Advanced Higher
Biology
Summary of course
structure
Name:
BIOLOGY (ADVANCED HIGHER)
COURSE STRUCTURE
The course has two mandatory 40-hour units, a 20-hour investigation unit and one optional
20- hour unit from a choice of three units.
This course includes a further 40 hours over and above the 120 hours for the component
units. This may be used for induction, extending the range of learning and teaching
approaches, support, consolidation, integration of learning and preparation for external
assessment. This time is an important element of the course and advice on its use is
included in the course details.
The units cover the following content areas:
Mandatory units
Cell and Molecular Biology – 40 hours
Environmental Biology – 40 hours
Biology Investigation – 20 hours
Optional units
Biotechnology – 20 hours
Animal Behaviour – 20 hours
Physiology, Health and Exercise – 20 hours
The course provides opportunities for candidates to acquire:
 knowledge and understanding of biological concepts, facts, ideas and techniques and
of the applications of biology in society and industry
 skills in problem solving
 practical abilities associated with biology
 investigative and reporting skills associated with project work
 positive attitudes such as being open-minded and being willing to recognise
alternative points of view, having an interest in biology, in themselves and their
environment, being aware that they can make decisions which affect the well-being
of themselves and others, and the quality of their environment
Problem solving
Problem solving skills should be developed so that candidates can generally:
 select relevant information from texts, tables, charts, keys, graphs and diagrams
 present information appropriately in a variety of forms, including written summaries,
extended writing, tables and graphs
 process information accurately using calculations where appropriate
 plan, design and evaluate experimental procedures
 draw valid conclusions and give explanations supported by evidence
 make predictions and generalisations based on available evidence.
Practical abilities
As a result of engaging in practical work candidates can generally:
 describe experimental procedures accurately
 record relevant measurements and observations in appropriate formats
 analyse and present experimental information in appropriate formats
 draw valid conclusions
 evaluate experimental procedures with supporting arguments.
Investigation
As a result of engaging in investigative work candidates can generally:
 select, analyse and present relevant information through experimental,
observational or survey work
 write in a scientific manner.
Cell and Molecular Biology

Structure, function and growth of prokaryotic and eukaryotic cells
o Comparison of features and ultrastructure of prokaryotic and eukaryotic cells.
o Cell growth and the cell cycle.
 Interphase: G1, S and G2 phases (G: growth, S: synthesis).
 Mitosis: the M phase.
 Control of the cell cycle.
 Abnormal cell division: cancer cells.
o Differentiation of cells into tissues and organs.
o Cell and tissue culture.
 Mammalian cell culture.
 Bacterial and fungal cultures.
o Plant tissue culture.

Structure and function of cell components
o Carbohydrates.
 Structure of the monomer glucose.
 Dehydration (condensation) to form 1-4 linkages between alpha and beta
forms.
 Polysaccharide structure.
 Functions of carbohydrates: role in energy budget, storage, cell
structures.
o Lipids.
 Structure of glycerol, saturated and unsaturated fatty acids.
 Dehydration (condensation) of glycerol and fatty acids to form ester
linkages in fats.
 Triglyceride and phospholipid structure.
 Structure of steroids.
 Functions of lipids: structural, storage, hormones.
o Proteins.
 Structure of amino acids.
 Dehydration (condensation) synthesis and peptide bonds.
 Primary, secondary, tertiary and quaternary structure.
 Functions of proteins. Examples to include catalytic, structural,
messenger, carriers.
o Nucleic acids.
 Structure of DNA and RNA.
 Functions of the enzymes polymerase and ligase.
 Membranes.
 Membrane composition and organisation.
 Types of membrane proteins.
 Functions of membrane proteins.
o Cytoskeleton.

