A Level Biology Bridging unit
Read the instructions carefully!!
Dual Award pupils need to do ALL of the work on this letter (Section 1, 2 and 3). Triple
(separate Science pupils) need to do section 2 and 3.
Allow at least 15 hours to do section 1, and 15 hours for Section 2.
Section 1
As you will know, there are two main routes through Science GCSE’s. The first is the ‘Dual
Award’, where the candidate completes 2 units for each of the 3 sciences, which leads to 2
GCSE’s called ‘Science’, and ‘Additional Science’. The other route is ‘Triple Award’, where 3
units for each Science (Biology, Chemistry and Physics) are completed. This leads to an award
of 3 GCSE’s, called Biology, Chemistry and Physics.
Clearly, then, somebody who has completed ‘Dual Award’, will have not covered Unit 3 in
Biology, Chemistry and Physics.
We have found from our experience that people who have done Dual Award Science find A Level
harder than people who have done Triple Award.
In order to get you to the same starting point as the people who have done the Triple Award, you
will need to complete the work (GCSE Biology Unit 3) outlined below.
Acceptance on to the A Level course is conditional on you completing this work to a good
standard. In plain English, this means that if you don’t do the work and submit it at the
first lesson, you cannot start Biology AS Level in September.
The work:
You need to work through the Unit 3 material, and then complete the questions overleaf in detail.
1) Use the AQA website to download a specification,
http://filestore.aqa.org.uk/subjects/AQA-BIOL-W-SP-14.PDF
2) Use the website below (and any others you find) to complete the work.
http://www.docbrown.info/page20/AQAscibio3.htm
Of course Doddle will also be a very useful website (available to pupils who were at Keswick
School in Y11).
3) You also have the option of collecting a textbook any time before the end of this term
from the Biology Department and using the Unit 3 section.
4) Questions
Complete the questions below. Each answer is worth at least 3 marks and the detail of
your answers should reflect that.
Summary Questions – Exchange, Transport & Homeostasis
1.
2.
3.
4.
5.
Define osmosis
Define active transport
Give 3 biological examples of where osmosis or active transport would take place
Define isotonic
How do isotonic drinks help to rehydrate cells after exercise? (Remember to refer to the
processes e.g. diffusion/active transport/osmosis)
6. What 3 features of the lungs make them a good surface for gas exchange?
7. Describe the process of ventilation (including named muscles)
8. How does an ‘iron lung’ work as a breathing aid?
9. How is ‘iron lung’ ventilation different to a positive breathing aid
10. What features of healthy lung function are mimicked by an artificial breathing aid?
11. What feature increases the surface area of the small intestine?
12. Give an example of where each of the following would be used in a plant (a) diffusion (b)
osmosis and (c) active transport
13. Why do leaves have stomata which open and close?
14. What feature increases the surface area of the root of a plant?
15. Define transpiration
16. What factors affect the rate of transpiration?
17. How can you measure the rate of transpiration?
18. Which 2 transport tissues are found in plants and what do they transport?
19. What are the four main blood vessels entering and leaving the heart? Where does each one
take blood from and to?
20. Why is the heart referred to as a ‘double pump’?
21. What is the function of valve in the heart?
22. Name 2 main differences for arteries, veins and capillaries?
23. What is atherosclerosis and how can it be treated?
24. What are the four main components of blood and what is the function of each?
25. Describe 3 adaptations of a red blood cell for its function
26. Describe 3 key differences between donor blood and artificial blood
27. What is artificial blood usually made from?
28. Name 2 advantages and 2 disadvantages of kidney transplants (compared with dialysis)
29. Define homeostasis
30. What is the difference between urea and urine?
31. Describe the process of ‘selective reabsorption’ in the kidney
32. Which blood vessel brings blood to the kidney?
33. Draw a diagram to illustrate how a dialysis machine would filter human blood
34. Explain why dialysis fluid contains the same concentrations of useful substances (e.g.
glucose and mineral ions)
