Appendix C) and teachers are recommended to draw these to the attention of
candidates in their preparation for the paper.
Practical Instructions containing details of the apparatus and/or materials required for the
practical examination are sent to Centres before the date of the examination. Centres
should contact OCR if the Instructions are not received. It is essential that confidentiality is
maintained prior to the date of the examination.
Further details concerning the administration and conduct of this assessment option are given in
Appendix E.
4.2.1 Experimental and Investigative Work at AS and A2
The assessment descriptors given in Appendix C are used for the assessment of coursework in
both AS and A2. The mark schemes for the practical examinations are also based on these
descriptors which are similar for both AS and A2 components.
Assessments at AS and A2 are differentiated by the complexity of the tasks set and the contexts of
the underlying scientific knowledge and understanding. In A2, candidates are required to apply
knowledge, understanding and skills from the AS and A2 parts of the specification in planning
experimental work and in the analysis of results to reach conclusions.
At AS, experimental and investigative work is likely to be qualitative or require processing in a
context that is familiar to candidates.
 Planning exercises, although novel, focus on apparatus and techniques which have
previously been encountered, based on knowledge and understanding from a limited part of
the AS specification.
 Implementing involves the manipulation of simple apparatus and the application of easily
recognised safety procedures.
 Analysing and concluding involve simple data handling, reaching conclusions based on a
limited part of the AS specification.
 Evaluation expects recognition of the main sources of error and direct methods for improving
accuracy.
At A2, assessments expect a greater level of sophistication and higher levels of skill.
 Planning exercises require research to provide a satisfactory solution to a problem which can
be addressed in more than one way. The underlying knowledge, understanding and skills are
likely to be drawn from several different parts of the AS and A2 specifications.
 Implementing involves a detailed risk assessment and the careful use of sophisticated
techniques or apparatus to obtain results that are precise and reliable.

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 Analysing and concluding involve sophisticated data handling and the synthesis of several
strands of evidence. In developing conclusions, candidates will have the opportunity to
demonstrate their skills in drawing together principles and concepts from different parts of the
AS and A2 specifications.
 Evaluation requires recognition of the key experimental limitations and other sources of
error as well as an understanding of the methods that may be used to limit their effect. The
evaluation is likely to draw together principles and concepts from different parts of the
specification.
Detailed advice on the choice of experimental and investigative work suitable for AS and A2, and
guidance on the application of the assessment descriptors to exemplar tasks, are provided in the
AS/A Biology Teacher Support : Coursework Guidance Handbook, which can be ordered from the
OCR Publication Department.
4.2.2 Assessment and Moderation
Coursework in Unit 2803 Component 02 and Unit 2806 Component 02 is marked by the teacher
and internally standardised by the Centre. Marks are then submitted to OCR by a specified date,
after which postal moderation takes place in accordance with OCR procedures. The purpose of
moderation is to ensure that the standard for the award of marks in coursework is the same for
each Centre, and that each teacher has applied the standards appropriately across the range of
candidates within the Centre.
Coursework submissions should be clearly annotated by the Centre to support the marks awarded
to the candidates.
The sample of work that is submitted to the Moderator for moderation must show how the marks
have been awarded in relation to the marking criteria.
4.2.3 Minimum Coursework Requirements
If no work is submitted by a candidate for a coursework component (Unit 2803 Component 02
and/or Unit 2806 Component 02), the candidate should be indicated as being absent from that
component on the coursework mark sheets submitted to OCR. Any work submitted by a candidate
should be assessed according to the mark descriptors and marking instructions and the
appropriate mark awarded, which may be 0 (zero).

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4.2.4 Authentication of Coursework
As with all coursework, the teacher must be able to verify that the work submitted for assessment
is the candidate's own. Sufficient work must be carried out under direct supervision to allow the
teacher to authenticate the coursework marks with confidence.
4.3 Special Arrangements
For candidates who are unable to complete the full assessment, or whose performance may be
adversely affected through no fault of their own, teachers should consult the Inter-Board
Regulations and Guidance Booklet for Special Arrangements and Special Consideration. In such
cases, advice should be sought from OCR as early as possible during the course. Applications for
special consideration in coursework components should be accompanied by Coursework
Assessment Forms giving the breakdown of marks for each skill.
4.4 Differentiation
In the question papers, differentiation is achieved by setting questions which are designed to
assess candidates at their appropriate levels of ability and which are intended to allow all
candidates to demonstrate what they know, understand and can do.
In coursework, differentiation is by task and by outcome. Candidates will undertake assignments
which enable them to display positive achievement.
4.5 Awarding of Grades
The Advanced Subsidiary has a weighting of 50% when used in an Advanced GCE award. An
Advanced GCE award is based on the aggregation of the weighted Advanced Subsidiary (50%)
and A2 (50%) marks.
Both Advanced Subsidiary GCE and Advanced GCE qualifications are awarded on the scale A to
E, or U (unclassified).

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4.6 Grade Descriptions
The following grade descriptions indicate the level of attainment characteristic of the given grade at
Advanced GCE. They give a general indication of the required learning outcomes at each
specified grade. The descriptions should be interpreted in relation to the content outlined in the
specifications; they are not designed to define that content. The grade awarded will depend, in
practice, upon the extent to which the candidate has met the Assessment Objectives overall.
Shortcomings in some aspects of the examination may be balanced by better performances in
others.
Grade A
Candidates recall and consistently use biological knowledge, facts, principles and concepts from
the whole specification, with few significant omissions, and show good understanding of the
principles and concepts they use. They select biological knowledge relevant to most situations
and present their ideas clearly and logically, making use of appropriate scientific terminology,
particularly when referring to specific technical terms and in expressing more general concepts and
ideas.
Candidates carry out accurately a range of calculations in a logical manner with little guidance and,
where appropriate, support their solutions by logical explanation. They demonstrate good
understanding of principles and apply them in familiar and new contexts. They show insight into
problems and suggest a number of possible solutions using techniques, arguments, or knowledge
and understanding from more than one area of the specification and other areas of experience.
Most responses are correct, relevant and logical. In particular, longer questions are answered to
an appropriate depth, communicating ideas effectively with coherent and detailed explanations.
In experimental activities, candidates independently formulate a clear and accurate plan. They use
a range of manipulative techniques safely and skilfully, making and recording observations with
appropriate precision. They interpret and describe the trends and patterns shown by data
presented in tabular or graphical form, indicating, where appropriate, anomalies and
inconsistencies. They provide coherent, logical and comprehensive explanations using
appropriate biological knowledge and terminology. They comment critically on data, evaluate it
and use it to support or reject various hypotheses. They present clearly and concisely both sides
of an argument by weighing up the evidence.
Grade C
Candidates recall and show a sound use of biological knowledge, facts, principles and concepts
from many parts of the specification and show understanding of some fundamental principles and
concepts. They frequently select biological knowledge relevant to a particular situation or context
and present their ideas clearly and logically, making use of appropriate scientific terminology.
Candidates carry out a range of calculations, making progress with minimal guidance. They show
knowledge of fundamental principles and are often able to apply these in new contexts. They bring
together information from more than one area of the specification. Many responses are correct,
relevant and logical.
In experimental activities, candidates formulate a plan which may need some modification. They
use a range of techniques safely, making and recording observations and measurements which
are adequate for the task. They interpret and explain experimental results relating these to
scientific knowledge and understanding and, with help, evaluate their results. They comment on

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data and use selected data to support a particular hypotheses. They make choices in statistical
sampling.
Grade E
Candidates recall and use biological knowledge, facts, principles and concepts from some parts of
the specification and demonstrate some understanding of fundamental principles and concepts
beyond that expected of sound GCSE candidates.
Candidates select discrete items of knowledge in response to structured questions and use basic
scientific terminology. This may be displayed consistently across the questions set or may vary
between quite good and poor on different questions.
Candidates select appropriate facts and principles to solve problems concerning familiar material.
Where problems are concerned with unfamiliar material, answers relate to the appropriate subject
area even if difficulties are experienced in applying the facts and principles involved.
With some guidance, candidates carry out accurately straightforward calculations involving the
rules of number, such as calculations of percentages, making clear the steps in the calculations.
They apply knowledge and scientific principles contained within the specification to material
presented in a familiar or closely related context.
They make connections between some ideas encountered in different parts of the specification.
Their answers show some logic and coherence although they include irrelevant material. They use
correctly a limited range of scientific terminology.
In experimental activities, candidates formulate some elements of a practical approach when
provided with guidance. They carry out frequently encountered practical procedures in a
reasonably skilful manner, recognising the risks in familiar procedures and obtaining some
appropriate results. They interpret broad trends shown by data presented in tabular or graphical
form. They select appropriate facts and principles to produce limited but relevant explanations and
make superficial conclusions from data. They may need assistance to relate these to biological
knowledge and understanding.

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5 Specification Content
5.1 Module 2801: Biology Foundation
Preamble
This module is intended to act as a foundation unit for the AS Biology specification. In particular it
provides:
 an understanding of some fundamental concepts, techniques and procedures in biology;
 an opportunity for the candidate to become familiar with controlling variables and using the
light microscope;
 an understanding of nutrient cycling within ecosystems;
 a basis for the further study of biology within the scheme.
Assessment Objectives
See Section 3. Candidates are expected to apply knowledge, understanding and other skills
gained in this module to new situations and/or to solve related problems.
Recommended Prior Knowledge
Candidates should
 have achieved Grade CC or above in GCSE Science: Double Award (or equivalent in
Science: Biology).
5.1.1 Cell Structure
C3.1b; N3.1, N3.2, N3.3; IT3.1, IT3.3 WO3.1, WO3.2, WO3.3; LP3.1, LP3.2,
LP3.3.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 1 a, b, c and e.

