SOW GCE A Level - Biology - Grade10Gen

2018
SCHEME OF WORK
Biology GCE AS Level – G10 General Stream
BINUS School Bekasi

Scheme of Work – Biology GCE ‘AS’ Level G10 General Stream
Contents
Overview ……………………………………………………………………………………………………………………………………………….. 3
Unit 1: Cell Structure ……………………………………………………………………………………………….…………………………………. 9
Unit 2: Biological Molecules …………………………………………………………………………………………………………………….……. 19
Unit 3: Cell Membranes and Transport ……………………………………………………………………………………………………..………. 31
Unit 4: Enzymes ……………………………………………………………………………………………………………………………………….. 41
Scheme of Work – Biology GCE ‘AS’ Level G10 GeneralBINUS

Stream
School Bekasi | Scheme of Work – G10 General Stream 2
Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus has been broken down into teaching units
with suggested teaching activities and learning resources to use in the classroom.
Recommended prior knowledge

Learners should have studied an IGCSE or O Level Biology or Science course.
Outline
Whole class (W), group work (G), pair (P) and individual activities (I) are indicated, where appropriate, within this scheme of work.
Suggestions for homework (H) and formative assessment (F) are also included. The activities in the scheme of work are only suggestions
and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as basic and challenging; there is the potential for differentiation by resource, length, grouping,
expected level of outcome, and degree of support by teacher, throughout the scheme of work. Length of time allocated to a task is another
possible area for differentiation.
The learning objectives to be studied by all candidates are in normal type. The additional learning objectives that will be assessed only in the
full A Level qualification are shown in bold type. The content of the AS Level learning outcomes is assumed knowledge for the A Level
components.
Key concepts
The key concepts on which the syllabus is built are set out below. These key concepts can help teachers think about how to approach each
topic in order to encourage learners to make links between topics and develop a deep overall understanding of the subject. As a teacher,
you will refer to these concepts again and again to help unify the subject and make sense of it. If mastered, learners can use the concepts to
solve problems or to understand unfamiliar subject-related material.
BINUS School Bekasi | Scheme of Work – G10 General Stream 3

 Cells as the units of life
A cell is the basic unit of life and all organisms are composed of one or more cells. There are two fundamental types of cell:
prokaryotic and eukaryotic.
 Biochemical processes
Cells are dynamic: biochemistry and molecular biology help to explain how and why cells function as they do.
 DNA, the molecule of heredity
Cells contain the molecule of heredity, DNA. Heredity is based on the inheritance of genes.
 Natural selection
Natural selection is the major mechanism to explain the theory of evolution.
 Organisms in their environment
All organisms interact with their biotic and abiotic environment.
 Observation and experiment
The different fields of biology are intertwined and cannot be studied in isolation: observation and enquiry, experimentation and
fieldwork are fundamental to biology.
Some of the ideas in this syllabus can take time to be fully understood. By linking them together through the key concepts, learners will have
more opportunity for hose ideas to make sense to them and how they connect to other areas of the syllabus. The key concepts themselves
will not be directly assessed; rather they are themselves that learners will be able to use to order their thoughts, themes and knowledge to
express answers in examinations and interviews for work or the next stage of their study.
As learners progress through the course, it is important that they do not regard the different topics as being totally self-contained and
unconnected, studied in complete isolation from one another. By keeping the key concepts to the fore at all stages of your teaching, you can
strongly encourage learners to regard the subject as a set of interconnected themes.
Learners should be aware that an ability to see how different strands of the syllabus can be pulled together within one key concept is a high-
level transferable skill. Linking different areas of their knowledge through a common thread of ideas, or ways of understanding and
explaining, is enhancing their higher-order thinking skills. These skills are the building blocks of deeper and broader learning, those that
universities look for in their students and which allow learners to answer examination questions fully and with links from more than one part
of the syllabus.

Teachers can introduce key concepts as an integral part of their teaching approach and consolidate them when appropriate. This will help
their learners to appreciate that some themes and theories are revisited and built upon during the course and that, by bringing together very
different areas of the syllabus, these themes are fundamental to our understanding of the subject.
Focussing on these concepts will improve learners’ self-confidence in their ability to progress, as well as enabling them to revise more
effectively; learners could make mind maps across the syllabus on each of the key concepts as a way of revising. By visualising the subject
as being formulated from these basic ideas, they will become better prepared for interviews and future study at university, or be more
adaptable to themes currently under research and development in industrial and academic institutions.
There is also merit in showing learners how, during the course, they will be biologists studying in a number of inter-related fields that can be
drawn together by the key concepts. Examples of these fields - cell biology, biochemistry, physiology, genetics, evolutionary biology,
microbiology, epidemiology, immunology, biotechnology, ecology, population biology and conservation biology - can be discussed and linked
to the different areas of the syllabus.
The key concepts are listed under the relevant learning objectives, those in bold are where the coverage of the learning objective makes a
significant contribution to the key concept.
Practical work
Practical work is an essential part of science. Scientists use evidence gained from prior observations and experiments to build models and
theories. Their predictions are tested with practical work to check that they are consistent with the behaviour of the real world. Learners who
are well trained and experienced in practical skills will be more confident in their own abilities. The skills developed through practical work
provide a good foundation for those wishing to pursue science further, as well as for those entering employment or a non-science career.
Twelve Practical Booklets have been developed for this syllabus, six for Paper 3 and six for Paper 5, and are available on Teacher Support
at http://teachers.cie.org.uk and are referenced within this scheme of work.
The Teaching A Level Science Practical Skills booklet is also available on Teacher Support at http://teachers.cie.org.uk which contains useful
information and suggestions for teaching A Level practical skills..
Suggested teaching order

The learning objectives and activities in this scheme of work are arranged in a suggested teaching order rather than the order that they
appear in the syllabus. It has been written for the staged route, with Units 1 to 5 covering the learning objectives to be studied by all learners

in the first year, and which can be assessed by the AS Level qualification. This is followed by Units 6 to 10 which cover all learning objectives
that will be assessed by the full A Level qualification at the end of the second year of the course.
For classes taking the linear route, where all learners take the full A Level, this allows for the integrated teaching of AS and A Level learning
objectives across both years of the A Level course. The linear route is not covered in this scheme of work.
The specific units within this scheme of work are:
TERM 1 TERM 2 TERM 3 TERM 4

Unit 1: Cell Structure (AS Ch.1) Unit 2: Biological Molecules (AS Ch.2) Unit 3: Cell Membranes and Transport Unit 4: Enzymes (AS Ch. 3)
1.1. The Microscope in Cell Studies 2.1. Testing for Biological Molecules (AS Ch. 4) 4.1. Mode of Action of Enzymes
1.2. Size of Specimens 2.2. Carbohydrates and Lipids 3.1. Fluid Mosaic Membranes 4.2. Factors that Affect Enzyme Action
1.3. Cells as the Basic Units of Living 2.3. Proteins and Water 3.2. Movement of Substances Into and
Organisms Out of Cells
1.4. Cell Structure and Organisation 3.3. Cell communication
Teacher support
Teacher Support (http://teachers.cie.org.uk) is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of
forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at
http://teachers.cie.org.uk. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org.
Resources
The resources for this syllabus, including textbooks endorsed by Cambridge, can be found at www.cie.org.uk and Teacher Support
http://teachers.cie.org.uk.
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality
assurance process. As such, all textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme
of work as they cover each learning objective.
Where other textbooks have shown to be useful for some learning objectives they are referred to by the first author. These include:
King T, Reiss M, Roberts M. Practical Advanced Biology. Nelson Thornes, 2nd Edition 2001. ISBN: 9780174483083
Siddiqui S. Comprehensive Practical Biology for A Level. Ferozsons, 1999. ISBN 9690015729
Bio Factsheets. Curriculum Press www.curriculum-press.co.uk
These cover a wide range of topics and are also useful for revision and extension work. Individual factsheets can be obtained, as can a
complete CD-ROM.
Biological Nomenclature, published by the Society of Biology (formerly the Institute of Biology).
This publication can be ordered by emailing the Education Department at the Society of Biology https://www.societyofbiology.org. The
symbols, signs and abbreviations used in examination papers follow these recommendations.
CD-ROM
Bioscope. Cambridge University Press. ISBN: 9781845650261
A simulation of a real microscope that includes a large number of botanical and zoological microscope slides at a range of magnifications,
accompanied by paper-based tasks. It can be used for whole class teaching via a whiteboard or data projector, or by individual students on
PCs.
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not
responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be
understood to be an endorsement of that website or the site's owners (or their products/services).
The particular website pages in the learning resource column of this scheme of work were selected when the scheme of work was produced.
Other aspects of the sites were not checked and only the particular resources are recommended.
Websites referred to in this scheme of work include:

http://www.ncbe.reading.ac.uk/ The National Centre for Biotechnology Education: protocols
and useful information
http://www.saps.org.uk/ Science and Plants for Schools: protocols
http://www.biology4all.com/resources_library/index.asp Biology 4all: wide range of resources and links to other useful
sites
http://www.s-cool.co.uk/alevel/biology.html S-cool: revision website
http://www2.estrellamountain.edu/faculty/farabee/BIOBK/BioBookTOC.html The Online Biology Book, hosted by Estrella Mountain
Community College
http://www.rothamsted.ac.uk/notebook/index.php?area=&page= The Molecular Biology Notebook
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/ Kimball’s Biology Pages (especially useful for teacher
reference)

http://www.cellsalive.com/ Cells Alive: covers a range of topics with straightforward
animations
http://www.worldofteaching.com/A-ZBiologypowerpoints.html PowerPoint presentations donated by teachers
http://www.ase.org.uk/resources/ Association for Science Education: educational resources
http://www.nuffieldfoundation.org/practical-biology Practical Biology: ideas and lesson plans
http://www.nationalstemcentre.org.uk/sciencepracticals The National Stem Centre provides many resources including
ideas for practical work
http://www.biology-resources.com For learners to revisit IGCSE topics
http://www.biologyjunction.com/ap_biology_animations.htm Links to websites with animations - many different topics
http://www.rsc.org/Education/Teachers/Resources/cfb/index.htm Royal Society of chemistry: Chemistry for biologists
https://www.societyofbiology.org/ The Society of biology

Unit 1: Cell Structure

Little prior knowledge is required but a basic knowledge of cell structure and practical knowledge of the light microscope would be helpful.
The ability to carry out simple mathematical calculations is required. Learners should understand kinetic theory
(http://www.chemguide.co.uk/physical/kt/basic.html is a good basic introduction). If Biological molecules, is taught after this unit, some
knowledge of lipids, proteins and carbohydrates is useful.
Context
This unit deals with topics that are fundamental to almost every area of study covered in the AS and A Level course. Cell structure, and the
functions of the various organelles, will reappear in numerous contexts. Learners should appreciate the key concept that cells are the basic
unit of life and that all living organisms are composed of one or more cells. Learners will need to be reminded, or taught, how to use a light
microscope. An understanding of how substances are transported across membranes is essential reference material for other topics in this
syllabus, especially those covering plant and animal physiology.
Outline
Early on, learners are introduced to the use of the microscope in cell studies, including use of the graticule and micrometer to measure cells.
Calculations of magnification and actual sizes are included in this unit. This unit covers the two fundamental types of cell, eukaryotic and
prokaryotic. Details of cell structure are studied, including the functions of organelles. The fluid mosaic model of membrane structure
highlights how membranes can fulfil their roles. The role of the membrane in cell signalling is introduced. The unit also covers the different
mechanisms that enable the movement of substances into and out of cells.
Teaching time
It is recommended that this whole unit should take approximately 20% of the course.

