BIOLOGY Intermediate 2 - SQA · Biology: Intermediate 2 Course 4 ... using Visking tubing model cells and ... by photolysis with carbon dioxide to form glucose. Starch as a …

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BIOLOGYIntermediate 2

Third edition - published December 1999

Biology: Intermediate 2 Course

NOTE OF CHANGES TO ARRANGEMENTSTHIRD EDITION PUBLISHED ON CD-ROM DECEMBER 1999

COURSE TITLE: Biology (Intermediate 2)

COURSE NUMBER: C007 10

National Course Specification

Course Details: Core skills statements expanded

National Unit Specification:

D026 11 Living Cells

Statement of Standards Outcome 3 Evidence requirements clarified

Core skills statements expanded

D037 11 Environmental Biology and Genetics



D028 11 Animal Physiology



Administrative Information

Publication date: December 1999

Source: Scottish Qualifications Authority

Version: 03

© Scottish Qualifications Authority 1999

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this specification (including unit specifications) can be purchased from the Scottish QualificationsAuthority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

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National Course Specification

BIOLOGY (INTERMEDIATE 2)

COURSE NUMBER C007 11

COURSE STRUCTURE

The course has three 40 hour units. The units cover the following content areas:

D026 11 Living Cells• Structure and Function of a Variety of Cells• Diffusion and Osmosis in Plant and Animal Cells• Enzyme Action• Aerobic and Anaerobic Respiration• Photosynthesis

1 credit (40 hours)

D027 11 Environmental Biology and Genetics• Ecosystems• Factors Affecting Variety in a Species

1 credit (40 hours)

D028 11 Animal Physiology• Mammalian Nutrition• Control of the Internal Environment• Circulation and Gas Exchange• Sensory Mechanisms and Processing of

Information

1 credit (40 hours)

In common with all courses, this course includes a further 40 hours over and above the 120 hours forthe component units. This may be used for induction, extending the range of learning and teachingapproaches, 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.

Biology: Intermediate 2 Course 3

National Course Specification (cont)

COURSE Biology (Intermediate 2)

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:

• Standard Grade Biology with Knowledge and Understanding and Problem Solving at grades 3or 4

• Intermediate 1 Biology or its component units.

Previous biology experience is not a requirement. The course is therefore also suitable for thosewishing to study biology for the first time, eg adult returners and those with Standard Grade Physics,Chemistry or Science with Knowledge and Understanding and Problem Solving at grades 1-3.

CORE SKILLS

This course gives automatic certification of the following:

Complete core skills for the course Problem Solving Int 2

Additional core skills for the course Using Graphical Information Int 2

For information about the automatic certification of core skills for any individual unit in this course,please refer to the general information section at the beginning of the unit.

Additional information about core skills is published in Automatic Certification of Core Skills inNational Qualifications (SQA, 1999).


National Course Specification: course details


RATIONALE

The course provides a broad-based, integrated study of the range of biological topics which arerequired for progression to the study of Higher Biology or Higher Human Biology as well as otherareas of study or employment. The course develops an understanding of the way in which biologicalprinciples can be applied to the issues facing the individual and society, and fosters in candidatespositive attitudes to themselves and others. The study of Intermediate 2 Biology contributes to thecandidate’s general and vocational education through the acquisition of relevant biological knowledgeand skills, and to the development of the more general attitudes and abilities related to the processesscience.

The course provides opportunities for candidates to acquire:

• knowledge and understanding of biological concepts, facts, ideas and techniques and the applicationsof biology in society and industry

• skills in problem solving• practical abilities associated with biology• 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 canmake decisions which affect the well-being of themselves and others, and of the quality of theirenvironment.

COURSE CONTENT

The Intermediate 2 Biology course comprises three units, each of which has a short introductionindicating links with Higher Biology and Higher Human Biology. The course further develops theStandard Grade elements and Intermediate 1 outcomes of knowledge and understanding, problemsolving and practical abilities.

Knowledge and understanding

Candidates should develop the ability to recall and understand the facts and principles detailed in thecourse content statements and supplementary notes in the following tables.

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.


National Course Specification: course details (cont)


Practical abilities

Practical work is essential in providing the contexts for the development of scientific problem solvingskills. Practical work is necessary to underpin theoretical work and to develop skills. It fostersfamiliarity with apparatus, equipment and how it works as a useful preparation for further study oremployment. 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 argument.

The following tables contain the content and suggested learning activities through which knowledgeand understanding, problem solving and practical abilities are to be developed. The content statementsand supplementary notes, which provide amplification and give an indication of depth of treatment,are required for the purposes of assessment.



Unit 1: Living Cells (Intermediate 2)

Introduction

The structure and function of a variety of cells including plant, animal and microbial cells should be studied so that candidates can appreciate that cells arefunctional living units. While specialised cells can be used to exemplify variety, the detailed structure and function of these should be dealt with in the contextof other units, eg in Animal Physiology.

CONTENT NOTES LEARNING ACTIVITIES

a) Structure and function of a variety of cells

i Similarities and differences between animaland plant cells.

ii Commercial and industrial uses of cells.

Cheek epithelial cells and plant parenchyma cellsshould be used to illustrate typical plant andanimal cells, their similarities and differences.Presence of nucleus, cytoplasm, cell membrane,cell wall, chloroplasts and vacuole.

Use of yeast in baking, brewing, wine making andalternative fuel industries; importance ofproduction of antibiotics by fungi; production oflactic acid by yoghurt bacteria.

Examine fresh and prepared slides of a range ofplant, animal and microbial cells using appropriatestains and a light microscope. Suitable exampleswould include: cheek epithelium, onion epidermis,rhubarb epidermis, Elodea, yeast.

Select and present data on the commercial andindustrial uses of micro-organisms.

Carry out an experiment to demonstrate lactic acidproduction by yoghurt bacteria.





b) Diffusion and osmosis in plant and animalcells

i Diffusion as the movement of substancesfrom a high concentration to a lowconcentration.

ii The importance of diffusion to organisms.

iii Osmosis as a ‘special case’ of diffusion ofwater.

iv Osmotic effects in plant and animal cells.