35. Explain why immunosuppressant drugs are essential for the recipient of an organ donation
36. Why do organ donations have to be carefully matched to the patient?
37. Where is blood temperature monitored?
38. Describe the effects coordinated by the body in response to a rise in temperature
39. Describe the effects coordinated by the body in response to a fall in temperature
40. Who is most at risk of hyperthermia and dehydration or of hypothermia?
41. Explain how the body responds to a rise in blood glucose levels
42. Explain how the body responds to a fall in blood glucose levels
43. Define: glycogen, glucagon, glucose and insulin
44. What is type 1 diabetes?
45. How does type 2 diabetes differ from type 1 diabetes?
46. Why is insulin not usually an effective treatment for a type 2 diabetic?
Section 2
A Level Biology is one of the most interesting, but difficult A levels. As teachers we find that
some people find making the transition to A Level standard more difficult than others. They may
have cruised through school, not doing much work, but achieving good results nevertheless. This
kind of person may struggle to believe the amount of TIME and SELF STUDY necessary to
achieve equally high grades at A Level. Others may have worked really hard to get a B grade,
and struggle with the difficulty of some of the topics we cover.
Either way, we know for sure that taking an active part in making sure you understand and learn
the work, as well as putting the time in, is the most effective way to get the highest grade you
can. For some people this will be an E grade, which is a pass, and for others it will be an A*. We
are proud of all levels of achievement, and look forward to helping you do your best.
1) Research cell structure (animal, plant and bacteria) and microscopes. Then answer
the exam question (PTO). Persevere, and look things up!
Deadline: Hand in on your first biology lesson on the first day of term.
Suggested websites:
http://www.doddlelearn.co.uk/
http://www.s-cool.co.uk
http://www.mrothery.co.uk
http://www.biology-innovation.co.uk
http://www.aqa.org.uk/ (this is the specification we do).
As well as teaching to the exam, we think it is important for you to develop as biologists. So you
could also be broadening your mind with reading books (eg any by Steve Jones are very
readable), watching documentaries (eg Horizon / similar), and following up issues you hear
about in the news or personally (Wikipedia is a good place to start, and is reliable for general
biology).
Phrases out for A Level: rushed, minimalist, lazy lump. And in: independent, learning, curiosity
Have a lovely summer; see you in September!
The Biology Department.
Exam question: tip: look at the number of marks. Use biological words.
1.
(a)
The structure of a cholera bacterium is different from the structure of an epithelial cell
from the small intestine. Describe how the structure of a cholera bacterium is different.
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(b)
Scientists use optical microscopes and transmission electron microscopes (TEMs) to
investigate cell structure. Explain the advantages and the limitations of using a TEM
to investigate cell structure.
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(Total 10 marks)
Section 3
Viruses Bridging Work
Task A: Recap on how viruses infect the body
Watch the following summary video on viral infection (7:37)
https://www.youtube.com/watch?v=PHp6iYDi9ko
Now complete the next task.
Complete the worksheet
below:
Task B: HIV
You are going to produce a 5 minute video explaining about HIV, together with a poster
summarising the key facts.
This can be video of you giving a presentation or it can be in the form of an animation.
You will need to answer the following questions:
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What sort of pathogen is involved?
How does the pathogen infect the body?
Who is most at risk of infection?
How can the disease be treated?
What is the difference between HIV and AIDs
What impact does the disease have across the world?
What can be done to reduce the spread of the disease?
This task provides a good opportunity to develop some of the skills required of AS-level
biologists – particularly the ability to communicate science and understand how it is used to
make decisions. You will demonstrate your ability to (1) plan your talk (2) carry out scientific
research (3) explain scientific ideas clearly.
Some starting points for your research:
HIV/AIDS
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An excellent set of articles from the New Scientist: http://www.newscientist.com/topic/hiv
Statistics for HIV prevalence, with commentary: http://www.avert.org/worlstatinfo.htm
Could male circumcision help control HIV?: http://news.bbc.co.uk/1/hi/6176209.stm
Stigma and discrimination related to HIV: http://www.avert.org/hiv-aids-stigma.htm
NB. The AVERT website is an excellent source of information about the impact of HIV and
possible ways of reducing the spread of HIV.
If you missed the induction lesson you will be expected to catch up
independently. Research and learn:
 Uses of glucose
 Structure of glucose, fructose (You must be able to draw them
out)
 Joining disaccharides using condensation reactions
Use the websites in the list in section 2 to help you with this.