Learner Guide
1
Revision checklists
The tables below can be used as a revision checklist: They don’t contain all the detailed knowledge you need to know, just an overview of groups of learning outcomes from each
of the topics (1 to 19). You must use the syllabus as the source of information about what you should learn and what you should be able to do. For more detail see the syllabus and talk
to your teacher.
The table headings are explained below:
Topic
You should be able to
R
A
G
You can use the tick boxes to show when you have revised
an item and how confident you feel about it.
You can use the ‘Comments’ column
to:
R = RED means you are really unsure and lack confidence;
you might want to focus your revision here and possibly
talk to your teacher for help
•
add more information about the
details for each point
•
add formulae or notes
A = AMBER means you are reasonably confident but need
some extra practice
•
include a reference to a useful
resource
G = GREEN means you are very confident.
•
highlight areas of difficulty or
things that you need to talk to
your teacher about or look up in a
textbook.
As your revision progresses, you can concentrate on the
RED and AMBER items in order to turn them into GREEN
items. You might find it helpful to highlight each topic in
red, orange or green to help you prioritise.
Cambridge International AS & A Level Biology 9700
Comments
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Learner Guide
2
Cambridge International AS Level Biology consists of Papers 1, 2 and 3
Papers 1, 2 and 3
Topic
1 Cell structure
2 Biological molecules
3 Enzymes
4 Cell membranes and
transport
5 The mitotic cell cycle
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You should be able to
•
Use the list microscope to study animal and plant cells and tissues.
•
Recognise organelles and other cell structures in images of eukaryotic cells
and outline their functions.
•
Compare eukaryotic cells with prokaryotic cells and viruses.
•
Describe how to carry out tests for reducing sugars, non-reducing sugars,
starch, lipids and proteins.
•
Describe the structure and functions of carbohydrates, lipids and proteins.
•
Describe hydrogen bonding and some of the roles of water in living
organisms.
•
Describe and explain the action of enzymes.
•
Outline the use of a colorimeter for measuring the progress of enzymecatalysed reactions.
•
Describe and explain the effects of factors on the rate of enzyme-catalysed
reactions.
•
Describe the fluid-mosiac model of membrane structure.
•
Describe the roles of the components of cell surface membranes.
•
Outline the main stages of cell signalling.
•
Describe and explain the processes by which substances move in and out of
cells.
•
Describe and explain how cells divide during the mitotic cell cycle including
the behaviour of chromosomes.
•
Outline the role of telomeres and stem cells.
•
Explain how uncontrolled cell division can result in the formation of tumours.
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Cambridge International AS & A Level Biology 9700
Learner Guide
3
Topic
6 Nucleic acids and protein
synthesis
You should be able to
•
Describe the structure of nucleic acids (DNA and RNA).
•
Describe semi-conservative replication.
•
Describe the principles of the genetic code.
•
Describe the processes involved in the production of proteins including
transcription, translation and the removal of introns to form mRNA.
•
Outline the effects of different types of gene mutation on the structure of
polypeptides.
•
Describe the distribution of transport tissues (xylem and phloem) in
dicotyledonous plants.
•
Relate the structure of xylem vessel elements and phloem sieve tube
elements to their functions.
•
Describe the pathways and mechanisms of water transport and assimilate
transport.
•
Describe the structure and function of the mammalian circulatory system.
•
Describe how tissue fluid is formed and state the functions of tissue fluid.
•
Describe and explain the transport of oxygen and carbon dioxide.
•
Describe the structure, function and control of the heart.
9 Gas exchange
•
Describe the structure and functions of the mammalian gas exchange
system.
10 Infectious diseases
•
State the name and type of pathogen that causes each of the following
infectious diseases: cholera, malaria, tuberculosis and HIV/AIDS.
•
Explain how the four infectious diseases are transmitted and discuss the
factors that influence the prevention and control of these disease.
•
Outline how penicillin acts on bacteria and discuss the consequences of
antibiotic resistance.
7 Transport in plants
8 Transport in mammals
Cambridge International AS & A Level Biology 9700
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Learner Guide
4
Topic
11 Immunity
You should be able to
•
Describe the structure and function of the immune system.
•
Relate the structure of antibodies to their functions.
•
Outline how monoclonal antibodies are produced and used in diagnosis and
treatment.
•
Describe the differences between active and passive immunity and between
natural and artificial immunity.
•
Explain how vaccination programmes help to control the spread of infectious
diseases.