Examples of substances which enter and leave thecell by diffusion, eg dissolved food, oxygen,carbon dioxide and water.

Osmosis as the movement of water across aselectively permeable membrane as a result of aconcentration gradient.

Osmotic effects in plant and animal cells should beexplained in terms of the movement of water downa water concentration gradient. The effects ofplacing plant and animal cells in hypertonic,hypotonic and isotonic solutions should be studied.Candidates should know the terms plasmolysis,turgid and flaccid.

Carry out an experiment to demonstrate osmosisusing Visking tubing model cells and potato orother plant material.





c) Enzyme action

1 Enzyme properties

i Enzymes as catalysts.

ii Specificity of enzymes for their substrates.

iii Enzymes involved in the chemicalbreakdown of a substance and in synthesis.

2 Factors affecting activity

The properties and functions of catalysts: lowerthe energy input required for chemical reactions,speed up chemical reactions, take part in reactionsbut remain unchanged. Enzymes are naturallyoccurring proteins required for the functioning ofall living cells.

The characteristic shape of enzyme moleculescomplementary to their substrate. Specific activesites and their catalytic activity.

Illustrated by phosphorylase and amylase, theirsubstrates and products.

The influence of temperature and pH on enzymeprotein giving rise to optimum operatingconditions and denaturing.

Demonstrate the breakdown of hydrogen peroxideby heating compared to catalysis with manganesedioxide and catalase.

Carry out an experiment to demonstrate thespecificity of enzymes.

Plan and design an investigation into the influenceof temperature and pH on enzyme activity.





d) Aerobic and anaerobic respiration

1 Energy release

i Glucose as a source of energy in the cell.

ii Role of ATP.

iii Comparison of energy yield in aerobic andanaerobic respiration.

2 Products

i Aerobic.

ii Anaerobic.

The chemical energy stored in glucose is released bya series of enzyme-controlled reactions calledrespiration. Some energy is released as heat fromcells during respiration.

Energy released from the breakdown of glucose isused to synthesise ATP from ADP and Pi. The ATPcan then be used by the cell as an energy source.

In terms of the number of ATP produced.

Respiratory pathway described as breakdown ofglucose to pyruvic acid in glycolysis. Aerobicconversion of pyruvic acid to carbon dioxide andwater.

Reversible anaerobic conversion of pyruvic acid tolactic acid in animals and consequent muscle fatigue.Irreversible anaerobic conversion of pyruvic acid toethanol and carbon dioxide in plants and yeast.

Select and present data on the energy content offoods.

Plan and design an investigation into anaerobicrespiration in yeast.





e) Photosynthesis

1 Energy fixation

i Sunlight as the source of energy.

ii Summary equation for photosynthesis.

iii Photosynthesis as a set of two summaryreactions: photolysis and carbon fixation.

iv Conversion of glucose to other carbohydrates.

2 Factors affecting rate

The light energy from the sun is used by green plantsto make their own food by photosynthesis, which is aseries of enzyme-controlled reactions. The lightenergy is captured by chlorophyll in chloroplasts andis converted to chemical energy in the form of ATP.

Carbon dioxide and water as raw materials for theproduction of glucose, and oxygen as a by-product,in the presence of chlorophyll and light.

Photolysis as the breakdown of water to providehydrogen resulting in the by-product oxygen. Carbonfixation as the combining of the hydrogen producedby photolysis with carbon dioxide to form glucose.

Starch as a storage carbohydrate and cellulose as acomponent of the cell wall.

Light, carbon dioxide and temperature as limitingfactors. The use of supplementary lighting, carbondioxide enrichment and heating to produce earlycrops in horticulture.

Carry out an experiment to compare photosynthesisin light and dark conditions and in the presence andabsence of carbon dioxide.



Unit 2: Environmental Biology and Genetics (Intermediate 2)

IntroductionEnvironmental biology and genetics are of considerable economic and social importance. This unit focuses on the importance of biodiversity and illustratesthis through a study of ecology which explores energy flow and the factors that affect the variety of species in an ecosystem. The contribution to biodiversityby variation within a species is illustrated through the study of fertilisation and genetics.


a) Ecosystems

1 Energy flow

i Components of an ecosystem.

ii Food chains and food webs.

2 Factors affecting the variety of species in anecosystem

i The importance of biodiversity at species level.

Habitats, populations and communities ascomponents of an ecosystem.

The place of producers, primary and secondaryconsumers, herbivores, carnivores, predators anddecomposers in ecosystems as illustrated in foodchains and food webs. The flow and loss of energy inecosystems as seen in food chains. Pyramids ofenergy, numbers and biomass in ecosystems.

A species defined as a group of organisms which caninterbreed to produce fertile offspring.

The adaptation to habitat and niche in influencing thedistribution of organisms. The wide variety ofspecies found in stable ecosystems. Pollution andgrazing as examples of factors which affect thevariety of species in an ecosystem. The effects ofhuman activity on habitat destruction and thebiodiversity crisis. Changes in population structuresbrought about by disruption of food webs.

Use a case study of a local or topical ecosystem toidentify its component parts and inter-relationships.





ii Behavioural adaptations in animals.

iii Competition.

b) Factors affecting variety in a species

1 Fertilisation

i Gamete (sex cell) production.

ii Fusion of nuclei.

2 Genetics

i Chromosome structure.

Animals’ responses to environmental stimuli andtheir adaptive significance, eg responses to light andrelative humidity in woodlice.

Competition in plants mainly for light and soilnutrients. Competition between animals for food,water and shelter.

Mammals: sperm are produced in the testes and eggsare produced in the ovaries. Flowering plants: anthercontains pollen, ovary contains egg cell.

Formation of zygote producing variety by combiningparental gametes.