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Content
 Cells as the basic units of living organisms grouped into tissues and organs.
 Characteristics of eukaryotic and prokaryotic cells.
 Detailed structure of typical animal and plant cells as seen under the light and electron
microscope.
 Outline functions of organelles in plant and animal cells.
Learning Outcomes
Candidates should be able to:
(a) explain and distinguish between resolution and magnification with reference to light
microscopy and electron microscopy.
(b) describe and interpret drawings and photographs of typical animal and plant cells as seen
using the light microscope.
(c) describe and interpret drawings and photographs of typical animal and plant cells as seen
using the electron microscope, recognising the following: rough and smooth endoplasmic
reticulum, Golgi apparatus, mitochondria, ribosomes, lysosomes, chloroplasts, plasma (cell
surface) membrane, nuclear envelope, centrioles, nucleus, nucleolus and cilia.
C3.1b, IT3.3, WO3 (all), LP3 (all)
(d) outline the functions of the structures listed in (c). C3.1b, IT3.3, WO3 (all), LP3 (all)
(e) describe the structure of a prokaryotic cell and compare and contrast the structure of
prokaryotic cells with eukaryotic cells.
(f) explain how cells are organised into tissues with reference to squamous and ciliated
epithelia, xylem and phloem.
(g) explain the meaning of the terms tissue and organ, and state examples in animals and
plants.
(h) draw plan diagrams of tissues (including a transverse section of a mesophytic
dicotyledonous leaf) and calculate the linear magnification of drawings. N3 (all), LP3 (all)
5.1.2 Biological Molecules
C3.1b; IT3.3. WO3.1, WO3.2, WO3.3.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 1a and c.

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Content
 The structure of carbohydrates, lipids and proteins and their roles in living organisms.
 Water and living organisms.
 The roles of inorganic ions.
Learning Outcomes
Candidates should be able to:
(a) carry out tests for reducing and non-reducing sugars (including semi-quantitative use of the
Benedict's test), the iodine in potassium iodide solution test for starch, the emulsion test for
lipids, and the biuret test for proteins.
(b) describe the structures of the ring forms of alpha and beta glucose.
C3.1b, IT3.3, WO3 (all)
(c) describe the formation and breakage of a glycosidic bond.
C3.1b, IT3.3, WO3 (all)
(d) describe the molecular structure of starch (amylopectin and amylose), glycogen and
cellulose, and relate these structures to their functions in living organisms.
C3.1b, IT3.3, WO3 (all)
(e) describe the molecular structure of a triglyceride and a phospholipid, and relate these
structures to their functions in living organisms.
(f) describe the structure of an amino acid, and the formation and breakage of a peptide bond.
(g) explain the meaning of the terms primary structure, secondary structure, tertiary
structure and quaternary structure of proteins, and describe the types of bonding
(hydrogen, ionic, disulphide and hydrophobic interactions) which hold the molecule in shape.
(h) outline the molecular structure of haemoglobin as an example of a globular protein, and of
collagen as an example of a fibrous protein, and relate these structures to their functions.
(The importance of iron in the haemoglobin molecule should be emphasised.)
(i) describe and explain the roles of water in living organisms and as an environment for
organisms. (Reference should be made to hydrogen bonding.)
(j) state one role of each of the following inorganic ions in living organisms: calcium, sodium,
potassium, magnesium, chloride, nitrate, phosphate.
5.1.3 Enzymes
C3.2; IT3.2; N3.1, N3.2, N3.3
Recommended Prior Knowledge
Candidates should have a knowledge of:
 Key stage 4 Programme of Study Sc2, 1a and 2b.

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Content
 Mode of action of enzymes.
Learning Outcomes
Candidates should be able to:
(a) explain that enzymes are globular proteins which catalyse metabolic reactions.
(b) explain the mode of action of enzymes in terms of an active site, enzyme/substrate complex,
lowering of activation energy and enzyme specificity. C3.2
(c) describe and explain the effects of pH, temperature, enzyme concentration and substrate
concentration on enzyme action. IT3.2
(d) follow the time course of an enzyme-catalysed reaction by measuring rates of formation of
products (for example using catalase), or rate of disappearance of substrate (for example
using amylase). C3.2, IT3.2, N3 (all)
(e) explain the effects of reversible inhibitors (both competitive and non-competitive) on the rate
of enzyme activity.
5.1.4 Cell Membranes and Transport
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key stage 4 Programme of Study Sc2, 1 a and d.
Content
 The fluid mosaic model of membrane structure.
 The movement of substances into and out of cells.
Learning Outcomes
Candidates should be able to:
(a) describe and explain the fluid mosaic model of membrane structure, including an outline of
the roles of phospholipids, cholesterol, glycolipids, proteins and glycoproteins.
(b) outline the roles of membranes within and at the surface of cells.
(c) describe and explain the processes of osmosis, passive diffusion, facilitated diffusion,
active transport, endocytosis and exocytosis. (The terminology described in the IOB
publication Biological Nomenclature should be used: no calculations involving water
potential will be set.)

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(d) describe the features of the gaseous exchange surface of the mammalian lung.
(e) describe the features of root hairs (including carrier molecules in membranes which enable
the uptake of ions by active transport).
5.1.5 Genetic Control of Protein Structure and Function
LP3.1, LP3.2, LP3.3; PS3.1, PS3.2,
PS3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2,1 a, e and f, 4 g and h.
Content
 The structure and replication of DNA.
 The roles of DNA and RNA in protein synthesis.
 The principles of gene manipulation
Learning Outcomes
Candidates should be able to:
(a) describe the structures of DNA and RNA, and explain the importance of base pairing and
hydrogen bonding.
(b) explain how DNA replicates semi-conservatively during interphase, and interpret
experimental evidence for this process. (Reference should be made to DNA polymerase.)
(c) state that a gene is a sequence of nucleotides as part of a DNA molecule, which codes for a
polypeptide.
(d) describe the way in which the nucleotide sequence codes for the amino acid sequence in a
polypeptide. PS3 (all), LP3 (all)
(e) describe how the information on DNA is used to construct polypeptides, including the role of
messenger RNA, transfer RNA and the ribosomes. PS3 (all), LP3 (all)
(f) explain that, as enzymes are proteins, their synthesis is controlled by DNA.
(g) outline the general principles of gene manipulation by biotechnology, with reference to the
synthesis of human insulin by bacteria and human factor VIII.

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5.1.6 Nuclear Division
N3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 1 e and f, 4 a and b.
Content
 Replication and division of nuclei.
 Chromosome behaviour in mitosis.
 The need for a reduction division in sexual reproduction.
Learning Outcomes
Candidates should be able to:
(a) explain how growth, repair and asexual reproduction in animals and plants can be brought
about by mitosis.
(b) explain the need for the production of genetically identical cells.
(c) explain how cancer is the result of uncontrolled cell division, and list factors that can increase
the chances of cancerous growth.
(d) describe, with the aid of diagrams, the behaviour of chromosomes during the mitotic cell
cycle, and the associated behaviour of the nuclear envelope, cell membrane and centrioles.
(Names of the main stages are expected.) N3.3
(e) explain what is meant by homologous pairs of chromosomes.
(f) explain the meaning of the terms haploid and diploid, and the need for a reduction division
prior to fertilisation in sexual reproduction. (Details of meiosis are not expected.)
5.1.7 Energy and Ecosystems
IT3.2
Recommended Prior knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 5 c, d and e.

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Content
 Energy transfer through an ecosystem.
 The nitrogen cycle.
Learning Outcomes
Candidates should be able to:
(a) define the terms habitat, niche, population, community and ecosystem, and state
examples of each.
(b) explain the terms producer, consumer and trophic level.
(c) describe how energy is transferred though food chains and food webs, and discuss the
efficiency of this transfer between trophic levels. IT3.2
(d) describe how nitrogen is cycled within an ecosystem. (Reference should be made to the
roles of microoganisms, but only Nitrosomonas, Nitrobacter and Rhizobium need to be
identified by name.)

APPROVED - Biology - APPROVED
5.2 Module 2802: Human Health and Disease
Preamble
In addition to meeting the aims of the specification as a whole, this module is intended to develop:
 an understanding of what is meant by health and disease;
 an appreciation of disease in a global context and the factors that affect patterns of disease
globally;
 an understanding of the principles upon which preventive medicine is based; an
understanding of the extent to which people can influence their health by their behaviour;
 an appreciation of the role and implications of medical technology in the context of limited
resources;
 an understanding of how our bodies attempt to maintain good health;
 a positive attitude and approach to health as being more than simply the absence of disease.
Assessment Objectives
See Section 3. Candidates are expected to appy knowledge, understanding and other skills gained
in this module to new situations and/or to solve related problems.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc.2, 2 a - g, m, n, p, q and r;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01, sections 5.3.1 and 5.3.2.
5.2.1 Introduction to Health and Disease
IT3.1, IT3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 2d-g,m,n,q and r;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01, sections 5.3.1 and 5.3.2.

APPROVED - Biology - APPROVED
Content
 Definitions of the terms health and disease.
 Global patterns of disease distribution.
Learning Outcomes
Candidates should be able to:
(a) discuss what is meant by the terms health and disease.
(b) discuss whether health is more than simply the absence of disease.
(c) explain, with one example of each, what is meant by the following categories of disease or
illness: physical, mental, social, infectious, non-infectious, degenerative, inherited, self-inflicted
and deficiency.
(d) explain the reasons for collecting health statistics. IT3.1, IT3.3
(e) describe and explain the differences between standards of health in developed and
developing countries.
(f) explain the terms pandemic, epidemic and endemic.
(g) appreciate the significance of the Human Genome Project to human health and disease.
5.2.2 Diet
C3.1a
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 2 a and b;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01, sections 5.3.1 and 5.3.2.
Content
 The concept of the balanced diet.
 Energy and nutrient requirements.
 Essential nutrients.
 The consequences of malnutrition.
 Diet and coronary heart disease.