Paper 3 - Advanced Practical Skills
Topic
You should be able to
Cell structure
• Make temporary preparations of cellular material suitable for viewing with a
light microscope.
• Draw cells from microscope slides and photomicrographs.
Biological molecules
36
•
Calculate magnifications of images and actual sizes of specimens from
drawings, photomicrographs and electron micrographs (scanning and
transmission).
•
Use an eyepiece graticule and stage micrometer scale to make
measurements and use the appropriate units, millimetre (mm), micrometre
(μm) and nanometre (nm).
•
Recognise organelles and other cell structures found in eukaryotic cells in
microscope slides, photomicrographs and electron micrographs.
•
Describe and interpret photomicrographs, electron micrographs and
drawings of typical plant and animal cells.
•
Compare the structure of typical plant and animal cells by listing similarities
and differences between them.
•
Carry out the Benedict’s test for reducing sugars, the iodine test for starch,
the emulsion test for lipids and the biuret test for proteins.
•
Carry out a semi-quantitative Benedict’s test on a reducing sugar solution
by standardising the test and using the results (time to first colour change or
comparison to colour standards) to estimate the concentration.
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Comments
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Comments
Cambridge International AS & A Level Biology 9700
Learner Guide
5
Topic
You should be able to
•
Carry out a test to identify the presence of non-reducing sugars, using acid
hydrolysis and Benedict’s solution.
•
Investigate the effects of the following factors on the rate of enzymecatalysed reactions:
– temperature
– pH
– enzyme concentration
– substrate concentration
– inhibitor concentration.
•
Investigate the difference in activity between an enzyme immobilised in
alginate and the same enzyme free in solution.
•
Investigate simple diffusion and osmosis using plant tissue and non-living
materials, including dialysis (Visking) tubing and agar.
•
Investigate the effect of changing surface area to volume ratio on diffusion
using agar blocks of different sizes.
•
Investigate the effects of immersing plant tissues in solutions of different
water potentials, using the results to estimate the water potential of the
tissues.
The mitotic cell cycle
•
Interpret photomicrographs, diagrams and microscope slides of cells in
different stages of the mitotic cell cycle and identify the main stages of
mitosis.
Transport in plants
•
Draw plan diagrams of transverse sections of stems, roots and leaves
of herbaceous dicotyledonous plants from microscope slides and
photomicrographs.
•
Draw and label xylem vessel elements, phloem sieve tube elements and
companion cells from microscope slides, photomicrographs and electron
micrographs.
•
Recognise arteries, veins and capillaries from microscope slides,
photomicrographs and electron micrographs and make plan diagrams
showing the structure of arteries and veins in transverse section (TS) and
longitudinal section (LS).
•
Recognise and draw red blood cells, monocytes, neutrophils and
lymphocytes from microscope slides, photomicrographs and electron
micrographs.
Enzymes
Movement into and out of
cells
Transport in mammals
Cambridge International AS & A Level Biology 9700
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Learner Guide
6
Topic
Gas exchange
You should be able to
•
Recognise cartilage, ciliated epithelium, goblet cells, squamous
epithelium of alveoli, smooth muscle and capillaries in microscope slides,
photomicrographs and electron micrographs.
•
Recognise trachea, bronchi, bronchioles and alveoli in microscope slides,
photomicrographs and electron micrographs and make plan diagrams of
transverse sections of the walls of the trachea and bronchus
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A
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Comments
A
G
Comments
In addition to the content from the syllabus you will be tested on the skills that you have developed during your course.
Skill
You should be able to
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Manipulation, measurement and observation
•
Identify the independent variable and dependent variable.
•
Decide a suitable range of values to use for the independent variable at which
measurements of the dependent variable are recorded.
•
Decide the number of different values of the independent variable (a
minimum of five) and the intervals between them.
•
Decide how to change the value of the independent variable.
•
Decide how the dependent variable should be measured.
•
Decide the number of replicates at each value.
•
Decide on appropriate controls for the experiment or investigation.
•
Decide which variables need to be standardised and how to standardise
them.
Collection of data and observations
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•
Follow instructions to collect results.
•
Consider the hazards of the procedure, including the use of any solutions and
reagents, and assess the risk as low, medium or high.
•
Take readings to obtain accurate data (quantitative results) or observations
(qualitative results).