Chromosomes should be described in terms of achain of DNA bases which encode information for asequence of amino acids which in turn dictates thestructure and function of proteins. No detail of DNAstructure or the mechanism of protein synthesis isrequired.

Carry out an experiment to demonstrate animalresponses to environmental stimuli, using choicechambers or similar apparatus.

Design and carry out an experiment to demonstratethe effects of competition on population growthusing, for example, cress seedlings.





ii Division of the nucleus in gamete production(meiosis).

iii Sex determination.

iv Characteristics controlled by forms of a genecalled alleles.

v Genotype and phenotype.

Use of terms true breeding, dominant andrecessive characteristics, P, F1, F2 as applied inmonohybrid crosses.

Gametes have one set of chromosomes. Candidatesshould know that body cells have two matching setsof chromosomes and the reduction in number ofchromosomes to a single set occurs during gameteformation. The full set of chromosomes is restored atfertilisation. Matching chromosomes pair andseparate during the production of gametes. Therandom assortment of chromosomes during gameteproduction leads to variety in offspring. Reference tochiasmata and crossing over should not be made.

In humans, each male gamete has an X or a Ychromosome, while each female gamete has an Xchromosome.

Candidates should be aware that genes are part ofchromosomes. Different forms of a gene are calledalleles and each parent contributes one of the forms(with the exception of the X and Y chromosomes).Each gamete carries one of the forms of the gene.Candidates should be familiar with the termshomozygous and heterozygous.

Relationship of genotype to phenotype. Examples ofsimilar phenotypes with different genotypes in singlegene (Mendelian) inheritance. Range of phenotypesin polygenic inheritance. Examples should be givenfrom plants and animals.

Candidates should appreciate why parents inexperimental monohybrid crosses are usually truebreeding and show different phenotypes.

Use a card simulation to show shuffling ofchromosomes.

Select and present information to show thatcharacteristics are inherited from both parents.

Solve problems related to monohybrid crosses inplants and animals.

Use computer models to illustrate monohybridcrosses.





Proportions of phenotypes of the F1 and F2

offspring.

vi Environmental impact on phenotype.

vii Natural selection.

viii Genetic engineering.

Examples of problems in simple monohybrid crossesinvolving dominant, recessive and co-dominantalleles. Reasons for differences between observedand predicted figures in monohybrid crosses shouldbe known.

The final appearance of an organism (phenotype) isthe result of its genotype and the effects of theenvironment. If organisms of identical genotype aresubject to different environmental conditions theyshow considerable variety. Such changes have littleevolutionary significance as they are not passed fromone generation to the next.

The process by which organisms that are betteradapted to their environment survive and breed,while those less well adapted fail to do so. The betteradapted organisms are more likely to pass theircharacteristics to succeeding generations.

Advantages and disadvantages of geneticengineering compared to selective breeding inproducing new genotypes to create the best organismfor a particular function. Candidates should be awarethat normal control of bacterial activity depends onits chromosomal material. Pieces of DNA can betransferred from a different organism to bacteriawhich can then make new substances. As the resultof genetic engineering, bacteria may produceincreased quantities of products and speed upprocesses. Applications of the products of geneticengineering, eg insulin.

Germinate albino and wild type tobacco seeds andtheir offspring to illustrate the proportions ofphenotypes of the F1 and F2 offspring.

Select, present and discuss information on theapplications and issues arising from geneticengineering.



Unit 3: Animal Physiology (Intermediate 2)

IntroductionThis unit explores the ways in which animals are adapted for survival and respond to changes in their internal and external environments. The emphasis is onvertebrates, particularly mammals, and explores the relationship between structure and function.


a) Mammalian nutrition

1 Breakdown of food

i Requirement for food.

ii The need for digestion.

The main food groups: carbohydrates, proteins,fats, vitamins and minerals. Simple structure ofcarbohydrates, proteins and fats in terms ofchemical elements present, simple sugars, aminoacids, fatty acids and glycerol.

Digestion involves the breakdown of insolublefood substances into soluble food substances toallow absorption into the blood stream through thesmall intestine.

Select and present information on the incidence ofcarbohydrates, proteins and fats in commonfoodstuffs.

Carry out an experiment to demonstrate thepurpose of digestion and absorption using Viskingtubing as a model gut.





2 Function of the alimentary canal and associatedorgans

i The mouth, salivary glands and oesophagus.

ii The role of the stomach.

iii The role of the small intestine in theabsorption and transport of food.

iv The role of the large intestine in waterabsorption and elimination of undigestedmaterial.

The mechanical breakdown of food in mouth.Saliva as a digestive secretion. Mucus in salivafrom salivary glands helps lubricate mouth andfood to aid swallowing. Oesophagus and themechanism of peristalsis. Details of the teeth arenot required.

Food is churned in stomach by action oflongitudinal and circular muscle. Chemicalbreakdown of food. Functions of mucus-secretingcells, enzyme-secreting cells, and acid-secretingcells.

The structure of a villus, including the lacteal andblood capillaries. The fate of absorbed materials.

Select and present information to illustrateperistalsis.

Design and carry out an experiment to demonstratethe effects of pH and temperature on the digestionof protein.



Unit 3: Animal Physiology (Int 2)


b) Control of the internal environment

i The role of the mammalian kidney inosmoregulation.

ii Osmoregulation in marine and freshwaterbony fish.

Water gain through drinking, food and metabolicwater; water loss through sweat, breath and urine.The kidneys as main organs for regulating watercontent in mammals. The necessary role of theurine in excreting nitrogenous waste should alsobe known. Urea as the waste product frombreakdown of protein in the liver, itstransportation to the kidney and removal in urine.The structure of kidney should be related tofunction: filtration, reabsorption and urineproduction in the kidney as related to the structureof the nephron, including the Bowman’s capsule,glomerulus, blood capillaries and collecting duct.

Marine bony fish: hypotonic tissues, dehydrationproblem, solved by drinking water and excretingexcess salt. Freshwater bony fish: hypertonictissues, problem of influx of water, solved byexcreting a copious and very dilute urine.