APPROVED - Biology - APPROVED
Learning Outcomes
Candidates should be able to:
(a) list the components of a balanced diet.
(b) discuss the energy and nutrient requirements of people with reference to gender, age,
activity, pregnancy and lactation.
(c) explain what is meant by the term dietary reference value (DRV) and describe how these
values should be used. (The Department of Health publication Dietary Reference Values for
Food Energy and Nutrients for the UK, 1991 should be consulted.)
(d) describe the functions of essential amino acids, essential fatty acids and vitamins A and D
in the body.
(e) describe the consequences of malnutrition with reference to energy and protein deficiency,
anorexia nervosa, deficiencies of vitamins A and D, and obesity.
(f) discuss the possible links between diet and coronary heart disease. C3.1a
5.2.3 Gaseous Exchange and Exercise
LP3.1, LP3.2, LP3.3; PS3.1, PS3.2,
PS3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 2 d-g, m-p;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01, sections 5.3.1 and 5.3.2.
Content
 The gaseous exchange system.
 The consequences of exercise.
Learning Outcomes
Candidates should be able to:
(a) describe the distribution of alveoli and blood vessels in lung tissue.
(b) describe the distribution of cartilage, ciliated epithelium, goblet cells and smooth muscle in
the trachea, bronchi and bronchioles.
(c) describe the functions of cartilage, cilia, goblet cells, smooth muscle and elastic fibres in the
gaseous exchange system.

APPROVED - Biology - APPROVED
(d) explain the meanings of the terms tidal volume and vital capacity;
(e) measure their pulse rate and understand that pulse rate is a measure of heart rate.
(f) explain the significance of resting pulse rate in relation to physical fitness.
(g) explain the terms systolic blood pressure, diastolic blood pressure and hypertension.
(h) explain the meaning of the term aerobic exercise.
(i) describe the immediate effects of exercise on the body, including the concept of oxygen
debt and the production of lactate by anaerobic respiration.
(j) design and carry out experiments to investigate the effects of exercise on the body.
(Teachers should satisfy themselves that any exercise undertaken by candidates can
be done safely.) PS3 (all), LP3 (all)
(k) appreciate how much exercise needs to be taken for significant sustained improvement in
aerobic fitness. PS3 (all), LP3 (all)
(l) discuss the long-term consequences of exercise on the body and the benefits of
maintaining a physically fit body, relating these benefits to the concept that health is more
than the absence of disease. PS3 (all), LP3 (all)
5.2.4 Smoking and disease
C3.2
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 2 c-e ,q and r;
 Biology Foundation, Module, 2801;
 Transport, Module 2803, Component 01, sections 5.3.1 and 5.3.2.
Content
 Effects of smoking and disease on the gaseous exchange and cardiovascular systems.
 Prevention and cure.
Learning Outcomes
Candidates should be able to:
(a) describe the effects of tar and carcinogens in tobacco smoke on the gaseous exchange
system.
(b) describe the symptoms of chronic bronchitis and emphysema (chronic obstructive
pulmonary disease) and lung cancer.

APPROVED - Biology - APPROVED
(c) evaluate the epidemiological and experimental evidence linking cigarette smoking to
disease and early death. C3.2
(d) describe the effects of nicotine and carbon monoxide in tobacco smoke on the
cardiovascular system with reference to atherosclerosis, coronary heart disease and
strokes.
(e) discuss the reasons for the global distribution of coronary heart disease.
(f) discuss the difficulty in achieving a balance between prevention and cure, with reference to
coronary heart disease, coronary by-pass surgery and heart transplant surgery.
5.2.5 Infectious Diseases
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 2 a-f, m, p and q;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01, section 5.3.1.
Content
 Cholera, malaria, tuberculosis (TB) and AIDS.
 Antibiotics.
Learning Outcomes
Candidates should be able to:
(a) describe the causes and means of transmission of cholera, malaria, AIDS/HIV and TB.
(Knowledge of the symptoms of these diseases is not required.)
(b) assess the worldwide importance of these diseases.
(c) describe the roles of social, economic and biological factors in the prevention and control of
these diseases.
(d) outline the role of antibiotics in the treatment of infectious disease.

APPROVED - Biology - APPROVED
5.2.6 Immunity
WO3.1, WO3.2, WO3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 2 c and q;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01, section 5.3.1.
Content
 The immune system.
 The role of vaccination in controlling disease.
Learning Outcomes
Candidates should be able to:
(a) describe the origin, maturation and mode of action of phagocytes and lymphocytes.
(b) explain the meaning of the term immune response.
(c) distinguish between the actions of B lymphocytes and T lymphocytes in fighting infection.
(d) appreciate the role of memory cells in long-term immunity.
(e) relate the molecular structure of antibodies to their functions. WO3 (all)
(f) distinguish between active and passive, natural and artificial immunity and explain how
vaccination can control disease.
(g) discuss the reasons why vaccination has eradicated smallpox but not measles, TB, malaria
or cholera.
(h) outline the role of the immune system in allergies, with reference to asthma and hay fever.

APPROVED - Biology - APPROVED
5.3 Module 2803, Component 01: Transport
Preamble
In addition to meeting the aims of the specification as a whole, this component is intended to
develop an understanding of the transport mechanisms in mammals and flowering plants.
Assessment Objectives
See Section 3. Candidates are expected to apply knowledge, understanding and other skills
gained in this component to new situations and/or to solve related problems.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 programme of Study Sc2, 1 b and d, 2 c-f, 3 c,f,g and h;
 Biology Foundation, Module 2801.
5.3.1 The Mammalian Transport System
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 1 b, 2 c and d;
 Biology Foundation, Module 2801, sections 5.1.1 and 5.1.4.
Content
 The need for a transport system in multicellular animals.
 Transport in mammals.
Learning Outcomes
Candidates should be able to:
(a) explain the need for transport systems in multicellular animals in terms of size and surface
area to volume ratios.
(b) describe the structures of arteries, veins and capillaries and be able to recognise these
vessels using the light microscope.
(c) explain the relationship between the structure and function of arteries, veins and capillaries.

APPROVED - Biology - APPROVED
(d) describe the structure of red blood cells, phagocytes and lymphocytes, and explain the
differences between blood, tissue fluid and lymph.
(e) describe gaseous exchange in the alveoli.
(f) describe the role of haemoglobin in carrying oxygen and carbon dioxide.
(g) describe and explain the significance of the dissociation curves of adult oxyhaemoglobin at
different carbon dioxide levels (the Bohr effect).
(h) explain the significance of the different affinities of fetal haemoglobin and adult
haemoglobin for oxygen.
(i) describe and explain the significance of the increase in the red blood cell count of humans
at high altitude.
5.3.2 The Mammalian Heart
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 1 b and 2 c;
 Biology Foundation, Module 2801, sections 5.1.1.
Content
 The structure and functioning of the mammalian heart.
Learning Outcomes
Candidates should be able to:
(a) describe the external and internal structure of the mammalian heart.
(b) explain the differences in the thickness of the walls of the different chambers in terms of
their functions.
(c) describe the mammalian circulatory system as a closed double circulation.
(d) describe the cardiac cycle.
(e) explain how heart action is initiated. (Reference should be made to the sino-atrial node, the
atrio-ventricular node and the Purkyne tissue.)

APPROVED - Biology - APPROVED
5.3.3 Transport in Multicellular Plants
N3.2
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc2, 1 b and d, 3 c, f, g and h;
 Biology Foundation, Module 2801, sections 5.1.1 and 5.1.4.
Content
 The need for, and functioning of, a transport system in multicellular plants.
Learning Outcomes
Candidates should be able to:
(a) explain the need for transport systems in multicellular plants in terms of size and surface
area to volume ratios.
(b) define the term transpiration and explain that it is an inevitable consequence of gaseous
exchange in plants.
(c) describe how to investigate experimentally the factors which affect transpiration rate. N3.2
(d) describe the distribution of xylem and phloem tissue in roots, stems and leaves of
dicotyledonous plants.
(e) describe the structure of xylem vessels, sieve tube elements and companion cells, and be
able to recognise these using the light microscope.
(f) relate the structure of xylem vessels, sieve tube elements and companion cells to their
functions.
(g) explain the movement of water between plant cells and between them and their
environment, in terms of water potential. (No calculations involving water potential will be
set.)
(h) describe the pathway and explain the mechanism by which water is transported from roots
to leaves.
(i) explain translocation as an energy-requiring process transporting assimilates, especially
sucrose, between the leaves (sources) and other parts of the plant (sinks).
(j) describe one possible mechanism of transport in phloem, and the evidence for and against
the mechanism.
(k) describe how the leaves of xerophytes are adapted to reduce water loss by transpiration.N3.2

APPROVED - Biology - APPROVED
5.4 Module 2804: Central Concepts
Preamble
In addition to meeting the aims of the specification as a whole, this module is intended to develop:
 an understanding of energy transfer within and between organisms;
 an understanding of population dynamics;
 an understanding of the central role of DNA in living organisms;
 an understanding of the way in which selection may lead to evolution;
 provide an understanding of excretion in mammals;
 provide an understanding of control and communication within mammals and within flowering
plants.
Assessment Objectives
See Section 3. Candidates are expected to apply knowledge, understanding and other skills
gained in this module to new situations and/or to solve related problems. The content of this
module will be assessed in Unit 2804 and Unit 2806, Component 01.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Key Stage 4 Programme of Study Sc.2, 5 a, e and f;
 Biology Foundation, Module 2801;
 Transport, Module 2803, Component 01.
5.4.1 Energy and Respiration
C3.3; IT3.2.; LP3.1, LP3.2, LP3.3;
PS3.1, PS3.2, PS3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Biology Foundation, Module 2801, sections 5.1.1, 5.1.2, 5.1.3, and 5.1.4.

