9747 H2 BIOLOGY (2010)

BIOLOGY
HIGHER 2 (Syllabus 9747)
PREAMBLE
This preamble sets out the approach, objectives, directions and philosophy of the H2 Biology syllabus. With recent advancements in the Life Sciences, changes in knowledge have been tremendous. Many new and important fields of Biology have emerged as evident from the sprouting of scientific journals catering to niche areas of study and research. This poses a challenge in the development of Biology education in integrating the fundamental concepts, skills and new knowledge in Biology into a framework that is accessible to students at different levels. At the same time, the vast amount of knowledge needs to be refined and updated so that students can keep up with the relevant knowledge in preparation for their participation in a technologically driven economy. With this in mind, Biology education from Primary to A levels has been organised in the following manner:

a. b. c.

Primary 3 to Primary 6: How life works at the systems level. Lower Secondary Science to O level Biology: How life works at the physiological level. A level: How life works at the cellular and molecular level.

The proposed framework will chart a new direction in Biology education in schools. Starting at the primary school levels, the focus has been for the students to be exposed at the systems level. At the secondary school levels, the syllabus will help the students relate concepts at the system level to the micro-level. In addition, at the A level, the syllabus will encourage the students to look deeper (at the molecular level), yet balanced with the study of Diversity and Evolution. The H2 syllabus, as anchor in the A level Biology syllabuses, has been redesigned with major changes to align with the recent developments in the Life Sciences. These changes are being introduced in two phases, the first phase being this syllabus, for first examination in 2007, and the second phase scheduled for introduction later. In teaching the H2 syllabus, the following should be noted:

a. b. c.

H2 Biology should provide the fundamental knowledge to enable students to understand the major emerging fields of knowledge; H2 Biology should equip students with scientific skills and abilities that are relevant to the study and practice of biological science; The Biology syllabus is developed as a continuum from the O to A levels. The H2 and O level syllabuses are designed to be seamless without the need for topics to be revisited at the A level. The O level syllabus would be foundational and thus should provide the necessary background for the study at the A level; The teaching of H2 should relate information on the cellular and molecular level to the systems level; The H2 syllabus is moving away from the current syllabus model that was based on a survey of topics.

d. e.

9747 H2 BIOLOGY (2010)

INTRODUCTION
The syllabus has been revised extensively. Candidates will be assumed to have knowledge and understanding of O level Biology, as a single subject or as part of a balanced science course. The syllabus has been arranged in the form of Core and Applications content to be studied by all candidates. The syllabus places emphasis on the applications of Biology and the impact of recent developments on the needs of contemporary society. Experimental work is an important component and should underpin the teaching and learning of Biology. All candidates following this syllabus should be encouraged to: use secondary sources of information; use information technology (I.T.) to analyse, store and retrieve data and to model biological phenomena; communicate biological information orally, as well as in writing.

It is intended to keep the syllabus under frequent review, to ensure that it keeps abreast of knowledge in the biological sciences and other needs.

AIMS
The syllabus aims to: 1. provide, through well designed studies of experimental and practical biological science, a worthwhile educational experience for all students, whether or not they go on to study Biology beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to: 1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import; 1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other discipline and in everyday life; 1.3 be suitably prepared for studies beyond A level in biological sciences, in further higher education, and for professional courses. 2. 3. stimulate students, create and sustain their interest in Biology, and understand its relevance to society. develop abilities and skills that: 3.1 are relevant to the study and practice of biological science; 3.2 are useful in everyday life; 3.3 encourage efficient and safe practice; 3.4 encourage effective communication.

9747 H2 BIOLOGY (2010)

4.

develop attitudes relevant to Biology such as: 4.1 concern for accuracy and precision; 4.2 objectivity; 4.3 integrity.

5.

assist the development of: 5.1 the skills of scientific inquiry; 5.2 initiative; 5.3 inventiveness.

6. 7.

stimulate interest in and care for the local and global environment, and understand the need for conservation. promote an awareness: 7.1 that scientific theories and methods have developed, and continue to do so, as a result of co-operative activities of groups and individuals; 7.2 that the study and practice of biological science is subject to social, economic, technological, ethical and cultural influences and limitations; 7.3 that the applications of biological science may be both beneficial and detrimental to the individual, the community and the environment; 7.4 that biological science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal; 7.5 of the importance of the use of I.T. for communication, as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.

ASSESSMENT OBJECTIVES
These describe the knowledge, skills and abilities which candidates are expected to demonstrate at the end of the course. They reflect those aspects of the aims which will be assessed. A Knowledge with understanding

Students should be able to demonstrate knowledge and understanding in relation to: 1. 2. 3. 4. 5. biological phenomena, facts, laws, definitions, concepts, theories; biological vocabulary, terminology, conventions (including symbols, quantities and units); scientific instruments and apparatus used in biology, including techniques of operation and aspects of safety; scientific quantities and their determination; biological and technological applications with their social, economic and environmental implications.