Select and present data relating water consumptionto volume and concentration of urine.





iii Negative feedback control by ADH.

c) Circulation and gas exchange

1 The function of the heart and blood vessels

i The structure of the heart related to its functionas a muscular pump.

ii Blood vessels.

Osmoreceptors in the hypothalamus are stimulatedby a decrease in water concentration in the blood.These trigger an increase in the release of antidiuretichormone (ADH) from the pituitary. ADH increasesthe permeability of the kidney tubules and collectingduct, resulting in more water being reabsorbed intothe blood stream. As the water concentration of theblood rises, less ADH is released resulting in lesswater being reabsorbed.

Candidates should know the names of the fourchambers of the heart; the position and function ofvalves; the reason for the differences in thickness ofwalls of the ventricles; the heart obtains its bloodsupply from the coronary arteries.

The path of blood flow through the heart and itsassociated vessels; blood leaves heart in arteries,flows through capillaries and returns to heart inveins; the pulse indicates that blood is flowingthrough an artery; structural adaptations of arteries,veins and capillaries related to function. Names andpositions of pulmonary artery and vein, aorta andvena cava, hepatic artery, hepatic vein, mesentericartery, hepatic portal vein, renal artery and renalvein.

Select and present information on the role of ADH.

View and discuss video material on circulation.

Examine a mammalian heart to identify structuresand relate to their function.





2 Lungs and capillary network

i Internal structure of lungs and featureswhich make them efficient gas exchangestructures.

ii Features of capillary network which allowefficient gas exchange.

3 Blood

i Function of red blood cells and plasma inthe transport of respiratory gases and food.

ii Function of haemoglobin in the transportof oxygen.

iii Function of macrophages and lymphocytesin defence.

Relationship between the air sacs and thesurrounding blood vessels which allows efficientgas exchange: large surface area, thin walls, moistsurfaces, good blood supply.

Oxygen carried in red blood cells, carbon dioxidecarried in red blood cells and dissolved in plasma.Quantity of carbon dioxide carried dissolved inplasma is limited by the increase in acidity carbondioxide causes in the blood. Soluble foods carrieddissolved in the plasma.

Ability of haemoglobin to retain oxygen at highoxygen levels in the lungs and to release oxygen atlow oxygen levels in the tissues.

Phagocytosis in macrophages, antibody productionin lymphocytes. General nature of phagocytosisand specific nature of antibodies.

View and discuss video material on gas exchange.

Examine prepared blood smears.





d) Sensory mechanisms and processing ofinformation

1 The brain

i Functions, in simple terms, of cerebrum,cerebellum, medulla and hypothalamus.

ii Function of discrete areas of the cerebrumrelated to sensory/motor function.

2 The nervous system

i The brain, spinal cord and nerves.

ii Reflex action and the reflex arc.

iii The role of the central nervous system(CNS).

iv Temperature regulation as a negativefeedback mechanism.

Cerebrum as the site of conscious responses andhigher centres, cerebellum as the centre of balanceand movement, medulla as the site of the vitalcentres such as breathing and heart rate,hypothalamus as the regulatory centre of, forexample, water balance and temperature regulation.

Location of sensory and motor strip.

Nerves carry information from the senses to thecentral nervous system and from the central nervoussystem to the muscles.

Reflex arc as sensory neurone, relay fibre and motorneurone. Detailed structure need not be known.Rapidity and protection as function of reflexresponse.

The CNS sorts out information from the senses andsends messages to those muscles which can make theappropriate response.

Motor responses in constriction and dilation of bloodcapillaries.

Demonstrate and explain a reflex action.

Carry out an investigation into changes in bodysurface temperature in changing environmentalconditions.




ASSESSMENT

To gain the award of the course, the candidate must pass all the units of the course as well as theexternal assessment. External assessment will provide the basis for grading attainment in the courseaward.

When the units are taken as component parts of a course, candidates will have the opportunity toachieve a level beyond that required to attain each of the unit outcomes. This attainment may, whereappropriate, be recorded and used to contribute towards course estimates and to provide evidence forappeals. Additional details are provided where appropriate, with the exemplar assessment materials.Further information on the key principles of assessment are provided in the paper Assessment (HSDU,1996) and in Managing Assessment (HSDU, 1996).

DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT

The external course examination will sample across all of the unit outcomes and achievement will begraded on the basis of cut-off scores.

The assessment of knowledge and understanding, problem solving and practical abilities will be basedupon the course content described for the three units:

• Living Cells (Int 2)• Environmental Biology and Genetics (Int 2)• Animal Physiology (Int 2).

The content contexts of these units will be sampled equally in the course examination which willinclude familiar contexts as well as contexts which are less familiar and more complex than in the unitassessments. While there are no compulsory practicals for the purposes of external assessment, therewill be questions set in the examination on practical work in contexts less familiar to the candidates.

The course examination will consist of one paper of 2 hours with a total of 100 marks. The paper willconsist of three sections:

Section A

This section will contain 25 multiple choice questions (of these 9-11 will test problem solving and/orpractical abilities, the remainder will test knowledge and understanding). Section A will have anallocation of 25 marks. Candidates will be expected to answer all the questions.

Section B

This section will contain structured questions with an allocation of 65 marks. Between 15 and 20marks will test problem solving and/or practical abilities, the remainder will test knowledge andunderstanding. Candidates will be expected to answer all the questions.




Section C

This section will consist of four extended response questions to test the candidate’s ability to select,organise and present relevant knowledge. Section C will have an allocation of 10 marks and willinclude:

• two extended response questions given with a diagram, each with an allocation of 5 marks (1mark for coherence and 4 marks for knowledge and understanding). Candidates will be expectedto answer one of these questions.

• two extended response questions for 5 marks. Candidates will be expected to answer one of thesequestions.

