Biology Érettsegi Specifications 2024

BIOLOGY
DETAILED SPECIFICATIONS
FOR MATURA EXAMINATION
Date of publication: 16 July 2021.
Effective from: 1 January 2022.
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A) COMPETENCES
Being a candidate, you should be able to reason inductively (from specific
cases to general laws) and deductively (from general laws to specific cases).
Demonstrate proficiency in analogical reasoning (recognising similarities
between a known situation or phenomenon and a new, unknown situation),
probabilistic and correlative reasoning (inferring the probability of future
events from past events, making risk assessments, knowing risk factors) and
ethical reasoning (considering the possible consequences of decisions). Be
able to classify (grouping into hierarchical groups based on characteristics)
and to rank (manage relations). Have combinatorial thinking skills: be able to
create and test combinations of given elements under given conditions.
Proportional reasoning (examine the relationship between two quantities:
direct and inverse proportionality, saturation curves), converting different
forms of data presentation into each other (data into tables, tables into
graphs). Be able to analyse variables (identify and separate dependent and
independent variables, systematically examine and control relationships
between variables). Be able to complete data, graphs, analyse and use data
series, graphs (including bars, diagrams). Be able to conceptualise models,
interpret models, identify analogies. Identify problems and find solutions: find
unknown solutions to problems in real-life situations. Use integrated thinking:
apply content from one discipline to another. Use jargon, be able to define
concepts (according to the Specifications). Be skilled in highlighting (identify,
observe and record features relevant to the investigation), relate structures
and functions (infer the role of patterns). Apply basic mathematical skills, in
particular in writing and solving linear and quadratic equations from a textual
task, and in calculating slopes of graphs. Be able to compare observations,
descriptions (documentation), design and carry out simple experiments,
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measurements and interpret their results (knowledge of the characteristics of

the experiment, role of controls). Be able to formulate and test hypotheses,
theories, models, laws and identify fallacies. Know and apply the principles of
scientific reasoning (formulating hypotheses, finding and identifying sources
of information, evaluating their reliability, presenting arguments and
counter-arguments, analysing evidence, drawing conclusions). Apply
reflective thinking (evaluating, justifying decisions, constructing explanations
based on evidence, arguments and counter-arguments), analysing and using
data as evidence, refutation, argument. Apply scientific knowledge to
complex life situations.
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B) EXAM TOPICS
Higher Level (HL) Exam content covers the content of Standard Level Exam
(SL). Legend to be found at the end of this document.
1. Introduction to biology
Topics by Exam tier
SL HL
1.1. The study of life
1.1.1. Key concepts Key concepts

Assessmen cognitive/perceptual processes, levels of criteria for/characteristics of life,
t criteria organisation requirements/conditions for
and evolution, systems theory,
parameter emergence, part-whole relationship
s
Reasoning activity Reasoning activity
Describe the basic aims and main areas Compare the criteria for life and the
of biological research, and argue for its criteria for evolution. Describe the
role in understanding life, and in characteristics of living systems
understanding and protecting the (compartmentalisation, internal
wildlife. Distinguish between the unity, metabolism, homeostasis,
characteristics of everyday and excitability, coded information
scientific knowledge. Classify given transfer and transmission/signalling,
biological structures or characteristics regulation, control, growth,
into levels of organisation: subcellular, development, reproduction, heredity
cellular, sub-individual and and heritable variability, evolution,
supra-individual, tissue, organ, organ mortality). Apply systems theory
system, individual organism, thinking to the understanding of
population, community, (macro)biome, biological processes. Justify that the
biosphere. functions of higher levels of
organisation include but cannot be
derived from those of lower levels
(emergence). Identify the control
and experimental groups, the
experimental intervention, the
dependent and independent
variables and the fixed/controlled
variables in an experimental setup.
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Topics by Exam tier
SL HL

Research observation, investigation, trial, chromatography, centrifugation,
methods research question, hypothesis, electromagnetic spectrum, gel
prediction, experiment, experimental electrophoresis, electron
variable, testing (proof, refutation), microscope, SI base/fundamental
control experiment, frequency, and derived quantities and units,
probability, measurement, taxonomy, model analysis
dichotomous key, screening, diagnostic
test, light microscope, scale, specific
surface area, adsorption

Know the procedures of scientific Explain the principles of
research and apply them to the chromatography, centrifugation, gel
analysis of trials and experiments. electrophoresis and electron
Decide on the accuracy of microscopy. Understand the
measurements on the basis of key biological significance of adsorption
indicators (objectivity, validity, on surfaces (enzyme activity, soil
reliability). Interpret simple (molecular) colloids). Apply the physics of the
screening tests. Outline the basic visible light, UV and infrared spectra
objectives of human ECG, EEG, CT, MRI, of the electromagnetic spectrum to
ultrasonography, X-ray, endoscopy and biological studies. Analyse a
interpret the corresponding description of a chromatography
information for a patient. Apply the experiment and the resulting
principles of taxonomy in grouping and chromatogram. Interpret the results
identifying living organisms. Interpret of different separation techniques
and represent (function, bar and pie (chromatography, centrifugation,
charts) study data, draw conclusions gel electrophoresis) in biological
from given data series/row/set and analysis. Explain the resolution of
graphs. Know the principles of using a light and electron microscopes and
light microscope, know how to the difference in the information
calculate the magnification of a obtained. Interpret and design
microscope. Make a drawing of the experiments based on the silver
observed specimen, crosssection. Using mirror test, Lugol's test and biuret
a dye solution, demonstrate the high test. Explain the observations based
affinity of activated carbon towards the on the chemical changes that occur.
adsorption of molecules (and its high Determine the rate of change in
high degree of microporosity). Be able one-dimensional, time- and
to explain and interpret the space-dependent changes, interpret
experiment, understand its the slope of graphs showing
implications and possible applications. changes. Apply the relationship
Carry out an experiment to investigate between probability and prediction
the pH-dependent colour change of in biological studies. Interpret
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Topics by Exam tier
SL HL
anthocyanins, describe the results. scientific models and simulations in

Summarise (in main points) the biological problem solving and
research results of Ignaz Semmelweis research.
(hygiene), Hans Selye (Stress Theory),
Pál Kitaibel (Hungarian flora), Albert
Szent-Györgyi (vitamin C, cell
metabolism), Charles Darwin (theory of
evolution), Carl von Linné (taxonomy,
binomial nomenclature).
1.2. Basic physics and chemistry
1.2. Basic Key concepts Key concepts

physics solution (solvent, solute), concentration, dynamic equilibrium, osmotic
and diffusion, osmosis, semipermeable pressure, turgor pressure,
chemistry membrane, plasmolysis, physiological haemolysis, bound water, gel, sol,
saline colloid

Compare the phenomena of diffusion Explain the role of the body's
and osmosis. Give examples of diffusion osmotically active substances in
and osmosis in everyday life, and major processes of the organism
identify the processes. Interpret (blood proteins in reabsorption,
medical procedures for the use of lymph formation, movement of
osmosis (injection, infusion, treatment water in the nephron, water
of oedema, treatment of constipation, absorption in the alimentary canal)
dialysis). Investigate and explain the Describe the biological significance
phenomenon of plasmolysis in the of colloids (high specific surface area,
dermal tissue of plants (e.g. epidermal adsorption). Design and interpret
strips/peels). Relate the wilting of experiments on diffusion and
plants to the phenomenon of osmosis. osmosis.
Key concepts Key concepts

catalyst, simple enzyme, conjugated substrate, active site, enzyme
enzyme/holoenzyme, acidity-basicity specificity, reaction rate, enzyme
(pH), concentration inhibition, activation energy

Explain the occurrence of enzymes Explain the relationship between
(they are present in all cells), the ATPases and energy-intensive
essence of enzyme function, the processes (myosin, Na-K pump),
optimal conditions for enzyme relate ATP synthesis to unequal ion
function, and the link between the distribution (mitochondria). Design
latter and the characteristic values of and explain an experiment to
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Topics by Exam tier
SL HL
your body (body temperature, pH, ion demonstrate the optimal conditions
concentration). Explain the causes and (pH and temperature) for enzyme
consequences of human diseases function, and evaluate the results.
based on enzymatic disorders (diabetes Interpret an experiment on enzyme
mellitus, phenylketonuria) and explain function.
how they can be prevented. Recognise
the relationship between health and
the vitamins and metal ions needed for
enzyme function. Demonstrate and
explain a simple experiment on
enzymes, explain the findings.
2. The infra-individual levels of organisation
Topics by Exam tier
SL HL
2.1. Inorganic and organic components

Elements, biogenic element, ion, pH carbon-based life
ions
Explain the roles of C, H, O, N, S, P, Ca2+, Know the occurrences of H+, Na+, K+,
Mg2+, Fe2+, I, F in living organisms. Cl-, Fe3+, HCO3-, CO32-, NO3-, PO43- ions.
Carry out a test to detect C, N, Ca2+. Explain the carbon basis of life on
earth based on the atomic structure
and molecule forming properties of
carbon. Interpret data in the context
of similarities in the elemental
composition of living organisms.
Interpret an experiment to detect
biogenic elements (carbon,
hydrogen, nitrogen, sulphur and
iron).

Inorganic molecule, water, oxygen, carbon latent heat of vaporisation, heat
molecules dioxide, polar, hydrolysis capacity, surface tension, dipole,
density, reaction medium, hydrogen
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Topics by Exam tier
SL HL
bonding, spatial structure

Argue for the crucial role of water in life Relate the physical and chemical
(solvent, thermoregulation, properties of water to its biological
photosynthesis, hydrolysis in the role. Explain and demonstrate the
process of digestion). Explain the importance of the basic biological
importance of carbon dioxide and functions of water through the
oxygen molecules in life processes. analysis of physiological processes.

Lipids non-polar, fat, carotenoids, conjugated double
phospholipids/phosphatides, bile acid, bonds
emulsion, steroids

Recognise the structure of fats (glycerol Recognise the basic structure of
+ fatty acids) and phospholipids. Explain steroids and carotenoids. Describe
why phospholipids are suitable for the biological functions of the
forming biological membranes based following sterane skeleton (steroid
on their polarity properties. Explain the nucleus) compounds: aldosterone,
solubility properties of lipids, giving glucocorticoids. Explain the
common examples. Explain why relationship between the
overdose of fat-soluble vitamins can conjugated double bond system and
occur easily. Describe the biological role the photochemical role of
of fats and oils (energy storage, thermal carotenoids (and their derivatives) in
insulation, mechanical protection) and plants (carotenoids, xanthophylls)
relate this to the occurrence of adipose and in the human visual process
tissue in the body. Describe the role of (vitamin A, rhodopsin). Explain the
bile acids in fat digestion relationship between the polarity of
(emulsification, lipase activation). bile acids and the emulsion
Describe the biological functions of the stabilising role of bile salts, interpret
following steroid/sterane-based lipids: the experiments on this. Interpret an
cholesterol, progesterone, oestrogen, experiment on the digestion of fats.
testosterone. Carry out an experiment
on the solubilisation of fats, relate it to
the biological role of fats.

Carbohyd mono- and disaccharides (sugars), α- and β-glucose, condensation
rates polysaccharides (starch, cellulose, (dehydration synthesis)
glycogen), Lugol's test
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Topics by Exam tier
SL HL
Understand the relationship between Recognise the structure of α- and

the natural occurrence of β-glucose from a drawing, describe
carbohydrates and their role in the the monosaccharide building blocks
body. Compare the following of maltose, lactose and sucrose,
carbohydrates in terms of taste, water explain the structure of amylose and
solubility and digestibility: glucose, cellulose. Write down, recognise and
starch, glycogen, cellulose. Recognise explain the general empirical
the molecular structure of glucose, formula of polysaccharides.
ribose, deoxyribose, recall their
biological roles, & which molecules they
form. Write down and recognise the
molecular formula of glucose. Describe
what sugars are ( mono- and
disaccharides), name the sugars found
in food (glucose, fructose, maltose,
sucrose, lactose). Carry out and
interpret the test for starch with iodine
(Lugol's test) and recognise starch
granules/grains under the microscope
and in micrographs. Explain why bread
that has been chewed for a long time
becomes sweet.

Proteins amino acid, peptide bonding, protein levels of protein structure, amino
structure, essential amino acid, gluten, acid side chains, denaturation,
casein, albumin, collagen, keratin, coagulation, stress proteins
coagulation

Describe the monomers of (simple) Describe and recognize the general
proteins (amino acids), the typical type (constitutional) formula of amino
of bond between monomers (peptide acids, the types of interactions of
bond), explain the importance of the peptide bonds and side chains and
primary structure ( 3D structure, explain their role in the formation of
function definition). List examples (from the protein structure. Describe the
everyday life) of changes in the biological role of stress proteins.
structure of proteins (egg and meat Explain the levels of protein
frying). Describe the biological role of organisation (the structural feature
proteins (enzymes, contractile protein meant by each level, the information
systems - actin and myosin, scaffolds, content per level, the bonds that
receptors, transport proteins, reserve stabilise each level and the common
nutrients, antibodies, marker proteins, variants associated with each level).
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Topics by Exam tier
SL HL
blood coagulation, regulatory proteins). Recognise peptide bonding,

Give examples of their occurrence. describe its formation and its role in
Explain why essential amino acids are the spatial structure of proteins.
vital components of our diet. Carry out Interpret property changes
and explain experiments showing the associated with changes in the
coagulation of proteins (heat, acid, structure of proteins, using the
light metal salts, heavy metal salts, example of prions, sickle cell
alcohol, mechanical stress). anaemia, based on text description.
Explain how proteins are detected
by the biuret reaction.