Molecular interactions in cell events
o Catalysis.
 Specificity of enzyme activity related to induced fit.
 Control of enzyme activity by competitive and non-competitive inhibitors,
enzyme modulators and covalent modifications.
 Role of end-product inhibition in the control of metabolic pathways.
o The sodium-potassium pump (a specific case of active transport).
o Cell signalling

Applications of DNA technology
o The Human Genome Project.
 Genetic linkage mapping.
 Location of genetic markers to allow testing of genetic linkage to known
markers.
 Physical mapping.
 Determination of order of genes on each chromosome.
 DNA Sequencing.
 Determining the order of nucleotide pairs of each chromosome.
 Analysing the genomes of other species.
 Comparison of the human genome with other species reveals remarkable
similarities.
o Human therapeutics.
 Detecting genetic disorders.
 Gene therapy: the replacement of a faulty gene with a normal gene; the
insertion of an extra gene with the intention that the gene product will
play a therapeutic role.
o Forensic uses.
o Agriculture.
 Transgenic plants.
 Production of bovine somatotrophin (BST) by genetic engineering and its
use in cattle.
Environmental Biology
Circulation in ecosystems
o Energy
o Energy fixation.
o Energy flow.
o Circulation of nutrients
o Decomposition.
o Nutrient cycling.
 The nitrogen cycle.
 The phosphorus cycle.
Interactions in ecosystems
o Biotic interactions
o Predation.
o Grazing.
o Competition.
o Symbiotic relationships
o Parasitism.
o Commensalism.
o Mutualism.
o The costs, benefits and consequences of interactions
o Interaction between species.
o Interactions with the environment.
Human impact on the environment
o Changes to ecosystems
o Changes in complexity.
o Effects of intensive food production.
o Effects of increased energy production.
o Pollution.
Animal Behaviour (optional)
Measuring behaviour
 Observation of behaviour
 Recording and interpretation of behaviour
o Anthropomorphisms.
o Proximate and ultimate causes of behaviour.
Development of behaviour
 Innate and learned behaviour
o The influence of parental care on learned behaviour.
o Imprinting.
o Sign stimuli and fixed action patterns.
o Evolution of behaviour
 Natural selection of behaviour patterns.
 Single gene effect on behaviour.
Behavioural interactions
 Feeding behaviour
o Predation strategies.
o Foraging behaviour.
o Defence strategies.

Sexual behaviour
o Male and female investment.
o Courtship and display.
o Avoidance of inbreeding.

Social behaviour
o Agonistic and appeasement behaviour.
o Selfish and altruistic behaviour.
 The concept of the ‘selfish’ gene.
 Kin selection.

