Nat 4 Biology
Cell Biology
Key learning points
Key area
1. Cell division
and its role in
growth and
repair
(Please note that some KPLs will be
covered in S1-3 E’s&O’s and should only
need revisited)
Suggested learning activities
I can identify the main structures of a cell and state
their functions
Grow colonies of microorganisms on agar.
I can state that mitosis is the process of cell division
and explain that mitosis increases the number of
cells and allows organisms to grow and repair
damaged parts
I can identify the correct sequence of the stages of
mitosis
I can explain that the two new daughter cells
formed after cell division have the same genetic
information in their nuclei as the parent cell
Exemplification of key
areas
Cell division is essential to allow
organisms to grow and repair
Investigate the use of cells in the context of tissue damaged parts, eg cuts, broken
bones.
culture for therapeutic use.
Investigate regeneration of damaged tissues in
organisms such as salamanders and starfish.
Investigate regeneration of damaged tissues in
organisms such as salamanders and starfish.
During cell division, the parent cell
divides to produce two identical
cells, which contain the same
number of chromosomes in their
nuclei as the parent cell.
Cancer as uncontrolled cell
division.
I can participate in practical activities to grow
microorganisms on agar
I can find and present information about growing
cells that are useful to humans
I can state that cancer can result from
uncontrolled cell division
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2. DNA, genes I can state that genes are located on chromosomes
in the nucleus of every cell
and
chromosomes
I can state that a gene is a section of DNA which
controls an inherited characteristic
Decoding activities to produce coloured ‘paperchain’ proteins.
Genes are located on
chromosomes in the nucleus.
Case studies of inherited diseases.
Genes are made of DNA which
carries the instructions to make
proteins.
I can state that genes are passed on from parents
to offspring and every individual’s DNA is unique
Each individual’s DNA is unique.
I can discuss examples of inherited characteristics
and collate information from members of my class
Genes are passed on from parents
to offspring.
I can state that DNA carries the instructions to
make proteins and this is termed the genetic code
I can explain that by decoding someone’s DNA, this
information can be used to identify an individual’s
mother or father
I can state that a particular karyotype can identify
a genetic disorder
I can research an inherited diseases and present my
findings to my class
3. Therapeutic I can explain how genes can be altered by genetic
engineering
use of cells
I can give examples of products produced by
genetic engineering and their advantage to
mankind
Investigate uses of genetic engineering.
Investigate eg insulin/factorVIII/human growth
hormone.
Research projects or visit research labs to see
uses which are relevant.
Insulin or other protein
production via genetic
engineering.
Other examples may include
products of genetic engineering,
stem cell technology or using cells
to grow artificial organs.
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I can state that a stem cell is one that can both selfrenew and differentiate
I can explain that there are different types of stem
cells and can explain why they are important in the
body
I can discuss why stem cells are used by scientists
and how they may be used
I can research some medical uses of cells and
present my findings
4. Properties of
enzymes and
use in
industries
I can state that enzymes are biological catalysts
found in living cells, which speed up the rate of
reactions
I can state that enzymes are specific to their
reaction and remain unchanged so they are used
again and again
Carry out experiments with eg phosphorylase,
amylase, catalase to demonstrate specificity and
to test for substrates and products using iodine,
Benedict’s and Clinistix.
Make paper/plasticine models or animations of
enzyme action.
I can participate in practical activities to show how
enzymes can breakdown molecules
I can explain the use of enzymes in Biological
detergents
I can compare the cleaning effect/energy efficiency
of biological and non biological detergents
Enzymes are found in living cells.
They are specific, speed up
reactions in cells and remain
unchanged by the reaction.
Enzymes build-up and breakdown molecules.
Investigate the cleaning effect or energy
efficiency of biological and non-biological
detergents.
Enzymes can be used in a range of
biotechnology industries.
Carry out experiments with rennet. Make
cheese/visit cheese factory. Investigate the
history and ethics of rennet production.