Sub
Learning Objectives Suggested Learning Activities Learning Resources
Unit
1.1.d explain and distinguish  Show images of both microscope types Online
between resolution and and agree more detail can be obtained http://www.biology4all.com/resources_library/details.asp?ResourceID=10
magnification, with about cells / cell structure using http://www.vcbio.science.ru.nl/en/virtuallessons/#fesemsimulatie
reference to light microscopes. (W) (Basic) http://www.biology.arizona.edu/cell_bio/tutorials/cells/cells2.html
microscopy and electron  Agree the meaning of magnification – http://zeiss-campus.magnet.fsu.edu/articles/basics/index.html
microscopy learners write a worded version and link
this later to the formula used in 1.1.c. Textbooks/Publications
Key concepts Explain how the overall magnification is King p.39-41
Observation and obtained (eyepiece x objective lens). Bio Factsheet 75: Microscopes and their uses in Biology
experiment (W) (Basic)
 Introduce resolution, explaining why the Past Papers
resolution of electron microscopes is Paper 21, June 2012, Q2 (a)
much higher than that of light Paper 22, June 2013, Q2 (b)
microscopes (only enough detail of the Paper 22, Nov 2012, Q1 (a)
workings of each to help understanding
of resolution). (W) (Basic)
(Challenging)
o Explain that detail smaller than
200nm (approximately half the
wavelength of light) cannot be
resolved by the light microscope.
(W) (Challenging)
 Explain that increasing magnification is
only desirable up to the limit of
resolution, e.g. up to approx. x 1000 for
the light microscope (electron
microscopes vary considerably).
 Compare the TEM and SEM (no details
of working required) and the
micrographs produced, so learners see
the difference between, and usefulness
of, both.
 Learners suggest advantages and
disadvantages of the two types of
microscope. (G) (Basic)
 Learners observe a range of
photomicrographs and electron

micrographs and explain which type of
microscope was used to produce the
image. If these have a mixture of
magnifications and scale bars on them,
they can be used in 1.1.e. (G) (P)
(Basic)
1.1.a compare the structure of  Practical: learning how to use the light Online
typical animal and plant microscope. (I) (Basic) (Challenging) http://www.biology4all.com/resources_library/details.asp?ResourceID=10
cells by making
 Brainstorm knowledge of the plant cell
temporary preparations Textbooks/Publications
of live material and using structure and animal cell structure and Siddiqui p.28-29
photomicrographs discuss cells as the units of life. (W)
(Basic)
Key concepts  Learners construct a comparison table,
Cells as the units of generalised animal cell v generalised
life,
Observation and plant cell, the first row containing
experiment simple labelled diagrams. (I) (Basic)
(Challenging)
 Practical: learners make a temporary
preparation, check and give comments
on technique and slides made of peers.
(I) (Basic) (Challenging)
 Discuss the slides and compare with
the constructed table (links to the ideas
in 1.1.d). (W) (Basic)
Note
 This may be combined with 1.1.c and
1.1.e.
 Diagram-drawing skills may be
introduced here.
1.1.c use an eyepiece  Revise the units of length commonly Practical booklet 1
graticule and stage used during the course (see 1.1.c) with CD-ROM
micrometer scale to the metre (meter US) as the SI unit of Bioscope – teaching and learning tool for the skills required to use a
measure cells and be length. graticule and stage micrometer successfully.
familiar with units o Learners to perform conversions
(millimetre, micrometre, between nm, m, mm and m. (W) Online
nanometre) used in cell (Basic) http://learn.genetics.utah.edu/content/cells/scale/

studies  Explain how to use a stage micrometer http://www.biology4all.com/resources_library/details.asp?ResourceID=10
to calibrate an eyepiece graticule. (W) http://www.vcbio.science.ru.nl/en/virtuallessons/#fesemsimulatie
Key concepts (Challenging) http://www.biology.arizona.edu/cell_bio/tutorials/cells/cells2.html
Cells as the units of life, o Practical booklet 1 is designed to http://zeiss-campus.magnet.fsu.edu/articles/basics/index.html
Observation and develop the skills required by
experiment learners (see Teacher’s practical Textbooks/Publications
notes) when measuring using an King p.20-22
eyepiece graticule and a stage Siddiqui p.42-43
micrometer.
o If learners always use the same Past Papers
microscope, then they can calibrate Paper 31, Nov 2012, Q2 (b)(c)
once only for each objective lens, Paper 33, Nov 2012, Q2 (b)
and keep a record of it. (I) Paper 35, Nov 2012, Q2 (b)
(Challenging) Paper 12, Nov 2011, Q5
o Learners use the Bioscope to learn
the principles of use. (I)
(Challenging)
 Learners use their calibrated eyepieces
to measure a range of microscopic
specimens, choosing one specimen to
draw (see 1.1.a). (I) (Basic)
(Challenging)
o Learners measure the actual length
of a part of a specimen on the slide
and by measuring the length drawn
on their diagram, they can calculate
the linear magnification of their
drawing. (I) (Basic)
Note
 Discourage measuring in cm as many
forget to multiply by 10 to convert to
mm before converting to m.
 The eyepiece graticules can be fitted
permanently into the eyepiece of the
microscope.
 Inexpensive stage micrometer scale
kits and eyepiece graticules can be

obtained from the Cambridge
publications catalogue
www.cie.org.uk/cambridge-
for/teachers/order-publications
1.1.b calculate the linear  Hold up an apple, then drawings of the Past Papers
magnifications of apple: at the same size = magnification Paper 22, June 2011, Q4 (b)
drawings, Paper 21, June 2011, Q1 (a)
x 1; double the size = x 2; half the size =
photomicrographs and Paper 23, Nov 2011, Q1 (a)
electron micrographs x 0.5. Discuss the mental calculation Paper 31, June 2011, Q2 (c)
learners have made to get the right
Key concepts answer.
Observation and o magnification = image size / actual
experiment size. (Group) (Basic)
 Explain how to use scale bars to
calculate magnification, emphasising
that learners should measure the scale
bar length and not the image. (W)
(Challenging)
 Learners complete a worksheet
prepared by you with images of varying
stated length (nm to mm) and with
scale bars only. Use copyright-free
images to prepare the worksheet (e.g.
Wikipedia). (P) (I) (Basic) (Challenging)
1.1.e calculate actual sizes of  Discuss how the actual sizes can be Online
specimens from calculated using the rearranged http://www.cellsalive.com/howbig.htm
drawings,
formula to calculate magnifications.
photomicrographs and Past Papers
electron micrographs (W) (Basic) Paper 21, Nov 2011, Q5 (a)
o Explain also how to use scale bars
Key concepts to calculate actual sizes. (W) (Basic)
Observation and o Learners calculate actual sizes from
experiment diagrams and the
photomicrographs and electron
micrographs from 1.1.d using the
given scale bar or magnification. (P)
(I) (Basic) (Challenging)
 Learners tackle worksheets prepared
by you with exam-style (differentiated)
questions to calculate actual sizes and
magnifications (use past papers). (I) (H)
(F) (Basic) (Challenging)
1.2.b recognise the following  Interactive session using diagrams and Online
cell structures and electron micrographs: agree http://www.biologie.uni-hamburg.de/b-
outline their functions: online/library/falk/CellStructure/cellStructure.htm
descriptions of the cell structures and
 cell surface membrane http://publications.nigms.nih.gov/insidethecell/chapter1.html
discuss their functions. http://www.cellsalive.com/cells/cell_model.htm
 nucleus, nuclear o With reference to plant and animal http://learn.genetics.utah.edu/content/cells/insideacell/
envelope and
cells, introduce the terms http://www.bscb.org/?url=softcell/index
nucleolus http://cellpics.cimr.cam.ac.uk/
eukaryote and eukaryotic,
 rough endoplasmic http://library.med.utah.edu/WebPath/HISTHTML/EM/EM006.html
explaining the meaning of ‘true
reticulum http://www.rothamsted.bbsrc.ac.uk/notebook/index.html
nucleus’. (W) (Basic)
 smooth endoplasmic
 Provide an overview of how different Textbooks/Publications
reticulum
cell structures are linked, e.g. outline Bio Factsheet 4: Structure to function in eukaryotic cells.
 Golgi body (Golgi sequence of events in protein
apparatus or Golgi production and secretion. (W) (Basic) Past Papers
complex) Paper 22, Nov 2011, Q6 (a)
 Learners identify particular cell
 mitochondria structures and state their function
Paper 21, June 2012, Q2 (b)(c)(e)
(including small using electron micrographs and
circular DNA) photomicrographs, at various
 ribosomes (80S in the magnifications. Include examples of
cytoplasm and 70S in both plant and animal cells (names of
chloroplasts and cell types not required). (G) (P) (I)
mitochondria) (Basic) (Challenging)
 lysosomes  Learners label the cell structures on
 centrioles and diagrams drawn from electron
microtubules micrographs of both plant cell and
 chloroplasts (including animal cells, and annotate each with a
small circular DNA) function. (F)
 cell wall Note
 plasmodesmata  Learners should understand (no
 large permanent definition required) that an organelle is

vacuole and tonoplast a structure within a cell that has a
of plant cells function.
 Discuss the idea of the advantages of
Key concepts cellular compartments.
Cells as the units of
 For mitochondria and chloroplasts see
life,
Biochemical processes, also 1.2.c.
DNA, the molecule of
heredity
1.2.c state that ATP is  Extend 1.2.b so learners know that ATP Online
produced in is produced: in chloroplasts as a result http://www.biologyinmotion.com/atp/index.html
mitochondria and
of the absorption of light; in
chloroplasts and Textbooks/Publications
outline the role of ATP mitochondria in aerobic respiration. Bio Factsheet 129: ATP–what it is, what it does.
in cells (W) (Basic)
 Discuss why a cell needs energy and
Key concepts the need for energy transfers within a
Biochemical processes cell. (W) (Basic)
o Explain that ATP is the molecule
used for these transfers and is
described as the universal energy
currency of the cell.
o Stress that ATP is not a form of
energy but that energy is released
when ATP is hydrolysed and this
energy can be used by the cell.
Note
 This sets the scene for other learning
objectives, e.g. 4.2.a, 12.1.a, 12.1.b,
13.1.f, 13.1.h and 15.1e, so do not be
tempted to give too many details at
this stage.
1.2.a describe and interpret  Emphasise that although cells are the Online
electron micrographs and basic unit of life, they can have http://micro.magnet.fsu.edu/primer/techniques/contrast.html
drawings of typical http://www.uni-
different structures depending on their
animal and plant cells as mainz.de/FB/Medizin/Anatomie/workshop/EM/EMAtlas.html
seen with the electron function. (W) (Basic) http://learn.genetics.utah.edu/content/cells/insideacell/