APPROVED - Biology - APPROVED
Content
 The need for energy in living organisms.
 Respiration as an energy transfer process.
 Aerobic respiration.
 Anaerobic respiration.
Learning Outcomes
Candidates should be able to:
(a) outline the need for energy in living organisms as illustrated by anabolic reactions, active
transport, movement and the maintenance of body temperature.
(b) describe the structure of ATP as a phosphorylated nucleotide.
(c) describe the universal role of ATP as the energy currency in all living organisms.
(d) explain that the synthesis of ATP is associated with the electron transport chain on the
membranes of the mitochondrion.
(e) outline glycolysis as phosphorylation of glucose and the subsequent splitting of hexose
phosphate (6C) into two triose phosphate molecules which are then further oxidised with a
small yield of ATP and reduced NAD.
(f) explain that, when oxygen is available, pyruvate is converted into acetyl (2C) coenzyme A,
which then combines with oxaloacetate (4C) to form citrate (6C).
(g) outline the Krebs cycle, explaining that citrate is reconverted to oxaloacetate in a series of
small steps in the matrix of the mitochondrion. (No further details are required.)
(h) explain that these processes involve decarboxylation and dehydrogenation, and describe
the role of NAD. PS3 (all), LP3 (all)
(i) outline the process of oxidative phosphorylation, including the role of oxygen. (No details of
the carriers are required.)
(j) explain the production of a small yield of ATP from anaerobic respiration and the formation
of ethanol in yeast and lactate in mammals. C3.3, IT3.2, PS3 (all), LP3 (all)
(k) explain the relative energy values of carbohydrate, lipid and protein as respiratory
substrates.
(l) define the term respiratory quotient (RQ).
(m) carry out investigations, using simple respirometers, to measure RQ and the effect of
temperature on respiration rate. PS3 (all), LP3 (all)

APPROVED - Biology - APPROVED
5.4.2 Photosynthesis
C3.3
Recommended Prior Knowledge
Candidates should have a knowledge of
 Biology Foundation, Module, 2801, sections 5.1.1, 5.1.2, 5.1.3 and 5.1.4;
 Transport, Module 2803, Component 01, section 5.3.3.
Content
 Photosynthesis as an energy transfer process.
Learning Outcomes
Candidates should be able to:
(a) explain that energy transferred as light is used during photosynthesis to produce complex
organic molecules, and that the process of respiration allows this energy to be transferred
through chemical reactions so that it can be used by living organisms.
(b) describe the photoactivation of chlorophyll resulting in the splitting of water molecules and
in the transfer of energy to ATP and reduced NADP. (Cyclic and non-cyclic
photophosphorylation should be described, but no biochemical detail is required.)
(c) describe the uses of ATP and reduced NADP in the light independent stage of
photosynthesis.
(d) describe in outline the Calvin cycle involving the light independent fixation of carbon dioxide
by combination with a 5C compound (RuBP) to yield two molecules of a 3C compound GP
(PGA), and the conversion of GP into carbohydrates, lipids and amino acids.(The
regeneration of RuBP should be understood in outline only, and a knowledge of C4 and
CAM plants is not required.)
(e) describe the structure of a dicotyledonous leaf, a palisade cell and a chloroplast, and relate
their structures to their roles in photosynthesis.
(f) discuss limiting factors in photosynthesis, and carry out investigations on the effects of light,
carbon dioxide and temperature on the rate of photosynthesis. C3.3

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5.4.3 Populations and Interactions
N3.1, N3.2, N3.3; IT3.1, IT3.2.
Recommended Prior Knowledge
Candidates should have knowledge of
 Key Stage 4 Programme of Study Sc2, 5 a, e and f;
 Biology Foundation, Module 2801, section 5.1.7.
Content
 Ecosystems are dynamic and subject to change.
 The effect of human activities on the environment.
 Management of an ecosystem to provide resources.
Learning Outcomes
Candidates should be able to:
(a) describe and explain sigmoidal population growth in a bacterial culture.
N3 (all),IT3.1, IT 3.2
(b) explain, and give examples of, the significance of limiting factors in determining the final
size of a population. N3 (all),IT3.1, IT 3.2
(c) explain the meaning of the term carrying capacity.
(d) describe one example of a predator-prey relationship and its possible effect on population
size of both the predator and the prey.
(e) describe, and give examples of, inter- and intraspecific competition.
(f) explain the effects of interspecific competition on the distribution and population size of two
named species.
(g) describe one example of primary succession resulting in a climax community. (The effects
of named organisms on the succession should be considered.)
(h) investigate the distribution and abundance of named organisms in a specific habitat, using
quadrats, point quadrats and transects.
(i) discuss the possible conflicts of interest between production and conservation. (Reference
should be made to the use and effects of nitrogen-containing fertilisers, and to alternatives
to their use.)
(j) explain how the management of an ecosystem can provide resources in a sustainable
fashion, with reference to timber production in a temperate country.

APPROVED - Biology - APPROVED
5.4.4 Meiosis, Genetics and Gene Control
IT3.2
Recommended Prior Knowledge
Candidates should have a knowledge of
 Biology Foundation, Module 2801, section 5.1.5.
Content
 Replication and division of nuclei.
 Chromosome behaviour in meiosis.
 Effect of meiosis on variation.
 Monohybrid and dihybrid crosses.
 Effects of mutation and environment on the phenotype.
 Regulation of protein synthesis.
 The Human Genome Project.
Learning Outcomes
Candidates should be able to:
(a) describe, with the aid of diagrams, the behaviour of chromosomes during meiosis, and the
associated behaviour of the nuclear envelope, cell membrane and centrioles. (Names of
the main stages are expected, but not the subdivisions of prophase.)
(b) explain how meiosis and fertilisation can lead to variation.
(c) explain the terms gene, allele, locus, phenotype, genotype, dominant, recessive and
codominant.
(d) use genetic diagrams to solve problems involving monohybrid and dihybrid crosses,
including those involving sex linkage, codominance and multiple alleles. (Solutions of
problems involving autosomal linkage and epistasis are not expected.)
(e) appreciate the importance of the test cross, and use genetic diagrams to solve problems
involving such crosses.
(f) use the chi square test to test the significance of the difference between observed and
expected results. (The formula for the chi square test will be provided.) IT3.2
(g) explain, with examples, how mutation may affect the phenotype. (Reference should be
made to the sickle cell allele as an example of base substitution.)
(h) explain, with examples, how the environment may affect the phenotype.
(i) outline the regulation of protein synthesis in bacteria. (Reference should be made to the lac
operon in Escherichia coli .)

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(j) outline the implications of the Human Genome Project. IT3.2
5.4.5 Classification, Selection and Evolution
Recommended Prior Knowledge
Candidates should have a knowledge of
 Biology Foundation, Module 2801, section 5.1.5.
Content
 Features of the five Kingdoms.
 Methods of classifying organisms.
 The concept of the species.
 Populations, variation and evolution.
 Natural and artificial selection.
 Structural and physiological adaptations of organisms to their environment.
Learning Outcomes
Candidates should be able to:
(a) describe the important features of the five Kingdoms.
(b) explain the meaning of the term species.
(c) describe the classification of species into taxonomic groups (genus, family, order, class,
phylum, kingdom), and appreciate the significance of the various concepts of the species.
(d) explain the relationship between classification and phylogeny.
(e) explain how natural selection may bring about evolution.
(f) explain why variation is important in selection.
(g) explain how all organisms can potentially overproduce.
(h) explain, with examples, how environmental factors can act as stabilising or evolutionary
forces of natural selection.
(i) describe the processes which affect allele frequencies in populations. (The Hardy-Weinberg
principle is not required.)
(j) explain the role of isolating mechanisms in the evolution of new species.
(k) outline, with examples, structural and physiological adaptations of organisms to their
environment.

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(l) describe one example of artificial selection.
5.4.6 Control, Coordination and Homeostasis
C3.3
Recommended Prior knowledge
Candidates should have a knowledge of
 Biology Foundation, Module 2801, sections 5.1.1 and 5.1.4.;
 Transport, Module 2803, Component 01.
Content
 The importance of homeostasis.
 Excretion.
 Control of water and metabolic wastes.
 Nervous and hormonal communication.
 Response to changes in the external environment.
 Regulation of the internal environment.
 Communication and control in flowering plants.
 Plant growth regulators.
Learning Outcomes
Candidates should be able to:
(a) discuss the importance of homeostasis in mammals, and explain the principles of
homeostasis in terms of receptors, effectors and negative feedback.
(b) define the term excretion, and explain the importance of removing nitrogenous waste
products and carbon dioxide from the body.
(c) describe the gross structure of the kidney and the detailed structure of the nephron with the
associated blood vessels. (Candidates are expected to be able to interpret the histology of
the kidney, as seen in sections using the light microscope.)
(d) explain the functioning of the kidney in the control of water and metabolic wastes, using
water potential terminology.
(e) outline the need for communication systems within mammals to respond to changes in the
internal and external environment.
(f) outline the role of sensory receptors in mammals in converting different forms of energy into
nerve impulses.