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5. Properties of
microorganisms and
use in
industries
I can find and present information about the use of
enzymes in cheese-making
Make eg bread, beer, yoghurt.
I can state that microorganisms grow rapidly
Visit a local industry.
I can participate in experiments to grow microorganisms and discuss different food sources and
factors needed for growth
Investigate production and use of biofuels.
I can outline the properties of yeast and describe
how yeast reproduces
Investigate the effect of temperature on
rising dough.
Investigate breakdown of sewage.
I can state the word equation for aerobic
respiration (fermentation)
I can explain the use of yeast in bread, beer and
wine making
Use eg nigrosin stain to visualise bacteria in
yoghurt.
Properties of microorganisms
include rapid growth, diverse use
of food source and wide range of
products.
Examples of how some cells work
and are used in industrial
processes.
Yeast in baking and brewing.
Bacteria for yoghurt and biofuels
production.
Production of cheese.
Investigate use of microorganisms in
bioremediation
I can describe how bacteria are used to make
yoghurt and cheese
I can investigate other uses for bacteria e.g.
making Bio-fuels, sewage breakdown
6.
Photosynthesis
— limiting
factors
I can state that limiting factor is a factor such as
light, water, temperature or carbon dioxide that
limits the rate of photosynthesis
I can describe the main limiting factors and their
impact on the rate of photosynthesis and plant
growth
Elodea/Cabomba investigations to find out about
limiting factors.
If any of the requirements (light,
water, carbon dioxide or a
suitable temperature) are low or
missing, the photosynthesis rate is
limited.
Investigate immobilised algae and hydrogen
carbonate indicator to show the effect of light on
the production of carbon dioxide.
By overcoming these limitations,
faster growth rates can be
achieved.
Carry out starch tests in various conditions.
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7. Factors
affecting
respiration
I can participate in experiments to investigate a
factor that affects the rate of photosynthesis
Use IT simulations and data logging.
I can state that respiration releases energy in cells
in the presence of oxygen
Carry out germinating peas experiments.
I can state three reasons why cells require energy
I can describe the word equation for aerobic
respiration in yeast, plant and animal cells.
Investigate the effect of mass of
sugar/temperature on the rate of respiration in
yeast.
Use IT simulations and data logging.
I can describe the word equation for anaerobic
respiration in yeast and plants
I can describe the word equation for anaerobic
respiration in animal cells.
More energy is released per
molecule of glucose when oxygen
is present. The process is enzyme
controlled in all cases and so is
affected by temperature.
I can describe the factors that can affect the rate of
respiration in a cell
I can research a controversial biological procedures
and present my findings to others
With oxygen, both yeast, plant
and animal cells use glucose to
produce carbon dioxide and
water.
Without oxygen, yeast and plant
cells use glucose to produce
alcohol and carbon dioxide.
Without oxygen, animal cells use
glucose to produce lactic acid
I can compare aerobic and anaerobic respiration in
terms of oxygen use and amount of energy
released
8. Controversial
biological
procedures
Respiration is used to release
energy for use in cells. Oxygen
may or may not be used in both
yeast and animal cells.
Investigate/debate any relevant interesting topic
eg gene therapy, pharming, transgenic animals
and plants
I can participate in class discussions about the
benefits and possible disadvantages of a current
particular biological issue
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Multi-cellular Organisms
Key Area
Key learning points
Suggested learning activities
(Please note that some KPLs will be
covered in S1-3 E’s&O’s and should only
need revisited)
1. Sexual and
asexual
reproduction
and their
importance for
survival of
species
I can compare sexual to asexual reproduction in
plants and give examples
I can describe the advantages and disadvantages
of asexual and sexual reproduction in plants
I can compare the differences between internal and
external fertilisation in terms of survival value
I can explain the relationship between the number
of eggs/young produced and the degree of
protection afforded during fertilisation and
development in fish and mammals
2. Propagating
and growing
plants
I can identify and state the function of the 3 main
structures in a seed
Exemplification of key
areas
Investigate reproduction in various
organisms.
