RES8 Bio Content Checklist

8/12/2019 RES8 Bio Content Checklist

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A2 Unit F214: Communication, homeostasis and energy

Module 1 Communication and homeostasis

CommunicationDone

Outline the need for communication systems within multicellular organisms,with reference to the need to respond to changes in the internal and externalenvironment and to coordinate the activities of different organs.

State that cells need to communicate with each other by a process calledcell signalling.

State that neuronal and hormonal systems are examples of cell signalling.

Define the terms negative feedback, positive feedback and homeostasis.

Explain the principles of homeostasis in terms of receptors, effectors andnegative feedback.

Describe the physiological and behavioural responses that maintain aconstant core body temperature in ectotherms and endotherms, withreference to peripheral temperature receptors, the hypothalamus andeffectors in skin and muscles.

Nerves

Done

Outline the roles of sensory receptors in mammals in converting differentforms of energy into nerve impulses.

Describe, with the aid of diagrams, the structure and functions of sensoryand motor neurones.

Describe and explain how the resting potential is established andmaintained.

Describe and explain how an action potential is generated.

Describe and explain how an action potential is transmitted in a myelinatedneurone, with reference to the roles of voltagegated sodium ion andpotassium ion channels.

!nterpret graphs of the voltage changes taking place during the generationand transmission of an action potential.

Outline the significance of the fre"uency of impulse transmission.

#ompare and contrast the structure and function of myelinated and nonmyelinated neurones.

Describe, with the aid of diagrams, the structure of a cholinergic synapse.

Outline the role of neurotransmitters in the transmission of action potentials.Outline the roles of synapses in the nervous system.

ormones Done

Content checklistContent checklist


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Define the terms endocrine gland, exocrine gland, hormone and targettissue.

Explain the meaning of the terms first messenger and second messenger,withreference to adrenaline and cyclic %&'(c%&').

Describe the functions of the adrenal glands.

Describe, with the aid of diagrams and photographs, the histology of thepancreas, and outline its role as an endocrine and exocrine gland.

Explain how blood glucose concentration is regulated, with reference toinsulin, glucagon and the liver.

Outline how insulin secretion is controlled, with reference to potassiumchannels and calcium channels in beta cells.

#ompare and contrast the causes of *ype 1 (insulindependent) and *ype $(noninsulindependent) diabetes mellitus.

Discuss the use of insulin produced by genetically modified bacteria, and thepotential use of stem cells, to treat diabetes mellitus.

Outline the hormonal and nervous mechanisms involved in the control ofheart rate in humans.


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Module 2 !"cretion

!"cretionDone

Define the term excretion.

Explain the importance of removing metabolic wastes, including carbon dioxide andnitrogenous waste, from the body.

Describe, with the aid of diagrams and photographs, the histology and grossstructure of the liver.

Describe the formation of urea in the liver, including an outline of the ornithinecycle.

Describe the roles of the liver in detoxification.

Describe, with the aid of diagrams and photographs, the histology and grossstructure of the kidney.

Describe, with the aid of diagrams and photographs, the detailed structure of anephron and its associated blood vessels.

Describe and explain the production of urine, with reference to the processes ofultrafiltration and selective reabsorption.

Explain, using water potential terminology, the control of the water content of the

blood, with reference to the roles of the kidney, osmoreceptors in the hypothalamusand the posterior pituitary gland.

Outline the problems that arise from kidney failure and discuss the use of renaldialysis and transplants for the treatment of kidney failure.

Describe how urine samples can be used to test for pregnancy and detect misuseof anabolic steroids.


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Module # $hotosynthesis

$hotosynthesisDone

Define the terms autotroph and heterotroph.

State that light energy is used during photosynthesis to produce complex organicmolecules.

Explain how respiration in plants and animals depends upon the products ofphotosynthesis.

State that, in plants, photosynthesis is a twostage process taking place inchloroplasts.

Explain, with the aid of diagrams and electron micrographs, how the structure ofchloroplasts enables them to carry out their functions.

Define the termphotosynthetic pigment.

Explain the importance of photosynthetic pigments in photosynthesis.

State that the lightdependent stage takes place in thylakoid membranes and thatthe lightindependent stage takes place in the stroma.

Outline how light energy is converted to chemical energy (%*' and reduced -%D')in the lightdependent stage.

Explain the role of water in the lightdependent stage.

Outline how the products of the lightdependent stage are used in the lightindependent stage (#alvin cycle) to produce triose phosphate (*').

Explain the role of carbon dioxide in the lightindependent stage (#alvin cycle).

State that *' can be used to make carbohydrates, lipids and amino acids.

State that most *' is recycled to u/'.

Describe the effect on the rate of photosynthesis, and on levels of 0', u/' and

*', of changing carbon dioxide concentration, light intensity and temperature.Discuss limiting factors in photosynthesis, with reference to carbon dioxideconcentration, light intensity and temperature.

Describe how to investigate experimentally the factors that affect the rate ofphotosynthesis.


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Module 4 %es&iration

%es&irationDone

Outline why plants, animals and microorganisms need to respire, with reference toactive transport and metabolic reactions.

