GCE A2 Biology Teaching Scheme (Concept

Approach)
A2 Teaching scheme

This teaching scheme is based on the concept approach.

It is a 30-week scheme, assuming making a start on A2 during the last four weeks of Year 12.

Both teaching schemes, concept and context, start with ecological topics from Unit 4, including
practical ecology, as this may be an appropriate time of year for Centres to introduce these parts of
the specification.

It is suggested that the Individual Investigation for Unit 6 takes the equivalent of two weeks of
normal lesson and homework time. This should be incorporated into the scheme, as appropriate, by
the Centre.

The page numbers (*) refer to the Edexcel A2 Biology Students’ Book (Ann Fullick).

2
Year 12

Last 4 weeks of the summer term – making a start on A2

Week Content of lessons Specification Page

number references numbers (*)

Unit 4 Topic 5: On the wild side

31 The effect of biotic and abiotic factors on the numbers 10, 12, 13 18 - 33
and distribution of organisms in a habitat; how the
concept of niche accounts for the distribution and
abundance of organisms in a habitat; the concept of
succession leading to a climax community.
32 How to carry out a study on the ecology of a habitat 11
to produce valid and reliable data (including the use
of quadrats and transects to assess abundance and
distribution of organisms and the measurement of
abiotic factors, e.g. solar energy input, climate,
topography, oxygen availability and edaphic factors).
33 The causes of global warming – including the role of 14, 18, 19 38 - 47
greenhouse gases (carbon dioxide and methane, CH4)
in the greenhouse effect; analysis and interpretation
of different types of evidence for global warming and
its causes (including records of carbon dioxide levels,
temperature records, pollen in peat bogs and
dendrochronology), recognising correlations and causal
relationships; how data can be extrapolated to make
predictions, their use in models of future global
warming and the limitations of these models.
34 The way in which scientific conclusions about 15, 20 48 - 53
controversial issues, such as what actions should be
taken to reduce global warming, or the degree to
which humans are affecting global warming, can
sometimes depends on who is reaching the
conclusions; the effects of global warming (rising
temperature, changing rainfall patterns and changes
in seasonal cycles) on plants and animals (distribution
of species, development and life cycles).

3
 Year 13

Week Content of lessons Specification Page

number references numbers
(*)

Unit 4 Topic 5: On the wild side (continued)

1 The structure of chloroplasts in relation to their role in 2, 3, 4 10 - 16

photosynthesis; the overall reaction of photosynthesis as
requiring energy from light to split apart the strong bonds in
water molecules, storing the hydrogen in a fuel (glucose) by
combining it with carbon dioxide and releasing oxygen into the
atmosphere; the light-dependent reactions of photosynthesis,
including how light energy is trapped by exciting electrons in
chlorophyll and the role of these electrons in generating ATP,
reducing NADP and producing oxygen through the photolysis of
water.
2 How phosphorylation of ADP requires energy and how hydrolysis 5, 6 10 – 11
of ATP provides an immediate supply of energy for biological and
processes; the light-independent reactions of photosynthesis as 16 - 17
the reduction of carbon dioxide using the products of the light-
dependent reactions (carbon dioxide fixation in the Calvin cycle,
the role of GP, GALP, RuBP and RUBISCO); the products are
simple sugars which are used by plants, animals and other
organisms in respiration and the synthesis of new biological
molecules (including polysaccharides, amino acids, lipids and
nucleic acids).
3 Calculations of net primary productivity and the relationship 7, 8 34 - 37
between gross primary productivity, net primary productivity and
plant respiration; calculations to determine the efficiency of
energy transfers between trophic levels.
4 How an understanding of the carbon cycle can lead to methods 9, 16, 17 38 - 53
that can help to reduce atmospheric levels of carbon dioxide
(including the use of biofuels and reforestation); the effect of
increasing temperature on the rate of enzyme activity in plants,
animals and microorganisms.
How to investigate the effects of temperature on the
development of organisms (e.g. seedling growth rate, brine
shrimp hatch rates).
5 How evolution (a change in the allele frequency) can come about 21, 22 54 - 57
through gene mutation and natural selection; how reproductive
isolation can lead to speciation.
6 The role of the scientific community in validating new evidence 23 58 - 61
(including molecular biology, e.g. DNA, proteomics) supporting
the accepted scientific theory of evolution (scientific journals,
the peer review process, scientific conferences).