GRADE DESCRIPTIONS

Grade C

Candidates at Grade C will have demonstrated success in achieving the component units of thecourse. In the course assessment, candidates will generally have demonstrated the ability to:

• retain knowledge and skills over an extended period of time• integrate knowledge and understanding, problem solving and practical abilities acquired across

component units• apply knowledge and understanding, problem solving and practical abilities in contexts similar to

those in the component units.

Grade A

In addition, candidates at Grade A will generally have demonstrated the ability to:

• retain an extensive range of knowledge and skills over an extended period of time• integrate an extensive range of knowledge and understanding, problem solving and practical

abilities acquired across component units• apply knowledge and understanding, problem solving and practical abilities in contexts less

familiar and more complex than in the component units.

Testing of the course outcomes

The following gives advice on how the course outcomes will be assessed.

Knowledge and understanding

Candidates should be tested on their ability to recall learning and understand facts and principlesdetailed in the content statements and supplementary notes in the content tables in the coursespecification.




Problem solving and practical abilities

Questions relating to each of the following points will be included in the course examination in orderto test the candidate’s 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, extendedwriting, tables and/or graphs.

3. Process information accurately using calculations including percentages, averages and/or ratios.Significant figures and units should be used appropriately.

4. Plan and design experimental procedures to test given hypotheses or to illustrate particular effects.This could include identifications, controls and measurements or observations required.

5. Evaluate experimental procedures in situations that are unfamiliar, by commenting on the purpose ofapproach, the suitability and effectiveness of procedures, the control of variables, the limitations ofequipment, possible sources of error and/or suggestions for improvement.

6. Draw valid conclusions and give explanations supported by evidence or justification. Conclusionsshould include reference to the overall pattern to readings or observations, trends in results orcomment on the connection between variables and controls.

7. Make predictions and generalisations based on available evidence.

Complexity of Data

The following advice is intended as general guidelines in setting the complexity of data to be used inproblem solving questions.

At Intermediate 2 typically one source of data (text, tables, charts, keys, diagrams or graphs) shouldbe provided from which the problem has to be solved.

The provided data should typically have one to two patterns, trends, conditions, variables or sets ofresults from which information has to be selected and presented or which have to be used as sourcesof evidence for conclusions, explanations, predictions or generalisations. The analysis of data shouldinvolve one set of data.

The planning, designing and evaluation of experimental procedures should involve one of thefollowing: one or two treatments, adequate controls, limitations of equipment, sources of error, andpossible improvements as appropriate.




APPROACHES TO LEARNING AND TEACHING

Suggestions for appropriate learning activities are contained in the tables of course content. Aninvestigative approach should be taken to the learning and teaching of biology. Such an approach notonly draws heavily on experimental work but should provide opportunities to develop individual andgroup research using a variety of resources alongside the more traditional approaches of whole classteaching.

Practical work should contain a balance of illustrative experimental work and investigative practicalwork. Practical work can provide one way of delivering theoretical knowledge related to knowledgeand understanding performance criteria. Fieldwork can also provide an opportunity for practical work,using first-hand experience of an ecosystem to develop knowledge and understanding and problemsolving. Practical investigations should be used to develop both problem solving and practical skillsand not just to provide reports for the purposes of internal assessment. For example, investigativework provides opportunities to develop the problem solving performance criteria of planning anddesigning an investigation and presents opportunities to make predictions and generalisations whichcan then be tested in practical contexts.

Laboratory work should include the use of instrumentation and equipment that reflects currentscientific use. Opportunities should be taken to capture data through computer interfacing, dataloggers or videos. Such data may then be analysed by information technology (IT) or used for controltechnology.

Use of the additional 40 hours

This time may be used:

• to provide an introduction to the course and assessment methods• to allow more practical work to be undertaken by the candidates• for remediation of particular aspects of work in which candidates require to be re-assessed• for consolidation and integration of learning• to practice techniques in answering multiple choice questions• to develop essay-writing skills• to practice applying knowledge and understanding, problem solving and practical abilities in contexts

more complex than in the units.

SPECIAL NEEDS

This course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).




SUBJECT GUIDES

A Subject Guide to accompany the Arrangements document has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC) and the Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation about:

• support materials for each course• learning and teaching approaches in addition to the information provided in the Arrangements

document• assessment• ensuring appropriate access for candidates with special educational needs.

The Subject Guide is intended to support the information contained in the Arrangements document.The SQA Arrangements documents contain the standards against which candidates are assessed.


Superclass: RH



Version: 03



Additional copies of this unit can be purchased from the Scottish Qualifications Authority. The cost for each unitspecification is £2.50 (minimum order £5).

26

National Unit Specification: general information

UNIT Living Cells (Intermediate 2)

NUMBER D026 11


SUMMARY

The unit seeks to develop knowledge and understanding, problem solving and practical abilities in thecontext of cell structure, diffusion and osmosis, enzyme action, aerobic and anaerobic respiration, andphotosynthesis. This is a component unit of Intermediate 2 Biology.

OUTCOMES

1 Demonstrate knowledge and understanding related to living cells.2 Solve problems related to living cells.3 Collect and analyse information related to living cells obtained by experiment.

RECOMMENDED ENTRY




Previous biology experience is not a requirement. The unit is therefore also suitable for those wishingto study biology for the first time, eg adult returners and those with Standard Grade Physics,Chemistry or Science with Knowledge and Understanding and Problem Solving at grades 1-3.

Biology: Unit Specification – Living Cells (Int 2) 27

National Unit Specification: general information (cont)


CREDIT VALUE

1 credit at Intermediate 2.

CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit Problem Solving Int 2

Additional core skills for the unit Using Graphical Information Int 2



National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out inthis part of the unit specification. All sections of the statement of standards are mandatory and cannotbe altered without reference to the Scottish Qualifications Authority.

OUTCOME 1

Demonstrate knowledge and understanding related to living cells.

Performance criteria

(a) A variety of cells is described correctly in relation to their structure and function.(b) Diffusion and osmosis are described correctly in relation to their effects in plant and animal cells.(c) Enzyme action is explained correctly in terms of enzyme properties and factors affecting activity.(d) Aerobic and anaerobic respiration are compared correctly in terms of energy release and products.(e) Photosynthesis is described correctly in terms of energy fixation and factors affecting rate.

