Introduction to A level Biology - Okehampton College · provides a valuable education if you take...

7 © Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free.

Introduction to

A level Biology

Baseline assessment Your task over the summer holidays is to complete the 9 question baseline assessment found in your transition guide. Please can print this out and complete it ready for your first lesson back. Tick any targets for improvement that arise and use the summary sheets and appendices to support your learning.


During the first year you will study:

Topic 1 Lifestyle, health and risk

This topic builds on the knowledge and understanding which students bring to the course on the

functioning of the circulatory system and the importance of diet in maintaining the body. The role of

diet and other lifestyle factors in maintaining good health is considered with particular reference to

the heart and circulation and to cardiovascular disease (CVD). The structures and functions of some

carbohydrates and lipids are also detailed within this context. Ideas about correlation, causation, and

the concept of risks to health are covered.

Topic 2 Genes and health

This topic considers the following biological principles: the properties of and transport of materials,

across cell membranes and gas exchange surfaces, DNA structure and replication, protein

synthesis, enzymes and monohybrid inheritance through the context of the genetic disease cystic

fibrosis. The potential that gene therapy offers as treatment for cystic fibrosis is examined. The topic

also allows for discussion of the social and ethical issues surrounding the diagnosis and treatment of

genetic conditions.

Topic 3 The voice of the genome

This topic follows the story of the development of multicellular organisms from single cells to

complex individuals. Cell structure and ultrastructure, cell division, the importance of fertilisation, the

roles of stem cells, gene expression, cell differentiation and tissue organisation are all considered

within this topic, as is the role of the genotype and the effect of the environment on phenotype.

Topic 4 Biodiversity and natural resources

The topic focuses on biodiversity and the wealth of natural resources used by humans. The meaning

of biodiversity and how it can be measured is considered first, and how all this diversity has come

about through adaptation and natural selection. It has sections on both traditional and novel uses of

plants and plant fibres, and the use of chemical extracts from animals and plants. The concern for

disappearing biodiversity and loss of potential natural resources is used to highlight the need for

biologists to identify, name and classify species. The topic finishes by looking at the role of zoos in

the conservation of endangered species. General biological principles covered include the

relationship of plant anatomy to function, and the structure and role of cellulose and starch.


During the second year you will study: Topic 5 On the wild side

This topic builds an appreciation that photosynthesis is the primary process underpinning the

majority of ecosystems, and provides students with an understanding of how ecosystems work. The

topic continues by looking at whether climate change will lead to extinction of species or evolution by

natural selection, and looks at the evidence for global warming and its effects on plants and animals.

By the end of the topic, students should appreciate how scientific understanding can make us aware

of our responsibilities as stewards of the environment.

Topic 6 Infection, immunity and forensics

This topic starts by looking at how forensic pathologists use a wide variety of analytical techniques to

determine the identity of a person or other animal, and to establish the time and cause of death of

organisms, including humans. It then considers how bacteria and viruses use a variety of routes into

their hosts, and how hosts have evolved barriers and internal mechanisms to combat infections.

These protections are not always successful, and many people in the world still die from infectious

diseases. This topic also investigates the evolutionary battles that take place between invading

pathogens and their hosts.

Topic 7 Run for your life

This topic is centred on the physiological adaptations that enable animals and humans, particularly

sports people, to undertake strenuous exercise. It explores the links between an animal's physiology

and its performance. The topic summarises the biochemical requirements for respiration, and looks

at the links between homeostasis, muscle physiology and performance. It ends by looking at how

medical technology is enabling more people to participate in sport, and by raising the issue as to

whether the use of performance-enhancing substances by athletes can be justified.

Topic 8 Grey matter

The scene is set by considering how the working of the nervous system enables us to see. Brain

imaging and the regions of the brain are considered. The topic also demonstrates how an

understanding of brain structure and functioning is relevant to such issues as the response to stimuli,

the development of vision, and learning. It investigates how imbalances in brain chemicals may

result in conditions such as Parkinson's disease, and its treatment with drugs is investigated.

Students discuss the ethical issues raised by the Human Genome Project, and the risks and benefits

of using genetically modified organisms.

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© Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free.