Cambridge International AS & A Level Biology 9700
Learner Guide
7
Skill
You should be able to
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Comments
Presentation of data and observations
Layout of data and
observations
•
Record raw results (unprocessed) and calculated results (processed) in an
appropriate table with:
– descriptive headings, including any required units (no units in body of
table)
– heading for the independent variable to the left of (or above, if the table
is in rows) the dependent variable.
•
Record quantitative data to the number of decimal places that is appropriate
for the measuring instrument used.
•
Record qualitative observations using clear descriptions.
•
Record calculated values (processed results) in an appropriate table.
•
Display data as a graph (continuous data), bar chart (discontinuous or
categoric) or histogram (frequency data).
•
Draw a graph, bar chart or histogram clearly and accurately with:
– the independent variable on the x-axis and the dependent variable on the
y-axis
– axes labelled to match the relevant table headings, including units where
appropriate
– a scale where both axes should use most or all of the grid available and
allow the graph to be read easily to within half a square
– all graph points plotted accurately using a sharp pencil, as a small cross
or a small dot in a circle, with the intersection of the cross or centre of the
dot exactly on the required point
– the plotted points of a graph connected with a clear, sharp and unbroken
line, either as a line of best fit, a smooth curve or with ruled straight lines
joining the points
– no extrapolation of graph lines unless this can be assumed from the data
– all bars on a bar chart or histogram plotted accurately, with clear,
unbroken lines that are drawn with a sharp pencil and ruler.
Cambridge International AS & A Level Biology 9700
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Learner Guide
8
Skill
You should be able to
R
A
G
Comments
Analysis, conclusions and evaluation
Interpreting data and
observations
Drawing conclusions
•
Calculate an answer with the correct number of significant figures using
quantitative results or data provided. (The correct number is the same as, or
one more than, the smallest number of significant figures in the data used in
a calculation.)
•
Use a graph to find unknown values.
•
Estimate the concentrations of unknown solutions from qualitative results.
•
Identify the contents of unknown solutions using biological molecule tests.
•
Identify anomalous results and suggest how to deal with anomalies.
•
Describe patterns and trends using the data provided in tables and graphs.
•
Evaluate the confidence with which conclusions might be made.
From results, observations or information provided, you should be able to:
•
summarise the main conclusions
•
state and explain whether a hypothesis is supported
•
make predictions from the patterns and trends in data
•
suggest explanations for observations, results, patterns, trends and
conclusions.
Identifying sources of error
Within an investigation, you should be able to:
and suggesting improvements • identify systematic or random errors in an investigation, understanding that
systematic errors may not affect
40
•
the trend in results whereas a random error may affect the trend
•
identify the main sources of error in a particular investigation
Cambridge International AS & A Level Biology 9700
Learner Guide
9
Skill
You should be able to
•
suggest improvements to a procedure that will increase the accuracy of the
observations or measurements, including:
– using a more effective method to standardise relevant variables
– using a more accurate method of measuring the dependent variable
– using smaller intervals for the values of the independent variable
– collecting replicate measurements so that a mean can be calculated
•
suggest how to extend the investigation to answer a new question, for
example by investigating a different independent variable or applying the
method to a new context
•
describe clearly, in words or diagrams, improvements to the procedure or
modifications to extend the investigation.
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Comments
When using the light microscope and photomicrographs
Decisions relating to
measurements and
observations
Collection of data and
observations
•
set up a light microscope to view and observe specimens
•
follow instructions to find and draw particular tissues in plant and animal
specimens and label the drawings appropriately
•
follow instructions to find and draw particular cells and structures within the
cells
•
make a temporary slide of stained cells or tissues
•
calculate actual sizes of tissues or cells from measurements of
photomicrographs, using magnifications, scale bars or representations of
eyepiece graticules and stage micrometers
•
estimate the number of cells or cell organelles in a given area using a
sampling method, such as grids or fields of view.
•
draw plan diagrams to show the distribution of tissues in a specimen, with no
cells drawn and the correct proportions of layers of tissues
•
draw the observable features of cells in a specimen showing:
– the correct shapes
– the thicknesses of cell walls where applicable (drawn with two lines or
drawn with three lines where two cells touch)
– the relative sizes and proportions
– observable cell contents only
Cambridge International AS & A Level Biology 9700
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Learner Guide
10
Skill
Recording data and
observations
Interpreting data and
observations
You should be able to
•
record the fine details of the specimen, including drawing the detailed shapes
of layers or outlines of specimens in plan diagrams and drawing the shape
and position of observable cell organelles in cells.