Compare different methods, success rates and
how these relate to species survival.
Brine shrimp practicals.
Investigate asexual reproduction in plants and
animals using models, reference materials and
videos.
Carry out various propagation techniques with
suitable plants.
Different methods to propagate
plants eg seeds, cuttings, bulbs.
I can investigate the conditions that are needed for
germination of seeds
I can investigate different ways plants can
propagate e.g.by using cuttings
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3. Commercial
use of plants
4. Genetic
information
I can research and discuss examples of the
commercial uses of plants and methods employed
to improve yields
Investigate increased yields of
crops/fuel/medicines via pharming.
I can explain how genetic information in cells
determines the characteristics of individuals
Investigate how genetics determines our
features, ensures variation.
I can give examples of inherited characteristics
Use Reebops or similar activities to model
inheritance from two parents.
I can explain the term variation and can apply it to
describe differences between members of the same
species
Examine photographs of families to consider
which features a child inherited from which
parent.
I can identify examples of variation and categorise
them into continuous and discontinuous variation
I can collate information relating to variation
amongst my peers and present this in a
graphical/tabular format
I can describe the terms genotype and phenotype
and relate this to family tree diagrams to
determine variation
I can carry out practical activities to evaluate
variation amongst a species and to determine
parents and offspring
5. Growth and
development
of different
organisms
I can state that for living organisms to grow
healthily they require suitable conditions such as a
balanced diet, water, vitamins and minerals
Select a range of different organisms and
compare their growth and development.
Seed germination experiments to compare
necessary/optimum conditions for growth.
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I can give examples of a healthy balanced diet and
identify the link between diet and growth/
development
I can carry out an investigation altering
germination conditions and monitor/record growth
over a period of time.
I can give examples of factors that can that can
affect growth and development e.g. chemicals,
radiation
6. Biological
actions in
response to
internal and
external
changes to
maintain stable
body
conditions
I can explain the need for regulating mechanisms in
order to maintain stable body conditions.
I can describe and investigate how the body
regulates temperature
I can describe how the body regulates blood sugar
concentration and research the causes of diabetes
I can explain the response of woodlice linked to
external stimuli in order to maintain stable body
conditions
Investigate how chemicals or radiation can affect
growth and development.
Investigate commercial plant growing/visit a
commercial plant nursery.
Research/investigate the importance of suitable
conditions eg diet and temperature to maintain
growth and development. Debate the links
between diet and growth and development
disorders.
Research/investigate the nervous system eg how
nerves allow appropriate responses to be made
for a rapid response to environmental changes.
Investigate the density of touch receptors in the
skin.
A balanced diet, suitable
conditions, water, minerals and
vitamins are required for healthy
growth and development
The basic principles of
homeostasis through maintaining
body temperature and regulating
blood glucose.
Investigate the effect of changing external
temperature on core body temperature.
Research causes of diabetes.
Explore behavioural adaptations to ensure the
body conditions are maintained eg woodlice
experiment/ brine shrimp practical.
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Life on Earth
Key area
1. Animal and
plants species
depend on
each other
Key learning points
(Please note that some KPLs will be
covered in S1-3 E’s&O’s and should
only need revisited)
Suggested learning activities
I can describe what is meant by a habitat,
population, community, ecosystem and niche
Investigate a variety of ecosystems/biomes eg
rainforest, tundra, desert, arctic, temperate, local
ecosystems.
I can give examples of different ecosystems and by
investigation, describe some of the relationships
between species in that ecosystem
Investigate various biotic factors eg food
availability, predators, disease and competition.
I can identify factors that can influence the
population of a species
Use sampling techniques eg transect and quadrat
analysis.
I can name a technique which might be used for
sampling organisms and describe how it should be
carried out
Investigate/research how the addition/removal
of a species will impact upon other species in an
ecosystem.