Describe, with the aid of diagrams, the structure of %*'.

State that %*' provides the immediate source of energy for biological processes.

Explain the importance of coen2ymes in respiration, with reference to -%D andcoen2yme %.

State that glycolysis takes place in the cytoplasm.

Outline the process of glycolysis, beginning with the phosphorylation of glucose tohexose bisphosphate, splitting of hexose bisphosphate into two triose phosphatemolecules and further oxidation to pyruvate, producing a small yield of %*' andreduced -%D.

State that, during aerobic respiration in animals, pyruvate is actively transportedinto mitochondria.

Explain, with the aid of diagrams and electron micrographs, how the structure ofmitochondria enables them to carry out their functions.

State that the link reaction takes place in the mitochondrial matrix.

Outline the link reaction, with reference to decarboxylation of pyruvate to acetateand the reduction of -%D.

Explain that acetate is combined with coen2yme % to be carried to the next stage.

State that the 3rebs cycle takes place in the mitochondrial matrix.

Outline the 3rebs cycle, with reference to the formation of citrate from acetate andoxaloacetate and the reconversion of citrate to oxaloacetate.

Explain that during the 3rebs cycle, decarboxylation and dehydrogenation occur,

-%D and 4%D are reduced and substrate level phosphorylation occurs.Outline the process of oxidative phosphorylation, with reference to the roles ofelectron carriers, oxygen and the mitochondrial cristae.

Outline the process of chemiosmosis, with reference to the electron transport chain,proton gradients and %*' synthase.

State that oxygen is the final electron acceptor in aerobic respiration.

Evaluate the experimental evidence for the theory of chemiosmosis.

Explain why the theoretical maximum yield of %*' per molecule of glucose israrely, if ever, achieved in aerobic respiration.

Explain why anaerobic respiration produces a much lower yield of %*' than aerobicrespiration.


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#ompare and contrast anaerobic respiration in mammals and in yeast.

Define the term respiratory substrate.

Explain the difference in relative energy values of carbohydrate, lipid and proteinrespiratory substrates.


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A2 Unit F21': Control, genomes and environment

Module 1 Cellular control and variation

Cellular controlDone

State that genes code for polypeptides, including en2ymes.

Explain the meaning of the term genetic code.

Describe, with the aid of diagrams, the way in which a nucleotide se"uencecodes for the amino acid se"uence in a polypeptide.

Describe, with the aid of diagrams, how the se"uence of nucleotides within a

gene is used to construct a polypeptide, including the roles of messenger -%,transfer -% and ribosomes.

State that mutations cause changes to the se"uence of nucleotides in D-%molecules.

Explain how mutations can have beneficial, neutral or harmful effects on theway a protein functions.

State that cyclic %&' activates proteins by altering their threedimensionalstructure.

Explain genetic control of protein production in a prokaryote using the lac

operon.Explain that the genes that control development of body plans are similar inplants, animals and fungi, with reference to homeobox se"uences.

Outline how apoptosis (programmed cell death) can act as a mechanism tochange body plans.

Meiosis and variationDone

Describe, with the aid of diagrams and photographs, the behaviour ofchromosomes during meiosis, and the associated behaviour of the nuclearenvelope, cell membrane and centrioles.

Explain the terms allele, locus, phenotype, genotype, dominant, codominantand recessive.

Explain the terms linkage and crossing over.

Explain how meiosis and fertilisation can lead to variation through theindependent assortment of alleles.

7se genetic diagrams to solve problems involving sexlinkage andcodominance.

Describe the interactions between loci (epistasis).

'redict phenotypic ratios in problems involving epistasis.


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7se the chis"uared ($) test to test the significance of the difference betweenobserved and expected results.

Describe the differences between continuous and discontinuous variation.

Explain the basis of continuous and discontinuous variation by reference to thenumber of genes which influence the variation.

Explain that both genotype and environment contribute to phenotypic variation.

Explain why variation is essential in selection.

7se the 9ardy:;einberg principle to calculate allele fre"uencies in populations.

Explain, with examples, how environmental factors can act as stabilising orevolutionary forces of natural selection.

Explain how genetic drift can cause large changes in small populations.

Explain the role of isolating mechanisms in the evolution of new species, withreference to ecological (geographic), seasonal (temporal) and reproductivemechanisms.

Explain the significance of the various concepts of the species, with reference tothe biological species concept and the phylogenetic (cladistic


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Module 2 (iotechnology and gene technologies

Cloning in &lants and animalsDone

Outline the differences between reproductive and nonreproductive cloning.

Describe the production of natural clones in plants using the example of vegetativepropagation in elm trees.

Describe the production of artificial clones of plants from tissue culture.

Discuss the advantages and disadvantages of plant cloning in agriculture.

Describe how artificial clones of animals can be produced.

Discuss the advantages and disadvantages of cloning animals.

(iotechnologyDone

State that biotechnology is the industrial use of living organisms (or parts of livingorganisms) to produce food, drugs or other products.

Explain why microorganisms are often used in biotechnological processes.