•
make drawings, using a sharp pencil to give finely drawn lines that are clear
and unbroken
•
make drawings that use most of the available space and show all the features
observed in the specimen, with no shading
•
organise comparative observations, showing differences and similarities
between specimens.
•
calculate an answer with the correct number of significant figures using
quantitative results or data provided
•
compare observable features of specimens of biological material including
similarities and differences between specimens on a microscope slide and
specimens in photomicrographs.
Identifying sources of error
•
and suggesting improvements
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Comments
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Comments
See above
Cambridge International A Level Biology consists of the three AS papers and Papers 4 and 5.
Paper 4
You should also revise Topics 1-11 before taking Paper 4.
Skill
12 Energy and respiration
42
You should be able to
•
Outline the need for energy in living organisms and describe the features and
role of ATP as the universal energy currency.
•
Explain the relative energy values of respiratory substrates and explain how
the respiratory quotient (RQ) is calculated.
•
Describe investigations to determine the respiratory quotients of seeds or
small invertebrates.
•
Describe the four stages of aerobic respiration.
•
Outline lactate fermentation and ethanol fermentation and compare the
energy yields with aerobic respiration.
•
Describe investigations using redox indicators to determine effects of
temperature and substrate concentration on rate of respiration of yeast.
Cambridge International AS & A Level Biology 9700
Learner Guide
11
Skill
13 Photosynthesis
14 Homeostasis
15 Control and coordination
You should be able to
•
Describe the structure and function of chloroplasts.
•
Outline the roles of pigments in photosynthesis.
•
Outline the light-dependent stage and light-independent stage of
photosynthesis.
•
Describe how chromatography is used to separate and identify
photosynthetic pigments.
•
Describe investigations to determine the effects of limiting factors (light
intensity, carbon dioxide concentration and temperature) on the rate of
photosynthesis.
•
Explain the term homeostasis and explain the principles of homeostasis and
negative feedback with reference to osmoregulation and the control of the
concentration of glucose in the blood.
•
Describe the processes involved in excretion in mammals.
•
Describe the principles of cell signalling using the example of glucagon
effects on live cells.
•
Explain the principles of operation of test strips and biosensors for measuring
the concentration of glucose in blood and urine.
•
Explain the role of stomata in homeostasis in plants.
•
Describe the features of the endocrine system and nervous system.
•
Describe and explain the transmission of nerve impulses along axons across
synapses.
•
Describe the structure of striated muscle and explain the sliding filament
model of muscular contraction.
•
Describe and explain the rapid response of the Venus fly trap.
•
Explain the roles of auxin and gibberellin in aspects of plant growth.
Cambridge International AS & A Level Biology 9700
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Learner Guide
12
Skill
16 Inheritance
17 Selection and evolution
18 Classification, biodiversity
and conservation
44
You should be able to
•
Explain the role of meiosis in life cycles of eukaryotes.
•
Describe the events that occur during meiosis.
•
Explain how meiosis and the random fusion of gametes at fertilisation are
responsible for variation in offspring.
•
Interpret and construct genetic diagrams including Punnett squares to
explain and predict the results of monohybrid, dihybrid and test crosses using
appropriate terminology.
•
Use the chi-squared test to test the significance of differences between
observed and expected results.
•
Explain the relationship between genes, proteins and phenotype.
•
Describe and explain some of the methods used to control gene expression in
prokaryotes and eukaryotes.
•
Describe different types of variation within species and explain the roles of
genetic and environmental factors on the phenotype.
•
Use the t-test to compare the means of two different samples.
•
Explain the role of natural selection in evolution
•
Use the Hardy-Weinberg principle to calculate allele and genotype
frequencies in populations.
•
Describe the principles of selective breeding as applied to examples of animal
and plant breeding.
•
Outline the theory of evolution and discuss how DNA sequence data can
show evolutionary relationships between species.
•
Explain how speciation may occur.
•
Describe how prokaryotes, eukaryotes and viruses are classified.
•
Outline the characteristic features of the three domains and the five
kingdoms of the Eukarya domain.
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Cambridge International AS & A Level Biology 9700
Learner Guide
13
Skill
19 Genetic technology
You should be able to
•
Explain the importance of biodiversity.
•
Describe various methods to study the biodiversity of one or more
ecosystems.
•
Use Spearman’s rank correlation and Pearson’s linear correlation to analyse
the relationships between two variables.
•
Use Simpson’s index of diversity (D) to calculate the biodiversity of and area
and state the significance of values of D.