What can the course lead to in terms of higher education and future careers? This course is an excellent foundation (and indeed essential) for further study of biology, biomedical science, medicine, botany, veterinary science, dentistry, physiotherapy and related subjects such as pharmacy, and pharmacology. It is also highly recommended for other sciences. This course also provides a valuable education if you take biology no further but wish to pursue further education as it is a highly respectable academic course which teaching you the importance of planning, investigation, problem solving and research. What are the formal entry requirements for this course? A level Biology is both a theory and practical based course. National evidence suggests it is difficult to succeed unless you have an appropriate base of knowledge and a good track-record of success in exam based courses at GCSE. To ensure you have a reasonable chance of success our recommendation is at least BB in GCSE Science and Additional Science (or B in GCSE Chemistry with a B grade in either Biology or Physics) together with a 6 in GCSE Maths (Higher Level). Applied Science or Additional Applied Science or non-GCSE Science qualifications are not suitable as preparation for A level study. Why should I consider taking an A level in Biology? It will enable you to develop a wide range of transferable skills. It will also help develop your interest and enthusiasm for biology, including developing your interest in further study and careers in biology. The content allows you to develop your interest in the human biology and its mechanics as well as understanding the importance of the plant world around us. It will help you appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society. What will I be examined on? There are 3 papers at the end of the 2 year course all equally weighted (33.33%) Paper 1 covers The natural environment and species survival Paper 2 covers Energy, Exercise and co-ordination Paper 3 covers General and practical applications in Biology.

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The Summer Task

Baseline assessment Your task over the summer holidays is to complete the 9 question baseline assessment found in your transition guide. Please can print this out and complete it ready for your first lesson back. Tick any targets for improvement that arise and use the summary sheets and appendices to support your learning.

Resources In order to support your programme of study and revision, we have identified

two resources that we feel would be the most effective to help them. These

books are not essential for success but as most students find they are a real

help, we thought this would be a good time to direct you to the most effective

guides.

12


Available through the CPG Website:

Edexcel Biology A Level Complete Revision and Practice – ISBN 978 1 78294

298 6

Available from Waterstones and other online providers:

Salter Nuffield AS/A Level Biology Revision Work Book – ISBN

9781447992707

Provided by college - AS Course text book AS Salters-Nuffield Biology Student Book 1 + ActiveBook ISBN 9781447991007

Reading list In order to gain a genuine understanding of the topics covered it is essential that you read regularly and widely about your chosen field of study. Magazines, Newspapers and journals. New Scientist Nature Science Biological Sciences Review British Medical Journal Any scientific articles in newspapers (eg the Guardian on Wednesday) Books There is no required reading material for students but we recommend that you read regularly and select lots of different topics from a varied range of authors.

You may find the following books interesting and informative at a general level. A number of these are available from Mr Every’s lab (415). It may also be possible to order them from the college library.

Richard Dawkins: The Selfish Gene The Blind Watchmaker. Unweaving the Rainbow

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Climbing Mount Improbable The Ancestor’s Tale

Steve Jones:

Y: The Descent of Men In the Blood: God, Genes and Destiny Almost Like a Whale: The 'Origin of Species' Updated The Language of the genes

Matt Ridley

Genome: The Autobiography of a Species in 23 Chapters The Red Queen: Sex and the Evolution of Human Nature The Language of Genes Francis Crick: Discoverer of the Genetic Code Nature Via Nurture: Genes, Experience and What Makes Us Human

James Watson:

DNA: The Secret of Life The Double Helix: Personal Account of the Discovery of the Structure of DNA

Lewis Thomas: The Lives of a Cell: Notes of a Biology Watcher. The Medusa and the Snail: More Notes of a Biology Watcher Barry Gibb: The Rough Guide to the Brain (Rough Guides Reference Titles)

Charles Darwin: The origin of species Armand Marie Leroi: Mutants: On the Form, Varieties and Errors of the Human Body David S. Goodsell: The Machinery of Life Ernst Mayr: This Is Biology: The Science of the Living World George C. Williams: Plan and Purpose in Nature Steve Pinker: The Language Instinct Edward O Wilson: The Diversity of Life Primo Levi: The Periodic Table Richard Leaky: The Origin of Humankind

http://www.amazon.co.uk/Blood-God-Genes-Destiny/dp/0002555123/ref=pd_sbs_b_4/202-5159057-0957406?ie=UTF8&qid=1185891131&sr=1-23

http://www.amazon.co.uk/Almost-Like-Whale-Species-Updated/dp/055299958X/ref=cm_lmf_tit_1_rdssss0/202-5159057-0957406

http://www.amazon.co.uk/Genome-Autobiography-Species-23-Chapters/dp/185702835X/ref=pd_sbs_b_1/202-5159057-0957406?ie=UTF8&qid=1185891131&sr=1-23

http://www.amazon.co.uk/Red-Queen-Evolution-Human-Nature/dp/0060556579/ref=pd_sbs_b_2/202-5159057-0957406?ie=UTF8&qid=1185891131&sr=1-23

http://www.amazon.co.uk/Rough-Guide-Guides-Reference-Titles/dp/1843536641/ref=pd_bbs_sr_1/202-5159057-0957406?ie=UTF8&s=books&qid=1185891563&sr=8-1