Evidence requirements

Evidence of an appropriate level of achievement must be generated from a closed-book assessmentwith items covering all the above performance criteria.

OUTCOME 2

Solve problems related to living cells.


(a) Relevant information is selected and presented in an appropriate format.(b) Information is accurately processed, using calculations where appropriate.(c) Conclusions drawn are valid and explanations given are supported by evidence.(d) Experimental procedures are planned, designed and evaluated appropriately.(e) Predictions and generalisations made are based on available evidence.


Evidence of an appropriate level of achievement must be generated from a closed-book assessmentwith items covering all the above performance criteria, with problems set in the context of cellstructure and function, diffusion and osmosis, enzyme action, aerobic and anaerobic respiration orphotosynthesis.


National Unit Specification: statement of standards (cont)


OUTCOME 3

Collect and analyse information related to living cells obtained by experiment.


(a) The information is collected by active participation in the experiment.(b) The experimental procedures are described accurately.(c) Relevant measurements and observations are recorded in an appropriate format.(d) Recorded experimental information is analysed and presented in an appropriate format.(e) Conclusions drawn are valid.(f) The experimental procedures are evaluated with supporting argument.


A report of one experimental activity is required, covering the above performance criteria and relatedto cell structure and function, diffusion and osmosis, enzyme action, aerobic and anaerobic respirationor photosynthesis. Evidence submitted in support of PC(d) must be in the format of a table or graph(s)as appropriate. Conclusions drawn should be justified by reference to supporting evidence. Theteacher/lecturer responsible must attest that the report is the individual work of the candidate derivedfrom active participation in an experiment involving the candidate in planning the experiment;deciding how it is managed; identifying and obtaining the necessary resources, some of which mustbe unfamiliar; and carrying out the experiment. Depending on the activity, the collection of theinformation may be group work.

The evaluation should cover all stages of the experiment, including the initial analysis of the situation,and planning and organising the experiment procedures.


National Unit Specification: support notes


This part of the unit specification is offered as guidance. The support notes are not mandatory.

While the time allocated to this unit is at the discretion of the centre, the notional design length is 40hours.

GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT

Outcome 1

a) Structure and function of a variety of cellsi Similarities and differences between animal and plant cells.ii Commercial and industrial uses of cells.

b) Diffusion and osmosis in plant and animal cellsi Diffusion as the movement of substances from a high concentration to a low concentration.ii The importance of diffusion to organisms.iii Osmosis as a ‘special case’ of diffusion of water.iv Osmotic effects in plant and animal cells.

c) Enzyme action1 Enzyme properties

i Enzymes as catalysts.ii Specificity of enzymes for their substrates.iii Enzymes involved in the chemical breakdown of a substance and in synthesis.

2 Factors affecting activity

d) Aerobic and anaerobic respiration1 Energy release

i Glucose as a source of energy in the cell.ii Role of ATP.iii Comparison of energy yield in aerobic and anaerobic respiration.

2 Productsi Aerobic.ii Anaerobic.

e) Photosynthesis1 Energy fixation

i Sunlight as the source of energy.ii Summary equation for photosynthesis.iii Photosynthesis as a set of two summary reactions: photolysis and carbon fixation.iv Conversion of glucose to other carbohydrates.

2 Factors affecting rate

Further detail is given in the supplementary notes in the course content section of the coursespecification.


National Unit Specification: support notes (cont)


Outcome 2

Examples of learning activities which provide suitable contexts for the development of problemsolving skills include:

• select and present data on the commercial and industrial uses of micro-organisms• plan and design an investigation into the influence of temperature and pH on enzyme activity• select and present data on the energy content of foods• plan and design an investigation into anaerobic respiration in yeast.

Outcome 3

Suitable experiments include:

• carry out an experiment to demonstrate lactic acid production by yoghurt bacteria• carry out an experiment to demonstrate osmosis using Visking tubing model cells and potato or other

plant material• carry out an experiment to demonstrate the specificity of enzymes• carry out an experiment to compare photosynthesis in light and dark conditions and in the presence

and absence of carbon dioxide.

Candidates or centres could devise other appropriate experiments in the context of cell structure andfunction, diffusion and osmosis, enzyme action, aerobic and anaerobic respiration or photosynthesis.

The experiments chosen should allow all the performance criteria for this outcome to be achievedwithin any single report.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

Details of suitable approaches are detailed in the course specification.

GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

It is recommended that a holistic approach is taken to assessment, eg Outcomes 1 and 2 could beassessed by an integrated end of unit test with questions covering all the performance criteria forknowledge and understanding and problem solving.




Outcome 2

Test items should be constructed to allow candidates to generate evidence relating to the performancecriteria as follows:

a) Selecting and presenting information:

• sources of information to include: texts, tables, charts, graphs and diagrams• formats of presentation to include: written summaries, extended writing, tables and graphs.

b) Calculations to include: percentages, averages, ratios. Significant figures and units should be usedappropriately.

c) Conclusions drawn should include some justification and explanations should be supported byevidence. Conclusions should contain a comment on trends or patterns and/or connections betweenvariables and controls.

d) Candidates could plan and design procedures to test given hypotheses or to illustrate particulareffects. This could include identification of variables, controls and measurements or observationsrequired. The evaluation of given experimental procedures may include situations which areunfamiliar to candidates and could test the candidate’s ability to comment on the purpose ofapproach or the suitability of given experimental procedures. Candidates could comment on thelimitations of the set-up, apparatus, suggested measurements or observations, limitations ofequipment, appropriateness of controls, sources of error and possible improvements.

e) Candidates could make predictions and generalisations from given experimental results or, givensituations, predict what the results might be.