9747 H2 BIOLOGY (2010)

The syllabus content defines the factual materials that candidates need to recall and explain. Questions testing the objectives above will often begin with one of the following words: define, state, name, describe, explain or outline. (See the Glossary of Terms) B Handling information and solving problems

Students should be able using written, symbolic, graphical and numerical material to: 1. 2. 3. 4. 5. 6. 7. 8. locate, select, organise and present information from a variety of sources; translate information from one form to another; manipulate numerical and other data; use information to identify patterns, report trends, draw inferences and report conclusions; present reasoned explanation for phenomena, patterns and relationships; make predictions and propose hypotheses; apply knowledge, including principles, to novel situations; solve problems.

The assessment objectives above cannot be precisely specified in the syllabus content because questions testing such skills are often based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, deductive manner. Questions testing these objectives may begin with one of the following words: discuss, predict, suggest, calculate or determine. (See the Glossary of Terms) C Experimental skills and investigations

Students should be able to: 1. 2. 3. 4. 5. devise and plan investigations, select techniques, apparatus and materials; use techniques, apparatus and materials safely and effectively; make and record observations, measurements and estimates; interpret and evaluate observations and experimental data; evaluate methods and techniques, and suggest possible improvements.

9747 H2 BIOLOGY (2010)

SCHEME OF ASSESSMENT
Paper 1 2 3 4 Type of Paper Multiple Choice Core Paper. Structured and free-response questions Applications Paper. Structured and freeresponse questions School-based Science Practical Assessment (SPA) Duration 1 h 15 min 2h 1 h 30 min Marks 40 100 65 64 Weighting (%) 20 35 25 20

Paper 1 (1 h 15 min, 40 marks) This paper consists of 40 compulsory multiple choice questions. All questions will be of the direct choice type with 4 options. Paper 2 (2 h, 100 marks) This paper consists of a variable number of structured questions, all compulsory and two freeresponse questions of 20 marks each from which candidates will choose one. These include questions which require candidates to integrate knowledge and understanding from different areas of the syllabus. All questions will be based on material in the Core syllabus. Paper 3 (1 h 30 min, 65 marks) This paper consists of a variable number of structured questions including data-based or comprehension-type questions and one free-response question of 20 marks, all compulsory. These include questions which require candidates to integrate knowledge and understanding from different areas of the syllabus. Knowledge of Core material may be required. Paper 4 School-based Science Practical Assessment (SPA) (64 marks) The School-based Science Practical Assessment (SPA) will take place over an appropriate period that the candidates are offering the subject. The assessment of science practical skills is grouped into four skill areas: Skill A Planning Skill B Implementing Skill C Analysing Skill D Evaluating Each assessment carries a maximum of 8 marks. Each candidate is to be assessed only once for Skill A and only twice for each Skill B, C and D. To maintain an equal weighting for each skill, a maximum sum total of 64 will be computed as follows: Skill A B C D No. of assessments 1 2 2 2 Total for SPA Weight 2 1 1 1 Sub-total = No. of assessments x Marks x Weight 1 x 8 x 2 = 16 marks 2 x 8 x 1 = 16 marks 2 x 8 x 1 = 16 marks 2 x 8 x 1 = 16 marks 64 marks

Please refer to the SPA Information Booklet for more detailed information on the conduct of SPA.

9747 H2 BIOLOGY (2010)

MARKS ALLOCATED TO ASSESSMENT OBJECTIVE

This is given in the following Assessment Grid. Theory Papers Assessment Objective A B Knowledge with understanding Handling information and solving problems Weighting (%) 55 45 Assessment Components Papers 1, 2, 3 Papers 1, 2, 3

Fifteen percent of the total marks will be awarded for awareness of the social, economic, environmental and technological implications and applications of Biology. These will be awarded within the Knowledge with Understanding and the Handling information and solving problems categories. School-based Science Practical Assessment (Paper 4) The school-based Science Practical Assessment (SPA) will be conducted to assess appropriate aspects of objectives C1 to C5.

DISALLOWED SUBJECT COMBINATIONS

Candidates may not simultaneously offer Biology at H1 and H2 levels.

ADDITIONAL INFORMATION
Modern Biological Sciences draw extensively on concepts from the physical sciences. It is desirable therefore, that by the end of the course candidates should have a knowledge of the following topics, sufficient to aid understanding of biological systems, but no questions will be set directly on them. The electromagnetic spectrum; Energy changes (potential energy, activation energy, chemical bond energy); Molecules, atoms, ions, electrons; Acids, bases, pH, buffers; Isotopes, including radioactive isotopes; Oxidation and reduction; Hydrolysis, condensation. Questions set in the examination may involve the basic processes of mathematics for the calculation and use of decimals, means, ratios and percentages. Students will be expected to be familiar with the nomenclature used in the syllabus. The proposals in "Signs, Symbols and Systematics" (The Association for Science Education Companion to 16-19 Science, 2000) and the recommendations on terms, units and symbols in Biological Nomenclature (2000) published by the Institute of Biology, in conjunction with the ASE, will generally be adopted although the traditional names sulfate, sulfite, nitrate, nitrite, sulfurous and nitrous acids will be used in question papers. Sulfur (and all compounds of sulfur) will be spelt with f (not with ph) in question papers, however students can use either spelling in their answers. Candidates may be required to (i) construct graphs or present data in other suitable graphical forms, (ii) calculate rates of processes. Candidates should be aware of the problems of drawing conclusions from limited data and should appreciate levels of significance, standard deviation and probability, and the use of t- and chi-squared tests.