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(g) describe the structure of a sensory neurone and a motor neurone, and outline their
functions in a reflex arc.
(h) describe and explain the transmission of an action potential in a myelinated neurone. (The
importance of sodium and potassium ions in the impulse transmission should be
emphasised.) C3.3
(i) explain the importance of the myelin sheath (saltatory conduction) and the refractory period
in determining the speed of nerve impulse transmission.
(j) describe the structure of a cholinergic synapse, and explain how it functions. (Reference
should be made to the role of calcium ions.) C3.3
(k) outline the roles of synapses in the nervous system in determining the direction of nerve
impulse transmission, and in allowing the interconnection of nerve pathways.
(l) explain what is meant by the term endocrine gland .
(m) describe the cellular structure of an islet of Langerhans from the pancreas, and outline the
role of the pancreas as an endocrine gland.
(n) explain how the blood glucose concentration is regulated by negative feedback control
mechanisms, with reference to insulin and glucagon.
(o) explain the advantages of treating diabetics with human insulin produced by genetic
engineering.
(p) outline the need for, and the nature of, communication systems within flowering plants to
respond to changes in the internal and external environment.
(q) describe the role of auxins in apical dominance.
(r) describe the role of gibberellins in stem elongation and in the germination of wheat or
barley.
(s) describe the role of abscissic acid in leaf fall and in the closure of stomata.

APPROVED - Biology - APPROVED
5.6 Module 2805, Component 02: Applications of
Genetics
Preamble
In addition to meeting the aims of the specification as a whole, this component is intended to
develop
 an understanding of the causes of variation;
 an understanding of the principles and uses of selective breeding;
 an understanding of the importance of genetic diversity;
 an understanding of the ways in which organisms can be modified by genetic engineering;
 an understanding of some aspects of human genetics and an appreciation of their medical,
ethical and social implications.
Assessment Objectives
See Section 3. Candidates are expected to apply knowledge, understanding and other skills
gained in this component to new situations and/or to solve related problems.
Recommended Prior Knowledge:
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.4 and 5.4.5.
5.6.1 Variation
N3.2
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.5.
Content
 Mutations.
 The effect of genotype and environment on phenotype.
 Interaction between loci.
 Linkage and crossing-over.

APPROVED - Biology - APPROVED
Learning Outcomes
Candidates should be able to:
(a) Explain, with examples, what is meant by the terms gene mutation and chromosome
mutation.
(b) describe the difference between continuous and discontinuous variation.
(c) Explain the basis of continuous and discontinuous variation by reference to the number of
genes which control the characteristic.
(d) Recognise that both genotype and environment contribute to phenotypic variation. (VP = VG
+ VE) (No calculations of heritability will be expected.)
(e) Describe the interaction between loci (epistasis).
(f) Predict phenotypic ratios in problems involving epistasis.
(g) Explain the meaning of the terms linkage and crossing-over.
(h) Explain the effect of linkage and crossing-over on the phenotypic ratios from dihybrid
crosses.
(i) Use the chi square test to test the significance of differences between observed and
expected results. N3.2
5.6.2 Selective Breeding
C3.1a
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, section 5.4.5.
Content
 The selection of desirable characteristics by selective breeding.
 Progeny testing.
 Artificial insemination.
 Embryo transplantation.
 Social and ethical implications of these techniques.

APPROVED - Biology - APPROVED
Learning Outcomes
Candidates should be able to:
(a) outline the principle of selective breeding and explain why selective breeding is carried out.
(b) explain the importance of heritability in selective breeding programmes.
(c) explain, with practical details, how the process of selective breeding may be carried out in
one named plant and one named animal example.
(d) compare selective breeding with the evolutionary process.
(e) explain the use of progeny testing.
(f) describe the use of, and discuss the advantages and disadvantages of, artificial
insemination (AI).
(g) describe the use of, and the techniques used in, embryo transplantation.
(h) discuss the ethical implications of the use of AI, in vitro fertilisation and embryo
transplantation in animals and their social and ethical implications in humans. C3.1a
5.6.3 Genetic Diversity
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.4 and 5.4.5.
Content
 The problems of inbreeding.
 The need to maintain genetic resources.
 The development of resistance.
Learning Outcomes
Candidates should be able to:
(a) describe the harmful effects of inbreeding.
(b) explain the need to maintain a gene bank for possible future use, including conserving wild
types and rare breeds as genetic resources.
(c) describe the maintenance and use of seed banks and sperm banks.
(d) describe the cloning of plants from tissue culture.
(e) describe the genetic basis of resistance in prokaryotes and eukaryotes.

APPROVED - Biology - APPROVED
(f) explain, with specific examples, how selective breeding is used to produce disease-resistant
varieties in plants and animals.
(g) describe the evolution of antibiotic resistance in bacteria and pesticide resistance in insects
and discuss the implications of the evolution of such resistance.
5.6.4 Genetic Engineering
WO3.1, WO3.2, WO3.3.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, section 5.4.4.
Content
 Recombinant DNA.
 The modification of organisms by genetic engineering.
 Ethical implications of genetic engineering.
Learning Outcomes
Candidates should be able to:
(a) outline the use of restriction enzymes in removing sections of the genome.
(b) describe the formation of recombinant DNA.
(c) describe one use of genetic engineering in agriculture.
(d) discuss the benefits and hazards of genetic engineering, with reference to specific
examples. WO3 (all)
(e) discuss the ethical implications of genetic engineering.

APPROVED - Biology - APPROVED
5.6.5 Human Genetics
C3.1a
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, section 5.4.4.
Content
 Genetic disorders in humans.
 Genetic screening and genetic counselling.
 Gene therapy and its possible benefits and hazards.
 Genetic fingerprinting and its uses.
 The significance of genetic constitution for tissue compatibility in transplant surgery.
Learning Outcomes
(a) describe cystic fibrosis, Huntington's disease and Down's syndrome in humans, and explain
how they are inherited. (Issues related to these genetic conditions may need to be handled
with sensitivity.)
(b) describe how genetic screening is carried out and appreciate the advantages and
disadvantages of genetic screening and the need for genetic counselling. C3.1a
(c) explain the theoretical basis of gene therapy and appreciate its possible benefits and
hazards.
(d) explain the theoretical basis of genetic fingerprinting and outline how it is carried out.
(e) explain the significance of genetic compatibility in transplant surgery, with reference to ABO
blood groups and the major histocompatibility (HLA) system.

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5.7 Module 2805, Component 03: Environmental
Biology
Preamble
In addition to meeting the aims of the specification as a whole, this component is intended to
develop
 an understanding of ecology and the complex interactions occurring in an ecosystem;
 an awareness of the importance of practical investigation into the ecology of plant and animal
communities;
 an understanding of some of the causes of pollution;
 an understanding of the impact of agriculture on the environment;
 an understanding of how resources need to be conserved;
 an understanding of conservation issues at the national level.
Assessment Objectives
See section 3. Candidates are expected to apply knowledge, understanding and other skills gained
in this component to new situations and/or to solve related problems.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.1, 5.4.2, 5.4.3 and 5.4.5.
5.7.1 Ecological Fieldwork
N3.1, N3.2, N3.3; IT3.2.
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.2, 5.4.3 and 5.4.5.
Content
 Measurement of abiotic factors in the environment.
 Measurement of animal and plant populations.
 Use of elementary statistical analysis.

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Learning Outcomes
Candidates should be able to:
(a) evaluate the use in different habitats of the following techniques: quadrats, point quadrats
and belt transects. IT3.2, N 3.3
(b) use kite diagrams to show abundance and distribution of organisms in a belt transect.
(c) measure the following abiotic factors in a habitat; temperature, pH, light intensity and, where
appropriate, oxygen and moisture content. (The use of datalogging techniques should be
attempted where possible, and the use of sensors and computer technology should be
encouraged.) IT3.2, N 3.3
(d) describe the properties of soil in relation to plant growth, and carry out a soil structure
analysis.
(e) assess the size of a mobile animal population using the capture-recapture technique. (The
assumptions made in the use of this technique should be appreciated.)
(f) measure and calculate species frequency, species richness and percentage cover.
IT3.2, N3 (all)
(g) use standard deviation, the chi square test and the t-test and assign appropriate confidence
levels to experimental results.
5.7.2 Pollution
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.1, 5.4.2, 5.4.3 and 5.4.5.
Content
 Water pollution.
 Air pollution.
 Use of indicator species.
 Chlorofluorocarbons (CFCs) and the ozone layer.
Learning Outcomes
Candidates should be able to:
(a) describe the causes and effects of eutrophication.
(b) describe the sampling of water and assessment of biological oxygen demand (BOD), and
explain how the technique can be used to monitor water quality.

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(c) appreciate the need for pesticides and explain the consequences of pollution by DDT.
(d) outline the sources of polychlorinated biphenyls (PCBs) and heavy metals and the
consequences of their release on the environment.
(e) explain the production of acid rain and its effects on forest and lakes.
(f) outline the roles of carbon dioxide and methane in the enhanced greenhouse effect and
global warming.
(g) appreciate international efforts to reduce carbon dioxide emissions.
(h) define the term indicator species and describe how such species can be used to assess
practically the levels of either air or water pollution in a given area.
(i) outline how chlorofluorocarbons (CFCs) damage the ozone layer and the problems which
result.
(j) summarise the international agreement reached on the production of CFCs.
5.7.3 Agriculture and the Environment
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.2, 5.4.3 and 5.4.5.
Content
 The biosocial implications of intensive food production.
 Organic farming.
 Biological pest control.
Learning Outcomes
Candidates should be able to:
(a) distinguish between intensive and extensive food production.
(b) explain the effects of burning and grazing in the maintenance of a deflected succession.
(c) appreciate the implications of intensive food production in terms of the effect of farm waste
on the environment, land reclamation and the destruction of hedgerows.
(d) assess the advantages and disadvantages of organic farming without the use of artificial
fertilisers and pesticides in developed countries.
(e) explain the principles, and assess the advantages and disadvantages, of biological pest
control.