Describe, with the aid of diagrams, and explain the standard growth curve of a

microorganism in a closed culture.

Describe how en2ymes can be immobilised.

Explain why immobilised en2ymes are used in largescale production.

#ompare and contrast the processes of continuous culture and batch culture.

Describe the differences between primary and secondary metabolites.

Explain the importance of manipulating the growing conditions in a fermentationvessel in order to maximise the yield of product re"uired.

Explain the importance of asepsis in the manipulation of microorganisms.

)enomes and gene technologiesDone

Outline the steps involved in se"uencing the genome of an organism.

Outline how gene se"uencing allows for genomewide comparisons betweenindividuals and between species.

Define the term recombinant.

Explain that genetic engineering involves the extraction of genes from one

organism, or the manufacture of genes, in order to place them in another organism(often of a different species) such that the receiving organism expresses the geneproduct.


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Describe how sections of D-% containing a desired gene can be extracted from adonor organism using restriction en2ymes.

Outline how D-% fragments can be separated by si2e using electrophoresis.

Describe how D-% probes can be used to identify fragments containing specificse"uences.

Outline how the polymerase chain reaction ('#) can be used to make multiplecopies of D-% fragments.

Explain how isolated D-% fragments can be placed in plasmids, with reference tothe role of ligase.

State other vectors into which fragments of D-% may be incorporated.

Explain how plasmids may be taken up by bacterial cells in order to produce atransgenic microorganism that can express a desired gene product.

Describe the advantage to microorganisms of the capacity to take up plasmid D-%from the environment.

Outline how genetic markers in plasmids can be used to identify the bacteria thathave taken up a recombinant plasmid.

Outline the process involved in the genetic engineering of bacteria to producehuman insulin.

Outline the process involved in the genetic engineering of Golden Rice*&.

Outline how animals can be genetically engineered for xenotransplantation.

Explain the term gene therapy.

Explain the differences between somatic cell gene therapy and germ line cell genetherapy.

Discuss the ethical concerns raised by the genetic manipulation of animals(including humans), plants and microorganisms.

Module # !cosystems and sustaina*ility

!cosystemsDone

Define the term ecosystem.


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State that ecosystems are dynamic systems.

Define the terms biotic factor and abiotic factor, using named examples.

Define the termsproducer, consumer, decomposer and trophic level.

Describe how energy is transferred though ecosystems.

Outline how energy transfers between trophic levels can be measured.

Discuss the efficiency of energy transfers between trophic levels.

Explain how human activities can manipulate the flow of energy throughecosystems.

Describe one example of primary succession resulting in a climax community.Describe how the distribution and abundance of organisms can be measured, usingline transects, belt transects, "uadrats and point "uadrats.

Describe the role of decomposers in the decomposition of organic material.

Describe how microorganisms recycle nitrogen within ecosystems.

$o&ulations and sustaina*ilityDone

Explain the significance of limiting factors in determining the final si2e of a

population.Explain the meaning of the term carrying capacity.

Describe predator:prey relationships and their possible effects on the populationsi2es of both the predator and the prey.

Explain, with examples, the terms interspecific and intraspecific competition.

Distinguish between the terms conservation andpreservation.

Explain how the management of an ecosystem can provide resources in asustainable way, with reference to timber production in a temperate country.

Explain that conservation is a dynamic process involving management and

reclamation.

Discuss the economic, social and ethical reasons for conservation of biologicalresources.

Outline, with examples, the effects of human activities on the animal and plantpopulations in the 0alapagos !slands.


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Module 4 %es&onding to the environment

$lant res&onsesDone

Explain why plants need to respond to their environment in terms of the need toavoid predation and abiotic stress.

Define the term tropism.

Explain how plant responses to environmental changes are coordinated byhormones, with reference to responding to changes in light direction.

Evaluate the experimental evidence for the role of auxins in the control of apicaldominance and gibberellin in the control of stem elongation.

Outline the role of hormones in leaf loss in deciduous plants.

Describe how plant hormones are used commercially.

Animal res&onsesDone

Discuss why animals need to respond to their environment.

Outline the organisation of the nervous system in terms of central and peripheralsystems in humans.

Outline the organisation and roles of the autonomic nervous system.

Describe, with the aid of diagrams, the gross structure of the human brain, andoutline the functions of the cerebrum, cerebellum, medulla oblongata andhypothalamus.

Describe the role of the brain and nervous system in the coordination of muscular

movement.

Describe how coordinated movement re"uires the action of skeletal muscles about?oints, with reference to the movement of the elbow ?oint.

Explain, with the aid of diagrams and photographs, the sliding filament model ofmuscular contraction.

Outline the role of %*' in muscular contraction, and how the supply of %*' ismaintained in muscles.

#ompare and contrast the action of synapses and neuromuscular ?unctions.

Outline the structural and functional differences between voluntary, involuntary andcardiac muscle.

State that responses to environmental stimuli in mammals are coordinated bynervous and endocrine systems.

Explain how, in mammals, the @fight or flightA response to environmental stimuli is

coordinated by the nervous and endocrine systems.

Animal *ehaviourDone


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RES8 Bio Content Checklist