Nucleic nucleotide, base (A,T,G,C,U), ATP, RNA, purine skeleton, pyrimidine skeleton,
acids, DNA ester linkage, NAD+, NADP+,
nucleotid coenzyme A, proof of hereditary role,
es PCR, DNA polymerase

Recognise the general molecular Justify the biological importance of
structure of nucleotides and nucleic NAD+, NADP+, CoA.
acids, made up of Analyse experiments to prove the
sugar-base-phosphate units, in the hereditary role of DNA (Griffith and
diagram. Justify the biological Avery, Hershey and Chase
significance of ATP. Explain how the experiment).
structure of DNA is both an information Relate the process of DNA
carrier and an information transmitter. replication to the polymerase chain
Explain the process of DNA replication reaction (PCR) technology, explain
using a diagram. the essence of the method, and
interpret its role in medical
diagnostics.
2.2. Metabolic processes
2.2.1. Key concepts

Relations metabolism, catabolism/dissimilation,
hip anabolism/assimilation, phototrophic,
between chemotrophic, autotrophic,
anabolic & heterotrophic
catabolic
processes Compare and contrast the anabolic and Understand the concepts of
catabolic processes of living organisms. hydrolysis and condensation in the
Compare living organisms in terms of process of combining and breaking
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Topics by Exam tier
SL HL
energy source (phototrophs and down macromolecular building

chemotrophs) and C source blocks.
(autotrophs and heterotrophs). Know Demonstrate with examples that the
that all restructuring involves a loss of metabolic processes of the cell
energy. interact with the environment.

Anabolis photosynthesis, light stage/reaction, carotenoid, chlorophyll
m dark stage/reaction, reduction

Describe the location where the Explain the role of photosynthetic
processes take place and the materials pigments (carotenoids, chlorophylls)
entering and leaving the light and dark in relation to their structure. Explain
reactions. the basic equation of
Describe and explain the simplified photosynthesis.
(net) equation of photosynthesis. Analyse the main events of the light
Explain the fundamental need of and dark stages of photosynthesis:
plants, and photosynthesis, for life on water is photolytically decomposed
earth and the development of life on and molecular oxygen, H+, e-, ATP
land. are produced (light stage); carbon
Carry out an experiment on dioxide is reduced by H+, e- and ATP,
photosynthesis in an aquatic plant and glucose and other compounds are
explain the results. produced (dark stage). Design and
interpret experiments to show the
effect of factors limiting
photosynthesis on photosynthesis
and the end products of
photosynthesis.

Catabolis biological oxidation/cellular respiration, glycolysis, citric acid cycle, nitrogen
m fermentation, aerobic, anaerobic, metabolism, cytochromes, oxidative
limewater phosphorylation/terminal oxidation

Compare cellular respiration and ( Describe the essence of glycolysis, its
alcoholic and lactic acid) fermentation starting and final products, and the
(biological function, location, energy alternatives for the further formation
balance, starting compounds, end of pyruvic acid (oxidation or
products). Analyse the changes of the reduction).
molecules involved as starting Analyse the essential processes of
compounds in cellular respiration: the citric acid cycle: hydrogen
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Topics by Exam tier
SL HL
carbon dioxide is formed from the transported by carrier molecules,

carbon skeleton, hydrogen combines formation of carbon dioxide, location
with molecular oxygen, water and ATP of the process. Formulate the
are formed. Know the location of these essence of oxidative
processes in the cell. Demonstrate the phosphorylation: hydrogen (H+, e-)
gas produced during alcoholic combines with molecular oxygen
fermentation and cellular respiration and water and ATP are formed.
with limewater, explain your findings. Analyse the changes in the nutrient
molecules used as starting
compounds in cellular respiration:
they have in common the formation
of acetyl-CoA during their
metabolism, and the excretion of N
as ammonia and urea during the
breakdown and metabolism of
amino acids.
Analyse experiments and case
studies related to fermentation and
cellular respiration, design
experiments related to these
processes.
2.3. The machinery of the (eukaryotic) cell

Eukaryoti eukaryotic cell organelles, animal cell, central sap vacuole, centrosome,
c cell plant cell endoplasmic reticulum, Golgi
organelles apparatus, membrane vesicle,
lysosomes.

Recognise the following in a diagram: Recognise a drawing of a central
cell membrane, cytoplasm, flagellum, vacuole, cytoskeleton, centrosome,
cilium, ribosome, nucleus, endoplasmic reticulum, Golgi
mitochondrion; cell wall, chloroplast, apparatus. Demonstrate with the
inclusion. help of a diagram or text possible
Distinguish between animal and plant protein trafficking/shipping routes
cells by listing the differences. within the cell (protein targeting):
Recognise the cell wall, chloroplast, using the examples of secreted,
nucleus, & inclusion under the lysosomal (intracellular digestive)
microscope and in micrographs. and membrane proteins, by tracing
the destination of a radiolabeled
amino acid.
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SL HL
2.3.2. The Key concepts Key concepts

cell’s membrane, active and passive facilitated diffusion, membrane
border transport, endocytosis, exocytosis transport mechanisms, channel &
carrier proteins, protein pump,
coupled transport/cotransport

Describe the role of biological Evaluate the mechanisms of passive
membranes ( flow of substances, and active transport, describe their
barrier, connection, marking, signalling) implementations (without carrier
and explain the general principle of molecule: diffusion, ion channel;
their structure. with carrier molecule: facilitated
Compare the essence of passive and diffusion, pump protein), driving
active transport (direction, energy forces.
requirements). Interpret complex transport
Explain the processes of endocytosis processes illustrated in diagrams
and exocytosis, giving examples of and text using the example of
these in the functioning of your own glucose absorption in the human
body. small intestine.
Analyse in diagram the ion uptake
by root hairs, the uptake of glucose
by cells under the action of insulin.

Motion pseudopod, cilium, flagellum cytoskeleton

Give examples of movements involving Connect intracellular movements to
pseudopods, flagella and cilia in the the function of the cytoskeleton.
human body.

Metabolis metabolism, cellular components lysosome
m
Link cell metabolism to the function of Describe the possibility of breaking
cellular components. down substances that enter the cell
or redundant internal substances
(lysosome). Explain the role of
cellular components in relation to
their structure and metabolic
processes.
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SL HL
Division cell cycle, cell division, mitosis, meiosis, phases of cell division
somatic cell, gamete, chromosome,
diversity

Explain the role of equational and Relate the essential processes of the
reductional divisions in the formation of pre-division stages (interphase) to
somatic and sex cells and in the the stages of the cell cycle (G1, S, G2,
development and maintenance of M). Explain the essential processes of
genetic diversity. interphase (preparation for division,
Describe the concept and genetic DNA replication, checkpoint, repair).
interpretation ("linkage group") of Compare mitosis and meiosis (their
chromosomes. Describe the sub-processes, their occurrence,
chromosome number of human changes in the quantity and quality
somatic cells and gametes. of genetic information).
Put the phases of cell division in
order, according to the diagrams or
pictures drawn, and match the
phases to the processes that take
place in them.

Regulatio control, command, regulation, cell surface receptor, intracellular
n of cell setpoint/target value, "process" value, receptor, second (intracellular)
function & error signal, transducer/sender messengers (cAMP, Ca2+), kinases,
intercellul (signalling cell), signal (electrical signal, G-protein, phosphorylation, signal
ar chemical messenger), channel (body amplification.
communi fluid, synapse), receptor (signal
detector)
cation
Interpret the biological significance of Based on the example described,
intracellular and intercellular signalling analyse the biological significance of
networks in the regulation of cell intracellular and intercellular
function and intercellular signalling networks in the regulation
communication using the example of cell function and intercellular
described. communication.
Describe how the cell can respond to Explain, using a drawn diagram, the
external and internal stimuli (changes mechanism of signal transduction
in intracellular concentration of using the example of the effects of
substances, changes in function: adrenaline (on glycogenolysis
changes in shape, metabolism or enzymes) and glucocorticoids (on
electrical changes, secretion, gene transcription).
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transcription).
3. The organism level
Topics by Exam tier
SL HL
3.1. Non-cellular systems
3.1.1. Key concepts

Viruses virus, intracellular parasite, infection,
epidemic, disease, influenza, COVID,
measles, common cold, chicken pox,
AIDS, rabies, rubella, herpes, hepatitis,
HPV

Assess the biological and health Interpret and support with biological
significance of viruses. Describe the facts that viruses are at the border
structure of viruses, their size range, between living and nonliving.
and the ways in which they are Explain the process of viral infection
transmitted. using the lytic and lysogenic cycles
Describe the most common human of bacteriophages and the example
diseases caused by viruses (name, of a retrovirus.
known symptoms), prevention and
protection.
Understand the concepts of infection,
disease and epidemic.
3.1.2. Key concepts

Prions prion, bovine spongiform
encephalopathy, abnormal
conformation change
Reasoning activity
Compare prions with viruses.
Explain that the normal variant of
the protein that causes spongiform
encephalopathy is also found in
healthy brain tissue, and interpret
descriptions and case studies.
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3.2. Cellular life
3.2.1. Key concepts Key terms

Prokaryot prokaryotic, bacterium, antibiotic, endosymbiosis, plasmid,
es resistant, Cyanobacteria, lactic acid recombination, transformation,
(Bacteria) bacteria, microbiome, Lyme disease, conjugation
Tuberculosis (TB), pneumonia, cholera,
salmonella, tetanus, whooping cough,
diphtheria, dental caries, toxin

Describe the structure of bacteria and Describe the endosymbiotic theory
their size range. and explain the arguments in favour
Describe the environmental, of it.
evolutionary, industrial, agricultural and Justify with facts the relationship
health significance of bacteria; explain between the diversity of bacterial
their relationship to their diverse metabolism, rapid reproduction and
metabolism. adaptability.
Identify the chemoheterotrophic, Interpret the possible processes of
photoautotrophic and recombinant bacterial evolution
chemoautotrophic bacteria and the from a diagram.
ecological types of bacteria (producers, Give examples to show that
decomposers, pathogens, symbionts) archaebacteria occur in specific
by describing their life processes. habitats and explain their role in the
Explain why irresponsible antibiotic use evolution of cellular life forms.
leads to the spread of resistant forms of Analyse, using a diagram or text, the
pathogens. Describe the most common metabolic and energy-conversion
human illnesses caused by bacteria steps of nitrifying bacteria,
(name, known symptoms), how to denitrifying bacteria, lactic acid
prevent them and how to control them. bacteria and nitrogen-fixing
Describe disinfection and sterilisation bacteria and their relationship.
procedures. Explain the reasons for the
different treatment of viral and
bacterial diseases.
Describe the biological basis of the
different disinfection procedures.
3.2.2. Key concepts giant amoeba, paramecium species,

Eukaryot eukaryotic Euglena viridis, digestive/food
es vacuole, contractile vacuole
Unicellula
rity
Compare prokaryotic and eukaryotic Describe the diverse structure, basic
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SL HL
cell structure and function: common life functions (digestion, locomotion,

features and basic differences. Assess water regulation) and anabolic
their significance. metabolism of unicellular organisms
in the following species: giant
amoeba, paramecium species,
Euglena viridis.
Analyse experiments related to the
life of unicellular organisms.
Recognise these organisms and
their typical organelles in images
from a light microscope and in
drawings.
3.3 Multicellular eukaryotes

split of plant, animal, fungus, thalloid structure, hypha, mycelium, spore.
fungi, tissue morphology
plants
Reasoning activity
and
Explain why plants, fungi and animals
animals
form a separate group in the natural
classification of living things, based on
morphology and metabolic processes.
Justify by example that differentiation
involves the specialisation of cells in
structure and function.
Non-tissu Key concepts Key concepts

e cell association/colony/coenobium, cell alternation of generations, spore,
morpholo filament (e.g. protonema), thalloid body, protonema, prothallus, haploid,
gy thalloid morphology, pseudotissue diploid, sporophyte and
gametophyte, moss plant

Based on descriptions and pictures or Interpret the steps in the diphasic
diagrams, compare the types of ontogeny/life cycle of mosses
multicellular non-tissuous morphology (bryophytes) and ferns
(cell association, filamentous, thalloid) (pteridophytes), and explain the
using the examples of green algae, evolutionary significance of this
fungi and mosses. process.
List the characters used to identify the Correlate the body structure of
deadly poisonous death cap and know mosses and their position in
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the symptoms that indicate mushroom communities.

poisoning. Explain the main features of the
Describe downy mildew (peronospora), pseudotissue structure of sponges.
pin mould/black bread mould/mucor,
Penicillium mould, fungi that cause
human diseases and the significance of
baker's yeast metabolism. Understand
lichens as symbiotic organisms.
Understand that lichens can be
indicators of air pollution.
Summarise the ecological importance
of fungi: decomposers, parasites,
symbionts.
Examine pin or Penicillium moulds and
filamentous green algae under a light
microscope, draw and describe what
you see in a microscope or micrograph.
Examine true mosses and lichens with
a hand magnifying glass and
microscope, describe their body
structure as observed and from
micrographs.
3.4. Tissues, organs, organ systems, body parts

Major tissue, organ, root, stem, leaf, flower, double fertilisation, microspore
groups of seed, fruit (pollen grain),
flora in macrospore/megaspore (embryo sac
terms of cell), gametophyte and sporophyte
organ phase, angiosperms
differentia Reasoning activity Reasoning activity
tion Describe the evolutionary ‘novelties' Explain the process of double
(tissues, organs) in ferns (pteridophytes) fertilisation.
and relate them to effective adaptation
to life on land. Describe the
evolutionary ‘novelties' (flower, seed,
water-independent reproduction) in
gymnosperms and relate them to more
efficient adaptation to life on land.
Describe the evolutionary ‘innovations'
in angiosperms (chlamydeous flower,
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stigma, closed ovary, fruit, xylem

vessels, root hairs), and be able to relate
these to better adaptation to life on
land. Explain the biological role of fruits
and strategies for seed dispersal. Use
the plant field guide, Növényismeret, to
learn about plants in their
environment and to characterise their
habitat and ecological needs.