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(f) assess the practice of intercropping, and the use of legumes in crop rotation, as methods of
cultivating crops in developing countries.
5.7.4 Conservation of Resources
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.2, 5.4.3 and 5.4.5.
Content
 The meaning of conservation.
 Fisheries.
 Land reclamation.
 Recycling.
Learning Outcomes
Candidates should be able to:
(a) distinguish between the terms conservation and preservation.
(b) explain that conservation is a dynamic process involving management and reclamation.
(c) appreciate the economic and ethical reasons for conservation of resources.
(d) explain the need for conservation of fish populations in marine ecosystems.
(e) outline the ways in which fish stocks are being conserved in a marine ecosystem, such as
the North Sea.
(f) describe how land rendered derelict by industrial activity may be reclaimed for use.
(Reference should be made to coal waste and china clay.)
(g) explain the biological principles in the treatment of water for drinking.
(h) explain why it is important to recycle useful commodities, such as paper, glass and plastic
bottles.

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5.7.5 Conservation Issues
Recommended Prior Knowledge
Candidates should have a knowledge of
 Central Concepts, Module 2804, sections 5.4.3 and 5.4.5.
Content
 National conservation issues.
 International conservation issues.
Learning Outcomes
Candidates should be able to:
(a) discuss the economic and ethical reasons for maintaining biodiversity.
(b) explain how ecologically important areas are protected, with reference to National Parks,
Sites of Special Scientific Interest (SSSIs) and Environmentally Sensitive Areas (ESAs).
(c) explain the role of the Royal Society for the Protection of Birds (RSPB) in protecting
ecologically important areas in the country.
(d) describe the major conservation issues facing the management of a National Park.
(e) discuss the role of zoos and botanic gardens with regard to captive breeding and release
programmes and the preservation of seed banks.
(f) discuss The Convention in International Trade in Endangered Species (CITES) and the
problems in its implementation.
(g) discuss the conservation of the African elephant with regard to population numbers,
reasons for concern, measures introduced and international co-operation required.
(h) discuss the conservation of tropical rain forest with regard to ecological importance,
reasons for decline and international measures that need to be, or are being, taken.

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5.10 Module 2806, Component 01: Unifying
Concepts in Biology
Preamble
The aims of this component are to give candidates the opportunity
 to demonstrate a knowledge and understanding of facts, principles and concepts studied in
the AS specification and in Module 2804 in A2;
 to make connections between different areas of biology.
Assessment Objectives
See Section 3. Candidates are expected to bring together principles and concepts from different
areas of biology and apply them in a particular context, expressing ideas clearly and logically and
using appropriate specialist vocabulary. They are also be expected to use skills of analysis and
interpretation in contexts which may be unfamiliar.
Content
There is no content beyond that given in Modules 2801, 2802 and 2803 Component 01 of the AS
specification and Module 2804 in A2. Questions in the paper are based on major themes in biology
that run through these modules. The questions may be set on the following areas of the
specification which are identified by the reference numbers for each section.
(a) Cell structure and function, 5.1.1.
(b) The structure of specialised cells and the relationship between structure and function at the
cellular level, 5.1.1, 5.2.3, 5.3.1, 5.3.3, 5.4.6.
(c) The functions of carbohydrates, proteins and lipids in living organisms, 5.1.2, 5.4.1.
(d) Anabolic reactions, such as protein synthesis and those involved in photosynthesis, 5.1.3,
5.1.5, 5.4.2.
(e) Catabolic reactions, such as decarboxylation in respiration, 5.1.3, 5.4.1.
(f) The importance of water to living organisms, 5.1.2, 5.3.3.
(g) The central role of DNA, 5.1.5, 5.4.4.
(h) The role of mitosis in growth, repair and asexual reproduction, 5.1.6.
(i) The role of meiosis and fertilisation in life cycles and in generating variation, 5.1.6, 5.4.4.
(j) Monohybrid and dihybrid inheritance, 5.4.4.
(k) Energy relationships including respiration, photosynthesis and energy flow through food
chains and food webs, 5.1.7, 5.4.1, 5.4.2.
(l) Population growth and the factors that limit the maximum size of populations, 5.4.3.
(m) Changes in ecosystems, with reference to succession, 5.4.3.

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(n) The nitrogen cycle, 5.1.7.
(o) Transport across membranes and exchange surfaces in organisms, such as lungs and root
hairs, 5.1.4, 5.2.3, 5.3.1, 5.4.6.
(p) Transport mechanisms in mammals and flowering plants, 5.3.1, 5.3.2, 5.3.3.
(q) Physiological and structural adaptations of organisms to their environment, 5.3.1, 5.3.3,
5.4.6.
(r) Selection and evolution, 5.4.5.
(s) The importance of homeostasis in living organisms, 5.4.6.
(t) The role of negative feedback in homeostasis. 5.4.6.
(u) Coordination by the nervous and endocrine system in mammals, 5.4.6.
(v) The physiology and biochemistry of exercise, 5.2.3, 5.3.1, 5.3.2, 5.4.1.
(w) The role of plant growth regulators in coordination and control, 5.4.6.
(x) The factors involved in the incidence and spread of disease, 5.2.1, 5.2.4, 5.2.5, 5.4.4.
(y) The control and prevention of disease, 5.2.5, 5.2.6.
Examination paper
The examination paper for Module 2806, Component 01 consists of short structured questions with
some part questions requiring longer, extended answers. There are a range of questions which
may involve candidates
(a) analysing and interpreting data in the form of tables, graphs and other methods of
presentation;
(b) reading and interpreting a passage of text;
(c) interpreting photographs, drawings and diagrams;
(d) interpreting and/or completing flow charts;
(e) evaluating hypotheses in the light of given data;
(f) evaluating data and experimental techniques;
(g) performing calculations, such as rates, percentage changes, ratios and means;
(h) interpreting simple statistical information, such as means and medians;
(i) bringing together information, principles and concepts from different areas to present a
coherent explanation or description.

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7 Reading Lists
Cambridge University Press have been commissioned by OCR to produce new material supporting
these specifications.
Module 2801: Biology Foundation
Calladine CR and Drew HR. Understanding DNA, Academic Press, 1992.
Clegg CJ and Mackean DG. Advanced Biology: Principles and Applications, John Murray, 1994.
Jones M and Jones G. Advanced Biology, Cambridge University Press, 1997.
Phillips WD and Chilton TJ. A Level Biology, Oxford University Press, 1989.
Reiss MJ and Chapman JL. Ecology and Conservation, Cambridge Modular Sciences, Cambridge
University Press, 1994.
Taylor D and Jones M. Foundation Biology, Cambridge Modular Sciences, Cambridge University
Press, 1994.
Module 2802: Human Health and Disease
Ball J. Understanding Disease, CW Daniel Co. Ltd, 1990.
Fosbery R. Human Health and Disease, Cambridge Modular Sciences, Cambridge University
Press, 1997.
Fullick A. Human Health and Disease, Heinemann Advanced Science, Heinemann Educational
Publishers, 1998.
Gray A. World Health and Disease, Open University Press, 1995.
Staines N, Brostoff J and James K. Introducing Immunology, Mosby, 1993.
Toole G and Toole S. Advanced Human and Social Biology, Stanley Thornes (Publishers) Ltd,
1997.
Walker AF. Human Nutrition, Cambridge University Press, 1990. APPROVED - Biology - APPROVED
Module 2803, Component 01: Transport
Clegg CJ and Mackean DG. Advanced Biology: Principles and Applications, John Murray, 1994.
Jones M. Transport, Regulation and Control, Cambridge Modular Sciences, Cambridge University
Press, 1995.
Jones M and Jones G. Advanced Biology, Cambridge University Press, 1997.
Phillips WD and Chilton TJ. A Level Biology, Oxford University Press, 1989.
Module 2804: Central Concepts
Clegg CJ and Mackean DG. Advanced Biology: Principles and Applications, John Murray, 1994.
Jones M and Gregory J. Central Concepts in Biology, Cambridge Modular Sciences, Cambridge
University Press, 1996.
Jones M. Transport, Regulation and Control, Cambridge Modular Sciences, Cambridge University
Press, 1995.
Jones M and Jones G. Advanced Biology, Cambridge University Press, 1997.
Phillips WD and Chilton TJ. A Level Biology, Oxford University Press, 1989.
Reiss MJ and Chapman JL. Ecology and Conservation, Cambridge Modular Sciences, Cambridge
University Press, 1994.
Taylor D and Jones M. Foundation Biology, Cambridge Modular Sciences, Cambridge University
Press, 1994.

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Module 2805, Component 02: Application of Genetics
British Medical Association. Human Genetics - choice and responsibility, Oxford University Press,
1998.
Burnet L. Essential Genetics - a course book, Cambridge University Press, 1986.
Burnet L. Exercises in Applied Genetics, Cambridge University Press, 1988.
Gregory J. Applications of Genetics, Cambridge Modular Sciences, Cambridge University Press,
1996.
Hayward G. Applied Genetics, University of Bath/Macmillan Science 16-19 Project, Macmillan
Education, 1990.
Module 2805, Component 03: Environmental Biology
Allen D. Food, Farming and Environment, Collins Educational,1996.
Alma PJ. Environmental Concerns, Cambridge University Press, 1993.
Cadogan A and Best G. Environment and Ecology, Biology Advanced Studies, Nelson
Blackie,1992.
Reiss MJ and Chapman JL. Ecology and Conservation, Cambridge Modular Sciences, Cambridge
University Press, 1994.
Tomkins S (ed). Biology at Work, Cambridge University Press, 1992.