Outcome 3

The teacher/lecturer should ensure that the experimental activity to be undertaken in connection withOutcome 3 affords opportunity for the candidate to demonstrate the ability to undertake the planningand organising of an experimental activity at an appropriate level of demand. The activity must relateto the Unit content and candidates should be made aware of the range of skills which must bedemonstrated to ensure attainment of Outcome 3.

In relation to PC (a), the teacher/lecturer checks by observation that the candidate participates in thecollection of the experimental information by playing an active part in planning the experiment,deciding how it will be managed, identifying and obtaining resources (some of which must beunfamiliar to the candidate), and carrying out the experiment.




Candidates should provide a report with an appropriate title. The report should relate to theperformance criteria as follows:

(b) The experimental proceduresare described accurately.

A clear statement of the aim of the experiment.A few brief concise sentences including as appropriate:

• a labelled diagram or brief description of apparatus orinstruments used

• how the independent variable was altered• control measure used• how measurements were taken or observations made.

There is no need for a detailed description. The use of theimpersonal passive voice is to be encouraged as an example ofgood practice but this is not mandatory for meeting theperformance criteria.

(c) Relevant measurements andobservations are recorded in anappropriate format.

Readings or observations (raw data) must be recorded in a cleartable with correct headings, appropriate units and results/ readingsentered correctly.

(d) Recorded experimentalinformation is analysed andpresented in an appropriateformat.

Data should be analysed and presented in tabular, graphical formator as a scatter diagram or equivalent, as appropriate:

• for a tabular presentation this may be an extension of the tableused for PC (c) above, and must include: suitable headings andunits showing averages or other appropriate computations

• for a graphical presentation this must include: data presented asa histogram, bar chart, connected points or line of best fit asappropriate, with suitable scales and axes labelled with variableand units and with data correctly plotted.

(e) Conclusions drawn are valid. Conclusions should use evidence from the experiment and relateback to the aim of the experiment. At least one of the followingshould be included:

• overall pattern to readings or observations (raw data)• trends in analysed information or results• connection between variables and controls.

(f) The experimental proceduresare evaluated with supportingargument.

The evaluation could cover all stages of the activity includingpreparing for the activity, analysis of the activity and the results ofthe activity. The evaluation must include supporting argument in atleast one of the following:

• effectiveness of procedures• control of variables• limitations of equipment• possible sources of error• possible improvements.




The bullet points under each performance criterion give an indication of what should be addressed toachieve a pass. The relevance of the bullet points will vary according to the experiment. These bulletpoints are intended as helpful guidance. The decision of pass or fail is to be made by the professionaljudgement of the presenting centre (subject to moderation) against the performance criteria. It isappropriate to support candidates in producing a report to meet the performance criteria. Re-draftingof a report after necessary supportive criticism is to be encouraged, both as part of the learning andteaching process and to produce evidence for assessment.

SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).


Superclass: RH



Version: 03




35


UNIT Environmental Biology and Genetics (Intermediate 2)

NUMBER D027 11


SUMMARY

The unit seeks to develop knowledge and understanding, problem solving and practical abilities in thecontext of ecosystems and factors affecting variety in a species. This is a component unit ofIntermediate 2 Biology.

OUTCOMES

1 Demonstrate knowledge and understanding related to environmental biology and genetics.2 Solve problems related to environmental biology and genetics.3 Collect and analyse information related to environmental biology and genetics obtained by

experiment.

RECOMMENDED ENTRY








CREDIT VALUE


CORE SKILLS





Biology: Unit Specification – Environmental Biology and Genetics (Int 2) 37




OUTCOME 1

Demonstrate knowledge and understanding related to environmental biology and genetics.


(a) Ecosystems are described correctly in terms of energy flow and factors affecting the variety of species.(b) Factors affecting variety in a species are described correctly in terms of fertilisation and genetics.



OUTCOME 2

Solve problems related to environmental biology and genetics.




Evidence of an appropriate level of achievement must be generated from a closed-book assessmentwith items covering all the above performance criteria in the context of ecosystems or factorsaffecting variety in a species.




OUTCOME 3

Collect and analyse information related to environmental biology and genetics obtained byexperiment.




A report of one experimental activity is required, covering the above performance criteria and relatedto ecosystems or factors affecting variety in a species. Evidence submitted in support of PC(d) mustbe in the format of a table or graph(s) as appropriate. Conclusions drawn should be justified byreference to supporting evidence. The teacher/lecturer responsible must attest that the report is theindividual work of the candidate derived from active participation in an experiment involving thecandidate in planning the experiment; deciding how it is managed; identifying and obtaining thenecessary resources, some of which must be unfamiliar; carrying out the experiment. Depending onthe activity, the collection of the information may be group work.








Outcome 1

a) Ecosystems1 Energy flow

i Components of an ecosystem.ii Food chains and food webs.

2 Factors affecting the variety of species in an ecosystemi The importance of biodiversity at species level.ii Behavioural adaptations in animals.iii Competition.

b) Factors affecting variety in a species1 Fertilisation

i Gamete (sex cell) production.ii Fusion of nuclei.

2 Geneticsi Chromosome structure.ii Division of the nucleus in gamete production (meiosis).iii Sex determination.iv Characteristics controlled by forms of a gene called alleles.v Genotype and phenotype.

Use of the terms true breeding, dominant and recessive characteristics, P, F1, F2 as appliedto monohybrid crosses.Proportions of phenotypes of the F1 and F2 offspring.

vi Environmental impact on phenotype.vii Natural selection.viii Genetic engineering.





Outcome 2


• use a case study of a local or topical ecosystem to identify its component parts and inter-relationships• design and carry out an experiment to demonstrate the effects of competition on population growth

using, for example, cress seedlings• select and present information to show that characteristics are inherited from both parents• solve problems related to monohybrid crosses in plants and animals• select and present information on the advantages and applications of genetic engineering.

Outcome 3


• carry out an experiment to demonstrate animal responses to environmental stimuli using choicechambers or similar apparatus

• carry out an experiment to demonstrate the effects of competition on population growth using, forexample, cress seedlings

• germinate albino and wild type tobacco seeds and their offspring to illustrate the proportions ofphenotypes of F1 and F2 offspring.