Social organisation.
Physiology, Health and Exercise (optional)
Exercise and the cardiovascular system
o Structure and function of the cardiovascular system (CVS).
o Pathology of cardiovascular disease.
o Role of exercise in prevention and treatment of cardiovascular disease.
o Risk factors and prevention of cardiovascular disease.
o Effect of exercise on the CVS.
o The ‘athletic heart’.
o The protective effects of exercise.
o Principles of exercise testing.
Exercise and metabolism
o Energy.
o The need for energy.
o Energy balance.
o Dietary recommendations for health.
o Energy expenditure and its measurement.
o Body composition and weight control.
o Measurement of body composition.
o Weight control and obesity.
o Effect of exercise on body composition and weight control.
o Osteoporosis.
o Osteoporosis and bone growth.
o Effect of exercise.
o Diabetes mellitus.
o Control of blood glucose levels.
o Effect of exercise on diabetes mellitus.
Examination
The examination will contribute 80% of the total marks. The paper will carry 100 marks in
total and will consist of three sections:
o Section A
This section will contain 25 multiple choice questions based on the two mandatory
units. Of these 8-10 will test problem solving and/or practical abilities, the
remainder will test knowledge and understanding. Section A will have an allocation of
25 marks. Candidates will be expected to answer all the questions.
o Section B
This section will contain structured questions, data handling questions and extended
response questions based on the two mandatory units with an allocation of 55 marks.
Between 13-16 marks will test problem solving and/or practical abilities, the
remainder will test knowledge and understanding. Candidates will be expected to
answer all the questions.
o Section C
This section will contain structured questions, extended response questions and data
handling questions based on each of the optional units with an allocation of 20
marks. Candidates will be expected to answer questions on one of the optional units.
For each unit 4-6 marks will test problem solving and/or practical abilities, the
remainder will test knowledge and understanding.
Investigation Report
The final investigation report will be worth 20% of the total marks. The investigation
report will be based on the work carried out in the component unit, Biology Investigation
(AH).
A total of 25 marks will be allocated to the investigation report which should be around
2000-2500 words in length excluding contents page, tables, graphs etc.
The investigation report will be externally assessed using the following assessment
categories:
(a)
Introduction (4 marks)
(b)
Procedures (6 marks)
(c)
Results (5 marks)
(d)
Discussion (7 marks)
(e)
Presentation (3 marks)
It is expected that approximately 10 hours of the ‘additional 40 hours’ will be required for
the candidate to complete the report for the course award.
Biology Investigation (Advanced Higher)
The biology associated with the investigation must be at a standard commensurate with
Advanced Higher Biology level.
OUTCOME 1
Develop a plan for an investigation.
Performance criteria
(a)
A record is maintained in a regular manner.
(b)
The aims of the investigation are clearly stated.
(c)
Hypothesis or questions relevant to the aims of the investigation are formulated.
(d)
Experimental, observational and sampling procedures, techniques and apparatus
devised are appropriate for the investigation.
(e)
The need for controls and replicate treatments or survey samples is considered.
(f)
Relevant problems associated with the use of living materials or natural habitats
are considered.
Evidence requirements
A record giving brief summaries to indicate the planning stage. Ideas rejected and
important contributions made by the teacher/lecturer or other individuals should be
included.
OUTCOME 2
Collect and analyse information obtained from the investigation.
Performance criteria
(a)
The collection of the experimental information is carried out with due accuracy.
(b)
Relevant measurements and observations are recorded in an appropriate format.
(c)
Recorded experimental information is analysed and presented in an appropriate
format.
Evidence requirements
A record of the collection and analysis of the information, both of which must be the
individual work of the candidate.
Grade
The grade awarded for the course will depend on the marks obtained by the candidate (out
of 125) for the examination and the investigation report. The certificate will record an
award for overall attainment.
Problem solving and practical abilities
Questions relating to each of the following points may be included in the course
examination in order to test the candidates’ ability to:
1. Select relevant information from texts, tables, charts, keys, graphs and/or
diagrams.
2. Present information appropriately in a variety of forms, including written summaries
extended writing, flow charts, keys, diagrams, tables and/or graphs.
3. Process information accurately using calculations where appropriate. Calculations to
include percentages, averages and/or ratios. Significant figures, units and scientific
notation should be used appropriately. A range of units will be used in accordance
with IOB recommendations. Candidates will be expected to be able to convert
between eg μg and mg.
4. Plan and design experimental procedures to test given hypotheses or to illustrate
particular effects. This could include identification of variables, controls and
measurements or observations required.
5. Evaluate experimental procedures in situations that are unfamiliar, by commenting
on the purpose or approach, the suitability and effectiveness of procedures, the
control of variables, the limitations of equipment, possible sources of error and/or
suggestions for improvement.
6. Draw valid conclusions and give explanations supported by evidence or justification.
Conclusions should include reference to the overall pattern to readings or
observations, trends in results or comment on the connection between variables and
controls.
7. Make predictions and generalisations based on available evidence.
Additional Space for notes.
Use this space to make notes on any ideas about investigation you pcik up during teaching,
Or any areas where you feel you might like to o an investigation.
These books will be collected in at the end of November, and I will then investigate the
possibility of your suggestions and come up look at resourcing.
Investigations (20 hours) will be carried out immediately after the Christmas holidays over
consecutive weeks.