Plant meristematic tissues, permanent xylem vessel/trachea, tracheid, sieve
tissues & tissues, dermal tissues, stomata, tube, sieve cell, companion cell,
organs (chlorenchyma/assimilatory, & palisade and spongy mesophyll
Tissues aquiferous) parenchyma, (nutrient
storing, mechanical/supporting, &
secretory) ground tissues, vascular
tissues (xylem, phloem)

Relate the structure and function of the Recognise plant tissues in
following tissues: meristematic tissue cross-sections and longitudinal
and permanent tissues: dermal tissue, sections of (capillary) rootlets,
('assimilatory', 'storage', 'mechanical', cross-sections of stems of
'secretory', ' aquiferous'), ground tissue, monocotyledonous and
and vascular tissue. Examine plant dicotyledonous herbaceous plants,
tissue specimens by a light microscope cross-sections of dicotyledonous
(rootlet, herbaceous stem, leaf woody stems and cross-sections of
cross-section), prepare epidermal dicotyledonous leaves by light
peels/strips (e.g. fleshy storage scale microscopy and relate the structural
leaves of red onion bulbs). Examine elements to their function.
crystal inclusions. Interpret what you
see, including micrographs.
Root, Key concepts Key concepts

stem, leaf root, stem, leaf, stoma organ modifications, root pressure,
osmotic pressure, adhesion,
cohesion, capillarity, transpiration,
translocation

Describe the basic functions of the root, Describe the structure and function
stem and leaf and relate them to their of roots, stems, leaves and their
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structure. Recognise in simple modifications. Give examples of

schematic drawings the longitudinal modified organs. Analyse the fate of
and transverse sections of a (capillary) atoms of a water molecule taken up
rootlet, the cross-section of a from the soil in a plant. Explain the
herbaceous and woody stem and the chemical and physical driving forces
cross-section of a foliage/true leaf. of water transport and relate them
Explain the anatomical differences to the structure of the root, stem and
between plants living in different leaf. Analyse the fate of carbon
ecological environments (adaptation). dioxide molecules taken up in the
Explain the formation of the woody plant through a stoma. Interpret an
stem, the formation of annual rings in experiment on plant transport.
the cross section of a tree trunk.
Examine under a microscope stomata
and interpret what you see, including
micrographs. Carry out an experiment
on plant transport and explain the
results.
Flower, Key concepts Key concepts

fruit flower, seed, fruit, unisexual/imperfect short-day plant, long-day plant,
flower, bisexual/perfect flower, auxin, ethylene
monoecious plant, dioecious plant,
vegetative organs, reproductive organs,
sexual reproduction, asexual
reproduction, division, cutting, grafting,
budding, cloning, ontogeny, zygote,
seed, embryo, germination,
self-sustaining function,
species-sustaining function

Relate the biological role and parts of Correlate the role of photoperiod in
the flower. Describe the concepts of the flowering process with the day
unisexual and bisexual flowers, length of the native habitat and that
monoecious and dioecious plants. of the changed habitat (e.g.
Understand the species-maintaining naturalisation).
functions of flowering plants (seed and Link the parts of the flower to the
fruit production, reproduction by parts of the fruit. List and identify
vegetative organs). Compare the examples of plant life functions (fruit
advantages and disadvantages of ripening, growth) that occur under
sexual and asexual reproduction. hormonal influence.
Describe the main types of asexual Interpret an experiment with auxin
propagation of plants (division, cutting, phytohormones.
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grafting, budding, cloning).

Explain the external and internal
conditions of germination in a
germination experiment.

Major flatworms, annelids, insects, snails, sponges
groups of invertebrates, vertebrates, bony fish,
fauna in amphibians, reptiles, birds, mammals,
terms of evolutionary novelty
organ
differentia Describe the evolutionary adaptations Recognise and analyse the
tion in the body structure and life functions relationship between body structure,
(integument, locomotion, feeding, life functions (integument,
respiration, transport, reproduction, locomotion, feeding, respiration,
perception) of the listed groups of transport, reproduction, perception)
animals, and explain why these may and the environment, using the
have contributed to the successful following groups of animals as
spread of the group. examples:
- sponges
- flatworms
- annelids
- arthropods (insects)
- molluscs (snails)
- large groups of vertebrates (bony
fish, amphibians, reptiles, birds,
mammals).
Independently characterise the
above groups using group features.
3.4.4 Key concepts

Animal epithelial tissues, muscle tissues,
tissues, connective tissues, types of nervous
reproduct tissue and their characteristic cells
ion and
behaviour
Explain what the following tissues are Recognise the following tissues from
Tissues specialised for: epithelial tissues a drawing or micrograph: smooth
(grouped by function and structure), muscle tissue, cardiac muscle tissue,
muscle tissues, connective tissues and ciliated epithelium, hyaline cartilage.
nervous tissue. Explain how function is Interpret the role of the structures
reflected in their structure. seen in the function of the tissue.
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Recognise the following tissues under

light microscopy and in pictures:
stratified keratinized squamous
epithelium, skeletal muscle tissue,
bone tissue, nerve tissue, human blood.
Reproduc Key concepts

tion-onto ovum, sperm, zygote, hermaphrodite,
geny gonochoric, sexual dimorphism,
embryonic and postembryonic
development, sexual and asexual
reproduction, external and internal
fertilisation
Reasoning activity
Understand the concepts of egg cell,
sperm, zygote, hermaphroditism,
gonochorism, sexual dimorphism,
sexual and asexual reproduction,
regeneration, embryonic and
postembryonic development.
Contrast, using examples, the living
conditions and the method of
reproduction (sexual, asexual, external
and internal fertilisation, the
relationship between parental care and
the number of offspring).
Behaviour Key concepts

inherited/innate behaviour, learned
behaviour, self-preserving behaviour,
species-sustaining behaviour, taxis,
fixed action pattern, key/sign stimulus,
motivation, unconditioned reflex,
imprinting, sensitisation, habituation,
conditioned reflex,
operant/instrumental learning, insight
learning, altruism, aggression

Compare inherited and learned Explain that there are also hereditary
behaviours. factors behind learned behaviours.
Recognise behaviours related to Analyse the behaviours listed based
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self-preservation (navigation & on the studies/experiments

orientation, foraging & feeding described.
behaviour, escape, defence) from
descriptions and examples.
Recognise, from descriptions and
examples, behaviours related to species
maintenance (sexual selection, nuptial
rite & courtship display, mating,
parental care, altruism, aggression).
Recognise the following behaviours
from descriptions and examples:
unconditioned reflex, taxis, fixed action
pattern, imprinting, sensitisation,
habituation, conditioned reflex, operant
and insight learning.
Understand the concepts of motivation
and key stimulus and explain their role
in the development of a behaviour.
4. The human body
Topics by Exam tier
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4.1. Homeostasis, systems theory

Homeostas homeostasis, control, regulation, systems theory
is command, "setpoint" value, "process"
value, error signal, feedback (negative,
positive), excretion, secretion (exocrine,
endocrine)

Compare the two basic forms of Using examples, demonstrate that
control, regulation and command. the values of homeostatic
Understand the role of feedback in components can change depending
closed loop control (regulation). on the physiological state. Apply
Understand the concept of systems theory to the functioning of
homeostasis and its importance. the human body: the body as a
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Understand the concepts of excretion hierarchical system of cellular

and exocrine and endocrine secretion. systems, substance supply and
Explain the role of the microbiome in information subsystems, input,
maintaining the homeostasis and output and distribution units, control
integrity of the body. mechanisms.
Describe examples of systems
biology approaches to the
functioning of the human body
(psychoneuroimmunology, systems
medicine). Explain the role of
positive and negative feedback in
physiological processes, using
figures, text, tables or graphs.

General screening tests, self-examination,
health generalist/primary and specialist care,
issues inpatient care, radiation exposure,
health, diabetes, thermoregulation

Understand the internationally Analyse research on the relationship
accepted concept of health. Appreciate between homeostasis and health in
the importance of screening and relation to thermoregulation and
self-examination. Interpret a briefing on diabetes.
patients' rights. Distinguish between
the functions of general and specialist
care, explain how to consult a doctor,
understand the reasons for and
characteristics of in-patient care
(hospitalisation).
Analyse the sources of our exposure to
radiation, its possible effects on our
health and ways of reducing the risks.
Explain the relationship between
homeostasis and health in relation to
thermoregulation and diabetes.
Describe what to do when caring for an
electrocuted person. Describe what to
do when caring for an unconscious
individual.
Explain (model) the steps and rules of
performing basic life support, explain
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the steps and basic rules of calling for

an ambulance.
Demonstrate the use of mobile apps for
maintaining a healthy lifestyle and
assess what to look out for when using
them.
4.2. The integumentary system
4.2.1. Skin Key concepts

epidermis, dermis, hypodermis,
sebaceous gland, sweat gland,
mammary gland, melanocyte, melanin,
nails, hair, hair follicle, skin receptors
(temperature, pain, touch, pressure),
mitosis, horn (keratin), skin vessels,
capillary circulation

Understand the functions of the skin Link the skin's secretory function to
(protection, thermoregulation, the body's water balance regulation.
perception: pain, touch, pressure,
thermal stimuli) and their relationship
to the structure of the skin. Describe
the role of the skin in the process of
thermoregulation.
Explain the regeneration of the
epidermis.
Understand the role of melanocytes
and melanin. Understand the human
skin colour scale as part of biodiversity.
Recognise the tissue structure of the
skin in sections and diagrams, and
describe the functions of the parts.
4.2.2. Skin Key concepts

care and skin protection, tanning, hair care, skin
protection care, bacterial flora, mole/birthmark,
wart, blackhead, pimple, water blister,
blood blister, first aid

Explain the effects of sunlight on the Use a diagram to explain the effect
skin, the health aspects of tanning and of UV radiation on DNA during the
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how to protect yourself. Explain the role development of certain skin

and possibilities of skin and hair care. tumours.
Explain the importance of the skin's
bacterial flora. Interpret the
composition of skin creams, cleansers,
antiperspirants and their effects on the
body based on case studies.
Explain what a mole and a wart are,
how blackheads, pimples, water blisters
and blood blisters develop. Recognise
from a photograph the conditions that
should be referred to a dermatologist
for cancer prevention.
Explain why burns are dangerous.
Explain how to treat minor burns and
chemical burns and how to give first aid
for bites, stings and cuts. Describe the
possible causes of wound formation,
the rules for disinfection and wound
care.
4.3. The locomotor system
4.3.1. Key concepts

Fundamen anatomical planes, axes, and directions
tals of skull, axial and appendicular skeleton,
anatomy, neuro and viscerocranium, girdles,
the vertebral column, flat and tubular
skeletal bones, synarthrotic/immovable and
system diarthrotic/synovial joints, sutures,
cartilage, ligaments,
symphysis/fibrocartilaginous fusion,
joints/articulations

Identify the location of human organs Interpret analyses of the chemical
according to the anatomical planes, composition of bones.
axes and directions of the body.
Describe the biological functions of the
skeleton.
Describe the regions of the vertebral
column, the bones of the thoracic cage,
the bones of the neuro- and
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viscerocranium (nasal, zygomatic,

maxillary and mandibular bones).
Identify them in diagrams. Relate the
characteristics of the human locomotor
system to bipedal ambulation (double
S-shape of the spinal column).
Describe the structure of a flat and a
long tubular bone in relation to their
respective functions. Describe the parts
of the vertebrae.
Describe the chemical composition of
bones (organic and inorganic
constituents), explain their role, relate
their ratio changes to lifestyle, age, and
juvenile and senile bone injuries.
Describe examples of osseous fusion
(synostosis), sutures/fibrous,
cartilaginous and synovial joints,
explaining how these allow movement
at the sites involved.
Identify the parts of a joint on a
drawing.
Describe the function of the girdles,
their bones, and the bones of a
pentadactyl vertebrate limb. Explain
the reason for the difference between
the male and female pelvis.