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Bill Bryson: A Short History of Nearly Everything TV and radio There is a whole host of programmes dedicated to deepening our understanding of the world around us. These are just a few recommendations: The infinite Monkey Cage – BBC Radio 4 Inside Science - BBC Radio 4 Natural Histories – BBC Radio 4 The One Show BBC – Science and Nature

http://www.bbc.co.uk/programmes/b00snr0w/episodes/downloads

http://www.bbc.co.uk/programmes/b08tbf4v

http://www.bbc.co.uk/programmes/b08tcbrt

http://www.bbc.co.uk/programmes/p01nrznh

http://www.bbc.co.uk/iplayer/categories/science-and-nature/highlights

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Baseline assessment

Name: Form:

Biology group:

GCSE Biology/Science grade:

Date:

Targets for improvement

DNA structure and genetics

Protein synthesis and enzymes

Cell structures

Biodiversity

Heart and bloodflow

Question

Marks

1 /5

2 /6

3 /4

4 /4

5 /4

6 /8

7 /9

8 /9

9 /7

Total /55

%

Grade

Target grade

OT

BT

AT

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1 Read through the following passage on the structure of DNA, then fill in the most appropriate word or words to complete the passage.

A DNA molecule consists of two strands of mononucleotides. Each of these strands is

twisted around the other, forming a .

Each mononucleotide consists of a pentose sugar called deoxyribose, a base and a

phosphate. The two strands are held together by complementary base pairing.

Adenine bonds with and cytosine bonds with

. The name of the bond that forms between

these bases is a bond. A DNA molecule that is

composed of 34% adenine will be composed of % cytosine.

(6 marks)

2 Cystic fibrosis and albinism are examples of recessive genetic disorders. Krabbe disease is another example of a recessive genetic disorder.

Krabbe disease is caused by mutations in the GALC gene, resulting in a deficiency of an enzyme called galactocerebrosidase.

a Explain the meaning of each of the following terms.

i Mutation

(2 marks)

ii Recessive

(1 mark)

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b Explain how a mutation in the GALC gene could result in a change in the enzyme galactocerebrosidase.

(3 marks)

3 Transcription and translation are two main stages in protein synthesis.

a Complete the table below by writing the word transcription or translation next to the appropriate statement about protein synthesis.

Statement Stage of protein synthesis

Ribosomes are involved.

DNA acts a s a template.

tRNA is involved.

Peptide bonds are made.

mRNA is made.

(5 marks)


b The table below shows some amino acids and their corresponding DNA triplet codons. The DNA triplet codons for a stop signal are also shown.

Amino acid/stop signal DNA triplet codons

Proline GGT GGG GGA

Alanine CGG CGA CGT CGC

Cysteine ACA ACG

Serine AGG AGA AGT AGC

Leucine GAA GAG GAT GAC

Arginine GCA GCG GCT GCC

Glutamine CTT CTC

Gkycine CCT CCG CCA CCC

Threonine TGC TGA TGT TGG

Stop signal ATT ATC ACT

The diagram below shows part of a DNA molecule.

i Place a cross () in the box next to the amino acid coded for by codon 85.

A Leucine

B Glutamine

C Glycine

D Serine

(1 mark)

ii Place a cross () in the box next to the sequence of amino acids found in the polypeptide chain

that is coded for by this part of the DNA strand.

A cysteine glutamine cysteine arginine proline proline

B threonine leucine threonine alanine glycine glycine

C cysteine glutamine cysteine arginine glycine glycine

D cysteine proline cysteine arginine proline proline

(1 mark)


iii Place a cross () in the box next to the sequence of bases on a molecule of messenger RNA (mRNA) synthesised from this part of the DNA molecule.