microscope  State that membranes range from
approximately 5-9 nm thick and allow Past Papers
Key concepts Paper 21, June 2012, Q2
learners to explain that the boundary
Cells as the units of life Paper 22, Nov 2012, Q1 (b)
of the cell /nucleus is only seen with
the light microscope because of the
contrast (membranes are not visible).
(W) (Challenging)
o Learners volunteer that detail such
as membranes are visible using the
electron microscope. (W) (Basic)
 From electron micrographs of different
cell types, learners can identify:
o whether plant or animal, stating
the features that enabled the
choice,
o all the cell structures seen, adding
labels and annotations.
(P) (I) (H) (F) (Basic) (Challenging)
 Extension activity: learners compare
electron micrograph images and
drawings with those obtained with the
light microscope. (P) (I) (Basic)
(Challenging)
o Learners construct a descriptive list
of the additional features seen. (G)
(P) (Basic)
1.2.d outline key structural  Short answer test to revise plant and Online
features of typical animal cell structural details. (F) http://www.cellsalive.com/cells/bactcell.htm
prokaryotic cells as seen http://www.ucmp.berkeley.edu/bacteria/bacteria.html
 Linking to the key concept of cells as
in a typical bacterium
(including: unicellular, 1- the units of life, explain to learners that Textbooks/Publications
5m diameter, there are two fundamental types of Bio Factsheet 73: The prokaryotic cell
peptidoglycan cell walls, cell: eukaryotic and prokaryotic.
lack of organelles o Explain how the term ‘prokaryotic’ Past Papers
surrounded by double arose. Paper 22, June 2011, Q4

membranes, naked o Discuss how the single cell Paper 23, Nov 2011, Q1
circular DNA, 70S comprising a unicellular organism
ribosomes)
will exhibit all the characteristics
Key concept that define life. (W) (Basic)
Cells as the units of life  Build up a typical bacterial cell
(example of a prokaryote) by
introducing each key structural feature
in turn (e.g. overhead transparency
overlays/PowerPoint slides). (W)
(Basic)
 From 1.2.b, learners suggest functions
of prokaryotic structures. (I)
(Challenging)
 Learners label a diagram, or draw a
labelled diagram, of a typical bacterium
/ prokaryote. (I) (Basic) (Challenging)
 Annotate the diagram with an outline
function. (H) (Basic)
Note
 Reference could be made to the
bacteria responsible for cholera and TB
(see Unit 5).
 Archaea as prokaryotes are covered in
Unit 7.
 You could mention (to prepare for Unit
7), the kingdom Prokaryotae and the
four eukaryotic kingdoms, Fungi,
Protoctista, Plantae and Animalia.
1.2.e compare and contrast  Learners examine photomicrographs, Online
the structure of typical electron micrographs and diagrams of http://www.biology4all.com/resources_library/details.asp?ResourceID=52
prokaryotic cells with
typical prokaryotic and eukaryotic cells.
typical eukaryotic cells Textbooks/Publications
(reference to (G) (Basic) Bio Factsheet 107: Answering exam questions – cells
mesosomes should not o Learners discuss the major
be included) differences between the two cell Past Papers

types. (G) (Basic) Paper 23, Nov 2011, Q1 (b)
Key concepts o Learners give a bullet-point list of
Cells as the units of life
similarities and construct a table of
differences. (I) (Challenging)
Note
 Mention to learners that mesosomes
(in many textbooks) are now
considered to be artefacts from
preparation for electron microscopy.
1.2.f outline the key features  Outlining the key features of viruses for Past Papers
of viruses as non-cellular learners to produce annotated Paper 21, June 2012, Q6 (c)
structures (limited to
diagrams. (W) (I) (Basic)
protein coat and
DNA/RNA)  Learners investigate a range of viruses.
(H)
Key concepts o A follow-up discussion/debate
Cells as the units of life, about viruses as complex entities
Biochemical processes, that do not fit the cell theory of life
DNA, the molecule of
heredity (also applies understanding of the
key concept of cells as the units of
life – are viruses living organisms?).
(W) (Challenging)
Note
 Mention that some viruses have an
additional outer envelope similar in
nature to a cell surface membrane
(preparation for HIV in Unit 5).

Unit 2: Biological Molecules

Learners will need some background knowledge in chemistry before embarking on this unit. They should understand the terms atom,
molecule, electron and ion. They should also have a basic understanding of covalent and ionic bonding, and of molecular and structural
formulae. They should be able to write and understand simple chemical equations. Some knowledge of energy changes (potential energy
and bond energy) would be helpful.
http://www.rsc.org/Education/Teachers/Resources/cfb/basicchemistry.htm is a good starting point for learners to revise their knowledge of
chemistry.
http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page1.html this also covers basic chemistry for biologists.
Context
This unit provides essential reference material for learners when studying all future units in their Cambridge International AS and A Level
course. Knowledge of how the structure and properties of biological molecules are related to their functions in cells and in organisms is
fundamental to an understanding of many areas of biology. The molecule of heredity, DNA, is a key concept. Cells can be visualised as
structural units requiring biological molecules and as dynamic units carrying out biochemical processes. Cells carry out biochemical
processes, a key concept, and enzymes catalyse biological reactions. A thorough understanding of enzyme function can be applied to
studying processes such as:
• DNA replication and protein synthesis in The role of DNA in the mitotic cell cycle;
• the carriage of carbon dioxide in Transport and gas exchange;
• gene technology in Molecular biology and gene technology;
• respiration in Respiration;
• photosynthesis in Plant physiology and biochemistry.
As part of biotechnology, enzymes are used commercially in a range of applications, with many of these using immobilised enzymes for a
more efficient process.
Outline

This unit introduces learners to the biological molecules that are required by cells for both structural purposes and physiological processes.
The main groups of organic biochemicals, carbohydrates, lipids, proteins and nucleic acids, are studied. For carbohydrates, lipids and
proteins, there is an emphasis on the relationship between molecular structure, properties and functions in living organisms. Learners study
the structure of nucleic acids and discuss DNA as the ideal molecule of inheritance in preparation for Unit 3, The role of DNA in the mitotic
cell cycle. Learning objective 2.3.d introduces the concepts of hydrogen bonding and solubility and considers the roles of water in living
organisms. This unit builds on knowledge of protein structure in describing and explaining enzyme activity. The mode of action of enzymes
and factors that affect enzyme action, including inhibitors, is covered. Learners are introduced to some basic enzyme kinetics. There are
many opportunities to carry out practical work, where learning can be reinforced and individual and class results can be analysed. The last
section of the unit considers the differences between enzymes free in solution and immobilised enzymes.
Teaching time
Sub Learning
Suggested Learning Activities Learning Resources
Unit Objectives
2.3.d explain how  Discussion / brainstorm: the importance of water to the life of Online
hydrogen a cell, including hydrogen bonding and as a solvent in http://faculty.fmcc.edu/mcdarby/majors101book/chapter_0
bonding occurs biological systems (e.g. blood, phloem sap, 3-chemistry/03-Water_Properties.htm
between water cytosol/cytoplasm). (I) (Basic). http://www.rsc.org/Education/Teachers/Resources/cfb/wat
molecules and  Learners make notes, including the following: er.htm
relate the o Draw and describe hydrogen bonding between water http://www.worldofmolecules.com/solvents/water.htm
properties of molecules. (I) (Basic)
water to its roles o Make links between hydrogen bonding and the cohesive Textbooks/Publications
in living nature of water molecules. (I) (Basic) Bio Factsheet 30: The biological importance of water.
organisms o Explain the link between hydrogen bonding and Bio Factsheet 78: Chemical bonding in biological
(limited to  the high specific heat capacity of water molecules
solvent action,  the high latent heat of vapourisation of water. (I)
specific heat (Challenging)
capacity and o Research examples to show the relationship between the
latent heat of
properties of water and its roles in organisms. (I)
vapourisation)
(Challenging)
 Discuss the concept of polar / non-polar and the solubility or
Key concepts
otherwise of the biological molecules in this unit. (W) (Basic)
Cells as the units
Note
of life,
 Ensure learners can use the following terms:

Biochemical hydrophilic hydrophobic
processes, polar non-polar
Organisms in charged / ionic uncharged / non-ionic
their environment water soluble water-insoluble
lipid insoluble lipid soluble
2.2.b define the terms  Learners write definitions for macromolecule, monomer and Online
monomer, polymer and consolidate. (W) (Basic) http://www.rsc.org/Education/Teachers/Resources/cfb/car
polymer, o Match the terms with relevant examples (include an bohydrates.htm
macromolecule, introduction of DNA and RNA nucleotides).
monosaccharide, o Discuss why lipids do not have monomers. Textbooks/Publications
disaccharide and o Construct a simple table (complete bond names later). Bio Factsheet 78: Chemical bonding in biological
polysaccharide molecules
type of organic monomer polymer name
macromolecule of bond
Key concepts
carbohydrate monosaccharide polysacc
Biochemical
haride
processes,
protein amino acid polypept
DNA, the
ide
molecule of
heredity nucleic acid DNA nucleotide polynucl
RNA nucleotide eotide
lipid - -
 Further discussion (W) (Basic)

o The macromolecules are based on a skeleton of carbon
atoms (‘life is based on carbon'), which can form strong
bonds with other atoms.
o Of the wide range of organic compounds formed, some
provide energy for the cell.
 Introduce the terms condensation and hydrolysis by
discussing the synthesis and breakdown of polymers. (W)
(Basic)
 Brainstorm some carbohydrates and agree whether
monosaccharide, disaccharide or polysaccharide (W) (Basic)
o Learners make notes on: monosaccharides, using the
terms triose, pentose and hexose (glucose, galactose and
fructose as e.g. of hexoses); disaccharides (lactose,
maltose, sucrose and cellobiose), giving their constituent
monosaccharides). (I) (Basic)
Note
 Useful terms for later:

o pentose - nucleotide and nucleic acid structure in this unit,
o hexose for respiration and photosynthesis.
2.2.a describe the ring  Provide details of the molecular structure of glucose (see Online
forms of 2.2.b) which, in solution, is mainly in ring form (W) (Basic) http://www.biologie.uni-hamburg.de/b-online/e17/17.htm
α-glucose and β- o Show learners how to use a logical sequence to build up http://www.rsc.org/Education/Teachers/Resources/cfb/car
glucose the ring form of the α-glucose molecule and number the bohydrates.htm#2
carbon atoms. Learners practise then draw the molecule
Key concepts from memory. (I) (Challenging) Past Papers
Biochemical o Learners complete a range of incomplete diagrams Paper 22, Nov 2011, Q4 (a)
processes prepared by you, e.g. by adding the -OH and -H groups.
(F)
o Progress learners to be able to identify and draw a
α-glucose molecule. (I) (Basic)
 Learners make molecular models of α and β forms of glucose
using plastic sphere / bond models or drinking straw models.
(P) (Challenging)
 Explain that knowledge of the α and β forms of glucose will
help understanding of disaccharide and polysaccharide
structures and properties. (W) (Basic)
2.2.c describe the  Outline how a glycosidic bond is formed to produce a Past Papers
formation of a disaccharide by a condensation reaction (no details yet of Paper 22, Nov 2011, Q4 (b)
glycosidic bond molecular structure). (W) (Basic)
by condensation,  Learners draw the formation of an α, 1-4 glycosidic bond and Textbooks/Publications
with reference add the name of the bond to their table from 2.2.b. (I) Bio Factsheet 78: Chemical bonding in biological
both to (Challenging) molecules
polysaccharides  Work through the formation of a α, 1-4 glycosidic bond (to
and to form cellobiose). (W) (Challenging)
disaccharides,  Tell learners that the glucose monomer of sucrose is -
including sucrose glucose and ask them to use a molecular diagram of a
sucrose molecule to work out the structure of a fructose
Key concepts molecule (no need to memorise this). (W) (Challenging)
Biochemical  Learners use the α-glucose models previously constructed to
processes form a glycosidic bond. (P) (I) (Basic)
o Produce a section of a polysaccharide, e.g. from an
amylose or cellulose molecule. (G) (P) (I) (Challenging)
Note
 Maltose is formed in nature from degradation reactions (i.e.
breakdown) of starch, so focus the activity on the concept of
a condensation reaction to build up a macromolecule and the

formation of a glycosidic bond. The ‘formation’ of maltose
illustrates the principle of glycosidic bond formation by a
condensation reaction.
2.1.a carry out tests for Only the first part of this learning objective is included here: Practical booklet 2
(i) reducing sugars carry out tests for reducing sugars and non-reducing sugars,
and non- and the iodine in potassium iodide solution test for starch to Online
reducing sugars, identify the contents of solutions http://www.mrothery.co.uk/bio_web_prac/practicals/2Food
the iodine in  Discuss the tests and explain they are useful to identify %20Tests.doc
potassium iodide biochemicals in a range of plant and animal material. (W) http://www.mrothery.co.uk/module1/Mod
solution test for (Basic) %201%20techniques.htm
starch, the o Learners should describe the biochemical tests (‘food http://www.biotopics.co.uk/nutrition/footes.html
emulsion test for tests’ is a less helpful term) and the results obtained,
lipids and the giving conclusions. (W) (Basic) Textbooks/Publications
biuret test for  Practical work: carrying out the Benedict's test for reducing King p.19-22
proteins to sugars. Siddiqui p.56-60
identify the o Explain that a negative test does not mean an absence of Bio Factsheet 173: How to identify foods: Food Tests and
contents of carbohydrate. (I) (Basic) Chromatography
solutions o Learners test substances that will give positive results
(e.g. glucose/fructose/ maltose/lactose solution) and
Key concepts negative results (e.g. sucrose solution, water,
Biochemical protein/starch suspension, vegetable oil). (I) (Basic)
processes, o Learners test natural liquefied biological materials (e.g.
Observation and
fruits, tubers) and liquefied foods from the diet. (I) (Basic)
experiment
(Challenging)
o Learners test a thin section of fruit placed on a
microscope slide (add a few drops of Benedict’s and heat
over a spirit burner – use forceps): use a microscope to
observe colour changes. (P) (I) (Challenging)
 Discuss the negative result for reducing sugar with sucrose
and explain that hot acid is used to hydrolyse sucrose, but
neutralisation is required before adding Benedict’s. (W)
(Basic)
 Practical work carrying out the test for a non-reducing sugar,
where learners use fresh samples of each of the substances
that gave ‘negative’ results for the reducing sugar test. (I)
(Basic)
 Practical work to consolidate reducing sugars and non-
reducing sugar tests.
o Learners identify which unmarked solution is: glucose;

sucrose; a mixture of both glucose and sucrose. (I)
(Basic)
o Extend this (excess of Benedict’s solution) to filtering the
precipitates for comparison and using a colorimeter (if
available) to compare filtrates. (P) (I) (Challenging)
 Practical work to test for starch in a range of different types of
starch (suspensions) and food substances using iodine in
potassium iodide solution. Learners see a range of blue-black
colours obtained (owing to the differing proportions of
amylose to amylopectin). (I) (Basic)
 Practical booklet 2 can be carried out after this stage. See
the Teacher’s practical notes regarding the development of
certain skills for Paper 3.
Note
 Remind learners to control variables.
 AR (analytical reagent) sucrose is preferred to LR (laboratory
reagent) sucrose (preferred to cane sugar) for the non-
reducing sugar test (if cane sugar is used, explain that it will
contain impurities and may give a slight positive Benedict’s
test results).
2.1.b carry out a semi-  Practical work: learners practise, and get a visual impression Practical booklet 2
quantitative of, diluting a coloured liquid, using water, to set
Benedict’s test concentrations. (I) (Basic) Online
on a reducing  Practical work: learners prepare glucose solutions of known http://www.saps.org.uk/secondary/teaching-
sugar using concentration and then carry out the Benedict's test, resources/103-estimating-glucose-concentration-in-
dilution, recording the time taken for the first indication of colour solution
standardising the change and to obtain colour standards. (I) (Basic)
test and using o Follow-up with a semi-quantitative analysis, comparing
the results time taken and colour/colour depth to determine the
(colour standards approximate concentration of an unknown solution. (I)
or time to first (Challenging)
colour change) to o Evaluate the test with learners and ask for ideas of other
estimate the semi-quantitative tests (e.g. allow precipitate to settle, dry
concentration and weigh). (W) (Challenging)
 Practical booklet 2 can be carried out after this stage. See
Key concepts the Teacher’s practical notes regarding the development of
Biochemical certain skills for Paper 3.
processes,
Observation and
experiment

2.2.d describe the  Explain how a glycosidic bond can be broken by hydrolysis, Online
breakage of referring to monomers and monosaccharides. (W) (Basic) http://www.rsc.org/Education/Teachers/Resources/cfb/car
glycosidic bonds  Learners draw diagrams of the breakage of glycosidic bonds bohydrates.htm#2
in (by hydrolysis) of maltose and sucrose. (I) (Challenging)
polysaccharides o Add annotations to explain the ideas behind the non-
and reducing sugar test. (I) (Basic)
disaccharides by o Use the models of disaccharides previously constructed
hydrolysis, with to demonstrate the breakage of a glycosidic bond. (P) (I)
reference to the (Basic)
non-reducing o Extension activity: using molecular diagrams of galactose,
sugar test lactose and cellobiose, learners draw diagrams or
construct models to show the breakdown of lactose and
Key concepts cellobiose. (P) (I) (Challenging)
Biochemical Note
processes,  Learners should describe the breakage of the glycosidic bond
Observation and in sucrose when explaining non-reducing sugar test results
experiment (see 2.1.a)
2.2.e describe the  Use the molecular models to show short sections of amylose Online
molecular and amylopectin (or strings of beads on wire) and discuss http://www.rpi.edu/dept/bcbp/molbiochem/MBWeb/mb1/pa
structure of glycogen structure. (G) (Basic) rt2/sugar.htm
polysaccharides  Learners describe the difference between the structures http://www.calfnotes.com/pdffiles/CN102.pdf
including starch (include bonds formed) and highlight the idea of ‘structure to
(amylose and function ‘. Textbooks/Publications
amylopectin), o More compact structures for storage linked to the coiling Bio Factsheet 39: Carbohydrates: revision summary
glycogen and effect (amylose) and branching (amylopectin). Bio Factsheet 174: The structure and function of
cellulose and o Branching of amylopectin and glycogen provides large polysaccharides
relate these number of ‘ends’ to attach /detach glucose units. (I)
structures to their (Basic) Past Papers
functions in living  Demonstrate (molecular model / animation) how a straight Paper 21, June 2011, Q5
organisms chain is produced when forming polysaccharides with Paper 22, Nov 2012, Q1 (d)
alternate β-glucose residues that rotate by 180°.(W) (Basic)
Key concepts  Emphasise the structure to function of cellulose is different to
Cells as the units that of the cell wall. (W) (Basic)
of life,
 Discuss the role of cellulose, then learners produce
Biochemical
explanatory notes with diagrams of how straight parallel
processes
chains are useful for structural purposes and how hydrogen
bonding (2.3.d) allows parallel cellulose molecules to form
fibrils (links to cell wall structure). (I) (Challenging)
 Learners complete a gap-filling worksheet prepared by you to

serve as a summary of the main learning points for
carbohydrates. (F)
2.2.f describe the  Draw the general formula for a fatty acid. Online
molecular o Explain that it is a carboxylic acid and outline -COOH as http://www.biotopics.co.uk/as/lipidcondensation.html
structure of a the carboxyl group. http://www.chemguide.co.uk/organicprops/esters/backgro
triglyceride with o Explain R is a hydrocarbon chain, and extend this to und.html
reference to the explain saturated or unsaturated fatty acids. (W) (Basic)
formation of  Draw the molecular structure of glycerol and state that a Textbooks/Publications
ester bonds and triglyceride is produced with the attachment of three fatty Bio Factsheet 42: The structure and function of lipids.
relate the acids in condensation reactions. (W) (Basic) Bio Factsheet 74: The structure and biological functions of
structure of o With prompting, learners work out how ester bonds form lipids.
triglycerides to and add the name of the bond to their table of 2.2.b. (I) Bio Factsheet 78: Chemical bonding in biological
their functions in (Challenging) molecules
living organisms  Learners make simple paper cut-out models of triglycerides to
Past Papers
illustrate the absence of polar groups and show the non-polar
Key concepts Paper 21, June 2011, Q5
exposed fatty acids (so not soluble when in contact with
Cells as the units Paper 22, June 2011, Q5 (a)(b)(i)
watery liquids). (W) (Basic)
of life, Paper 22, Nov 2011, Q4 (b)
 Learners describe evidence that makes triglycerides good
Biochemical
energy stores (many C-C bonds; highly reduced so energy
processes
can be released by oxidation; insoluble in water so can be
localised in the organism). (G) (P) (I) (Challenging)
2.2.g describe the  Learners label a printed diagram showing the structure of a Textbooks/Publications
structure of a phospholipid molecule and discuss how the presence of polar Bio Factsheet 152: Phospholipids
phospholipid and groups relates to phospholipid behaviour when in contact with
relate the watery liquids. (W) (Basic) Past Papers
structure of  Discuss the function of phospholipids in forming the bulk of Paper 21, June 2011, Q5
phospholipids to structure of cell membranes, forming bilayers. (W) (Basic) Paper 22, June 2011, Q5 (a)(b)(i)(ii) (c)(d)
their functions in  Learners do research to find out that: there are many different Paper 22, Nov 2011, Q4 (b)
living organisms fatty acids and phospholipids; some phospholipids have a
nitrogen-containing (choline) portion. (H) (Basic)
Key concepts (Challenging)
Cells as the units
of life,
Biochemical
processes
2.1.a carry out tests for Only the second part of this learning objective is included here: Practical booklet 2
(ii) reducing sugars carry out tests emulsion test for lipids to identify the contents of
and non- solutions Online
reducing sugars,  Practical work, testing for lipids using the (ethanol) emulsion http://www.mrothery.co.uk/bio_web_prac/practicals/2Food