Unit 4 Topic 6: Infection, immunity and forensics

7 The nature of the genetic code (triplet code, non-overlapping 2, 3, 4 72 - 77

and degenerate); the process of protein synthesis (transcription,
translation, messenger RNA, transfer RNA, ribosomes and the role
of start and stop codons) and the roles of the template

4
 (antisense) DNA strand in transcription, codons on messenger
RNA; how one gene can give rise to more than one protein
through post-transcriptional changes to messenger RNA.
8 How DNA profiling is used for identification and determining 5, 6, 7 78 - 81
genetic relationships between organisms (plants and animals).
How DNA can be amplified using the polymerase chain reaction
(PCR); how gel electrophoresis can be used to separate DNA
fragments of different length.
9 Differences between the structure of bacteria and viruses; the 8, 9 82 – 87
role of microorganisms in the decomposition of organic matter and
and the recycling of carbon. 91
10 The major routes pathogens may take when entering the body 10 ,11 92 – 95
and the role of barriers in protecting the body from infection, and
including the roles of skin, stomach acid, gut and skin flora; how 116 - 123
bacterial and viral infectious diseases have a sequence of
symptoms that may result in death, including the diseases caused
by Mycobacterium tuberculosis (TB) and Human
Immunodeficiency Virus (HIV).
11 The non-specific responses of the body to infection, including 12, 13, 14 96 - 103
inflammation, lysozyme action, interferon and phagocytosis; the
role of antigens and antibodies in the body’s immune response
including the involvement of plasma cells, macrophages and
antigen-presenting cells; the roles of B cells (including B memory
and B effector cells) and T cells (T helper, T killer and T memory
cells) in the body’s immune response.
12 How individuals may develop immunity (natural, artificial, active, 15, 16, 17 112 –
passive); discuss how the theory of an ‘evolutionary race’ 115,
between pathogens and their hosts is supported by the evasion 118, 123
mechanisms as shown by Human Immunodeficiency Virus (HIV) and
and Mycobacterium tuberculosis (TB); differences between 104 - 107
bacteriostatic and bactericidal antibiotics.
13 How an understanding of the contributory causes of hospital 18, 19, 20 108 –
acquired infections have led to codes of practice relating to 111,
antibiotic prescription and hospital practice relating to infection 66 – 71
prevention and control; how to determine the time of death of a and
mammal by examining the extent of decomposition, stage of 107
succession, forensic entomology body temperature and degree of
muscle contraction.
How to investigate the effect of different antibiotics on
bacteria.

Unit 5 Topic 7: Run for your life

14 The structure of a muscle fibre and the structural and 2, 3, 4 142 - 151
physiological differences between fast and slow twitch muscle
fibres; the contraction of skeletal muscle in terms of the sliding
filament theory, including the role of actin, myosin, troponin,
tropomyosin, calcium ions (Ca2+), ATP and ATPase; the way in
which muscles, tendons, the skeleton and ligaments interact to
enable movement, including antagonistic muscle pairs, extensors
and flexors.
15 The overall reaction of aerobic respiration as splitting of the 5, 6, 7, 8 128 - 135
respiratory substrate (e.g. glucose) to release carbon dioxide and
reuniting of hydrogen with atmospheric oxygen with the release