9747 H2 BIOLOGY (2010)

NOTES ON THE USE OF STATISTICS IN BIOLOGY

Candidates should know how to apply a t-test and a chi-squared test. t-tests are of value in much of Biology, while the chi-squared test allows the evaluation of the results of breeding experiments and ecological sampling. Each of these tests is dealt with fully in many books on statistics for Biology. Candidates should know how to use the chi-square test to test the significance of differences between observed and expected results. Candidates are not expected to remember the following equations nor to remember for what the symbols stand. They are expected to be able to use the equations to calculate standard deviations, to test for significant differences between the means of two small unpaired samples and to perform a chi-squared test on suitable data from genetics or ecology. Candidates will be given access to the equations, the meaning of the symbols, a t-table and a chisquared table.

standard deviation

s=

( x - x ) 2 n 1

t-test

t=

x1 x 2
2 s1 s 2 + 2 n1 n 2

v = n1 + n 2 2

2 test
Key to symbols *s = standard deviation

2 =

(O E) 2 E

v = c 1

n = sample size (number of observations) v = degrees of freedom c = number of classes O = observed value

E = expected value

= sum of

x = observation

x = mean

*Candidates should note that on some calculators the symbol may appear instead of the symbol s. Candidates are not expected to appreciate the difference between sn ( n) and sn1 ( n1). 2 tests will only be expected on one row of data. Candidates should have a brief understanding of what is meant by the term normal distribution and appreciate levels of significance. (Tables will be provided.) Questions involving the use of a t-test or a 2 test may be set on Papers 2 or 3. Electronic calculators will be allowed in the examination subject to the UCLES general regulations. Any calculator used must be on the Singapore Examinations and Assessment Board list of approved calculators.

9747 H2 BIOLOGY (2010)

STRUCTURE OF SYLLABUS
The syllabus is divided into two parts: the Core syllabus and the Applications syllabus, to be studied by all candidates. A. The Core syllabus. There are 7 Core topics: 1. 2. 3. 4. 5. 6. 7. B. Cellular Functions DNA and Genomics Genetics of Viruses and Bacteria Organisation and Control of Prokaryotic and Eukaryotic Genomes Genetic Basis for Variation Cellular Physiology and Biochemistry Diversity and Evolution

The Applications syllabus. There are 2 Applications topics: 8. 9. Isolating, Cloning and Sequencing DNA Applications of Molecular and Cell Biology

OVERALL FRAMEWORK FOR BIOLOGY H2 LEVEL SYLLABUS FOR 2010 UNDERSTANDING THE DIVERSITY OF ORGANISMS

HOW LIFE WORKS

Cellular Functions

DNA & Genomics

Diversity & Evolution

9747 H2 BIOLOGY (2010)

Genetics of Viruses & Bacteria

9

Organisation & Control of Prokaryotic & Eukaryotic Genomes Cellular Physiology & Biochemistry

Genetic Basis for Variation

RELEVANCE TO ONESELF AND SOCIETY

Isolating, Cloning & Sequencing DNA

Applications of Molecular & Cell Biology

9747 H2 BIOLOGY (2010)

A 1

CORE SYLLABUS Cellular Functions

Content Detailed structure of typical animal and plant cells, as seen under the electron microscope Outline functions of organelles in plant and animal cells The structure of carbohydrates, lipids and proteins and their roles in living organisms Mode of action of enzymes Replication and division of nuclei and cells Understanding of chromosome number and variation Effect of meiosis on chromosome number and variation

Learning Outcomes Candidates should be able to: (a) Describe and interpret drawings and photographs of typical animal and plant cells as seen under the electron microscope, recognising the following membrane systems and organelles: rough and smooth endoplasmic reticulum, Golgi body, mitochondria, ribosomes, lysosomes, chloroplasts, cell surface membrane, nuclear envelope, centrioles, nucleus and nucleolus. Outline the functions of the membrane systems and organelles listed in (a). Describe the formation and breakage of a glycosidic bond. Analyse the molecular structure of a triglyceride and a phospholipid, and relate these structures to their functions in living organisms. Describe the structure of an amino acid and the formation and breakage of a peptide bond. Explain the meaning of the terms primary structure, secondary structure, tertiary structure and quaternary structure of proteins, and describe the types of bonding (hydrogen, ionic, disulfide and hydrophobic interactions) which hold the molecule in shape. Analyse the molecular structure of a dimeric enzyme with a quaternary structure e.g. viral/HIV protease, as an example of a globular protein, and of collagen as an example of a fibrous protein, and relate these structures to their functions. Explain the mode of action of enzymes in terms of an active site, enzyme/substrate complex, lowering of activation energy and enzyme specificity. Follow the time course of an enzyme-catalysed reaction by measuring rates of formation of products (e.g. using catalase) or rate of disappearance of substrate (e.g. using amylase). Investigate and explain the effects of temperature, pH, enzyme concentration and substrate concentration on the rate of enzyme catalysed reactions, and explain these effects.