the iodine in test. %20Tests.doc
potassium iodide o Test vegetable oil and yellow-dyed water. (I) (Basic) http://www.mrothery.co.uk/module1/Mod
solution test for o Test crushed fruits and seeds. (I) (Basic) %201%20techniques.htm
starch, the  Practical booklet 2 is designed to be carried out after http://www.biotopics.co.uk/nutrition/footes.html
emulsion test for learners have used the emulsion test as described above.
lipids and the Note Textbooks/Publications
biuret test for  Ensure learners understand that lipids include triglycerides King p.19-22
proteins to (fats and oils). Siddiqui p.56-60
identify the Bio Factsheet 173: How to identify foods: Food Tests and
contents of Chromatography
solutions
Key concepts
Biochemical
processes,
Observation and
experiment
2.1.a carry out tests for Only the third part of this learning objective is included here: Practical booklet 2
(iii) reducing sugars carry out tests biuret test for proteins to identify the contents of
and non- solutions. Online
reducing sugars,  Practical work, testing for proteins using the biuret test on a http://www.mrothery.co.uk/bio_web_prac/practicals/2Food
the iodine in solution of egg white, skimmed milk, chicken or tofu and %20Tests.doc
potassium iodide water. (I) (Basic) http://www.mrothery.co.uk/module1/Mod
solution test for  Extension practical using a semi-quantitative biuret test: %201%20techniques.htm
starch, the learners prepare a set of standard solutions and compare the http://www.biotopics.co.uk/nutrition/footes.html
emulsion test for intensity of colour obtained of an unknown with the standards
lipids and the (control variables). (P) (I) (Challenging) Textbooks/Publications
biuret test for  Practical booklet 2 is designed to be carried out after King p.19-22
proteins to learners have used the biuret test as described above. Siddiqui p.56-60
solutions
Key concepts
Biochemical
processes,
Observation and
experiment
2.3.a describe the  Familiarise learners with the names of the 20 amino acids Online
structure of an (encoded by the genetic code) and their three-letter http://www.biotopics.co.uk/as/aa.html

amino acid and shortened version from labelled diagrams. http://www.worldofmolecules.com/life/
the formation  Learners write out the general formula of an amino acid, and
and breakage of on the diagrams use a colour code to identify the: R group; Textbooks/Publications
a peptide bond part common to them all; amine group; carboxylic acid group. Bio Factsheet 78: Chemical bonding in biological
(W) (I) (Challenging) molecules
Key concepts o Learners make notes to show understanding that the Bio Factsheet 80: Structure and biological functions of
Biochemical ‘side-chain’ or R (residual) group can take different forms proteins
processes and that the amino acids can be grouped according to the
properties of their R-group. (I) (Basic) Past Papers
 Learners draw simple diagrams of: peptide bond formation Paper 21, June 2011, Q5
(choose two amino acids from their diagram sheet) by Paper 22, Nov 2011, Q4 (b)
condensation (add the name of the bond to their table of
2.3.b); hydrolysis of the dipeptide. (I) (Challenging)
 Discuss how a series of condensation reactions leads to the
formation of a polypeptide. (W) (Basic)
Note
 The names and structures of the amino acids are not required
learning.
 Learners could be introduced to the one-letter abbreviations
(useful for Unit 8).
2.3.b explain the  Learners write down their own polypeptide, 25 amino acids Online
meaning of the long (choose from the sheet of 2.3.a) using encircled three- http://www.pdb.org/pdb/home/home.do
terms primary letter abbreviations and share with the rest of the group to http://www.biology.arizona.edu/biochemistry/tutorials/che
structure, highlight how an enormous number of different polypeptides mistry/page2.html
secondary can be obtained. Discuss the term primary structure. (W) (I)
structure, tertiary (Basic) Past Papers
structure and  Make links forward to the roles of cell structures in protein Paper 21, Nov 2011, Q3 (a)
quaternary synthesis to fold / further modify the polypeptide chain. (W)
structure of (Basic)
proteins and  Expand knowledge of hydrogen bonding (from 2.3.d) and
describe the 2.2.e) with an explanation of secondary structure. (W) (Basic)
types of bonding  Learners suggest what will hold the chain in place to form a
(hydrogen, ionic, specific 3-D structure before discussing tertiary structure. (W)
disulfide and (Basic) (Challenging)
hydrophobic o Include interactions between R groups and the different
interactions) that types of bonding. (W) (Basic)
hold these o Give a simple definition of quaternary structure. (W)
molecules in (Basic)
shape o Discuss how the loss of tertiary (and quaternary where it

Key concepts exists) results in the loss of function of the protein. (W)
Biochemical (Basic)
processes o Learners make notes on levels of organisation to highlight
the relationship between the structures and role of
bonding in determining shape /stability. (I) (Challenging)
Note
 For quaternary structure learners should know that this is a
protein composed of more than one polypeptide chain –
details of the association between chains is not required.
 Do not allow learners to think that proteins with quaternary
structure must be composed of four polypeptides.
2.3.c describe the  Show diagrams/images of globular and fibrous proteins to Online
molecular learners for them to describe, and then discuss their features http://en.wikipedia.org/wiki/Hemoglobin
structure of (include solubility) and overall roles (e.g. mainly metabolically http://www.pdb.org/pdb/101/motm.do?
haemoglobin as active versus mainly structural). Discuss the fact that many momID=4&evtc=Suggest&evta=Moleculeof%20the
an example of a fibrous proteins show little or no tertiary structure. (W) (G) (P) %20Month&evtl=TopBar
globular protein, (I) (Basic) (Challenging)
and of collagen  Display a diagram / image of haemoglobin for learners to
as an example of identify the features of a globular protein and consolidate Textbooks/Publications
a fibrous protein knowledge of levels of protein structure. (W) (Basic) Bio Factsheet 175: Haemoglobin: structure & function
and relate these (Challenging)
structures to their o Give details of haem and explain the idea of a prosthetic Past Papers
functions (The group. (W) (Basic). Paper 22, June 2011, Q3 (c)
importance of o Notes made or construct a spider diagram / concept map Paper 21, Nov 2011, Q3 (c)
iron in the relating haemoglobin structure to function. (I)
haemoglobin (Challenging)
molecule should  With textbook/internet research, learners make bullet-pointed
be emphasised. notes on collagen structure (include the difference between a
A haemoglobin molecule and a fibre), linking to its function (including role in
molecule is blood vessel structure). (W) (I) (Basic)
composed of two  Learners construct a comparison table showing the
alpha (α) chains similarities and differences between haemoglobin and
and two beta (β) collagen. (F)
chains, although
 Compile a set of multiple choice questions from past papers
when describing
for learners to complete. (F)
the chains the
Note
terms α-globin
 Mention that haemoglobin has a role in the carriage of carbon
and β-globin may
dioxide.
be used. There
should be a

distinction
between
collagen
molecules and
collagen fibres)
Key concepts
Cells as the units
of life,
Biochemical
processes
2.1.a carry out tests for  Practical investigation, without using instructions, to analyse Practical booklet 2
reducing sugars the biochemicals in a range of unknown solutions or liquefied
and non- solid foods. (F) Online
reducing sugars,  Practical booklet 2 is a suitable protocol (designed to http://www.mrothery.co.uk/bio_web_prac/practicals/2Food
the iodine in develop skills for Paper 3). %20Tests.doc
potassium iodide http://www.mrothery.co.uk/module1/Mod
solution test for %201%20techniques.htm
starch, the http://www.biotopics.co.uk/nutrition/footes.html
emulsion test for
lipids and the Textbooks/Publications
biuret test for King p.19-22
proteins to Siddiqui p.56-60,
solutions
Key concepts
Biochemical
processes,
Observation and
experiment

Unit 3: Cell Membranes and Transport

Little prior knowledge is required but a basic knowledge of cell structure and practical knowledge of the light microscope would be helpful.
The ability to carry out simple mathematical calculations is required. Learners should understand kinetic theory
(http://www.chemguide.co.uk/physical/kt/basic.html is a good basic introduction). If Unit 1, Biological molecules, is taught after this unit,
some knowledge of lipids, proteins and carbohydrates is useful.
Context
This unit deals with topics that are fundamental to almost every area of study covered in the AS and A Level course. Cell structure, and the
functions of the various organelles, will reappear in numerous contexts. Learners should appreciate the key concept that cells are the basic
unit of life and that all living organisms are composed of one or more cells. Learners will need to be reminded, or taught, how to use a light
microscope. An understanding of how substances are transported across membranes is essential reference material for other topics in this
syllabus, especially those covering plant and animal physiology.
Outline
Early on, learners are introduced to the use of the microscope in cell studies, including use of the graticule and micrometer to measure cells.
Calculations of magnification and actual sizes are included in this unit. This unit covers the two fundamental types of cell, eukaryotic and
prokaryotic. Details of cell structure are studied, including the functions of organelles. The fluid mosaic model of membrane structure
highlights how membranes can fulfil their roles. The role of the membrane in cell signalling is introduced. The unit also covers the different
mechanisms that enable the movement of substances into and out of cells.
Teaching time
Sub Learning
Unit Objectives
4.1.a describe and  Learners make protein, cholesterol and phospholipid (mix of Online
explain the fluid fatty acid tails – both, saturated and unsaturated or one of http://www.saps.org.uk/secondary/teaching-
mosaic model of each) cut-outs from templates provided by you. (H) (Basic) resources/754-using-beetroot-in-the-lab
membrane  Learners complete a short test to recall knowledge of www.ultranet.com/~jkimball/BiologyPages/C/CellMembran
structure, phospholipids, proteins and carbohydrates. Go through this es.html
including an and make links to membrane structure. (F) (Challenging) http://www.wisc-online.com/objects/ViewObject.aspx?
outline of the o For a phospholipid, use a symbolised or molecular model ID=ap1101
roles of to point out the hydrophilic phosphate ‘head’ portion and http://www.stolaf.edu/people/giannini/flashanimat/lipids/m
phospholipids, the two hydrophobic hydrocarbon tails (fatty acid embrane%20fluidity.swf
cholesterol, residues).
glycolipids, o Relate protein structure to the main membrane protein Textbooks/Publications
proteins and types e.g. enzymes (globular); channel (lining of amino Bio Factsheet 8: The cell surface membrane.
glycoproteins acids with hydrophilic R groups), etc.
o Describe carbohydrate portions of glycolipids and Past Papers
Key concepts glycoproteins as chains of sugar molecules. Paper 21, Nov 2011, Q1 (a)
Cells as the units  Discuss the basic model to describe the structure of Paper 22, Nov 2012, Q2 (a)
of life, membranes, explaining that the physical boundary is based
Biochemical on phospholipids. (W) (Challenging)
processes o Draw a line indicating a water/air boundary and a diagram
of a symbolised phospholipid. Learners suggest how
phospholipids would behave if they were spread as
monolayer (tails in the air, heads in water).
o Discuss the behaviour of phospholipids immersed in
water (spheres, heads out, tails to centre, natural self-
assembly).
o Highlight the idea of a ‘fluid’ phospholipid bilayer forming
a compartment (e.g. cell/membranous organelle) and
discuss which substances could cross the hydrophobic
core.
o Discuss the scattered (hence ‘mosaic’) proteins and their
various overall roles, e.g. enzymes, receptors for binding
ligands, and the transport of polar molecules and ions.
o Mention interspersed cholesterol molecules (lipids).