•
Explain why populations and species can become extinct and outline the
need to maintain biodiversity.
•
Outline ways to maintain biodoversity, including conserved areas, zoos,
botanic gardens, ‘frozen zoos’ and seed banks.
•
Explain the reasons for controlling alien species.
•
Outline the roles of the International Union for the Conservation of Nature
(IUCN) and the Convention on International Trade in Endangered Species of
Wild Fauna and Flora (CITES).
•
Describe and explain the principles of genetic technology including gene
editing and the polymerase chain reaction.
•
Describe how gel electrophoresis is used to separate DNA fragments.
•
Outline the use of microarrays in the analysis of genomes and the expression
of genes.
•
Outline the benefits of using databases of DNA sequences, amino acid
sequences and protein structures.
•
Explain the use of genetic technology in genetic screening, gene therapy and
food production.
•
Discuss the social and ethical considerations of using genetic screening and
gene therapy in medicine and using genetically modified organisms in food
production.
Cambridge International AS & A Level Biology 9700
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Learner Guide
14
Paper 5 - Planning, Analysis and Evaluation
Skill
You should be able to
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Comments
Planning
Defining the problem
Methods
46
•
state a relevant prediction, either in words or in the form of a sketch graph
showing the expected result, and link this to an underlying hypothesis
•
identify the independent and dependent variables
•
identify which key variables must be standardised in order to test a
hypothesis.
•
describe how to vary the independent variable
•
describe how to measure the values of the independent and dependent
variables accurately and to an appropriate precision
•
describe how to standardise each of the other key variables
•
describe, where appropriate, suitable volumes and concentrations of
reagents. Concentrations may be specified in % (w/v), or mol dm–3
•
describe how different concentrations would be prepared by serial dilution or
proportional dilution
•
describe appropriate control experiments
•
describe, in a logical sequence, the steps involved in the procedure, including
how to use the apparatus to collect results
•
describe how the quality of results can be assessed by considering:
– the occurrence of anomalous results
– the spread of results including the use of standard deviation, standard
error and/or 95% confidence intervals (95% CI)
•
describe how to assess the validity of the results by considering both the
accuracy of the measurements and the repeatability of the results
•
prepare a simple risk assessment of their plans, taking into account the
severity of any hazards and the probability that a problem could occur
•
describe the precautions that would need to be taken to minimise risks
where possible
Cambridge International AS & A Level Biology 9700
Learner Guide
15
Skill
You should be able to
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Comments
Analysis, conclusions and evaluation
Dealing with data
Conclusions
From provided data, candidates should be able to:
•
use tables and graphs to show the key points in quantitative data
•
sketch or draw suitable graphs, displaying the independent variable on the
x-axis and the dependent variable on the y-axis including, where required,
confidence limit error bars
•
decide which calculations are necessary in order to draw conclusions
•
carry out appropriate calculations to simplify or explain data, including
means, percentages and rates of change
•
carry out calculations in order to compare data, including percentage gain or
loss
•
use values of standard deviation or standard error, or graphs with standard
error bars, to determine whether differences in mean values are likely to be
statistically significant
•
choose and carry out statistical tests (limited to those described in the
Mathematical requirements section of the syllabus) appropriate to the type
of data collected and justify use of these tests
•
state a null hypothesis for a statistical test
•
recognise the different types of variable and the different types of data
presented.
•
summarise the main conclusions from the results
•
identify key points of the raw data and processed data, including graphs and
statistical test results
•
discuss the extent to which a given hypothesis is supported by experimental
data and the strengths and weaknesses of the evidence
•
give detailed scientific explanations of the conclusions
•
make further predictions and hypotheses based on the conclusions.
Cambridge International AS & A Level Biology 9700
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Learner Guide
16
Skill
Evaluation
48
You should be able to
•
identify anomalous values in a table or graph of data and suggest how to
deal with anomalies
•
suggest possible explanations for anomalous readings
•
assess whether the results have been replicated sufficiently
•
assess whether the range of values of the independent variable and the
intervals between the values were appropriate
•
assess whether the method of measuring is appropriate for the dependent
variable
•
assess the extent to which selected variables have been effectively controlled
•
make informed judgements about:
– the validity of the investigation
– the extent to which the data can be used to test the hypothesis
– how much
•
suggest how an investigation could be improved to increase confidence in
the results.
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Cambridge International AS & A Level Biology 9700