5
 of a large amount of energy; how phosphorylation of ADP requires
energy and how hydrolysis of ATP provides an accessible supply of
energy for biological processes; the roles of glycolysis in aerobic
and anaerobic respiration, including the phosphorylation of
hexoses, the production of ATP, reduced coenzyme and pyruvic
acid (details of intermediate stages and compounds are not
required).
How to investigate rate of respiration practically.
16 The role of the Krebs cycle in the complete oxidation of glucose 9, 10 ,11 136 – 141
and formation of carbon dioxide (CO2), ATP, reduced NAD and and
reduced FAD (names of other compounds are not required) and 133 - 134
respiration is a many-stepped process with each step controlled
and catalysed by a specific intracellular enzyme; the synthesis of
ATP by oxidative phosphorylation associated with the electron
transport chain in mitochondria, including the role of
chemiosmosis and ATPase; the fate of lactate after a period of
anaerobic respiration in animals.
17 Cardiac muscle is myogenic and the normal electrical activity of 12, 13 152 – 157
the heart, including the roles of the sinoatrial node (SAN), the and
atrioventricular node (AVN) and the bundle of His, and how the 159
use of electrocardiograms (ECGs) can aid the diagnosis of
cardiovascular disease (CVD) and other heart conditions; how
variations in ventilation and cardiac output enable rapid delivery
of oxygen to tissues and the removal of carbon dioxide from
them, including how the heart rate and ventilation rate are
controlled and the roles of the cardiovascular control centre and
the ventilation centre.
18 How to investigate the effects of exercise on tidal volume and 14, 15 158 - 161
breathing rate using data from spirometer traces. The principle
of negative feedback in maintaining systems within narrow limits.
19 The concept of homeostasis and its importance in maintaining the 16, 17 162 – 167
body in a state of dynamic equilibrium during exercise, including and
the role of the hypothalamus and the mechanisms of 180 - 181
thermoregulation; how genes can be switched on and off by DNA
transcription factors including hormones.
20 Analysis and interpretation of data on possible disadvantages of 18 168 - 173
exercising too much (wear and tear on joints, suppression of the
immune system) and exercising too little (increased risk of
obesity, coronary heart disease (CHD) and diabetes), recognising
correlation and causal relationships.
21 How medical technology, including the use of keyhole surgery 19, 20 174 – 179
and prostheses, is enabling those with injuries and disabilities to and
participate in sports, e.g. cruciate ligament repair using keyhole 182 - 183
surgery and knee joint replacement using prosthetics; two ethical
positions relating to whether the use of performance-enhancing
substances by athletes is acceptable.

Unit 5 Topic 8: Grey matter

22 How plants detect light using photoreceptors and how they 2, 3 188 – 193
respond to environmental cues; the structure and function of and
sensory, relay and motor neurones including the role of Schwann 198 - 199
cells and myelination.
23 The mechanism of conduction of a nerve impulse (action 4, 5 200 - 209

6
 potential) along an axon, including changes in membrane
permeability to sodium and potassium ions and the role of the
nodes of Ranvier; the structure and function of synapses,
including the role of neurotransmitters, such as acetylcholine.
24 How the nervous systems of organisms can detect stimuli with 6, 7, 8 212 – 219
reference to rods in the retina of mammals, the roles of and
rhodopsin, opsin, retinal, sodium ions, cation channels and 194 - 197
hyperpolarisation of rod cells in forming action potentials in the
optic neurones; how the nervous systems of organisms can cause
effectors to respond as exemplified by pupil dilation and
contraction; comparisons between the mechanisms of
coordination in plants and animals, i.e. nervous and hormonal,
including the role of IAA in phototropism (details of individual
mammalian hormones are not required).
25 The location and functions of the regions of the human brain’s 9, 10 220 - 227
cerebral hemispheres (ability to see, think, learn and feel
emotions), hypothalamus (thermoregulate), cerebellum
(coordinate movement) and medulla oblongata (control the
heartbeat); the use of magnetic resonance imaging (MRI),
functional magnetic resonance imaging (fMRI) and computed
tomography (CT) scans in medical diagnosis and investigating
brain structure and function.
26 Discussion of whether there exists a critical ‘window’ within 11, 12 228 - 231
which humans must be exposed to particular stimuli if they are to
develop their visual capacities to the full; the role animal models
have played in developing explanations of human brain
development and function including Hubel and Wiesel’s
experiments with monkeys and kittens.
27 The methods used to compare the contributions of nature and 13, 14, 15 232 - 241
nurture to brain development, including evidence from the
abilities of newborn babies, animal experiments, studies of
individuals with damaged brain areas, twin studies and cross-
cultural studies; how animals, including humans, can learn by
habituation.

How to investigate habituation to a stimulus.

28 Discussion of the moral and ethical issues relating to the use of 16, 17 222
animals in medical research from two ethical standpoints; how and
imbalances in certain naturally occurring brain chemicals can 242 - 245
contribute to ill health (e.g. dopamine in Parkinson’s disease and
serotonin in depression) and to the development of new drugs.
29 The effects of drugs on synaptic transmissions, including the use 18, 19 242 - 251
of L-Dopa in the treatment of Parkinson’s disease and the action
of MDMA in ecstasy; discussion about how the outcomes of the
Human Genome Project are being used in the development of
new drugs and the social, moral and ethical issues this raises.
30 How drugs can be produced using genetically modified organisms 20, 21 252 - 257
(plants and animals and microorganisms); discussion of the risks
and benefits associated with the use of genetically modified
organisms.