Muscular muscle head/origin, muscle belly, lever principle, effort, effort arm,
system muscle fascia, tendon, skeletal muscle, torque, sarcomere, creatine
flexion-extension, abduction-adduction, phosphate, myoglobin, local hypoxia,
rotation sliding filament theory

Describe the location and basic Explain the structure of muscle from
functions of the following muscles: a systems theory approach:
annular sphincter, mimic muscles, (elementary proteins [actin, myosin]
intercostal muscles, pectoralis major, → myofilaments→ myofibrils→
abdominal muscles, perineal muscles, myocyte → muscle fibre → muscle).
diaphragm, flexor and extensor muscles Explain the essential function of the
of the limbs, sternocleidomastoid musculoskeletal system based on
muscle. the disciplines physics (lever
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Describe the skeletal muscle structure: principle, effort, effort arm),

muscle fibre (muscle cells), muscle fibre biochemistry (actin, myosin, creatine
fascicle, muscle fascia, tendons. phosphate, ATP, cellular respiration,
Interpret a text on the causes of muscle fermentation), & histology (skeletal
fever. muscle tissue). Explain why Ca2+ ion
Using a chicken wing, show the flexor and Mg2+ ion are necessary for
and extensor muscles, the external muscle function.
structure of the muscles, the parts of a Explain the role of the muscle's own
joint. energy storage and oxygen storage
molecules.
4.3.3. Key concepts

Regulation muscle tone, somatic nervous system
Reasoning activity
Explain the role of muscle tone in
posture and movement.
4.3.4. Key concepts

Hygienics posture, centre of mass, scoliosis, open
of the fracture, sprain, dislocation, spinal disc
activity & herniation, flatfoot, muscle injury,
musculosk supplements, doping, PEDs, warm-up,
eletal fitness, endurance
systems
Reasoning activity
Describe the basic principles for the
health and protection of the
musculoskeletal system (correct
posture, lifting, exercise).
Explain the physiological benefits of
sport in relation to the functioning of
other organ systems. Explain the
importance of warming up before
sporting activities and how to alleviate
muscle fever.
Describe what is meant by fracture
(open and closed), spinal injury, sprain,
dislocation, hip dislocation, flatfoot,
scoliosis, herniated disc.
Describe the identification and
treatment of hip dislocation.
Describe in which cases the
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implantation of an inorganic prosthesis

in the musculoskeletal system is
necessary. Describe the risks of this
type of surgery. Describe first aid
treatment for sports injuries (sprains,
dislocations, fractures, muscle injuries).
Analyse, on the basis of a case study,
the harmful effects of inappropriate use
of dietary supplements or PEDs in
bodybuilding or sports.
4.4. Alimentation
4.4.1. The Key concepts

diet food, nutrient, glycaemic index,
mastication, deglutition, intestinal
peristalsis, body mass index (BMI), lean,
overweight
Reasoning activity
Explain the importance of eating and
describe its processes (chewing,
swallowing, peristalsis). Explain the
difference between food and nutrients.
Use the specific energy content of
nutrients in basic calculation tasks.
Interpret body mass index, draw
conclusions from its value and explain
that its normal value depends on body
composition, gender, and age.
Compose a daily diet taking into
account the composition of nutrients
and the energy content of the
components, explain the composition
of the diet.

Digestion oral cavity, tongue, teeth, dental hepatic portal vein, hepatic artery,
formula, pharynx, oesophagus, bile duct, hepatic vein
stomach, small intestine (duodenum,
jejunum, ileum), liver, pancreas, large
intestine (cecum, ascending colon,
descending colon, transverse colon,
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sigmoid colon, rectum), digestion,

digestive juices, digestive enzymes

Identify the organs of the digestive Explain the relationship between the
system and describe their main digestion and cellular breakdown of
biological functions. Identify the parts nutrients. Explain the role of the liver
of the tooth, explain the functions of in digestive juice production, protein,
the parts, explain the human dental glucose (gluconeogenesis) and
formula (deciduous and permanent glycogen (glycogenesis) synthesis,
dentition). Describe the digestive juices storage and detoxification. Describe
involved in the digestion of proteins, the production sites, functions and
carbohydrates, fats and nucleic acids. optimal pH for the following
Describe the site of production, digestive enzymes: nuclease, trypsin,
function and optimum pH of the maltase, membrane peptidases.
following digestive enzymes: salivary Design a simple biochemical
amylase, pepsin, lactase, pancreatic experiment on carbohydrate, fat
amylase, pancreatic lipase and protein digestion. Interpret
figures showing the gross anatomy
and microanatomy (histology) of the
liver, and images of histological
cross-sections of the small intestine.

Absorption intestinal villi, absorption the pathway of nutrient monomers

Describe the location of the intestinal Describe the pathways of the
villi, explain their structure and how protein, carbohydrate and fat
they work. components of ingested food to
their incorporation into tissues and
their utilisation.
4.4.4. Key concepts

Regulation hypothalamus, hunger and satiety and
thirst centre, peptide hormones,
hunger hormone (ghrelin), satiety
hormone (leptin), blood glucose levels,
oral mucosa, osmotic concentration,
salivation and gastric secretion, emesis,
deglutition, diarrhoea

Explain what triggers the sensation of Interpret diagrams, text and data
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hunger and thirst, explain the role of relating to the regulation of food
the reflexes of the alimentary canal intake and body weight, the role of
(salivation, gastric secretion, emesis, peptides involved in the regulation
ingestion, diarrhoea). and the behaviour underlying these
processes. Interpret experiments
related to the functioning of the GI
tract.
4.4.5. Diet Key concepts

and health qualitative & quantitative malnutrition
care (relative & absolute nutritional
deficiency), basal metabolic rate,
hunger, appetite, dental screening, oral
hygiene, vitamins, risk factors

Explain the concepts of qualitative and Describe the physiological
quantitative malnutrition (relative & importance of the following
absolute nutritional deficiency), basal vitamins: vitamins E, B1, B6.
metabolic rate, hunger and appetite. Understand why liver diseases can
Explain the importance of dental be associated with jaundice.
screening. Explain oral hygiene, the
rules and importance of oral care.
Describe the natural sources of
proteins, carbohydrates, fats, fibre
(roughage), minerals (trace elements),
and argue against their deficiency and
excess. Know the physiological
importance of the following vitamins
and be able to link them to deficiency
symptoms: vitamins D, A, K, B12, C, folic
acid. Know the risk factors for the
development of diseases of the
digestive tract (congenital predisposing
factors and lifestyle risk factors - e.g.
inadequate oral care/ hygiene,
increased stress, excessive alcohol and
drug abuse, diet not appropriate to
lifestyle and needs, adverse
environmental influences).
Explain why dietary requirements vary
according to activity, age, gender and
condition (pregnancy, breastfeeding).
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Interpret what is meant by a balanced

diet, using related data and tables.
Explain the basic rules for food
preservation and food storage. Analyse
the consequences and risk factors of
undernutrition and hyperalimentation.
Argue for adopting a healthy diet and
diets that can be recommended for
people with food allergies. Observe
ingredients on food packaging and
explain possible risk factors, using a
table.
Describe first aid procedures in case of
food, drug and alcohol
poisoning/overdose.
4.5. Respiration

Ventilation nasal cavity, pharynx, larynx, trachea, ideal gas equation, volume, pressure,
main bronchi, bronchi, bronchioles, atmospheric pressure, Donders
alveoli, respiratory muscles, pleura, vital model
capacity

Describe the organs of the respiratory Analyse graphs showing changes in
system and their functions. Describe tidal volumes and pressure changes
the accessory muscles of respiration associated with respiratory
and relate their function to laboured movements, and know the units of
breathing. measurement of the variables.
Explain the difference between thoracic Interpret the respiratory functions
and abdominal breathing. Explain the from the diagram illustrating the
role of the pleura, diaphragm and Donders model.
intercostal muscles in the process of Interpret diagrams showing the
inhalation and exhalation. Explain the gross anatomy and (microscopic)
relationship between respiratory effort histology of the lungs.
and the body's energy expenditure.
Describe the concepts of vital capacity
and respiratory minute volume.
Explain the different values in the table
of vital capacity of boys and girls who
are active athletes and those who are
not. Determine the respiratory rate at
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rest and after exercise, explain the

difference.
4.5.2. Gas Key concepts Key concepts

exchange ventilation, gas exchange, cellular partial pressure, saturation
respiration

Analyse the relationship between Understand that gas exchange in
ventilation, gas exchange and cell the lungs and tissues is based on
respiration. diffusion.
Use a diagram to explain the role of
red blood cells and haemoglobin in
the transport of respiratory gases.

Phonatory larynx, epiglottis, thyroid cartilage, cricoid cartilage, volume
System arytenoid cartilages, vocal cords, glottis (amplitude), pitch, frequency,
timbre/tone, intensity, fundamental
(frequency), inharmonic overtone

Recognise the following parts of the Describe how the larynx works,
larynx in a diagram: laryngeal epiglottis, explain how the amplitude and pitch
thyroid cartilage, arytenoid cartilages, of the sound produced depends on
vocal cords. Describe the cartilages the larynx, and explain what affects
between which the vocal cords are the timbre of the sound.
stretched.
Describe the role of the vocal cords in
phonation.

Regulation inspiratory stimulus spinal cord, medulla oblongata,
pons, cerebral cortex,
mechanoreceptor, chemoreceptor

Explain the role of blood carbon dioxide Explain the role of blood carbon
concentration in regulating breathing. dioxide concentration and pH in
regulating respiration and heart rate.
Describe the role of chemoreceptors
and mechanoreceptors in the
regulation of respiration, blood
pressure and heart rate
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Analyse an experiment to
demonstrate the function of each of
the regulatory elements.
4.5.5. A Key concepts Key concepts

healthy role of nose, asthma, hoarseness, pneumothorax, caisson disease
respiratory pharyngitis, pneumonia, lung tumour, (decompression sickness, the bends)
apparatus airway obstruction, gas poisoning

Describe the advantages of breathing Link your knowledge of physics to
through the nose compared to the development of pneumothorax
breathing through the mouth. and the bends (DCS).
Name the factors that can damage the Relate the change in surface tension
respiratory system (pathogens, air of the fluid film lining the alveoli
pollutants) and describe common (pulmonary surfactant) to smoking.
respiratory diseases (infectious diseases,
cancer, asthma).
Explain why sore throat is often
associated with otitis media.
Advocate against smoking: explain the
harmful effects of the substances that
are inhaled during smoking. Explain
first aid in case of airway obstruction
and gas poisoning.
4.6. The body's transport systems
4.6.1. Body Key concepts Key concepts

fluids blood, formed elements, red blood cells, blood serum, haemoglobin, haem,
white blood cells (lymphocyte, blood smear/film,
phagocyte), platelets, blood plasma, prothrombin-thrombin, albumin,
blood clotting/coagulation, anaemia, globulin, fibrinogen
haemophilia, thrombosis, embolism

Describe the total blood volume, the Describe the main parts of
ratio of the cellular components to the haemoglobin (haem: 4 N-containing
plasma, and the composition of the rings, Fe2+ and globin: protein) and
plasma and explain their significance. its function.
Describe the role of red blood cells, Describe the stages of hemostasis
white blood cells and platelets, where (vascular spasm, platelet plug,
they are produced, the causes and coagulation cascade, fibrinolysis)
consequences of deviation from the and the role of thrombin.
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normal range. Describe the effects of Analyse a light micrograph or

damaged blood vessel walls, platelets drawn diagram showing a blood
and fibrin in the process of blood smear of human blood.
clotting, recall that calcium ion and
vitamin K are required for this process.

Interstitial interstitial fluid (tissue fluid), lymph, osmotic pressure exerted by plasma
flow lymphatic system proteins, lymph flow

Compare the composition, formation Explain the factors that maintain
and role of blood, interstitial fluid and lymph flow.
lymph, and explain their relationship. Explain the mechanism of tissue
Explain the vascular characteristics of fluid flow in terms of the relationship
capillaries, and their role in metabolism. between blood/hydrostatic pressure
Understand the essence of the and the osmotic pressure of plasma
lymphatic system (pathway, function), proteins.
the importance of lymph nodes.

heart and atrium, ventricle, cuspidal/AV valve, stages of the cardiac cycle, blood
blood semilunar pocket valve, artery, aorta, pressure changes, blood flow
vessels vein, capillary, heart wall structure, velocity, cross-sectional area of blood
vessel wall structure, systemic circuit, vessels, stroke volume, cardiac
pulmonary circuit, coronary artery, output, venous flow, Windkessel
heart rate, pulse, blood pressure, effect
systole, diastole, muscle pump

Explain the relationship between the Analyse the function of the heart
structure and function of the heart. during the cardiac cycle (changes in
Explain the function of the coronaries the volume and pressure of the
and why their occlusion is chambers, blood flow).
life-threatening. Analyse in graphs the changes in
Describe the structure of arteries, veins blood pressure, the velocity of blood
and capillaries (diameter, valve, tissue flow, changes in the cross-sectional
structure) and relate these to the area of blood vessels in the
functions of the blood vessels. Explain circulatory system. Describe the
which factors contribute to venous flow. values of stroke volume, and cardiac
Describe the concepts and adult output. Perform basic calculations
normal values of heart rate and blood with these data.
pressure. Analyse a physiological experiment
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Measure pulse and blood pressure on the functioning of the heart.