 Learners use their cut-outs to build a section of a membrane,
noting the larger gaps when phospholipids with unsaturated
fatty acid tails occur within the bilayer. (P) (I) (Basic)
 Discuss and explain factors affecting membrane fluidity,
including: the role of unsaturated and saturated fatty acids;
how cholesterol acts to regulate; temperature. (W)
(Challenging)
 Learners label the different membrane components on a
range of different diagrams (prepared by you) of the fluid-
mosaic model. (I) (Basic).
 Learners make notes to explain why the fluid mosaic model is
an appropriate term to use. (I) (Basic)
 Link the presence of glycolipids and glycoproteins to the cell
surface membrane and outline their roles. (W) (Basic)
 Learners practise drawing a labelled diagram of a section of a
membrane that can be completed under exam conditions in
3-4 minutes. (I) (F) (Challenging)
o Learners can annotate with the roles of the components.
(F)
Note
 Learners should know the terms given in the notes in 2.3.d to
explain transport of substances across the phospholipid
bilayer or using membrane proteins.
4.1.b outline the roles  Learners suggest and list the desired features of cell surface Online
of cell surface membranes. Explain that there are some specialised cells http://www.biologymad.com/cells/cellmembrane.htm
membranes that can engulf e.g. bacteria to introduce phagocytosis / http://www.ncbi.nlm.nih.gov/books/NBK9847/
including endocytosis. (W) (I) (Basic)
references to  Brainstorm a list of materials/substances entering and leaving Past papers
carrier proteins, cells. (W) (Basic) Paper 22, June 2013, Q4 (c)
channel proteins,  Learners give a written explanation of the role of
cell surface phospholipids and proteins in controlling the passage of
receptors and substances across the cell surface membrane, making
cell surface reference to its partially permeable nature. (I) (Challenging)
antigens  Learners research and note the differences between carrier
and channel proteins (how they act to transport solutes
Key concepts across the membrane), and explain how aquaporins increase
Cells as the units the membrane permeability to water. (I) (Basic)
of life,  Question and answer session revising protein structure,
Biochemical discussing cell surface receptors for learners to make notes.
processes
(W) (Basic)
o Learners suggest / research examples of ligands, e.g.
hormones, neurotransmitters. (I) (Basic)
 Outline how glycoproteins and glycolipids can act as
antigens. (W) (Basic)
 Learners write out a summary of this learning objective. (F)
4.1.c outline the  A reminder of cell receptors introduces the idea of cell Online
process of cell signalling. (W) (Basic) http://www.open.edu/openlearn/science-maths-
signalling  Learners draw one or more annotated diagrams to show the technology/cell-signalling/content-section-0#
involving the general sequence of events occurring in cell signalling. (I)
release of (Challenging)
chemicals that  Extension work: learners apply knowledge to specific
combine with cell examples. (I) (Challenging)
surface receptors
on target cells,
leading to
specific
responses
Key concepts
Cells as the units
of life,
Biochemical
processes
4.2.a describe and Only the fifth part of this learning objective is included here: Online
(v) explain the describe and explain the processes of endocytosis and http://highered.mcgraw-
processes of exocytosis hill.com/sites/0072495855/student_view0/chapter2/
diffusion,  Learners refer to the list of substances that enter/leave cells http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioB
facilitated (4.1.b) ooktransp.html
diffusion, o State that there is also ‘unwanted’ entry of, e.g. bacteria.
osmosis, active o Discuss how the nature of the substance and its size will Textbooks/Publications
transport, direct which mechanism of transport across the Biological Nomenclature. Explains the terminology that
endocytosis and membrane is used. should be used when teaching osmosis.
exocytosis (no o Learners place each item on the list into the correct Bio Factsheet 54: Water potential
calculations group: through the phospholipid bilayer; through Bio Factsheet 116: Transport Mechanisms in cells
involving water membrane proteins; neither (too large/bulk transport). (W)
potential will be (I) (Challenging) Past Papers
set) describe and  Learners recall membrane fluidity and read about bulk Paper 21, Nov 2011, Q1 (b)
explain the transport across membranes. (I) (Challenging) Paper 22, June 2012, Q1
processes of

diffusion, o Explain pinocytosis and phagocytosis (see 11.1.a) as
facilitated forms of endocytosis.
diffusion, o Learners draw diagrams showing the sequence of events
osmosis, active involved in endocytosis and exocytosis (revise Golgi
transport, vesicle formation).
endocytosis and o Point out that endocytosis and exocytosis are active
exocytosis (no (energy-requiring) mechanisms of movement of
calculations substances across membranes.
involving water
potential will be
set)
Key concepts
Cells as the units
of life,
Biochemical
processes
4.2.c calculate surface  Learners use cubes to build 'organisms' of the same shape, Textbooks/Publications
areas and with different numbers of blocks, and calculate surface area Bio Factsheet 165: Surface Area and Volume.
volumes of to volume ratios. (I) (Basic)
simple shapes o Discuss the discovery that SA:V decreases as size of
(e.g. cubes) to organism (same shape) increases.
illustrate the o Highlight the relative distances from the outside to the
principle that inside.
surface area to Note
volume ratios  This serves as an introductory exercise before considering
decrease with diffusion (4.2.a (i)).
increasing size
Key concepts
Observation and
experiment
4.2.a describe and Only the first part of this learning objective is included here: Online
(i) explain the describe and explain the processes of diffusion http://highered.mcgraw-
processes of  Explain that diffusion is a passive (thermodynamic) method of hill.com/sites/0072495855/student_view0/chapter2/
diffusion, movement across membranes. (W) (Basic) http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioB
facilitated  Learners write a definition, make bullet-pointed notes to ooktransp.html
diffusion, expand and draw simple diagrams. (I) (Basic)
osmosis, active Textbooks/Publications
transport, Bio Factsheet 116: Transport Mechanisms in cells

endocytosis and
exocytosis (no
calculations
involving water
potential will be
set) describe and
explain the
processes of
diffusion,
facilitated
diffusion,
osmosis, active
transport,
endocytosis and
exocytosis (no
calculations
involving water
potential will be
set)
Key concepts
Cells as the units
of life,
Biochemical
processes
4.2.d investigate the  Practical: to represent ‘cubic’ organisms, learners cut Online
effect of different-sized agar (technical agar better) or gelatine blocks, http://teachers.net/lessons/posts/2518.html
changing surface coloured using a pH indicator (e.g. cresol red or http://www.neiljohan.com/projects/biology/sa-vol.htm
area to volume phenolphthalein), then lower them carefully into dilute
ratio on diffusion hydrochloric acid. Learners time how long it takes for the
using agar cube to change colour to measure the effect of surface area
blocks of to volume ratio on diffusion. (P) (Basic)
different sizes  Learners note the implications of a changing SA:V on the
needs of multicellular plants and animals (size too great;
Key concepts distances too far; diffusion too slow) and the need for
Observation and transport systems. (I) (Basic)
experiment  Discuss shapes that give a large surface area for the same
volume (e.g. cube, flattened to give a leaf lamina, with
branching to give a plant shape). (W) (Basic)
o Explain how this means that in plants diffusion alone is

sufficient for gases, so no transport system is required
(presence of stomata and lenticels mentioned). (W)
(Challenging)
4.2.b investigate  Practical: learners add glucose solution and/or starch Past Papers
simple diffusion suspension to lengths of Visking tubing tied at one end, tie at Paper 35, Nov 2011, Q1
using plant tissue the other end and place in water (and vice versa) for a set
and non-living time. The appearance of the tubing and the results of
materials, such biochemical tests on the internal and external solutions is
as glucose recorded and results explained. (P) (I) (Basic) (Challenging)
solutions, Visking  Practical: in agar (in Petri dishes) containing starch, learners
tubing and agar cut out a central well, add amylase solution (or use a soaked
filter paper disc) and after incubation observe the changes
Key concepts that occur when iodine (in potassium iodide) solution is
Cells as the units added. (I) (Basic)
of life
4.2.a describe and Only the second part of this learning objective is included here: Online
(ii) explain the describe and explain the processes of facilitated diffusion http://highered.mcgraw-
processes of  Emphasise that facilitated diffusion is also a passive method hill.com/sites/0072495855/student_view0/chapter2/
diffusion, of movement across membranes and that it is diffusion http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioB
facilitated through a channel or carrier protein. Learners make notes ooktransp.html
diffusion, and use textbooks/internet. (W) (Challenging)
osmosis, active Textbooks/Publications
transport, Bio Factsheet 54: Water potential.
endocytosis and Bio Factsheet 116: Transport Mechanisms in cells
exocytosis (no
calculations Past Papers
involving water Paper 22, June 2012, Q1
potential will be
set) describe and
explain the
processes of
diffusion,
facilitated
diffusion,
osmosis, active
transport,
endocytosis and
exocytosis (no
calculations
involving water

potential will be
set)
Key concepts
Cells as the units
of life,
Biochemical
processes
4.2.a describe and Only the third part of this learning objective is included here: Online
(iii) explain the describe and explain the processes of osmosis (no calculations http://highered.mcgraw-
processes of involving water potential will be set) hill.com/sites/0072495855/student_view0/chapter2/
diffusion,  Remind learners that movement of water molecules by http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioB
facilitated crossing the bilayer or via aquaporins is passive. (W) (Basic) ooktransp.html
diffusion,  Explain water potential. (W) (Challenging)
osmosis, active  Learners define osmosis, make bullet-point notes and draw Textbooks/Publications
transport, simple diagrams. (I) (Basic) Biological Nomenclature. Explains the terminology that
endocytosis and  Learners write a paragraph stating the similarities and should be used when teaching osmosis.
exocytosis (no differences between osmosis and (passive) diffusion. (F) Bio Factsheet 54: Water potential.
calculations Note Bio Factsheet 116: Transport Mechanisms in cells
involving water  Terminology to use: partially permeable; water potential;
potential will be solute potential; pressure potential. Learners should ignore Past Papers
set) describe and other terms that they come across such as hypotonic and Paper 22, June 2012, Q1
explain the hypertonic, osmotic potential, etc.
processes of
diffusion,
facilitated
diffusion,
osmosis, active
transport,
endocytosis and
exocytosis (no
calculations
involving water
potential will be
set)
Key concepts
Cells as the units
of life,
Biochemical