(b) (c) (d)

(e) (f)

(g)

(h)

(i)

(j)

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(k)

Explain the effects of competitive and non-competitive inhibitors on the rate of enzyme activity. Explain the importance of mitosis in growth, repair and asexual reproduction. Explain the need for the production of genetically identical cells and fine control of replication. Explain how uncontrolled cell division can result in cancer, and identify factors which can increase the chances of cancerous growth. Describe with the aid of diagrams, the behaviour of chromosomes during the mitotic cell cycle and the associated behaviour of the nuclear envelope, cell membrane and centrioles. (Names of the main stages are expected) Explain what is meant by homologous pairs of chromosomes. Describe, with the aid of diagrams, the behaviour of chromosomes during meiosis, and the associated behaviour of the nuclear envelope, cell membrane and centrioles. (Names of the main stages are expected, but not the sub-divisions of prophase)

(l) (m) (n)

(o)

(p) (q)

Use the knowledge gained in this section in new situations or to solve related problems.

DNA and Genomics

Content DNA structure and function Central Dogma DNA to RNA, RNA to protein

Learning Outcomes Candidates should be able to: (a) (b) Describe the structure and roles of DNA and RNA (tRNA, rRNA and mRNA). Describe the process of DNA replication and the experimental evidence for semi-conservative replication. Describe how the information on DNA is used to synthesise functional polypeptides. Explain how a change in the sequence of the DNA nucleotide (gene mutation) may affect the amino acid sequence in a protein, and hence the phenotype of the organism e.g. sickle cell anaemia.

(c) (d)

Use the knowledge gained in this section in new situations or to solve related problems. 3 Genetics of Viruses and Bacteria

Content The Genetics of Viruses The Genetics of Bacteria

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9747 H2 BIOLOGY (2010)

Learning outcomes Candidates should be able to: (a) Discuss whether viruses are living or non-living organisms and explain why viruses are obligate parasites. Describe the structural components of viruses. Describe the reproductive cycles of the following virus types: i. bacteriophages, using T4 and lambda phages to illustrate the lytic and lysogenic cycles respectively; an enveloped virus e.g. influenza;

(b) (c)

ii.

iii. retroviruses e.g. HIV. (d) (e) Explain how viral infections cause disease in animals e.g. mammals. Describe the structure of a bacterial chromosome including the arrangement of DNA within bacterial cells. Describe the process of binary fission, transformation, transduction and conjugation in bacteria and explain the role of F plasmids in bacterial conjugation. Distinguish between structural and regulatory genes, and between repressible and inducible enzymes. Describe the concept of a simple operon (using lac operon as an example).

(f)

(g)

(h)

Use the knowledge gained in this section in new situations or to solve related problems.

Organisation and Control of Prokaryotic and Eukaryotic Genome

Content The Structure of Eukaryotic Chromatin Genome Organisation at the DNA level The Control of Gene Expression The Molecular Biology of Cancer

Learning Outcomes Candidates should be able to: (a) (b) Compare the structure and organisation of prokaryotic and eukaryotic genomes. Describe the structure and function of the portions of eukaryotic DNA that do not encode for protein or RNA.

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9747 H2 BIOLOGY (2010)

(c) (d) (e) (f) (g)

Describe the role of telomeres and centromeres. Describe the process and significance of gene amplification. Describe the eukaryotic processing of pre-mRNA. Define control elements and explain how they influence transcription. State the various ways in which gene expression may be controlled at translational and posttranslational level. Outline the differences between prokaryotic control of gene expression with the eukaryotic model. Describe how proto-oncogenes are converted into oncogenes including gain of function mutations in proto-oncogenes and loss of function mutations in tumour suppressor genes. Explain how mutations in tumour suppressor genes can contribute to cancer and describe the development of cancer as a multi-step process.

(h)

(i)

(j)

Use the knowledge gained in this section in new situations or to solve related problems.

Genetic Basis for Variation

Content The passage of information from parent to offspring Genotypes and phenotypes Dihybrid crosses Mutations The effect of genotype and environment on phenotype Interaction between loci Linkage and crossing-over

Learning Outcomes Candidates should be able to: (a) Explain the terms, locus, allele, dominant, heterozygous, phenotype and genotype. recessive, codominant, homozygous,

(b)

Explain how genotype is linked to phenotype and how genes are inherited from one generation to the next via the germ cells or gametes. Explain, with examples, how the environment may affect the phenotype. Use genetic diagrams to solve problems in dihybrid crosses, including those involving sex linkages, codominance and multiple alleles (involving autosomal linkage or epistasis).