(using an automatic monitor) and
interpret the results of the
measurements.

Regulation heart rate change, blood pressure sinoatrial node, atrioventricular
change, blood distribution in the body node, regulation of blood pressure,
regulation of blood distribution, pH
stability, buffer, regulation of blood
glucose

Explain what physiological effects raise Describe the position of the sinus
or lower heart rate and blood pressure. node and the atrioventricular node
Explain the physiological function of and explain their function.
changes in blood distribution. Explain how our body regulates
circulation (blood pressure, blood
distribution). Interpret homeostasis
using the example of the
composition of fluid compartments.
Explain how the chemical
composition of the blood (pH,
glucose levels) can change and how
it is restored.
4.6.5 Your Key concepts Key concepts

cardiovasc blood count, hematocrit, anaemia, clotting time, prothrombin time
ular arteriosclerosis, varices, hypertension,
well-being, cardiac arrhythmia, myocardial
first aid infarction, wound care, types of
bleeding

Justify the importance of taking a Design an experiment to test the
blood test. effect of a potential anticoagulant
Describe the most common causes of drug (blood thinner).
anaemia (iron deficiency, vitamin
deficiency, hereditary).
Explain that abnormal blood clotting
can lead to haemophilia or thrombosis.
Argue the impact of exercise and good
nutrition on the health of the
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circulatory system. Describe the main

risk factors involved in the development
of the major diseases of the circulatory
system (atherosclerosis, varicose veins,
thrombosis, high blood
pressure/hypertension, cardiac
arrhythmias and myocardial infarction).
Argue for the risk-reducing effects of a
healthy lifestyle. Describe the concept
of heart attack and its characteristic
symptoms. Describe the basic wound
care procedures. Describe first aid in
case of fainting.
4.7. Excretion
4.7.1. How Key concepts Key concepts

the urinary renal capsule, kidney, renal cortex, renal nephron, renal corpuscle, filtrate
system medulla, renal pelvis, ureter, bladder, formation, reabsorption, excretion,
works urethra, filtration, reabsorption, transport processes
secretion, excretion, filtrate, urine

Describe the main parts of the urinary Describe the role of the skin, liver,
system. Describe the three main lungs, rectum and kidneys in
aspects of renal excretory function: excretion.
glomerular filtration, tubular Analyse the three main aspects of
reabsorption, tubular secretion, and renal excretory function: filtration,
relate them to the composition of urine reabsorption, secretion (excretion).
(water, urea, Na+, K+, Ca2+, CI- ions, Analyse the function of the nephron:
drugs, hormones). Explain why the renal corpuscle (capsule,
urine of a healthy person does not glomerulus), the function of each
contain red blood cells, sugar or segment of the tubule, the
proteins. capillaries lining the walls of the
tubules (peritubular capillaries).
Explain the processes of filtrate
formation, active and passive
transport using the following
substances as examples: water, Na+,
glucose, H+. Analyse the process of
urine formation based on the
composition of blood, fluid in
Bowman’s capsule and tubule, and
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urine.
Analyse data, graphs on kidney
function and calculate the rate at
which a given substance is removed
from the blood through the kidney
in a unit of time, based on a given
formula. Design a test to detect
possible components of urine.

Regulation urine composition and volume vasopressin (ADH), aldosterone

Describe possible reasons for changes Interpret the possible reasons
in the composition and quantity of behind changes in the composition
urine (quality and quantity of food, and volume of urine.
temperature, physical activity, illness) Understand the role of vasopressin
(ADH) and aldosterone in the
regulation of fluid intake and salt
balance. Design and interpret
animal experiments to investigate
the role of vasopressin (ADH) in
water retention.
4.7.3. Key concepts

Hygienics urinalysis, kidney stones, dialysis
of the
excretory Reasoning activity Reasoning activity
system Justify the importance of having a urine Apply the principle of
test. countercurrent flow to explain the
Give examples of why protein, glucose process of dialysis.
or blood may be present in the urine.
Explain the causes of kidney stone
formation, describe the risk factors and
justify the importance of fluid intake in
preventing the development of
nephrolithiasis. Explain the importance
of dialysis.
4.8. Regulation
4.8.1. The Key concepts

nervous nervous system, endocrine system
system
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and Reasoning activity

sensory Analyse the similarities and differences
organs between the functioning of the
4.8.1.1. The endocrine system and the nervous
nervous system (the relationship between the
system signalling/sending cell and the target
cell) and give an example of their
coordinated functioning.
4.8.1.2. Key concepts Key concepts

Cellular nerve cell, cell body, dendrite, axon, unipolar, pseudounipolar, bipolar,
processes axon terminal, telodendron, multipolar nerve cell, graded/local
afferent/sensory, efferent/motor, relay potential, ion channel types
neuron (interneuron), resting potential, (ligand-gated, voltage-gated, leak),
action potential, stimulus, impulse, threshold potential, stimulus
adequate stimulus, receptor cell, threshold, analogue signal, digital
receptor proteins signal, depolarisation, repolarisation,
frequency, hyperpolarization,
hypopolarization

Describe the structure, diversity and Explain the relationship between
function of nerve cells (the generation, chemical and electric potentials with
conduction and transmission of the movement of ions. Compare the
impulses to other cells). location and conditions for the
Explain that the concentration of ions formation of resting, local (graded)
on the two sides of the membrane of and propagating potentials. Explain
living cells is not the same and that this that changes in the membrane
creates a potential difference. potential of the neuron at axon
Describe the concepts of stimulus, hillock can trigger a propagating
impulse (action potential), stimulus action potential and that the
threshold. Give an example to show strength of the stimulus is encoded
how the stimulus threshold can change in the frequency of the action
in response to external and internal potential wave sequence (spike
environmental influences. train).
Describe the concept of receptor, the
types of stimulus (mechanical,
chemical, light, heat) corresponding to
the receptor (adequate).

Synapse synapse ( excitatory, inhibitory), drug, electrical and chemical synapses,
tolerance, addiction, neurotransmitter presynaptic and postsynaptic cells,
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synaptic gap, Ca2+ signalling,

exocytosis

Describe the concept of synapse, Explain how drugs and some
explain the excitatory and inhibitory poisons affect synaptic function
effects by the interaction of the (neurotransmitter release enhancer,
neurotransmitter (or other molecules) inhibitor, reuptake inhibition,
and the receptor. Understand that receptor modification,
drugs act here and their effects can agonist-antagonist action on
lead to addiction. receptors, modulation of enzyme
activity). Describe mechanisms to
reduce the concentration of
neurotransmitters in the synaptic
cleft.
Explain the role of neurotransmitters
in changes in the graded membrane
potential of the postsynaptic
terminal at a chemical synapse
(postsynaptic potentials).
Interpret an experiment or study to
demonstrate the biological effects
of drugs, agonists, antagonists.

General central nervous system, peripheral glial cells, multiple sclerosis, neural
characteris nervous system, nerve, ganglion, tract, circuits
ation of nucleus, cortex, white matter, grey
the matter, somatic nervous system,
nervous autonomic nervous system, reflex arc,
system reflex circuit, somatic reflex, autonomic
reflex, meninges, cerebrospinal fluid

Describe the central and peripheral Describe the main functions of the
nervous system, the concepts of nerve, glial cells and the myelin sheath
ganglion, tract, nucleus, cortex, white (nourishment, protection, fluid
matter and grey matter, the meaning production, barrier), relate them to
of the somatic and autonomic nervous the rate of impulse conduction and
systems. the development of MS. Describe
Describe the main processes of the the diagnostic significance of
nervous system and the types of cells cerebrospinal fluid and the sampling
involved (receptor cell, sensory neuron, possibilities.
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interneuron, motor neuron). Compare Interpret a diagram of neuronal

the reflex arc and the reflex circuit. network function and the possible
Illustrate and explain the reflex arc and consequences of stimulation and
function of spinal reflexes of cutaneous inhibition.
& muscle origin (superficial & deep
reflex). Interpret the hierarchical
structure of the nervous system using
the example of motor functions.
Recall that the central part of the
nervous system is located in a bony
case, protected by cerebrospinal fluid
and meninges.
4.8.1.5. The Key concepts

spinal cord grey and white matter, columns, horns,
descending and ascending tracts,
intervertebral disc, motor, sensory and
interneuron, 31 pairs of mixed spinal
nerves

Describe the main functions of the Describe the segments of the spinal
spinal cord: communication between cord and which segments are
the surroundings and the brain involved in the innervation of the
("ascending and descending" tracts), skeletal muscles of the limbs, the
generation of local somatic and heart, the lower urinary tract and the
autonomic reflexes (muscle tone, adrenal glands.
defence mechanisms, reflex regulation Interpret spinal cord injury
of skin vessels, genital blood diagrams and be able to predict the
engorgement/vasocongestion). Analyse consequences of each injury.
a diagram or histological section
showing a cross-section of the spinal
cord (structure and function).
Draw a sketch of a cross-section of the
spinal cord, label its main parts (grey
and white matter, columns, horns,
central canal, roots, spinal nerves).
Trigger the knee reflex and explain its
function.
4.8.1.6. The Key concepts Key concepts

brain brainstem |medulla oblongata, pons, reticular formation of the brainstem,
midbrain|, diencephalon |thalamus, limbic system, hippocampus
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hypothalamus|, cerebellum, cerebrum,

corpus callosum, cerebral lobes

Identify the parts of the brain Describe the role of the brainstem
(brainstem |medulla oblongata, pons, reticular formation in maintaining
midbrain|, diencephalon |thalamus, the sleep-wake cycle, alertness,
hypothalamus|, cerebellum, corpus muscle tone and autonomic
callosum, cerebral lobes) in a sagittal functions.
cross-section of the brain and describe Describe theories related to the roles
their main functions. Describe the of sleep (e.g. energy conservation,
stages of sleep, justify the need for learning, restoration).
sleep. Describe the basic function of the
limbic system: centre of emotions,
memory, autonomic functioning,
motivation, fear, aggression.

Somatosen receptor types: nociceptors, sensory tracts, mechanoreceptors
sory thermoreceptors, chemoreceptors and (touch, pressure, Golgi tendon organ,
system mechanoreceptors muscle spindle, hair cell)

Describe the basic functions of the Analyse the functional
sensory system (it provides information consequences of the path of sensory
on the surface of the skin, the mucous tracts as shown in the diagram.
membranes of the viscera, the position Prove that pre-processing already
of body parts). occurs in the subcortical centres of
Explain that damage to the primary the sensory tracts.
sensory cortex means loss of conscious
perception.
Describe cutaneous receptors and
interoceptors (mechanical, pain, heat,
chemoreceptors).
4.8.1.8. Key concepts

Perception receptor molecule, receptor cell,
perception, sensation, perceptual
disturbance (e.g. illusion, hallucination)

Describe the general principles of List the types of receptor cells in
sensory function: (adequate) stimulus, each of our sensory organs that are
impulse, sensation. Distinguish responsive to an adequate stimulus.
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between sensing and perceiving. Interpret the results of

Explain the concept of perceptual electrophysiological experiments
abnormalities (illusion, hallucination) related to the detection of adequate
and that psychological factors and stimuli and stimulus thresholds.
drugs may be involved in its induction.

Vision orbits, eyebrows, eyelashes, eyelids, rhodopsin, retinal, signal
conjunctiva, lacrimal gland, transduction, cones, rods, bipolar
nasolacrimal duct, eyeball, sclera, neurons, ganglion cells, optic nerve,
cornea, eye chambers, aqueous optic chiasm, decussation, optic
humour, lens, suspensory ligaments of tract, thalamus, visual cortex,
the lens, ciliary body, ciliary muscle, dioptre, mirror/thin lens equation,
choroid, retina, vitreous body, optic reduced eye model
nerve, oculomotor muscles, pupillary
reflex, accommodation response,
eyelid/blink reflex

Describe and illustrate the essential Explain the role of cones and rods in
and accessory organs of the eye, vision. Describe the pathways and
explain how they work, the refractive processing steps of visual
errors that can be corrected with information from the photoreceptors
glasses, the nature of cataracts and to the primary visual cortex. Describe
glaucoma. the optical and physiological basis of
Explain the functions of the pupil, the image/scotopic and colour/photopic
accommodation reflex and the blink vision, and light intensity perception.
reflex. Analyse the relationship between
Analyse the principles and cues of the visual system and
depth perception. Justify the equilibrioception.
importance of ophthalmic examination. Identify and explain the
Explain simple experiments to consequences of lesions indicated
investigate the blind spot (scotoma), on a drawing of the visual pathway.
colour blindness, visual acuity and Analyse the eye as an optical
stereopsis. system, perform basic calculations
Elicit a pupillary reflex, explain the (for a reduced eye, based on a
findings. simplified mirror/thin lens formula).