processes
4.2.f explain the  Recall the different permeabilities of the cell surface Practical booklet 3
movement of membrane, partially permeable and cell wall, (freely- or fully-)
water between permeable. (W) (Basic) Online
cells and  Discuss the terms that can be used to describe cells: http://www.kscience.co.uk/animations/plasmolysis.htm
solutions with plasmolysis / plasmolysed, flaccid, turgid / turgidity and lysis / http://www.biotopics.co.uk/life/osmdia.html
different water haemolysis. http://www.s-cool.co.uk/a-level/biology/cells-and-
potentials and  Learners describe what happens when animal and plant cells organelles/revise-it/movement
explain the are placed into different external solutions at the same, lower http://www.neosci.com/demos/10-1041_cell
different effects and higher water potential than that of the cells. Diagrams %20processes/Presentation.html
on plant and drawn and explanation given in terms of osmosis and water http://www.biologymad.com/resources/ch%202%20-
animal cells potential. %20getting%20in%20and%20out%20of%20cells.pdf
 Learners complete a worksheet (prepared by you) with the
Key concepts cellular environment and the external solutions identified only Past papers
Cells as the units with values of water potential. (I) (Basic) (Challenging) Paper 52, June 2011, Q1
of life,  Practical: learners use water and different concentrations of
Observation and salt solutions to observe onion cells and make high power
experiment drawings. (I) (Challenging)
 Extension practical: as above, learners observe changes in
red blood cells (use a safe, acceptable source). Making
estimates of cell numbers makes this a semi-quantitative
investigation. (I) (Challenging)
4.2.e investigate the  Learners immerse pieces of root or stem (e.g. potato tuber Practical booklet 3
effects of tissue) in sucrose solutions of different concentrations. The
immersing plant water potential of the solution in which there is no change in Online
tissues in length or mass is the estimate of water potential of the tissue. http://www.biotopics.co.uk/life/carrot.html#top
solutions of (I) (Basic) http://www.saps.org.uk/secondary/teaching-
different water  Practical booklet 3 develops skills for Paper 3 (see resources/286-measuring-the-water-potential-of-a-
potential, using Teacher’s practical notes), followed up by Q1 in Paper 52, potato-cell
the results to June 2011 (data interpretation).
estimate the Textbooks/Publications
water potential of King p.60-63
the tissues Siddiqui p.38, 40-43.
Key concepts Past papers

Cells as the units Paper 52, June 2011, Q1
of life,
Observation and
experiment
4.2.a describe and Only the fourth part of this learning objective is included here: Online
(iv) explain the describe and explain the processes of active transport http://highered.mcgraw-
processes of  Discuss examples of active transport to show why it is hill.com/sites/0072495855/student_view0/chapter2/
diffusion, necessary to transport substances against the concentration http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioB
facilitated gradient. (W) (Basic) ooktransp.html
diffusion,  Learners make notes on active transport, including the role of
osmosis, active membrane (carrier) proteins. (I) (Basic) Textbooks/Publications
transport,  Learners write a paragraph stating the similarities and Bio Factsheet 116: Transport Mechanisms in cells
endocytosis and differences between facilitated diffusion and active transport.
exocytosis (no (I) (Challenging) Past Papers
calculations  Learners construct a summary chart with main points (see Paper 22, June 2012, Q1
involving water below), and then add details. (H) (F) (Challenging)
potential will be
set) describe and
explain the
processes of
diffusion,
facilitated
diffusion,
osmosis, active
transport,
endocytosis and
exocytosis (no
calculations
involving water
potential will be
set)
Key concepts
Cells as the units
of life,
Biochemical
processes


Unit 4: Enzymes

Learners will need some background knowledge in chemistry before embarking on this unit. They should understand the terms atom,
molecule, electron and ion. They should also have a basic understanding of covalent and ionic bonding, and of molecular and structural
formulae. They should be able to write and understand simple chemical equations. Some knowledge of energy changes (potential energy
and bond energy) would be helpful.
http://www.rsc.org/Education/Teachers/Resources/cfb/basicchemistry.htm is a good starting point for learners to revise their knowledge of
chemistry.
http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page1.html this also covers basic chemistry for biologists.
Context
This unit provides essential reference material for learners when studying all future units in their Cambridge International AS and A Level
course. Knowledge of how the structure and properties of biological molecules are related to their functions in cells and in organisms is
fundamental to an understanding of many areas of biology. The molecule of heredity, DNA, is a key concept. Cells can be visualised as
structural units requiring biological molecules and as dynamic units carrying out biochemical processes. Cells carry out biochemical
processes, a key concept, and enzymes catalyse biological reactions. A thorough understanding of enzyme function can be applied to
studying processes such as:
• DNA replication and protein synthesis in The role of DNA in the mitotic cell cycle;
• the carriage of carbon dioxide in Transport and gas exchange;
• gene technology in Molecular biology and gene technology;
• respiration in Respiration;
• photosynthesis in Plant physiology and biochemistry.
As part of biotechnology, enzymes are used commercially in a range of applications, with many of these using immobilised enzymes for a
more efficient process.
Outline
This unit introduces learners to the biological molecules that are required by cells for both structural purposes and physiological processes.
The main groups of organic biochemicals, carbohydrates, lipids, proteins and nucleic acids, are studied. For carbohydrates, lipids and
proteins, there is an emphasis on the relationship between molecular structure, properties and functions in living organisms. Learners study

the structure of nucleic acids and discuss DNA as the ideal molecule of inheritance in preparation for Unit 3, The role of DNA in the mitotic
cell cycle. Learning objective 2.3.d introduces the concepts of hydrogen bonding and solubility and considers the roles of water in living
organisms. This unit builds on knowledge of protein structure in describing and explaining enzyme activity. The mode of action of enzymes
and factors that affect enzyme action, including inhibitors, is covered. Learners are introduced to some basic enzyme kinetics. There are
many opportunities to carry out practical work, where learning can be reinforced and individual and class results can be analysed. The last
section of the unit considers the differences between enzymes free in solution and immobilised enzymes.
Teaching time
Sub Learning
Unit Objectives
3.1.a explain that  Brainstorm or provide multiple choice questions to gauge Online
enzymes are learner knowledge, including understanding of the terms http://highered.mcgraw-
globular proteins globular, metabolic and catalyst. Emphasise that previous hill.com/sites/0072495855/student_view0/chapter2/anim
that catalyse studies will be extended and name some enzymes they will ation__how_enzymes_work.html
metabolic learn about e.g. DNA polymerase and carbonic anhydrase. http://www.sumanasinc.com/webcontent/animations/conte
reactions (W) (Basic) nt/enzymes/enzymes.html
 State that most enzyme names end with ‘ase’ and discuss the
Key concepts role of enzymes, e.g. synthesising macromolecules; Textbooks/Publications
Cells as the units transferring groups such as phosphates; rearranging Bio Factsheet 163: Answering Questions: enzyme activity.
of life, molecules to form different ones. (W) (Basic).
Biochemical Past Papers
processes Paper 23, Nov 2013, Q6 (c)
3.1.b state that  Explain that enzymes are produced within cells. Learners Textbooks/Publications
enzymes volunteer the meanings of ‘intra-‘ and ‘extra- ‘and discuss Bio Factsheet 24: Human digestion.
function inside these with respect to enzymes that remain to function
cells (intracellular intracellularly and others that are released to act
enzymes) and extracellularly (e.g. digestive enzymes) (this links later to role
outside cells of the Golgi body). (W) (Basic)
(extracellular Note
enzymes)  Learners will benefit if they know the meaning of prefixes e.g.
intra, extra, poly, milli, mono. Explain that some have the
Key concepts same meaning but Latin or Greek origins (e.g. uni versus
Cells as the units mono).
of life,

Biochemical
processes
3.1.c explain the mode  Learners make notes on the mode of action of enzymes Online
of action of (remind them of protein structure), highlighting structure to http://highered.mcgraw-
enzymes in function. (I) (Challenging) hill.com/sites/0072495855/student_view0/chapter2/anim
terms of an o Describe and explain enzyme structure, including the ation__how_enzymes_work.html
active site, active site. http://www.sumanasinc.com/webcontent/animations/conte
enzyme/substrat o Include a set of annotated diagrams of the lock and key nt/enzymes/enzymes.html
e complex, and induced fit mechanisms (noting the role of the R http://www.learnerstv.com/animation/animation.php?
lowering of groups of amino acids at the active site in binding with the ani=161&cat=Biology
activation energy substrate).
and enzyme o Explain that many/most reactions can be catalysed in Past Papers
specificity (the both directions. Paper 23, Nov 2013, Q6 (c)
lock and key  Learners use paper cut-out models to show how enzymes
hypothesis and can break up substrates into smaller molecules or can build
the induced fit up larger molecules from smaller ones. (P) (I) (Basic)
hypothesis  Discuss the concept of lowering activation energy. (W)
should be (Challenging)
included) o Learners annotate a ‘boulder analogy’ graph to highlight
that, although the energy content of substrate and
Key concepts
products is not changed, the reaction pathway follows a
Biochemical
lower energy course. (H) (Basic)
processes
o Learners summarise a discussion about the different
ways activation energy can be lowered by adding notes to
their diagrams or the graph. (I) (Challenging)
Note
 Use the term ‘complementary’ to describe how the substrate
fits into, and binds at, the active site. ‘Matches’ is incorrect.
 Check understanding of the term substrate - some may have
used the term reactant.
3.1.d investigate the  Explain that the course of an enzyme-catalysed reaction can Practical booklets 4, 5
progress of an be shown by substrate disappearance or product formation
enzyme- over time. (W) (Basic) Online
catalysed  Emphasise that a rate measurement is given per unit time http://www.practicalbiology.org/areas/advanced/bio-
reaction by and that there will be a change in the rate during the course molecules/factors-affecting-enzyme-
measuring rates of the reaction. (W) (Basic) activity/investigating-an-enzyme-controlled-reaction-
of formation of  Learners carry out practical work using catalase (e.g. from catalase-and-hydrogen-peroxide-
products (for yeast, potato, celery, lettuce) to investigate the rate of release concentration,47,EXP.html
example, using of oxygen (product) from hydrogen peroxide (substrate). (W) www.csub.edu/~kszick_miranda/Enzymes%20part2.doc