(c) (d)

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9747 H2 BIOLOGY (2010)

(e) (f)

Use genetic diagrams to solve problems involving test crosses. Explain the meaning of the terms linkage and crossing-over and explain the effect of linkage and crossing-over on the phenotypic ratios from dihybrid crosses. Explain, with examples, what is meant by the terms gene mutation and chromosome aberration. Describe the differences between continuous and discontinuous variation and explain the genetic basis of continuous (many, additive, genes control a characteristic) and discontinuous variation (one or few genes control a characteristic). Describe the causes of genetic variation in a population. Describe the interaction between loci (epistasis) and predict phenotypic ratios in problems involving epistasis. Use the chi square test to test the significance of differences between observed and expected results.

(g)

(h)

(i) (j)

(k)

Use the knowledge gained in this section in new situations or to solve related problems.

Cellular Physiology and Biochemistry

Content The need for energy in living organisms Photosynthesis as an energy-trapping process Respiration as an energy-releasing process Aerobic respiration Anaerobic respiration The fluid mosaic model of membrane structure Homeostasis Electrical and chemical signalling Nervous and hormonal control An overview of cell signalling and communication Signal reception and the initiation of transduction Signal transduction pathways Cellular responses to signals

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Learning Outcomes Candidates should be able to: (a) With reference to the chloroplast structure, explain the light dependent reactions of photosynthesis (no biochemical details are needed but will include the outline of cyclic and non-cyclic light dependent reactions, and the transfer of energy for the subsequent manufacturing of carbohydrates from carbon dioxide). Outline the three phases of the Calvin cycle: (i) CO2 uptake (ii) carbon reduction and (iii) ribulose bisphosphate (RuBP) regeneration and indicate the roles of ATP and NADP in the process. Discuss limiting factors in photosynthesis and carry out investigations on the effects of limiting factors, such as light intensity, CO2 concentration and temperature, on the rate of photosynthesis. List and give an overview of the 4 stages of aerobic respiration and indicate where each stage takes place in an eukaryotic cell and mitochondria, and add up the energy captured (as ATP, reduced NAD and FAD) in each stage. Explain the production of a small yield of ATP from anaerobic respiration and the formation of ethanol in yeast and lactate in mammals. Compare the storage and structural forms of starch, glycogen and cellulose and their roles in plants/animals with reference to the starting and end points of photosynthesis/cellular respiration. Describe and explain the fluid mosaic model of membrane structure, including an outline of the roles of phospholipids, cholesterol, glycolipids, proteins and glycoproteins. Outline the roles and functions of membranes within cells and at the surface of cells. Recognise the need for control in organised systems and explain the principles of homeostasis in terms of receptors, effectors, and negative feedback. Recognise the need for communication systems within organisms. Describe and explain the transmission of an action potential along a myelinated neurone. (The importance of Na+ and K+ ions in the impulse transmission should be emphasised.) Describe the structure of a cholinergic synapse and explain how it functions, including the role of Ca2+ ions. Explain what is meant by an endocrine gland, with reference to the islets of Langerhans in the pancreas. Explain how the blood glucose concentration is regulated by insulin and glucagon. Describe the three main stages of cell signalling ligand-receptor interaction, phosphorylation and signal transduction and signal amplification.

(b)

(c)

(d)

(e)

(f)

(g)

(h) (i)

(j) (k)

(l)

(m)

(n) (o)

Use the knowledge gained in this section in new situations or to solve related problems.

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9747 H2 BIOLOGY (2010)

Diversity and Evolution

Content Classification The concept of the species Variation, natural selection and evolution The neo-Darwinian revolution Evidence of evolution

Learning Outcomes Candidates should be able to: (a) (b) Explain the binomial nomenclature of a species and hierarchical classification. Describe the classification of species into taxonomic groups (genus, family, order, class, phylum, kingdom) and appreciate the significance of the various concepts of the species. Explain the relationship between classification and phylogeny. Explain why variation is important in selection. Explain, with examples, how environmental factors act as forces of natural selection. Explain how natural selection may bring about evolution. Explain why the population is the smallest unit that can evolve. Explain how homology (anatomical, embryological and molecular) supports Darwins theory of natural selection. Explain how biogeography and the fossil record support the evolutionary deductions based on homologies. State the advantages of molecular (nucleotide and amino acid sequences) methods in classifying organisms. Explain how genetic variation e.g. recessive alleles may be preserved in a natural population. Briefly describe the neutral theory of molecular evolution.

(c) (d) (e) (f) (g) (h)

(i)

(j)

(k) (l)

Use the knowledge gained in this section in new situations or to solve related problems.

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9747 H2 BIOLOGY (2010)

B. 8

APPLICATIONS SYLLABUS Isolating, Cloning and Sequencing DNA

Content DNA Cloning (Genetic Engineering) DNA Analysis and Genomics Human genome project

Learning Outcomes Candidates should be able to: (a) (b) (c) Describe the natural function of restriction enzymes. Explain the formation of recombinant DNA molecule. Outline the procedures for cloning an eukaryotic gene in a bacterial plasmid and describe the properties of plasmids that allow them to be used as DNA cloning vectors. Explain how eukaryotic genes are cloned using E. coli cells to produce eukaryotic proteins to avoid the problems associated with introns. Distinguish between a genomic DNA and cDNA library. Outline 2 important proteins and other products that can be produced by genetic engineering technique (e.g. human growth hormone, anti-thrombin, etc). Describe the polymerase chain reaction (PCR) and explain the advantages and limitations of this procedure. Explain how gel electrophoresis is used to analyse nucleic acids and proteins and to distinguish between two alleles of a gene. Outline the process of nucleic acid hybridisation and explain how it can be used to detect and analyse restriction fragment length polymorphism (RFLP). Explain how RFLP analysis facilitated the process of genomic mapping, diseases detection, DNA fingerprinting, etc. Discuss the goals and implications of the human genome project, including the benefits and difficult ethical concerns.