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Appendix B
Notes for Guidance on Coursework
Assessment and Submission
This Appendix is intended to provide guidance for teachers in assessing experimental and
investigative skills, but should not exert an undue influence on the methods of teaching or provide
a constraint on the practical work undertaken by candidates. It is not expected that all of the
practical work undertaken by candidates would be appropriate for assessment.
For examples of suitable tasks for assessing practical skills, and for examples of possible
individual studies, teachers should refer to the AS/A Biology Teacher Support : Coursework
Guidance Handbook. Copies can be ordered from the OCR Publications Department.
The experimental and investigative skills to be assessed are:
P Planning;
I Implementing;
A Analysing Evidence and Drawing Conclusions;
E Evaluating Evidence and Procedures.
It is expected that candidates will have had opportunities to acquire experience and develop the
relevant skills before assessment takes place.
The skills may be assessed at any time during the course using suitable practical activities, based
on laboratory or field work, related to or part of the content of the teaching course. The context(s)
for the assessment of the coursework for Unit 2803, Component 02 should be drawn from the
content of AS Modules 2801, 2802 and 2803, Component 01; the context(s) for the assessment of
the coursework for Unit 2806, Component 02 should be drawn from the content of A2 Modules
2804, 2805 and 2806, Component 01 in which the level of demand of the related scientific
knowledge and understanding is higher.
In AS and in A2, the skills may be assessed in the context of separate practical exercises,
although more than one skill may be assessed in any one exercise. The skills may also be
assessed all together in the context of a single 'whole investigation' in which the task is set by the
teacher, or by using individual investigations in which each candidate pursues his or her own
choice of assignment.

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Skills P and A are marked out of 8 and Skills I and E are marked out of 7. Thus, for each
candidate entered for Unit 2803, Component 2, and for Unit 2806, Component 2, Centres are
required to award one mark for each of Skills P, I, A and E. Hence the maximum raw mark
available for each of AS and A2 is 30. These marks are then doubled so that the final marks
submitted are out of 60.
When a skill has been assessed on more than one occasion, in AS or in A2, the better or best
mark for that skill should be submitted. However, Centres are recommended not to assess the
skills on more than two occasions in each of AS and A2 since this may take up time which might
better be devoted to other aspects of the specifications. In each of AS and A2, the time required for
the internal assessment of experimental and investigative work is normally expected to be between
5 and 10 hours.
All coursework is marked by the teacher and internally standardised by the Centre. Marks are then
submitted to OCR by a specified date, after which postal moderation takes place in accordance
with OCR procedures. The purpose of moderation is to ensure that the standard for the award of
marks in coursework is the same for each Centre, and that each teacher has applied the standards
appropriately across the range of candidates within the Centre.
The Demand of an Activity
The demand of an activity is an important feature of the assessment. From the bottom to the top
of the mark range in a skill area the activity should involve increasing demands of associated
scientific knowledge and understanding, manipulation, precision and accuracy and complexity.
The difference in standard of AS and A2 is a product of the level of demand of the related scientific
knowledge and understanding, together with the complexity and level of demand of the tasks set.
Also the mark descriptors for Skills P and A at A2 include synoptic assessment.
In A2, candidates are required to apply knowledge, understanding and skills from the AS and A2
parts of the specification in planning experimental work and in the evaluation of data (synoptic
assessment). Details of the way in which tasks can be differentiated are given in Section 4.2 and
further guidance on setting appropriate tasks is given in guidance material published separately.
Teachers should appreciate that the choice of an activity that is comparatively undemanding
(primarily in terms of the level of the scientific knowledge and understanding that can be linked to
the activity, and in the range/complexity of the equipment/techniques used) may prevent access to
the highest marks.
Teachers should be aware of this feature of the assessment so that, when considering the award
of higher marks, the activity should require a sophisticated approach and/or complex treatment.
Higher marks must not be awarded for work that is simplistic or trivial.
One of the factors that determine the demand of an activity is the level of guidance given to
candidates. The use of a highly structured worksheet, for example, will reduce the number of
decisions and judgements required by the candidate and so will limit the range of marks available.

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Marking Candidates' Work
A similar set of mark descriptors is used for AS and A2 (see Appendix C). The descriptors should
be used to make a judgement as to which mark best fits a candidate's performance.
The descriptors have been written to provide clear continuity from the assessment of Sc1 for
GCSE. This should ensure an effective continuation of the development of candidates' skills from
GCSE to Advanced Subsidiary and Advanced GCE.
The mark descriptors within a skill area have been written to be hierarchical. Thus, in marking a
piece of work, the descriptors for the lowest defined mark level should be considered first and only
if there is a good match should the descriptors for the next level up be considered. Therefore, if a
teacher is considering awarding a high mark for a piece of work, the work must have demonstrated
a good match to all the lower mark descriptors.
For each skill, the scheme allows the award of intermediate marks (between the defined mark
levels). An intermediate mark may be awarded when the work of a candidate exceeds the
requirements of a defined mark level but does not meet the requirements of the next higher
defined mark level sufficiently to justify its award. Thus, an intermediate mark could be awarded if
the work meets only one of the two descriptors at the higher defined mark level, or provides a
partial match to both descriptors, or provides a complete match to one and a partial match to the
other.
In skills P and A, a mark above the highest defined mark level should be awarded for work which
meets all the requirements of the descriptors for the highest defined mark level, and is judged to be
of exceptional merit in terms of originality, depth, flair, or in the use of novel or innovative methods.
A mark of zero should be awarded where there has been an attempt to address the skill but the
work does not meet the requirements of the lowest defined mark level.
The marks awarded should be based on both the final written work and on the teacher's
knowledge of the work carried out by the candidate. In assigning a mark, attention should be paid
to the extent of any guidance needed by, or given to, the candidate.
In defining the various mark descriptors it is recognised that practical tasks vary widely, both in the
experimental procedures used, and in the nature of the observations and measurements which
may be made by the candidate. The mark descriptors for each defined level are intended to
provide guidance to teachers on how to recognise levels of achievement. It is acknowledged that
the balance between the statements provided for a particular level of performance will vary with the
nature of the activity. Whilst both statements for a particular defined level must be considered in
awarding the marks, it is clear that teachers will need to judge for themselves the relative
weightings they attach to each of the statements.
Synoptic Assessment
Synoptic assessment involves the explicit drawing together of knowledge, understanding and skills
learned in different parts of the Advanced GCE course. Assessment Objective AO4 relates
specifically to synoptic assessment and marks from Unit 2806, Component 02, Experimental Skills
2, contribute to the assessment of AO4.

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During experimental and investigative work, synoptic assessment
 allows candidates to apply knowledge and understanding of principles and concepts from
different parts of the specification in planning experimental work and in the analysis and
evaluation of data;
 allows candidates to apply skills and techniques learned during the course.
All practical work assessed internally by Centres for the A2 Unit 2806, Component 02 should draw
on the range of experience that the candidate has acquired during the AS and A2 courses. It is
particularly important that an exercise used to assess planning skills should involve an element of
research which goes beyond the repetition of an experiment that simply reflects the use of ideas or
techniques met within the module currently being studied. Likewise, an assessment involving
analysing evidence and drawing conclusions must require a candidate to use knowledge and
understanding acquired outside the confines of a standard experiment recently practised. During
the process of moderation, evidence will be sought that such breadth has been achieved.
The assessment descriptors for the skills of Planning (P) and Analysing Evidence and Drawing
Conclusions (A), include statements that relate specifically to synoptic assessment. These are
shown in bold and should be applied only when assessing A2 work. Thus, in A2, a candidate
will not be able to achieve more than 2 marks in each of Skills P and A without demonstrating
aspects of synoptic assessment. Candidates will also bring to the assessment of Skill I
(Implementing) their experience of practical and investigative work from throughout the course. In
Skill E (Evaluating Evidence and Procedures), aspects of Skills P and A are evaluated. Overall, in
A2, approximately 15 of the 30 available marks can thus be identified as contributing to an
assessment of AO4 (synoptic assessment).
Quality of Written Communication
Coursework must include an assessment of candidates' quality of written communication. At Level
3, candidates are required to:
 select and use a form and style of writing that is appropriate to the purpose and complex
subject matter;
 organise relevant information clearly and coherently, using specialist vocabulary when
appropriate;
 ensure the text is legible and that spelling, grammar and punctuation are accurate, so that the
meaning is clear.
The mark descriptors for Skills P and A have been written to include these aspects, and these
skills carry an additional mark each in recognition of this.
Annotation of Candidates' Work
Each piece of assessed coursework must be annotated to show how the marks have been
awarded in relation to the relevant skills.
The writing of comments on candidates' work can provide a means of dialogue and feedback
between teacher and candidate, and a means of communication between teachers during internal
standardisation of coursework. The main purpose of annotating candidates' coursework should be,
however, to provide a means of communication between the teacher and the Moderator, showing
where marks have been awarded and why. The sample of work which is submitted for moderation
must show how the marks have been awarded in relation to the marking criteria.