Exemplification of key
areas
I can give an example of a food chain
I can Identify the producers, primary and secondary
consumers in a food chain
I can describe the path of energy flow in a food
chain
I can identify food chains using a food web
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2. Impact of
population
growth and
natural hazards
on biodiversity
I can explain the relationships between different
organisms in a food web and suggest the impact on
others of adding or removing a species
I can give some examples of the effect increasing
human populations have on natural resources
I can investigate how human activities affect other
species e.g. through habitat destruction
I can give an example of a natural hazards and its
impact on biodiversity
3. Nitrogen
cycle
Investigate examples of human population
growth and how these affect biodiversity.
Investigate/research ecological footprints that
measure human demands on earth’s resources.
Investigate human influenced environmental
disruptions on biodiversity eg habitat destruction,
deforestation, over-fishing, intensive agriculture,
genetic pollution, over population, climate
change, acid rain, oil and chemical spills, sewage
and litter.
I can participate in discussions on conservation
issues that affect biodiversity on a national or
global scale
Investigate impact of natural hazards on
biodiversity eg forest fires, earthquakes, volcanic
activity, tsunamis, wind.
Debate issues around conservation of
endangered species to maintain biodiversity
nationally and globally.
I can explain that nitrogen is essential for
organisms to make proteins
Investigate/research the nitrogen cycle including
the role of microorganisms.
Use card sorting to identify stages and processes
of the cycle.
Use compost columns/heaps/bins to investigate
decay.
Carry out water culture experiments with eg
lemna
Investigate seedling development with/without
nitrogen using sand or perlite.
I can identify the sequence of processes in the
nitrogen cycle
I can explain the role of microorganisms in the
nitrogen cycle
I can state that nitrogen can be added to the soil in
the form of nitrates; this can be done naturally by
the decay of plant or animal waste or, by using
synthetic fertilisers
Nitrogen is essential for organisms
to make proteins.
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4. Fertiliser
design and
environmental
impact of
fertilisers
5. Adaptations
for survival
I can state that soluble compounds that contain
nitrogen, phosphorus and potassium can act as a
fertilisers
Explore the use of natural and artificial fertilisers
and the advantages/disadvantages of each eg
cost, specificity, purity, NPK composition.
Visit a farm.
I can state that artificial fertilisers help increase
food production and are necessary for increasing
populations
Investigate the effects of fertilisers eg algal
blooms.
I can describe the impact that overuse of fertilisers
can have on the environment e.g. algal blooms
Investigate Blue Flag beaches nationally and
internationally.
I can research an organism to show how it has
adapted to its environment
Research examples of structural and physiological
adaptations which lead to species survival eg
cactus, camel, polar bear, fish.
I can describe structural adaptations using
examples
Nitrogen can be added to the soil
in the form of nitrate fertilisers,
manure or compost. When crops
are harvested, nitrogen is taken
out of the cycle so needs to be
replaced.
Nitrogen in fresh water increases
algal growth, blocking out the
light. This causes death of
organisms, decrease of oxygen
and means less life can be
supported.
Adaptations can be structural,
physiological or behavioural and
help organisms survive and
reproduce in their environment.
I can describe behavioural adaptations using
examples
I can describe physiological adaptations using
examples
6. Learned
behaviour in
response to
stimuli linked
to species
survival
I can explain the term innate and learned
behaviour
I can give examples of innate and learned
behaviour
Research examples of innate and learned
behavioural adaptations which lead to species
survival such as swarming, huddling, imprinting,
migration, communication eg waggle dance in
bees.
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I can investigate how innate and learned
behaviour increases survival chances
Practical investigation using eg choice chambers,
mazes, mirror drawing, touch typing.
Practical investigation on habituation eg in snails.
Research group/cultural/social/territorial
behaviour eg robins, Japanese macaques. Use
data to produce a graph/chart of daily activities.
Research how insects (eg bees) learn to associate
flower scent and colour with nectar.
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