A A C A C T T A C A G C C G G T G G G

B T G T G A A T G T C G G C C A C C C

C U G U G A A U G U C G G C C A C C C

D A G A C U U A G A C G G C C U G G G

(1 mark)

4 Animal and plant cells are eukaryotic. Bacterial cells are prokaryotic.

Name three structures that are present in prokaryotic cells but absent in animal

cells.

1

2

3

(3 marks)


5 Lichen consists of two organisms, an alga and a fungus, growing together.

The alga photosynthesises producing carbohydrate for the two organisms and the

fungus absorbs and retains water so that the lichen does not dry out.

The photograph below shows a patch of lichen growing on a wall.

Algae and fungi are eukaryotic organisms.

a Place a cross () in the box next to one difference in cell structure between these two eukaryotic organisms.

A algae have chloroplasts, fungi do not

B algae have circular DNA, fungi have linear DNA

C fungi have chloroplasts, algae do not

D fungi have circular DNA, algae have linear DNA

(1 mark)

b Lichens can reproduce sexually and asexually. Sexual reproduction involves meiosis and

asexual reproduction involves mitosis.

Describe the advantages to lichens of being able to reproduce both sexually and

asexually.

(2 marks)


c The diagram below shows the conditions at four positions, A, B, C and D, on a building.

Place a cross () in the box next to one difference in cell structure between these

two eukaryotic organisms.

A

B

C

D

(1 mark)

6 Fertilisation involves the fusion of haploid nuclei.

a The diagram below shows a human sperm cell.

Name the structures labelled A and B.

A

B

(2 marks)


b Explain why it is important that the sperm has a nucleus that is haploid.

(2 marks)

7 Rhododendrons are shrubby plants that are widely distributed throughout the northern hemisphere.

The flowering periods and habitats of two species of rhododendron, found on

Yakushima Island in Japan, are shown in the table below.

Species Flowering period

Main flowering period

Habitat

Rhododendron

eriocarpum

April to July

May Rocky areas in

lowland regions

Rhododendron

indicum

May to July

June High mountainous

regions

Where these populations overlap, hybrid plants are found that have arisen as a result

of cross-fertilisation between these two species. These hybrid plants are capable of

flowering and producing viable seeds.

a Describe the reasons why some scientists might prefer to classify Rhododendron eriocarpum and Rhododendron indicum as varieties within the same species rather than as two separate species.

(3 marks)


b Explain why there is likely to be a greater genetic diversity in the hybrid plants than in either of the two separate species.

(2 marks)

c Adaptation can occur within the same species.

Leopards and panthers are members of the same species found in Africa.

Leopards have spotted fur and hunt in open grasslands, whilst panthers have

black fur and hunt in forests.

Suggest how natural selection has led to the evolution of these two different

forms of the same species.

(4 marks)


8 In an osmosis investigation, a student prepared five pieces of raw potato of equal mass and a range of sucrose solutions of different concentrations.

One piece of potato was placed in each sucrose solution. After two hours, the potato

pieces were removed and blotted dry and the change in mass of each potato piece

was calculated.

The results are shown in the table below.

Concentration of sucrose

solution/mol dm−3

Change in mass of potato piece/g

0.2 +1.34

0.4 +0.82

0.6 +0.31

0.8 –0.11

1.0 –0.65

a Explain the meaning of the term osmosis.

(2 marks)

b i Explain why the piece of potato placed in 0.2 mol dm−3 sucrose solution had the largest change in mass.

(3 marks)


ii The student suggested that there would be no change in the mass of a piece of

potato placed in a sucrose solution of 0.75 mol dm−3. Give an explanation for this suggestion.

c The student repeated this investigation using another potato and the results were different.

The student concluded that there was a difference in water content of the two

potatoes. Describe two reasons for this difference in water content.

1

2

(2 marks)

9 a Read through the following passage about the heart and its major blood vessels, then fill in the most appropriate word or words to complete the passage.

The mammalian heart consists of four chambers, two upper chambers called

and two lower chambers called ventricles.

The carries oxygenated blood away from the

ventricle to the cells of the body and the pulmonary

carries deoxygenated blood to the lungs. The

returns deoxygenated blood back to the heart from the

body.

(5 marks)


Biology A Level- Okehampton College

b The diagram below shows the structure of the heart.

Describe the stage of the cardiac cycle which is shown in the diagram and give a reason

for your answer.

(2 marks)

-End of assessment-

Introduction to A level Biology - Okehampton College · provides a valuable education if you take...

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