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Annotations should be made at appropriate points in the margins of the text. The annotations
should indicate both where achievement for a particular skill has been recognised, and where the
mark has been awarded. It is suggested that the minimum which is necessary is that the
'shorthand' mark descriptors (for example, P.5a, I.3b) should be written at the point in the text
where it is judged that the work has met the descriptors concerned.
For Skill I, Implementing, more detail is necessary and the Moderator will require evidence
concerning candidates' use of practical techniques and safe working practice. This evidence could
take the form of checklists or written notes.

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Appendix C
Mark Descriptors for Experimental and
Investigative Skills
In defining the various mark descriptors, it is recognised that practical tasks vary widely, both in the
experimental procedures used and in the nature of the observations and measurements which may
be made by the candidate. The mark descriptors within each defined level are intended to provide
guidance to teachers on how to recognise levels of achievement.
It is acknowledged that the balance between the statements provided for a particular level of
performance will vary with the nature of the activity. Whilst both statements for a particular level
must be considered in awarding the marks, it is clear that teachers will need to judge for
themselves the relative weightings they attach to each of the statements.
For examples of suitable tasks for assessing practical skills, and for examples of possible
individual studies, teachers should refer to AS/A Biology Teacher Support : Coursework Guidance
Handbook. Copies can be ordered from the OCR Publications Department.

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Skill P - Planning Total 8
Mark Descriptor
The candidate:
1 P.1a develops a question or problem in simple terms and plans a fair test or an
appropriate practical procedure, making a prediction where relevant.
P.1b chooses appropriate equipment.
2
3 P.3a develops a question or problem using scientific knowledge and
understanding drawn from more than one area of the specification;
identifies the key factors to vary, control or take account of.
P.3b decides on a suitable number and range of observations and/or
measurements to be made.
4
5 P.5a uses detailed scientific knowledge and understanding drawn from more
than one module of the specification and information from preliminary
work or a secondary source to plan an appropriate strategy, taking into
account the need for safe working and justifying any prediction made;
P.5b describes a strategy, including choice of equipment, which takes into account
the need to produce precise and reliable evidence; produces a clear account
and uses specialist vocabulary appropriately.
6
7 P.7a retrieves and evaluates information from a variety of sources, and uses it to
develop a strategy which is well structured, logical and linked coherently to
underlying scientific knowledge and understanding drawn from different
parts of the AS and A2 specification; uses spelling, punctuation and
grammar accurately.
P.7b justifies the strategy developed, including the choice of equipment, in terms
of the need for precision and reliability.
8
The statements in bold represent additional requirements for Unit 2806, Component 02. They
are not to be used for Unit 2803, Component 02.
Both statements at a defined level must be satisfied in order that the mark for this level is
awarded. All descriptors for lower defined levels must be satisfied before a higher mark is
awarded. From the bottom to the top of the mark range the activity should involve
increasing demands of related scientific knowledge and understanding, manipulation,
precision, accuracy and complexity.

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Skill I - Implementing Total 7
Mark Descriptor
The candidate:
1 I.1a demonstrates competence in simple techniques and an awareness of the
need for safe working.
I.1b makes and records observations and/or measurements which are adequate
for the activity.
2
3 I.3a demonstrates competence in practised techniques and is able to manipulate
materials and equipment with precision.
I.3b makes systematic and accurate observations and/or measurements which
are recorded clearly and accurately.
4
5 I.5a demonstrates competence and confidence in the use of practical techniques;
adopts safe working practices throughout.
I.5b makes observations and/or measurements with precision and skill; records
observations and/or measurements in an appropriate format.
6
7 I.7a demonstrates skilful and proficient use of all techniques and equipment.
I.7b makes and records all observations and/or measurements in appropriate
detail and to the degree of precision permitted by the techniques or
apparatus.

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Skill A - Analysing Evidence & Drawing Conclusions Total 8
The candidate:
Mark Descriptor
1 A.1a carries out some simple processing of the evidence collected from
experimental work.
A.1b identifies trends or patterns in the evidence and draws simple conclusions.
2
3 A.3a processes and presents evidence gathered from experimental work
including, where appropriate, the use of appropriate graphical and/or
numerical techniques.
A.3b links conclusions drawn from processed evidence with the associated
scientific knowledge and understanding drawn from more than one area of
the specification.
4
5 A.5a carries out detailed processing of evidence and analysis including, where
appropriate, the use of advanced numerical techniques such as statistics,
the plotting of intercepts or the calculation of gradients.
A.5b draws conclusions which are consistent with the processed evidence and
links these with detailed scientific knowledge and understanding drawn from
more than one module of the specification; produces a clear account
which uses specialist vocabulary appropriately.
6
7 A.7a where appropriate, uses detailed scientific knowledge and understanding
drawn from different parts of the AS and A2 specification to make
deductions from the processed evidence, with due regard to nomenclature,
terminology and the use of significant figures (where relevant).
A.7b draws conclusions which are well structured, appropriate, comprehensive
and concise, and which are coherently linked to underlying scientific
knowledge and understanding drawn from different parts of the AS and
A2 specification; uses spelling, punctuation and grammar accurately.
8
The statements in bold represent additional requirements for Unit 2806, Component 02.
They are not to be used for Unit 2803, Component 02.
Both statements at a defined level must be satisfied in order that the mark for this level is
awarded. All descriptors for lower defined levels must be satisfied before a higher mark is
awarded. From the bottom to the top of the mark range the activity should involve
increasing demands of related scientific knowledge and understanding, manipulation,
precision, accuracy and complexity.

APPROVED - Biology - APPROVED
Skill E - Evaluating Evidence and Procedures Total 7
Mark Descriptor
The candidate:
1 E.1a makes relevant comments on the suitability of the experimental procedures.
E.1b recognises any anomalous results.
2
3 E.3a recognises how limitations in the experimental procedures and/or strategy
may result in sources of error.
E.3b comments on the accuracy of the observations and/or measurements,
suggesting reasons for any anomalous results.
4
5 E.5a indicates the significant limitations of the experimental procedures and/or
strategy and suggests how they could be improved.
E.5b comments on the reliability of the evidence and evaluates the main sources
of error.
6
7 E.7a justifies proposed improvements to the experimental procedures and/or
strategy in terms of increasing the reliability of the evidence and minimising
significant sources of error.
E.7b assesses the significance of the uncertainties in the evidence in terms of
their effect on the validity of the final conclusions drawn.
Both statements at a defined level must be satisfied in order that the mark for this level is
awarded. All descriptors for lower defined levels must be satisfied before a higher mark is
awarded. From the bottom to the top of the mark range the activity should involve
increasing demands of related scientific knowledge and understanding, manipulation,
precision, accuracy and complexity.

APPROVED - Biology - APPROVED
Appendix F
Glossary of Terms used in Question Papers
It is hoped that the glossary will prove helpful to candidates as a guide, although it is not
exhaustive. The glossary has been deliberately kept brief not only with respect to the number of
terms included but also to the descriptions of their meanings. Candidates should appreciate that
the meaning of a term must depend in part on its context. They should also note that the number
of marks allocated for any part of a question is a guide to the depth of treatment required for the
answer.
(a) Define (the term[s])... is intended literally. Only a formal statement or equivalent paraphrase
being required.
(b) Explain / What is meant by (the terms[s]...) normally implies that a definition should be given,
together with some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the indicated mark
value.
(c) Explain may imply reasoning or some reference to theory, depending on the context.
(d) State ... implies a concise answer with little or no supporting argument, for example, a
numerical answer that can be obtained by 'inspection'.
(e) List ... requires a number of points with no elaboration. Where a given number of points is
specified, this should not be exceeded.
(f) Describe ... requires candidates to state in words (using diagrams where appropriate) the
main points of the topic. It is often used with reference either to particular phenomena or to
particular experiments. In the former instance, the term usually implies that the answer
should include reference to (visual) observations associated with the phenomena. The
amount of description intended should be interpreted in the light of the indicated mark value.
(g) Discuss ... requires candidates to give a critical account of the points involved in the topic.
(h) Outline implies that only the essential points are required without any supporting detail.
(i) Comment is intended as an open-ended instruction, inviting the candidates to recall or infer
points of interest relevant to the context of the question, taking account of the number of
marks available.
(j) Deduce / Predict ... implies that candidates are not expected to produce the required answer
by recall but by making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted in an
earlier part of the question. Predict also implies a concise answer with no supporting
statement required.
(k) Suggest ... is used in two main contexts. It may imply either that there is no unique answer,
or that candidates are expected to apply their general knowledge to a 'novel' situation, one
that formally may not be 'in the specification'.

APPROVED - Biology - APPROVED
(l) Calculate ... is used when a numerical answer is required. In general, working should be
shown.
(m) Measure ... implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, for example, length using a rule, or angle using a protractor.
(n) Determine ... often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into a
standard formula. It may also be used in the context of a procedure that needs to be carried
out so that a numerical answer may be obtained. For example, it may be necessary to find
the energy absorbed by a plant so that its efficiency may be calculated.
(o) Show ... is used when an algebraic deduction has to be made to prove a given equation. It is
important that the terms being used by candidates are stated explicitly.
(p) Estimate ... implies a reasoned order of magnitude statement or calculation of the quantity
concerned. Candidates should make such simplifying assumptions as may be necessary
about points of principle and about the values of quantities not otherwise included in the
question.
(q) Sketch ... when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct. However, candidates should be aware that, depending on
the context, some quantitative aspects may be looked for, for example, passing through the
origin, having an intercept, asymptote or discontinuity at a particular value. On a sketch
graph it is essential that candidates clearly indicate what is being plotted on each axis.
(r) Sketch ... when applied to diagrams, implies that a simple, freehand drawing is acceptable.
Nevertheless, care should be taken over proportions and the clear exposition of important
details.

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