Candidates or centres could devise other appropriate experiments in the context of ecosystems orfactors affecting variety in a species.









Outcome 2


a) Selecting and presenting information:

• sources of information to include: texts, tables, charts, graphs and diagrams• formats of presentation to include: written summaries, extended writing, tables and graphs.


c) Conclusions drawn should include some justification.



Outcome 3


In relation to PC (a), the teacher/lecturer checks by observation that the candidate participates in thecollection of the experimental information by playing an active part in planning the experiment, decidinghow it will be managed, identifying and obtaining resources (some of which must be unfamiliar to thecandidate), and carrying out the experiment.




















• effectiveness of procedures• control of variables• limitations of equipment• possible sources of error• possible improvements.





SPECIAL NEEDS



Superclass: RH



Version: 03




44


UNIT Animal Physiology (Intermediate 2)

NUMBER D028 11


SUMMARY

The unit seeks to develop knowledge and understanding, problem solving and practical abilities in thecontext of mammalian nutrition, control of the internal environment, circulation and gas exchange,sensory mechanisms and processing of information. This is a component unit of Intermediate 2Biology.

OUTCOMES

1 Demonstrate knowledge and understanding related to animal physiology.2 Solve problems related to animal physiology.3 Collect and analyse information related to animal physiology obtained by experiment.

RECOMMENDED ENTRY








CREDIT VALUE


CORE SKILLS





Biology: Unit Specification – Animal Physiology (Int 2) 46




OUTCOME 1

Demonstrate knowledge and understanding related to animal physiology.


(a) Mammalian nutrition is described correctly in terms of the breakdown of food and the function of thealimentary canal and associated organs.

(b) The control of the internal environment is explained correctly in relation to osmoregulation.(c) Circulation and gas exchange is described correctly in terms of the function of the heart and blood

vessels, lungs and capillary network, and blood.(d) Sensory mechanisms and the processing of information is described correctly in terms of the brain

and nervous system.



OUTCOME 2

Solve problems related to animal physiology.




Evidence of an appropriate level of achievement must be generated from a closed-book test withitems covering all the above performance criteria in the context of mammalian nutrition, control of theinternal environment, circulation and gas exchange, or sensory mechanisms and processing ofinformation.




OUTCOME 3

Collect and analyse information related to animal physiology obtained by experiment.




A report of one experimental activity is required, covering the above performance criteria and relatedto mammalian nutrition, control of the internal environment, circulation and gas exchange, or sensorymechanisms and processing of information. Evidence submitted in support of PC(d) must be in theformat of a table or graph(s) as appropriate. Conclusions drawn should be justified by reference tosupporting evidence. The teacher/lecturer responsible must attest that the report is the individual workof the candidate derived from active participation in an experiment involving the candidate inplanning the experiment; deciding how it is managed; identifying and obtaining the necessaryresources, some of which must be unfamiliar; and carrying out the experiment. Depending on theactivity, the collection of the information may be group work.








Outcome 2

a) Mammalian nutrition1 Breakdown of food

i Requirement for food.ii The need for digestion.

2 Function of the alimentary canal and associated organsi The mouth, salivary glands and oesophagus.ii The role of the stomach.iii The role of the small intestine in the absorption and transport of food.iv The role of the large intestine in water absorption and elimination of undigested material.

b) Control of the internal environmenti The role of the mammalian kidney in osmoregulation.ii Osmoregulation in marine and freshwater bony fish.iii Negative feedback control by ADH.

c) Circulation and gas exchange1 The function of the heart and blood vessels

i The structure of the heart related to its function as a muscular pump.ii Blood vessels.

2 Lungs and capillary networki Internal structure of lungs and features which make them efficient gas exchange structures.ii Features of capillary network which allow efficient gas exchange.

3 Bloodi Function of red blood cells and plasma in the transport of respiratory gases and food.ii Function of heamoglobin in the transport of oxygen.iii Function of macrophages and lymphocytes in defence.




d) Sensory mechanisms and processing of information1 The brain

i Functions, in simple terms, of cerebrum, cerebellum, medulla and hypothalamus.ii Function of discrete areas of the cerebrum related to sensory/motor function.

2 The nervous systemi The brain, spinal cord and nerves.ii Reflex action and the reflex arc.iii The role of the central nervous system.iv Temperature regulation as a negative feedback mechanism.


Outcome 2



• select and present information on the incidence of carbohydrates, proteins and fats in commonfoodstuffs

• select and present information to illustrate peristalsis• design and carry out an investigation into the effects of pH and temperature on the digestion of

protein• select and present data relating water consumption to volume and concentration of urine• select and present information on the role of ADH.

Outcome 3


• carry out an experiment to demonstrate the purpose of digestion and absorption using Visking tubingas a model gut

• carry out an experiment to demonstrate the effects of pH and temperature on the digestion of protein• carry out an investigation into changes in body temperature in changing environmental conditions.

Candidates or centres could devise other appropriate experiments in the context of mammaliannutrition, control of the internal environment, circulation and gas exchange or sensory mechanismsand processing of information.









Outcome 2


a) Selecting and presenting information:• sources of information to include: texts, tables, charts, graphs and diagrams• formats of presentation to include: written summaries, extended writing, tables and graphs


c) Conclusions drawn should include some justification.



Outcome 3


In relation to PC (a), the teacher/lecturer checks by observation that the candidate participates in thecollection of the experimental information by playing an active part in planning the experiment,deciding how it will be managed, identifying and obtaining resources (some of which must beunfamiliar to the candidate), and carrying out the experiment.




















• effectiveness of procedures• control of variables• limitations of equipment• possible sources of error possible improvements.





SPECIAL NEEDS


Documents

BIOLOGY Intermediate 2 - SQA · Biology: Intermediate 2 Course 4 ... using Visking tubing model cells and ... by photolysis with carbon dioxide to form glucose. Starch as a …