catalase) or rates (G) (P) (I) (H) (Basic) (Challenging) http://www.saps.org.uk/secondary/teaching-
of disappearance o A graph should be constructed of volume produced (or resources/293-learner-sheet-24-microscale-
of substrate (for mass lost if using an electronic balance) over time investigations-with-catalase
example, using intervals.
amylase) o Use the graph to calculate initial rate and explain the Textbooks/Publications
initial steep release of product, which then flattens out. Bio Factsheet 130: Investigating catalase
Key concepts  Practical booklet 5. Learners carry out practical work using
Biochemical amylase to time how long it breaks down starch. Remind Past Papers
processes, learners that using iodine (in potassium iodide) solution on Paper 21, Nov 2011, Q2 (a)
Observation and samples shows the loss of starch from the reaction mixture
experiment over time. This practical is designed to develop practical skills
(itemised in the Teacher’s practical notes) assessed in Paper
3. (W) (G) (P) (I) (H) (Basic)
 Extend practical using amylase if a colorimeter is available to
get quantitative results. Trials are required to ensure that the
colour of resulting solutions is not too intense for the
colorimeter for a graph. (P) (I) (Challenging)
 Practical booklet 4 (carry out after Practical booklet 5) is a
modification of the method described above using catalase.
3.2.a investigate and  With prompting, learners explain why measuring the time Practical booklet 5
explain the taken for complete removal of substrate is unsuitable if trying
effects of the to measure the effect of substrate concentration (with more Online
following factors substrate the rate of reaction is faster, but it takes longer for it http://www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/menu
on the rate of all to disappear). (W) (I) (Challenging) .html
enzyme-  Discuss with learners why, ideally, initial rates should be http://www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/juice.
catalysed calculated when comparing enzyme activity under different html
reactions: conditions. (W) (Challenging) http://www.saps.org.uk/secondary/teaching-resources/95-
 Temperature  Develop planning skills: learners design an investigation in investigating-the-effect-of-competitive-and-non-
 pH (using which several variables need to be controlled and carry this competitive-inhibitors-on-the-enzyme-ss-galactosidase
buffer out (ensure that a range of plans is covered). (W) (I) (Basic) http://www.southernbiological.com/
solutions) (Challenging) http://www.saps.org.uk/secondary/teaching-
 enzyme  Learners carry out practical activities on factors affecting the resources/261-the-inhibition-of-catechol-oxidase-by-lead
concentration rate of an enzyme-catalysed reaction (examples below). (P) http://www.saps.org.uk/secondary/teaching-
 substrate (I) (Basic) (Challenging) resources/106-the-effect-of-end-product-phosphate-on-
concentration o Effect of temperature: the catalase experiment in 3.1.d. the-enzyme-phosphatase
 inhibitor o Effect of pH: use trypsin to digest protein in a suspension
concentration of milk powder. Textbooks/Publications
o Effect of enzyme concentration or substrate King p.64-68
Key concepts Siddiqui p.69-75.
concentration: use amylase or diastase to digest a starch
Bio Factsheet 43: Factors affecting enzyme activity

Organisms in suspension.
their environment Then learners present their results and contribute to whole Past Papers
class discussion, following up with a written explanation. Paper 21, June 2011, Q4
Construct and annotate graphs showing: Paper 32, June 2013, Q1
o the impact of rate of collisions (temperature, substrate
concentration, enzyme concentration).
o the effect on hydrogen bonding, tertiary structure, shape
of active site and complementary fit of substrate
(temperature, pH, inhibitors).
(W) (I) (Basic) (Challenging)
 Possibly demonstrate a practical that uses inhibitors
considered to be hazardous to the environment (minimises
the volumes used). Check your local authority regulations
concerning safe disposal.
Note
 Ensure learners can interpret correctly graphs with the same
shaped curve, e.g. course of an enzyme-catalysed reaction /
the effect of increasing substrate concentration on the rate of
a reaction.
 For inhibitor concentration, 3.2.b should be covered first or
incorporate this part of 3.2.a with 3.2.b.
 To show that an inhibitor is competitive is difficult as separate
reaction mixtures with different concentrations of the
substrate need to be made up.
3.2.b explain that the  Explain Vmax and Km (great detail not required) before learners Online
maximum rate of make notes. (W) (I) (Basic) http://www.worthington-
reaction (Vmax) is o Show learners how to obtain V max and Km from a graph. biochem.com/introbiochem/substrateConc.html
used to derive o Learners arrive at the idea that the enzyme is saturated
the Michaelis- with substrate at the maximum rate of reaction, V max.
Menten constant o Show learners how to obtain K m from a graph, the
(Km) which is concentration of substrate that enables the enzyme to
used to compare achieve half the maximum rate of reaction, or half Vmax
the affinity of  Learners obtain (Vmax) and (Km) using one of the graphs
different constructed from their practical work. (I) (Basic)
enzymes for their  Extend learner understanding of Km by discussion or a
substrates worksheet providing some information accompanied by
questions. (W) (I) (Challenging)
Key concepts o Explain that (Km) is the affinity of enzyme for its substrate.
Biochemical
o Allow learners to suggest that an enzyme with a low K m
processes,

Observation and  has a high affinity for its substrate
experiment  needs a lower concentration of substrate to reach Vmax
than an enzyme with a high Km.
o Explain that an enzyme with a low Km is more likely to be
saturated with substrate in the normal conditions of
substrate within a cell, so variations in substrate will have
less effect on the rate of formation of product.
o Ask learners to explain why an enzyme with a high K m is
likely to vary its activity more (i.e. the concentration of
substrate becomes more important).
 Learners sketch out two graphs to show the differences
between an enzyme with a high Km and an enzyme with a low
Km
o Annotate graphs with explanations. (I) (Challenging)
3.2.c explain the  Following class discussion, learners use resources to make Online
effects of notes and annotated diagrams about enzyme inhibition. (I) http://www.wiley.com/college/boyer/0470003790/animatio
reversible (Challenging) ns/enzyme_inhibition/enzyme_inhibition.htm
inhibitors, both o Draw graphs of increasing substrate concentration with
competitive and and without inhibitors. Textbooks/Publications
non-competitive,  Learners construct a summary table showing the differences Bio Factsheet 31: Enzyme control of metabolic pathways.
on the rate of between competitive and non-competitive inhibition (include
enzyme activity the different graphs). (I) (Challenging) Past Papers
 Extension activity: learners investigate and discuss the use of Paper 21, Nov 2011, Q2 (b)
Key concepts inhibitors as medicinal drugs, including the different uses of
Biochemical competitive versus non-competitive inhibitors. (G) (P) (I)
processes (Challenging)
Note
 Irreversible inhibition and allosteric regulation could be worth
mentioning briefly when covering 3.2.c.
3.2.d investigate and  Practical: ‘Better milk for cats’ or similar protocol using a Online
explain the effect different enzyme. http://www.rpi.edu/dept/chem-eng/Biotech-
of immobilising o Discuss how immobilised enzymes are used in everyday Environ/IMMOB/Immob.htm
an enzyme in applications. (W) (Basic) http://www.scienceinschool.org/repository/docs/issue10_c
alginate on its o Introduce the use of dipsticks containing glucose oxidase atmilk.pdf
activity as (useful for 14.1.k). (W) (Basic) http://www1.lsbu.ac.uk/water/enztech/imeconom.html
compared with  Demonstrate the same enzymatic reaction using the enzyme
its activity when free in solution. Learners suggest the advantages of Textbooks/Publications
free in solution immobilising the enzyme rather than using it free (not King p.69-73
immobilised) and summarise with a comparison table. (W) Siddiqui p.72-73

Key concepts (Challenging) Bio Factsheet 148: Industrial uses of enzymes.
Observation and  Extension practical: learners use immobilised yeast cells to
experiment investigate the effectiveness of their sucrase or catalase Past Papers
enzymes. (P) (I) (Challenging) Paper 32, June 2012, Q1 (b)
 Learners complete a worksheet prepared by you to interpret Paper 43, June 2011, Q2
and compare graphical and tabulated data for immobilised Paper 43, Nov 2011, Q2 (b)
enzymes with free enzymes.
o Data extraction to compare both for the following factors:
temperature; pH; substrate concentration; inhibitor
presence.
o Learners consider explanations of the differences
between free and immobilised enzymes, e.g. protective
and stabilising effect of the alginate matrix; degradation
over time; active sites of immobilised enzymes may not all
be available; time taken for diffusion to occur; possibility
of slightly altered active site shape when immobilised,
amongst others. (I) (Challenging)
Note
 Experiment and observation, a key concept, has increasingly
been used to develop biotechnological applications – here
learners can appreciate how biological systems can be used
to benefit humans in the everyday world.
 Learners should know the method to prepare alginate beads.

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BINUS School Bekasi

Scheme of Work – Biology GCE ‘AS’ Level G10 GeneralBINUS

Recommended prior knowledge

BINUS School Bekasi | Scheme of Work – G10 General Stream 3

BINUS School Bekasi | Scheme of Work – G10 General Stream 4

Suggested teaching order

BINUS School Bekasi | Scheme of Work – G10 General Stream 5

The specific units within this scheme of work are:

TERM 1 TERM 2 TERM 3 TERM 4

Websites referred to in this scheme of work include:

BINUS School Bekasi | Scheme of Work – G10 General Stream 7

BINUS School Bekasi | Scheme of Work – G10 General Stream 8

Recommended prior knowledge

BINUS School Bekasi | Scheme of Work – G10 General Stream 9

BINUS School Bekasi | Scheme of Work – G10 General Stream 10

BINUS School Bekasi | Scheme of Work – G10 General Stream 11

BINUS School Bekasi | Scheme of Work – G10 General Stream 12

BINUS School Bekasi | Scheme of Work – G10 General Stream 14

BINUS School Bekasi | Scheme of Work – G10 General Stream 15

BINUS School Bekasi | Scheme of Work – G10 General Stream 16

BINUS School Bekasi | Scheme of Work – G10 General Stream 17

Scheme of Work – Biology GCE ‘AS’ Level G10 General Stream

Recommended prior knowledge

BINUS School Bekasi | Scheme of Work – G10 General Stream 19

BINUS School Bekasi | Scheme of Work – G10 General Stream 20

 Further discussion (W) (Basic)

BINUS School Bekasi | Scheme of Work – G10 General Stream 21

BINUS School Bekasi | Scheme of Work – G10 General Stream 22

BINUS School Bekasi | Scheme of Work – G10 General Stream 23

BINUS School Bekasi | Scheme of Work – G10 General Stream 24

BINUS School Bekasi | Scheme of Work – G10 General Stream 25

BINUS School Bekasi | Scheme of Work – G10 General Stream 26

BINUS School Bekasi | Scheme of Work – G10 General Stream 27

BINUS School Bekasi | Scheme of Work – G10 General Stream 28

BINUS School Bekasi | Scheme of Work – G10 General Stream 29

BINUS School Bekasi | Scheme of Work – G10 General Stream 30

Unit 3: Cell Membranes and Transport

Recommended prior knowledge

BINUS School Bekasi | Scheme of Work – G10 General Stream 32

BINUS School Bekasi | Scheme of Work – G10 General Stream 34

BINUS School Bekasi | Scheme of Work – G10 General Stream 35

BINUS School Bekasi | Scheme of Work – G10 General Stream 36

BINUS School Bekasi | Scheme of Work – G10 General Stream 37

BINUS School Bekasi | Scheme of Work – G10 General Stream 38

Key concepts Past papers

BINUS School Bekasi | Scheme of Work – G10 General Stream 40

BINUS School Bekasi | Scheme of Work – G10 General Stream 41

Recommended prior knowledge

BINUS School Bekasi | Scheme of Work – G10 General Stream 42

BINUS School Bekasi | Scheme of Work – G10 General Stream 43

BINUS School Bekasi | Scheme of Work – G10 General Stream 44

BINUS School Bekasi | Scheme of Work – G10 General Stream 45

BINUS School Bekasi | Scheme of Work – G10 General Stream 46

BINUS School Bekasi | Scheme of Work – G10 General Stream 47

BINUS School Bekasi | Scheme of Work – G10 General Stream 48

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