(d)

(e) (f)

(g)

(h)

(i)

(j)

(k)

Use the knowledge gained in this section in new situations or to solve related problems.

Applications of Molecular and Cell Biology

Content Stem cells

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9747 H2 BIOLOGY (2010)

The treatment of genetic diseases in human Gene therapy Cloning Genetic engineering and genetically modified organisms (GMOs)

Learning Outcomes Candidates should be able to: (a) (b) Explain the unique features of stem cells. Explain the normal functions of stem cells in a living organism, using appropriate examples to illustrate. Describe two types of genetic diseases e.g. SCID (severe combined immunodeficiency) and cystic fibrosis, using viral and non-viral gene delivery systems, that can be treated with gene therapy. Explain what are the factors that keep gene therapy from becoming an effective treatment for genetic diseases. Discuss the social and ethical considerations for the use of gene therapy. Discuss cloning in plants. Explain the significance of genetic engineering in improving the quality and yield of crop plants and animals in solving the demand for food in the world. Discuss the ethical and social implications of genetically modified organisms.

(c)

(d)

(e) (f) (g)

(h)

Use the knowledge gained in this section in new situation or to solve related problems.

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TEXTBOOKS AND REFERENCES

Teachers may find reference to the following books helpful. CORE SYLLABUS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Arms, Karen and Camp, P S (1995) Biology (Fourth Edition) (Harcourt Brace & Co., www.harcourtcollege.com) Barret, D and Spencer, P (1992) Genetics and Evolution Biology Advanced Studies (Nelson) Burnet, L (1986) Essentials Genetics a course book (CUP) Burnet, L (1988) Exercises in Applied Genetics (CUP) Boyle, M and Senior, K (2002) Biology Collins Advanced Science (Collins Educational, www.collinseducational.com) ISBN 0 00713600 5 Calladine, C R and Drew, H R (1997) Understanding DNA (Second edition) (Academic Press www.apcatalog.com) ISBN 0121550885 Campbell, Neil A and Reece, J B (2005) Biology (Seventh Edition) (Addison Wesley-Benjamin Cummings, www.aw-bc.com) ISBN 0 8053 7146 X Campbell, Neil A and Reece, J B (2003) Biology: Concepts and Connections (Fourth Edition) (Benjamin Cummings) Carr, M and Cordell, R (1993) Biochemistry Biology Advanced Studies (Nelson Thornes) ISBN 0 17 448196 9 Clegg, C J with MacKean, D J (2000) Advanced Biology, principles and applications (Second Edition) (John Murray) ISBN 0 71 957670 9 Cummings, Shelly (Ed) (1998) Current Perspectives in Biology (Wadsworth Pub. Co, Belmont, CA) Drlica, K (2003) Understanding DNA and Gene Cloning (Wiley and Sons) ISBN 0471434167 Gould, James L and Keeton, W T (1996) Biological Science (Sixth edition) (New York: W. W. Norton, www.wwnorton.com) Gregory, J (2000) Applications of Genetics (Second edition) Cambridge Advanced Sciences (CUP, www.cambridge.org) ISBN 0521787254 Hayward, G (1990) Applied Genetics (Bath Science 16-19) (Nelson Thornes, www.nelsonthornes.com) ISBN 0 17 438511 0 Jones, M, Fosbery, R and Taylor, D (2000) Biology 1 Cambridge Advanced Sciences (CUP, www.cambridge.org) ISBN 052178719X Jones, M and Gregory, J (2001) Biology 2 Cambridge Advanced Sciences (CUP, www.cambridge.org) ISBN 0521797144 Jones, M and Jones, G (1997) Advanced Biology (CUP) ISBN 0 52 148473 1 Kent, M (2000) Advanced Biology (Oxford University Press, www.oup.co.uk) ISBN 0199141959 Kreuzer, H and Massey, A (2001) Recombinant DNA and Biotechnology: A guide for Teachers (American Society Microbiology) ISBN 1555811752 Kreuzer, H and Massey, A (2001) Recombinant DNA and Biotechnology: A guide for Students (American Society for Microbiology) ISBN 1555811760 Lowrie, P and Wells, S (2000) Microbiology and Biotechnology Cambridge Modular Sciences (CUP) ISBN 0 52 178723 8 Mader, S S (2001) Biology (Seventh edition) (Dubuque, IA: McGraw Hill. www.mhhe.com) Marrieb, E N (2001) Human Anatomy and Physiology (Fifth edition) (Benjamin/ Cummings) ISBN 0 80 534989 8 Micklos, D, Freyer, G A and Crotty, D A (2003) DNA Science A first course (Second edition) (CSHL) ISBN 0 87969 632 2 Minkoff, C, Eli & Baker, Pamela J (2001) Biology Today: An issues approach (Second edition) (Garland Publishing, New York, London) Nicholl, D S T (2002) An Introduction to Genetic Engineering (Second edition) Studies in Biology (CUP) ISBN 0521004713