Hearing & auricle, outer, middle and inner ear, hammer, anvil, stirrup, oval window,
equilibrioc auditory canal, earwax, tympanic round window, perilymph,
eption membrane, auditory ossicles, saccule endolymph, scalae/chambers,
and utricle, three semicircular canals, mechanoreceptors, hair cells,
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cochlea vestibulocochlear nerve, organ of

Corti, auditory centre, language
centre

Identify the parts of the outer, middle Analyse the relationship between
and inner ear on a drawing and the detailed structure and function
describe the functions of the parts. of the auditory organ (organ of Corti,
Describe the sources of noise pollution, basilar membrane, hair cells). Explain
its effects on hearing and mental the function of the organs and
health. receptors of vestibuloception and
Explain the role of the saccule and proprioception (utricle, saccule,
utricle and the three semicircular three semicircular canals, muscle
canals. spindle, Golgi tendon organ).
Interpret an experiment to Explain the function of the tympanic
demonstrate the perception of membrane and the auditory ossicles
direction of sound (localisation). and the possibility of regulation.
Interpret the Barány's caloric
response based on a passage.
Interpret hearing tests for
conductive and neural hearing loss.

Chemorec chemoreceptor, olfactory epithelium,
eption taste buds

Describe the role of the olfactory Describe the role of the medulla
epithelium, and the taste buds in oblongata‘s carbon dioxide (H+
perception. ion)-sensitive chemoreceptors in the
regulation of respiration.
Describe the osmoreceptors in the
ventricular walls that detect Na+
concentration of the nearby brain
regions (circumventricular organ),
and their role in thirst and
hypothalamic vasopressin
production.

Somatomo motivation, pyramidal tract, motor subcortical nuclei/basal ganglia,
tor systems coordination, somatotopy extrapyramidal tract
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Justify- that it is basically motivational Using case studies, interpret the role
states that drive and activate our of the subcortical nuclei, the
behaviour. Describe the role of the brainstem and the thalamus in the
cerebral cortex in the formation of execution of movements, explaining
voluntary movements. Explain the that they function through
functional consequences of the bidirectional coupling with the
decussations of motor tracts. Interpret cortex. Describe the pyramidal tract
the path of the pyramidal tract using a and explain the symptoms of
diagram. Describe the main function of pyramidal tract lesions using a
the cerebellum (motor coordination) diagram.
and how it is one of the earliest
functions to decline under the
influence of alcohol.

Vegetative hypothalamus, brainstem, spinal cord,
sensory sympathetic effect, parasympathetic
and motor effect
systems
Describe the basic anatomy of the Compare the anatomical and
autonomic nervous system. physiological similarities and
Understand what processes are differences between the
regulated by autonomic regulation and sympathetic and parasympathetic
how this is achieved in the body: the nervous systems. Interpret Otto
consequences of sympathetic and/or Loewi's experiments with an
parasympathetic influences on the eye isolated frog heart in relation to the
(pupil), skeletal muscles, gut, heart and functioning of the autonomic
blood vessels. nervous system.

Biological sensation, perception, attention, evolutionary psychology
and memory, imagination, motivation,
psychologi thinking, learning
cal bases
of human Reasoning activity Reasoning activity
behaviour Understand the biological function of Analyse the evolutionary, genetic,
4.8.2.1.Cog cognitive processes (sensation, ecological and cultural basis of
nitive perception, attention, memory, human behaviour using case
processes imagination, motivation, thinking, studies.
learning).
4.8.2.2.2.Ele Key concepts

ments of inherited human behaviours
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behaviour Reasoning activity

4.8.2.2.1. Describe examples of inherited human
Innate behaviours (sucking reflex, facial
elements expressions of emotion/emotional
mimicry).
4.8.2.2.2. Key concepts

Learned learned human behaviour, speech,
elements reinforcement

Give examples to justify the role of Evaluate experiments, experimental
conditioned reflexes in human methods and case studies that
behaviour (fear, drug tolerance). Explain focus on conditioned reflex, operant
the relationship between learning and learning and insight learning.
emotions (approach-avoidance, play, Describe the limitations of their
curiosity and boredom). Justify that methods. Relate these to examples
learning to speak involves a critical of human behaviour.
period.
Justify with examples the conditioning
and deconditioning effect of
reinforcement, the role of family, school,
the media, advertising, etc. in the
formation of habits. Take a position on
the above.

Recollectio short and long-term memory synaptic plasticity
n
Describe the concepts of short-term Relate the structure and function of
and long-term memory. synapses to the processes of
learning and memory.

Psychologi emotional development
cal
developme Reasoning activity
nt Describe the impact of emotional
development on mental/cognitive
development.

Neurologic stress disorders, stress relief, Alzheimer's disease, Parkinson's
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al psychosomatic illnesses, concussion, disease, dopamine

well-being migraine, epilepsy, stroke, eating
disorders, body image, mental health

Describe the role of lifestyle in Describe the typical symptoms of
preventing the development of Alzheimer's disease and Parkinson's
neurological diseases (e.g. stress disease, and understand the basic
disorders). causes of the diseases.
Describe some methods of analgesia
and their potential risks. Understand
the relationship between visceral
functions and emotional-psychic
functions, linking them to the
development of psychosomatic
diseases.
Describe the symptoms of concussion,
migraine, epilepsy, stroke (
cerebrovascular accident, brain attack).
Describe eating disorders (orthorexia,
anorexia, bulimia, muscle dysmorphia)
and explain the social and biological
causes of their development.
Describe the social factors that
influence body image.
Explain the harmful effects of
prolonged stress on health and explain
the possibilities of legal stress relief.
Value mental health as part of being
healthy, explain its aims (including a
systems theory approach).
4.8.3.1. Illicit Key concepts

substances drug, tolerance, addiction, abuse
Reasoning activity
Explain the common characteristics
and dangers of chemical and
behavioural addictions.
Argue against drug use, justifying the
responsibility and the role of parents,
family and environment in its
prevention.
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4.8.4 The Key concepts Key concepts

hormonal endocrine function volume regulation, osmotic balance,
system pH stability, buffer, blood sugar
4.8.4.1 regulation
Endocrine
functions Reasoning activity Reasoning activity
Describe the basic functioning of the Explain how the same hormone can
endocrine system, hormone secretion have different effects in different
and regulation. organs (receptor discrimination).
Explain how hormones affect the
body's carbohydrate metabolism
(adrenaline, insulin, glucagon
glucocorticoids), salt and water
balance (aldosterone, vasopressin),
calcium metabolism (parathyroid
hormone, calcitonin, vitamin D).

Endocrine location of the endocrine glands and
glands their hormones, female menstrual
cycle, contraception, feedback

Describe the location of the endocrine Analyse the effects of hormones in
glands of the human body, the location the pituitary, hypothalamus and
and effect of the following hormones: adrenal cortex.
insulin, adrenaline, thyroxine, Demonstrate with examples that
testosterone, oxytocin, oestrogen, hormones cannot only be produced
progesterone, hcg, follicle-stimulating in endocrine glands, virtually all
hormone, luteinizing hormone, growth organs can produce hormones.
hormone, thyroid-stimulating Analyse experiments and case
hormone, prolactin/lactogenic studies demonstrating hormonal
hormone, cortisol, adrenal androgens. effects on carbohydrate metabolism
Interpret the hormonal changes during and salt and water balance in the
the female menstrual cycle and the body.
changes in the endometrium, ovaries
and body temperature as shown in the
diagram. Explain the biological basis of
hormonal contraception.
Analyse the principles of the regulation
of hormone production using the
thyroid gland as an example.
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Endocrine diabetes (type 1 and type 2) gigantism, acromegaly,
disorders proportionate dwarfism,
hyperthyroidism and
hypothyroidism, goitre

Explain the basics of diabetes, types, Analyse abnormalities caused by
symptoms, causes, risk factors and hypersecretion & hyposecretion of
treatment. Evaluate the results of blood the growth hormone and thyroxine.
glucose measurements.

immune physical & chemical defences, role of natural and adaptive immune
system the microbiome, immune response responses, dual
4.8.5.1. (natural/innate, adaptive/acquired, recognition/specificity,
Immunity cellular, humoral, primary, secondary), immunoglobulins, blood serum,
antibody, antigen, phagocyte, autoimmunity, T-cell, B-cell plasma
lymphocyte, immunity, different types cell, antigen-presenting cell, large
of immunisation (active, passive, phagocyte (macrophage), small
natural, artificial), vaccines, memory cell phagocyte (microphage/neutrophil
granulocyte), clonal selection,
pattern recognition receptors,
cytokines, MHC, first-, second- and
third-generation vaccines

Explain the essence of the body's Compare natural (innate) and
defence functions: physical & chemical adaptive (acquired, specific) immune
barriers, role of the microbiome, responses.
immune response (natural, adaptive, Explain how the system works: how
cellular, humoral, primary, secondary). it detects and recognises foreign
Describe the concepts of antibody, substances (antigens), the
antigen, and immunity. List the typical importance of immunoglobulins,
cells of the immune system and the destruction of foreign
(phagocytes, lymphocytes). Explain the substances.
role of memory cells in the Describe the concept of blood
development of the secondary immune serum.
response. Explain the symptoms of Explain the differences between the
inflammation and why they occur. components of first-, second- and
Explain the nature of autoimmune third-generation vaccines (vaccines
diseases. Explain the role of phagocytes containing attenuated or inactivated
and the origin of pus. Describe the pathogens, protein subunit, vector,
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different types of immunisation (active, RNA and DNA vaccines).

passive, natural, artificial). Give
examples of each type. Justify the
purpose of vaccination, give examples
of vaccinations that are compulsory in
Hungary.

Blood ABO and Rh blood group system,
groups maternal Rh incompatibility,

Describe the AB0 and Rh blood group Interpret blood typing tests.
systems. Explain the phenomenon of
maternal Rh incompatibility. Justify the
importance of blood transfusion and
blood donation.

How to fever, allergy, infection, epidemic, basic reproductive rate (R0)
maintain a community immunity (herd immunity),
healthy transplantation
immune
system Reasoning activity Reasoning activity
Describe the role of fever as a defence Explain the relationship between the
mechanism and how it can be reduced. R0 value and the spreading
Explain that allergy is a hypersensitivity dynamics of an infection.
reaction of the immune system, list
allergens, justify the link between
allergies and environmental pollution.
Explain the relationship between the
state of the immune system,
environmental stress and the
development of disease. Describe ways
of avoiding infections and protecting
against epidemics, and justify the
responsibility of the individual in
building herd immunity. Describe the
practical and ethical problems
associated with organ transplantation.
4.9. Reproduction and ontogeny
4.9.1. Key concepts
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Reproducti gender (sex), primary and secondary

ve organs sexual characteristics, male and female
external and internal genital organs,
ovary, ovum (nucleus, oolemma, zona
pellucida, follicular cells, corona radiata),
chemotaxis, capacitation, fallopian
tube, uterus, testis, sperm cell (head,
midpiece, tail), meiosis, epididymis, vas
deferens, monozygotic and dizygotic
twins
Reasoning activity
Describe the structure and function of
the male and female reproductive
organs and the process of fertilisation.
Describe the definition of sex
(chromosomal/genetic, gonadal,
phenotypic sex).
Recognise from a diagram an ovum
and a sperm cell and their parts.
Describe gametogenesis using a
diagram.
4.9.2. Key concepts

Ontogeny fertilisation, zygote, morula, blastocyst,
implantation, cleavage, developmental
stages (pre-embryonic, embryonic,
foetal), embryo, foetus, foetal
membranes, placenta, pregnancy, birth,
foetal circulation

Describe the conditions of conception Analyse a histological section of the
(biological, lifestyle), the signs of typical organs of the reproductive
gestation, hormonal and physiological system (ovary, testis) in a picture or a
changes during pregnancy, the main diagram.
stages of intrauterine development
(anatomical and temporal
organisation), the role of the placenta
and amniotic fluid; appreciate the
importance of a healthy lifestyle during
pregnancy.
Explain the relationship between foetal
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and maternal circulation. Explain the

importance of this relationship for the
immune system.
Compare monozygotic and dizygotic
twins from a genetic point of view,
explain the reasons for their formation.
Describe the stages of parturition, the
biological processes and biological
significance of breastfeeding.
Describe the most typical changes in
human postembryonic development
(weight and length gain, eruption of
teeth, crawling, sitting, walking, talking,
dexterity, sexual maturation, changes in
thinking, senescence).
Interpret a comparative table of
changes during the course of an
individual's development.
Justify how social, lifestyle influences
affect the rate of development of an
individual.
Explain the difference between the
concepts of clinical and biological
death.

Reproducti gynaecological screening, prenatal
ve and screening, family planning, pregnancy
developme tests, abortion, infertility, antenatal care,
ntal health sexually transmitted diseases
Reasoning activity
Justify the importance of
gynaecological screening and
abdominal ultrasonography.
Evaluate the aims of prenatal
screening. Describe the different
methods of family planning, the main
features of pregnancy tests (what they
detect, what they reveal), the possible
consequences of abortion. Name the
causes of infertility (e.g. disorders of
gamete production, hormonal
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disorders) and their treatment options

(artificial insemination, hormone
therapy).
Describe the signs & symptoms of
pregnancy, the importance of antenatal
care, the lifestyle to be followed during
pregnancy and breastfeeding, the
benefits of breastfeeding for the baby
and the mother.
Understand information on the
effectiveness and health effects of
contraceptives. Know how to prevent
STDs (syphilis, AIDS, trichomoniasis,
chlamydia, tumours, mycosis).
5. Ecological levels of organisation
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5.1. Population
5.1. 1. Key concepts Key concepts

Population population, population pyramids/age r- and K-strategist
structures, age distribution, population
size & density, number of individuals,
spatial distribution
(dispersion/distribution pattern),
unlimited and restricted growth model,
environmental carrying capacity,
gradation/boom

Interpret the species-based (genetic) Interpret the ecological definition of
definition of population. population.
Describe the exponential and logistic Apply population features to solve
growth models of population size, problems.
describe the concept of the carrying Analyse quantitative changes in
capacity of the environment. populations, and understand the
Describe how a population is reasons behind them; be able to
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characterised (number of individuals, recognise and characterise r- and

density, age structure, distribution K-selected populations.
pattern).
Describe an example of a population
with a sudden increase and then
collapse (boom-bust cycles). Analyse
agricultural and health problems using
these concepts: gradation, biocontrol
(of pests), epidemics.
Interpret human population pyramids
and draw conclusions from them.