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28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

Purves, W K, Gordon H O, and Heller C H (2000) Life: The Science of Biology (Sixth edition) (W. H. Freeman, www.whfreeman.com) Raven, P H and Johnson, G B (1999) Biology (Fifth edition) (William C Brown/McGraw-Hill Publishers, www.mhhe.com) Roberts, M B V, Monger G and Reiss M (2000) Advanced Biology (Nelson Thornes) ISBN 0 17 4887326 Rowland, M Biology (Bath Science 16-19) (Nelson Thornes) ISBN 0 17 438425 4 Salters Nuffield Advanced Biology A2 Student Book (2005) (Heinemann UK) ISBN 0435628585 Salters Nuffield Advanced Biology AS Student Book (2005) (Heinemann UK) ISBN 0435628577 Smith, J G (1996) Biotechnology (Third edition) (CUP) ISBN 0 52 144911 1 Solomon, Eldra, Berg, L R and Martin, D W (1999) Biology (Fifth edition) (Harcourt College Publishers. www.harcourtcollege.com) Starr, Cecie and Taggart, R (2001) Biology: The Diversity of Life (Ninth edition) (Wadsworth Publishing. www.wadsworth.com) Taylor, D (2001) Growth, Development and Reproduction Cambridge Modular Sciences (Second edition) (CUP) ISBN 0 52 178721 1 Taylor, D J, Green, N P O, Stout, G W and Soper R (1997) Biological Science 1 and 2 (Third edition) (CUP, www.cambridge.org) ISBN 0521561787 Taylor, J (2001) Microorganisms and Biotechnology (Bath Science 16-19) (CUP) ISBN 0 17 448255 8 Tomkins, S (1989) Hereditary and Human Diversity (CUP) Tobin, Allan J. and Dusheck, J (2001) Asking About Life (Second Edition) Harcourt College Publishers. www.harcourtcollege.com Vardy, P (1999) The Puzzle of Ethics (Fount) ISBN 0006281443 Wallace, R A, Sanders, G P, and Ferl, R J. (1996) Biology: The Science of Life (Fourth edition) (New York: Addison-Wesley Publishing Co. www.awlonline.com) Wood, E J and Myers, A (1994) Essential Chemistry for Biochemistry BASC I (The Biochemical Society) Available free online

The following may also be useful. 45. Biological Nomenclature: Standard terms and expressions used in the teaching of Biology (Third edition) (2000) Edited by Alan Cadogan ISBN 0 900490 36 5 46. Biological Sciences Review Philip Allan Publishers Ltd, Market Place, Deddington, Oxfordshire, OX15 0SE, England (www.philipallan.co.uk) 47. Cadogan, A and Sutton, R Maths for Advanced Biology (Thomas Nelson and Sons WaltononThames 1994) ISBN 0 17 448214 0 48. Dyson, T (1994) The Ethics of in Vitro Fertilization (Continuum International Publishing Mowbray) ISBN 0264672836 49. Edmonson, A and Druce, D (1996) Advanced Biology Statistics (OUP) ISBN 0199146543 50. Ennos, R (2000) Statistical and Data Handling Skills in Biology (Prentice Hall Harlow) ISBN 0 58 231278 7 51. Freeland, P W (1985) Problems in Practical Advanced Level Biology (Hodder and Stoughton, Sevenoaks 1985) ISBN 0 34 033563 7 52. Garvin, J W (1986) Skills in Advanced Biology 1: Dealing With Data (Stanley Thornes, Cheltenham) ISBN 0 85950 588 X 53. Garvin, J W and Boyd, J D (1994) Skills in Advanced Biology Series: Volume 2 Observing, Recording and Interpreting Student Text and Teachers Supplement (Nelson Thornes) ISBN 0 85950 817 X and 0 7487 0043 9 54. Garvin, J W (1995) Skills in Advanced Biology 3: Investigating (Stanley Thornes Cheltenham) ISBN 0 7487 2048 0 55. Jones, R and Reed, R and Weyers, J (1999) Practical Skills in Biology (Second edition) (Longman Harlow) ISBN 0 582 29885 7

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56. 57. 58. 59. 60. 61. 62. 63.

King, T J, Reiss, M and Roberts, M (2001) Practical Advanced Biology (Nelson Thornes, www.nelsonthornes.com) ISBN 0 17448308 2 LAB NOTES Guide to Research in Genetics (1995) The Wellcome Trust, 183 Euston Road, London, NW 1 2BE, England (http://library.wellcome.ac.uk) Lewis, O A M Plants and Nitrogen (1991) Studies in Biology Series (CUP) ISBN 0 52 142776 2 Powell, S (1996) Statistics for science projects (Hodder and Stoughton London) ISBN 0 340 66409 6 Rockett, B and Sutton, R Chemistry for Biologists at Advanced Level (John Murray London 1996) ISBN: 0 7195 7146 4 Siddiqui, S A (1999) Comprehensive Practical Biology for A Levels (Ferozons, Lahore) ISBN 9690015729 Stewart, A (1995-6) Lab notes: your up-to-date guide to research in genetics (Wellcome Centre for Medical Science, http://library.wellcome.ac.uk) Webb, N and Blackmore, R (1985) Statistics for Biologists: A Study Guide (CUP) ISBN 0 521 31712 6

These titles represent some of the texts available at the time of printing this syllabus. Teachers are encouraged to choose texts for class use which they feel will be of interest to their students and which will support their own teaching style.

List of readings for enrichment: books, landmark papers, journals Books e.g.: 1. Francis Crick: Discoverer of the Genetic Code (Eminent Lives) (2006) Matt Ridley 2. Genome (2000) Matt Ridley 3. The Red Queen: Sex and the Evolution of Human Nature (1995) Matt Ridley 4. Nature via Nurture: Genes, Experience and What makes us Human (2003) Matt Ridley 5. The Best American Science Writing (2002) Matt Ridley 6. DNA the Secret of Life (2003) James Watson 7. Genes, Girls and Gamow (2001) James Watson 8. The Double Helix (2001) James Watson 9. A Passion for DNA (2000) James Watson 10. My Life in Science (2002) Sydney Brenner 11. The Ancestors Tale: A Pilgrimage to the Dawn of Evolution (2004) Richard Dawkins 12. The Blind Watchmaker (1996) Richard Dawkins 13. The Selfish Gene Richard Dawkins 14. The Eighth Day of Creation Harold Judson 15. The Second Creation Ian Wilmut 16. Genethics David Suzuki 17. Life on Earth David Attenborough 18. Trials of Life David Attenborough 19. The Living Planet David Attenborough 20. The Private Life of Plants David Attenborough 21. Origin of Species Charles Darwin 22. The Silent Spring Rachel Carson 23. Inspiring Science Jim Watson and the Age of DNA (2003) John R Inglis, Joseph Sambrook, Jan Witkowski 24. What Mad Pursuit: A Personal View of Scientific Discovery (1988) Francis Crick

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Landmark Papers e.g.: 1. The Double Helix 2. McClintocks Jumping Genes 3. Kary Mullis Thermus aquaticus 4. HGP in Nature 5. Celeras Genome in Science Journals e.g.: 1. Natures 50th anniversary of the DNA structure

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9747 H2 BIOLOGY (2010)

GLOSSARY OF TERMS USED IN SCIENCE PAPERS

It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide, i.e. it is neither exhaustive nor definitive. The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Candidates should appreciate that the meaning of a term must depend in part on its context. 1. Define (the term(s)...) is intended literally. Only a formal statement or equivalent paraphrase being required. What do you understand by/What is meant by (the term(s)...) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can be obtained by inspection. List requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified, this should not be exceeded. Explain may imply reasoning or some reference to theory, depending on the context. Describe requires candidates to state in words (using diagrams where appropriate) the main points of the topic. It is often used with reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the answer should include reference to (visual) observations associated with the phenomena. In other contexts, describe and give an account of should be interpreted more generally, i.e. the candidate has greater discretion about the nature and the organisation of the material to be included in the answer. Describe and explain may be coupled in a similar way to state and explain. 7. 8. 9. Discuss requires candidates to give a critical account of the points involved in the topic. Outline implies brevity, i.e. restricting the answer to giving essentials. Predict implies that the candidate is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an early part of the question. Deduce is used in a similar way as predict except that some supporting statement is required, e.g. reference to a law/principle, or the necessary reasoning is to be included in the answer. Comment is intended as an open-ended instruction, inviting candidates to recall or infer points of interest relevant to the context of the question, taking account of the number of marks available. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in chemistry, two or more substances may satisfy the given conditions describing an unknown), or to imply that candidates are expected to apply their general knowledge to a novel situation, one that may be formally not in the syllabus.

2.

3.

4.

5. 6.

10.

11.

12.

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13. 14.

Find is a general term that may variously be interpreted as calculate, measure, determine etc. Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a rule, or angle, using a protractor. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula, e.g. relative molecular mass. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but candidates should be aware that, depending on the context, some quantitative aspects may be looked for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value. In diagrams, sketch implies that a simple, freehand drawing is acceptable: nevertheless, care should be taken over proportions and the clear exposition of important details.

15.

16.

17.

18.

19.

Compare requires candidates to provide both the similarities and differences between things or concepts. Recognise is often used to identify facts, characteristics or concepts that are critical (relevant/appropriate) to the understanding of a situation, event, process or phenomenon. Classify requires candidates to group things based on common characteristics.

20.

21.

SPECIAL NOTE
Units, significant figures. Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote units where necessary, the inclusion of units in quantities defined as ratios or quoting answers to an inappropriate number of significant figures, is liable to be penalised.

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