Environme environment, changes in biological soil, Liebig's law of the minimum,
ntal systems, tolerance, indicators, Gause's law, niche
interaction manuring (physiological/fundamental and
s ecological/realised)

Describe the concept of (abiotic and Interpret the law of the minimum
biotic) environment. Analyse the spatial from an autoecological and
(horizontal and vertical) and temporal synecological perspective; explain
(periodic and progressive) variations of the limitations of its application.
biological systems Describe the causes of competition
Analyse tolerance curves: lower limit, between populations and explain
upper limit, optimum, the possible outcomes (Gause's law).
eurypotency/generalist & Explain the relationship between
stenovalency/specialist. Recognise and body mass, body surface area, size of
explain bioindicators based on case body extremities (ears, tail, limbs)
studies. and average habitat temperature.
Justify the importance of applying Explain the essence of niche theory:
fertiliser, explain the possible interpret the combined effects of
consequences of incorrect use of several environmental factors on the
fertilisers. Recognise the relationship distribution of populations. Explain
between the distribution of a species and illustrate the difference
and environmental factors. between autoecological and
Recognise the relationship between synecological optimum,
the environment and the tolerance of a fundamental and realised niche.
living organism based on a case study.
5.1.3 Key concepts Key concepts

Interaction territory, pecking order/dominance social relations
s 5.1.3.1 hierarchy, altruistic and aggressive
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Behavioura behaviour, temporary aggregation,

l family, colony, communication of
interaction animals and humans
s
Describe the types of animal Analyse the relationship between
communication by modality. social behaviour and the
Explain the role and manifestations of environment. Explain the possible
aggression and altruism in humans and causes of attraction in social
animals. relationships (e.g. group cohesion),
identify the influences that maintain
social relationships (e.g. parental
care, pecking order), give examples
of their forms (e.g. submission,
coercive capacity).
5.2. Communities (biotope types)
5.2.1. Key concepts

Ecological population interactions
interaction
s Reasoning activity Reasoning activity
Describe the concepts of symbiosis, Describe the concepts of mutualism
competition, commensalism, antibiosis, and allelopathy, identify these types
parasitism and feeding interactions of interactions and give examples.
(predation, parasitism), identify these Give examples to demonstrate that
types of interactions and give examples. interactions between populations of
organisms are multifaceted.
Identify types of interactions
between populations using
described case studies or graphs.

Characteris stratification, ecological stability pattern, zonation, aspect, succession,
tics of degradation
biocenosis
Explain the reason for the development Recognise, analyse and give
of stratification. Interpret the impact of examples of spatial variation
human activity on communities (e.g. (stratification, patterning),
species richness, habitat) based on a progressive (succession) and
case study. Describe the concept of periodic changes in communities
ecological stability at the community over time.
level. Explain the impact of human activity
54
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SL HL
(mowing, grazing, lake dredging,

logging) on the process of
succession. Justify that the diversity,
productivity, structure and stability
of a community are interrelated.
Describe the concept of degradation
and the causes of degradation.
Interpret ecological stability at the
level of communities in relation to
the structure of food webs.

Pannonian weeds, ecological indicators, native and climazonal community, intrazonal
communiti alien species, relict species, endemic community, extrazonal community,
es species, Turkey oak-sessile oak, saline steppe, lithophytes,
hornbeam-oak, beech eutrophication, plankton, pondweed
communities, reed, tall sedge, marsh
meadow, moorland, gallery forest,
carr, bog.

Argue for the uniqueness and Describe how factors other than
conservation values of the Carpathian climate can affect the vegetation of
Basin's wildlife, linking them to the an area (e.g. water table, bedrock,
activities of national parks in Hungary. relief-caused exposure) - use
Compare the following biotopes: descriptions to identify these
Turkey-oak, hornbeam-oak, beech. influences.
Know the ecological reasons for the Describe and evaluate the role of
infestation of weeds. humans in their alteration (natural
Characterise the biota of an area close forests, tree plantations, river
to your school or residence (natural regulation, grazing).
and disturbed habitat types, Describe the characteristics of saline
environmental factors, soil, typical steppe, conditions for the formation
animal and plant species, stratification, of saline soils, secondary salinisation.
ecological indicators, temporal Describe the occurrences of rocky
changes). grasslands, their characteristic
Use Növényismeret & Állatismeret field environmental features and the
guide books to characterise species conservation importance of the
and communities. species living there.
Characterise the ecological conditions Explain how different weed species
of an area and their changes based on can adapt to different human
the ecological indicators (T, W, R, N, Z impacts (agriculture, logging,
values) that characterise the species trampling).
55
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SL HL
living there. Analyse, on the basis of case studies,

how the characteristic communities
of the Carpathian Basin have
changed throughout history (effects
of spreading agriculture, river
regulation and urbanisation).
Explain the progressive changes in
biotic communities through the
process of filling a lake (hydrosere).
5.3. Biosphere
5.3.1. Global Key concepts Key concepts

processes environmental awareness, ecological impacts of transport, Gaia
environmentalism, negative aspects of theory
civilisation, anthropogenic
interventions that destroy and protect
natural flora and fauna, global
problems, geographical
range/distribution of species

Justify with examples the interaction Give examples of the ecological
between the biosphere and the abiotic impacts of transport (road network).
environment. Assess the role and Understand the biosphere as a
responsibilities of humans in this global system (e.g. Gaia theory).
context (environmental awareness). Analyse case studies and data on
List and explain the problems of global problems, explain causes and
civilization (unresolved stress, consequences.
alcoholism, inappropriate lifestyle, drug
abuse, overmedication & polypharmacy,
harmful effects of chemicals).
Justify with examples human
interventions that destroy and protect
natural flora and fauna (e.g.
deforestation of rainforests, impact of
monocultures, oil pollution, national
parks, international conventions).
Provide examples of opportunities and
responsibilities at home (e.g. shopping
habits).
Explain that global problems include
population explosion, global warming,
56
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SL HL
waste, acidification, ozone depletion.

Explain their causes and consequences
and relate them to the ecological crisis.
Explain the impact of climate change
(global climate change) on species
distribution and ecological stability.
5.4. Ecosystem

Biogeoche ecosystems, producers, decomposers, pesticides, nitrogen cycle, N2, NO2-,
mical consumers, cycles of matter, energy NO3-, NH3, NH4+, amino acids, urea
cycles flow/transfer, food chains and food
webs, carbon and oxygen cycle

Understand and illustrate with Understand the interactions
examples the role of producers, between individual members of an
decomposers and consumers in the ecosystem and the ecosystem and
cycling of matter and the flow of energy its abiotic environment.
in communities. Explain the accumulation of
Distinguish between food chains and pesticides and toxins in the food
food webs. chain.
Describe the major steps in the carbon Explain the causes and
and oxygen cycles (role of autotrophs consequences of the difference
and heterotrophs, humification, between the cycling of matter and
formation of hydrocarbons and coal, the transfer of energy.
carbonate rock formation). Analyse the role of decomposing
organisms, nitrogen fixing, nitrifying
and denitrifying bacteria in the
nitrogen cycle using diagrams.
Develop and analyse food webs
based on descriptions and explain
the practical relevance of the
method (e.g. quantitative
estimation to characterise the
relative importance of each trophic
level, most significant interactions,
identification of problems (e.g.
overfishing)).
5.4.2. Key concepts

Energy biological production, biomass
57
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Topics by Exam tier
SL HL
flow Reasoning activity

Explain the concepts of biological
production and biomass. Explain the
causes and consequences of energy
loss per trophic level.
Interpret ecological pyramids.

Biological biodiversity genetic diversity, species diversity,
diversity ecological diversity

Explain the link between biodiversity Understand diversity at different
loss and the fragility of ecosystems, and levels: genetic diversity (variation in
identify the potential of individuals and allelic composition), species diversity
the public to protect biodiversity. (number of species and their
abundance ratios) and ecological
diversity (number, proportion, spatial
patterns and functional relationships
of populations).
Explain why it is important to
protect diversity at all three levels.
Analyse a case study to illustrate the
consequences of biodiversity loss.
5.5. Protection of the environment and nature
5.5.1. Basic Key concepts Key concepts

concepts nature conservation, national parks of threats to biodiversity,
Hungary environmental pollution

Describe the ethical, health, cultural Identify and interpret, based on case
and economic arguments in favour of studies, the factors that threaten
nature conservation and how to take biodiversity and explain their
action (e.g. species and area ecological consequences.
conservation, trade restrictions). Describe examples of the main
Give examples of how conservation can economic and legal options (e.g.
be implemented at local, national and taxes, bans, limits, fines, civil action)
international level. Identify on a map to reduce pollution. Evaluate their
the national parks of Hungary. effectiveness.
Describe the national park nearest to Analyse an experiment or case
your home and its most valuable study to demonstrate the harmful
treasures. effects of pollution.
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SL HL
5.5.2. Our Key concepts Key concepts

air air pollutants, acid rain, carbonic acid, HNO2, HNO3, H2CO3, H2SO3, H2SO4
nitrous acid, nitric acid, sulphurous acid,
sulphuric acid, greenhouse effect

Describe the main air pollutants, their Analyse an experiment or case
origin and their harmful effects (CO, study to demonstrate the harmful
CO2, nitrogen oxides, lead and lead effects of air pollution.
compounds, soot, dust, halogenated
hydrocarbons).
Explain the process of acid rain
formation, explain the consequences.
Present a test/experiment to model the
effects of acid rain.
Explain the development of
greenhouse gas emissions and the
possible consequences of
strengthening the greenhouse effect.
Take a position on what needs to be
done. Describe what to do in case of a
smog alert.
5.5.3. Our Key concepts

water factors that are harmful to waters,
self-purifying capacity of waters

Analyse the impact of water pollutants Analyse an experiment or case
(e.g. nitrates, pesticides, microplastics, study to demonstrate the harmful
thermal pollution, oil spills) on habitats effects of water pollution.
and organisms, argue for the
importance of clean water, and
formulate the responsibilities and the
role of individuals and the society.
Demonstrate the impact and
consequences of oil contamination on
water bodies and on the avian
plumage.
Investigate the physical and chemical
properties (e.g. colour, odour, turbidity,
chemical constituents) of water
samples from natural waters, explain
59
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SL HL
the findings.

Energy, renewable and non-renewable energy
and
radiation Reasoning activity
Describe possible energy sources, their
availability and the limitations of their
use. Know the difference between
renewable and non-renewable energy
sources.

soil physical, chemical and biological
weathering, humus, causes of soil
erosion, desertification

Describe the process of humification Analyse an experiment or case
and pedogenesis. Explain the causes of study to demonstrate the harmful
soil erosion and ways to reduce it. effects of soil contamination,
Describe the causes and consequences improper application of fertilisers.
of desertification and possible
solutions.
Describe the relationship between soil
water content and heat retention
capacity, explain its ecological
significance.
Investigate the water holding capacity
of different soils, explain the ecological
significance of the results.

waste waste, litter
Reasoning activity
Know the types of waste and how they
can be managed. Understand the
benefits of sorting waste
(selective/separate waste collection)
and its link with processing and
recycling.
5.6. Sustainability
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Topics by Exam tier
SL HL

Towards sustainability, ecological footprint, economic, social and environmental
sustainabili organic farming factors, environmental carrying
ty capacity, environmental
resilience/robustness, environmental
regenerative capacity,
non-renewable to renewable
resource ratio, biocapacity

Understand the complex concept of Judge from writings, and case
sustainability in relation to natural, studies, the application of the
technological and economic processes. principles of sustainability.
Analyse historical and current
technologies in crop production and
animal husbandry, silviculture and
wildlife management, fisheries and
pisciculture from a sustainability
perspective, based on case studies, and
formulate observations and propose
alternatives.
Explain how ecological crises are linked
to social and economic issues.
Understand the concept of ecological
footprint.
Describe the principles of organic
farming and explain its benefits.
6. Inheritance, variability, evolution
Topics by Exam tier
SL HL
6.1. Molecular genetics
6.1. 1. Basic Key concepts Key concepts

concepts, DNA replication, transcription, replication, transcription, translation,
informatio translation, gene, allele, genetic code, complementary, template strand
61
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Topics by Exam tier
SL HL
n flow chromosome, homologous (transcribed strand), ribosome,

chromosome recombination codon table, RNA polymerase

Based on a diagram, describe the main Analyse the main steps of
steps of information flow within the cell: information flow within the cell: the
the process of DNA replication, process of DNA replication, the
transcription of DNA into mRNA and transcription of DNA into mRNA and
translation of the information content the translation of mRNA information
of mRNA into amino acid sequences. into amino acid sequences.
Use the codon table. Describe the Understand the significance of the
general relationship between DNA, universality of the genetic code.
protein amino acid sequence, 3D Relate the phases of protein
structure and biological function, as synthesis to the components of the
well as phenotype. eukaryotic cell.
Know and apply the concepts of gene, Understand that several alternatives
allele, genetic code, chromosome, of mature mRNA can be produced
homologous chromosome, & from a pre-mRNA copy of DNA.
recombination.

Mutation mutation, mutagen, spontaneous sickle cell anaemia, albinism,
mutation, carcinogen, cancer, benign phenylketonuria, gene, chromosome
and malignant tumour, metastasis and genome mutations, structural
and numerical chromosome
anomalies,

Describe the concept of mutation, Explain the genetic background and
interpret its evolutionary role and its effects of sickle cell anaemia and
possible effects (detrimental, neutral, albinism. Describe the inheritance
beneficial). Apply examples of these pattern of phenylketonuria, its
based on a case study. Compare effects, how it is treated (diet).
mutation and sexual reproduction as Compare gene, chromosome and
sources of genetic variability. Give genome mutations (ploidies).
examples of the persistence of multiple Explain that chromosome mutations
gene variants in the human population. can be structural and numerical,
Describe how mutation can occur, give examples
mutagenic effects (biological, chemical Understand the relationship
and physical), the problem of detecting between the development of cancer
their effects, and ways of reducing or and cell cycle aberrations; describe
preventing them. what the cell and the body do to
Justify with concrete examples the link prevent the development of
62
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Topics by Exam tier
SL HL
between mutations and diseases tumours (tumour suppressor

(metabolic disorders, cancer). proteins, programmed cell death).
Justify that mutagenicity and Using the codon table, describe the
carcinogenicity are often associated. consequences in protein synthesis
Describe the concepts of benign and and function of different types of
malignant tumours, metastases, signs point mutations.
of some types of tumours (skin, breast, Describe the numerical
testicular, prostate, cervical) and the consequences of chromosome
importance of their early detection. segregation errors during meiosis.
Interpret from a graph that the chances Interpret a given mutation test.
of genetic abnormalities increase with
the age of the parents.
6.1.3. Gene Key concepts Key concepts

function active region, stem cell, differentiated gene network, environmental effect,
cell, cancer cell, epigenetics expressivity, penetrance, lac-operon,
regulatory role of non-coding
sequences

Understand the concepts of stem cell, Understand that our somatic cells of
differentiated cell and cancer cell. different structure and function have
Understand the relationship between the same genetic information and
lifestyle, environmental influences and that mutations can change this.
gene expression (epigenetics). Explain why not all genes are always
Understand that some of the changes turned on. Understand that the
resulting from epigenetic markers may expression of genes is influenced by
involve modifications that are hormonal status. Explain the reason
transmitted from the cell to its for the multilevel organisation of
daughter cell. hereditary material.
Explain that most traits are not
expressed as individual genes, but as
the interaction of genes-genes and
genes-environment.
Identify the parts of the lactose
operon in a diagram and interpret
their roles.
Describe the role of
non-protein-coding sequences in
the human genome in regulating
gene function.
6.2. Mendelian genetics
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Topics by Exam tier
SL HL

Qualitative haploid, diploid, homozygote, non-Mendelian inheritance, model
traits heterozygote, genotype, phenotype, genetic organism, lethal allele, gene
inheritance, autosome, sex-linked mapping, gene interaction
inheritance, test crosses, pedigree
analysis, role of gametes, linkage,
phenome Mendel’s research method,
Mendel’s laws

Analyse Mendel's research methods Explain with examples the concept
(experiments, hypothesis formulation, of gene interaction to explain most
statistical approach), relate the results traits.
to the conclusions drawn (Mendel's Give the limits of validity of Mendel's
laws). conclusions and the reasons for this
Understand the concepts of haploid, (linkage, extranuclear inheritance).
diploid, homozygous and heterozygous, Explain why the set of properties
genotype and phenotype. Describe the that determine the phenome can be
basic types of inheritance said to be more complex than the
(dominant-recessive/complete genome.
dominance, intermediate/incomplete Explain why Drosophila
dominance and codominant). List the melanogaster are suitable model
dominant and recessive traits inherited organisms in genetics.
in humans. Explain the conclusions that Carry out calculations for two alleles
can be drawn from test crosses. Analyse of two genes and three alleles at a
genetic pedigrees: determining single locus (of one gene), and lethal
monogenic autosomal recessive (AR), alleles.
autosomal dominant (AD), X-linked Infer the nature of the interaction
recessive (XR), X-linked dominant (XD) between two genes from the second
traits. Describe the inheritance of a filial generation ratios and derive
single-gene enzyme disorders, Rh- and the inheritance pattern from a
AB0- blood groups, in terms of description.
dominance relationships. Interpret and Conclude on the basis of published
analyse the inheritance linked to the data on the fact of linkage and
sex chromosomes (gonosomes) using recombination in the inheritance of
the examples of haemophilia and 2 genes with 2 alleles each and
colour blindness. derive the inheritance pattern from
Explain the role of gametes in a description.
determining sex. Explain the relationship between
Describe the phenomenon and linkage, recombination frequency
explanation (same chromosome) of and the method of genetic
gene linkage. mapping. Infer the inheritance of a
Explain the relationship between the trait from a given or to be
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SL HL
phenome and personalised medicine. constructed pedigree.

Describe the basic laws of inheritance
based on the analysis of plant samples
(e.g. number and traits of peas).
6.2.2. Reasoning activity Reasoning activity

Quantitativ Recognise heritable quantitative traits Recognise and explain on a graph
e traits and trends in the biological world and that the distribution of quantitative
in human inheritance. Compare the traits in the population resembles a
effects of genes that shape quantitative bell curve. Interpret the relationship
traits with those that shape qualitative between heredity and
traits (polygenic, significant environmental factors (twin study,
environmental influence). environmental variation) based on
case studies.
Perform calculations on two genes
with two alleles.
6.3. Evolution

Process of Darwin's theory of evolution, fitness, characteristics of evolution,
evolution adaptation, species, mutation, horizontal gene transfer,
recombination, selection (natural, mechanisms of evolution and
artificial, directional, stabilising, change, ideal population, actual
disruptive), drift, gene flow, adaptive population, Hardy-Weinberg
and non-adaptive evolution equation, founder effect, extinction
threshold, birth and death rates,
population density, inbreeding,
coevolution, evolution at multiple
levels

Describe Darwin's theory of evolution, Apply the theory of evolution to the
the observations and conclusions that different levels of organisation of the
underpin the theory, and the main living world (coevolution, multilevel
arguments in support of the theory. evolution). Interpret conceptually
Argue for the importance of diversity in the features of evolution
living organisms, describe the (reproduction, heredity, variation),
evolutionary processes that create and explain that it is not necessary for a
spread diversity and the evolutionary new type or new trait to appear for
processes that reduce it. Explain the evolution to occur.
conservation importance of population Describe adaptive and non-adaptive
size. evolutionary processes, and use an
65
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SL HL
example to judge the type of

process.
Interpret the concepts of directional,
stabilising and diversifying selection,
using examples, and relate these to
the theory of speciation.
Give examples of possible
mechanisms of evolutionary change
(mutation - group selection and
cooperation - selection).
See the relationship between the
mathematical model and the
biological processes observed.
Understand the concept and
conditions of an ideal population.
Understand the Hardy-Weinberg
equation for calculations involving 1
gene with 2 alleles.
Understand the concepts of natality
and mortality rates and their
dependence on population density.
Understand the concept of the
extinction threshold, its relationship
with genetic drift and the
degradation due to inbreeding
(inbreeding depression). Explain the
conservation implications of this
(wildlife conservation).

Evidence phylogenetic tree, homology, analogy, speciation, inbreeding, non-random
for convergent and divergent evolution, mating
speciation direct proof of evolution, living fossil
and
evolution Reasoning activity Reasoning activity
Interpret a simple evolutionary Analyse the different processes of
(phylogenetic) tree. Understand the speciation (geographical
concepts of homology and analogy, isolation/allopatry, with no
convergent and divergent evolution, geographical isolation/sympatry,
and be able to give examples of organs adaptive radiation). Understand the
and organisms with such evolution. biological effects of inbreeding and
Cite examples of direct evidence of non-random mating.
evolution (inclusions, petrified fossils, Describe the indirect proofs of
66
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Topics by Exam tier
SL HL
impressions/imprints, deposits). evolution (DNA homology, molecular

Understand the concept of a living phylogenetic trees, genetic code,
fossil, give examples. cellular structure, homologous
structures, similarity of embryos,
existence of vestigial & atavistic
organs).
Analyse the different processes of
speciation (geographical
isolation/allopatry, no geographical
isolation/sympatry, adaptive
radiation), interpret case studies on
these processes. Analyse or
construct a phylogenetic tree based
on given data.

Biotechnol clone, cloning, genetic engineering domestication, human genome
ogy techniques, GMO, gene modification, project, DNA sequencing, DNA
gene therapy, human genome project, chip/microarray technique, genetic
forensic medicine and diagnostic tests fingerprinting/DNA profiling,
recombinant DNA technology,
vector, host cell, endonuclease, gene
editing

Understand the concept of a clone. Understand how humans have
Describe examples of the use of genetic altered the genome of living
engineering (insulin production, gene organisms through breeding
transfer/delivery to crops, cloned (artificial selection, cross-breeding).
cultivars in agriculture, gene therapy, Explain the use of bacteria to
GMOs, vaccine production, forensic produce human protein (steps of the
medicine and diagnostic tests). method, reasons).
Know the arguments for and against Interpret a described method for
genetic engineering. DNA base sequencing, explain its
significance. Interpret the
techniques of DNA microarray, and
DNA fingerprinting, give examples
of their practical applications.
Analyse flow charts illustrating the
use of genetic technology (cloning,
recombinant DNA technology, gene
editing, forensic medicine and
diagnostic tests).
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SL HL
6.3.4. Key concepts

Bioethics human dignity, respect for life,
disability, medical ethics,
biotechnology, animal experimentation,
transplantation, biomimetics (bionics),
sustainability, prenatal diagnosis,
genetic counselling
Reasoning activity
Interpret the following concepts from a
bioethical perspective: human dignity,
respect for life, disability, medical ethics,
biotechnology, animal experimentation,
transplantation, biomimetics (bionics),
sustainability.
See the potential of genetic
counselling, form an opinion on its role.
Describe the specific methods of
human genetic analysis, their
limitations (pedigree analysis, prenatal
diagnosis) and ethical considerations.
6.3.5. Key concepts

Bioinforma bioinformatics
tics
Reasoning activity
Describe the aims of bioinformatics
and give examples of its
applications. Using given data or a
diagram, interpret evolutionary
lineage relationships, model a signal
transduction network, construct a
phylogenetic tree, find relationships
between diseases and genes.
6.4 Evolution of the biosphere
6.4.1 Key concepts Key concepts

Prebiotic pseudoscientific obsolete races physical and chemical evolution, the
and possibility of life on earth,
human abiogenesis, Miller's experiment, the
evolution main steps in the evolution of the
genus Homo
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Topics by Exam tier
SL HL
Use diagrams to compare the features Explain the relationship between the
of great/anthropoid apes (hominids) Earth's position in the Solar System,
and humans. Justify that the major its cosmic environment, the planet's
races that have evolved during the features and the potential for life on
evolution of man do not differ in status, Earth. Recall that biological
dignity or significance; their biological evolution was preceded by physical
and cultural heritage is the common and chemical evolution.
treasure of mankind. Interpret descriptions of the major
steps in the evolution of early
hominids and the genus Homo, e.g.
changes in brain volume, postural
cues, use of fire and tools. Describe
the inferences that can be drawn
from a skull fragment about the
characteristics of a particular human
ancestor.
Interpret Miller's experiment and
explain its significance.
Clarification of the terms used in Biology Specifications:

Key concepts:
Key concepts are the basic terms that construct the field of science and the
essence of vernacular communication. Key concepts help to organise facts
and phenomena into a conceptual and logical unit. They carry general
knowledge that can be effectively applied in new situations. The key concepts
presented in the Specifications are basic, i.e. necessary but not always
sufficient to meet the requirements of a given reasoning activity (minimum
conceptual requirement).
Reasoning activities:
Of the levels of thinking, Higher Tier Thinking encompasses Lower Tier
Thinking and should therefore be interpreted as such in the Specifications.
Levels of thinking-&-reasoning:
69
]\
● Memory: recalling relevant information from long-term memory. For

example: recall, present, list (hu: idézze fel, mutassa be, sorolja fel).
● Interpretation: interpreting meanings based on instructions. For
example: interpret from descriptions, interpret from diagrams (hu:
értelmezze leírások alapján, értelmezze ábra alapján).
● Application: the candidate uses information in new ways, recognises
and solves problems. For example: demonstrate and give examples of
applications (hu: mutassa be és hozzon példákat alkalmazási területeire).
● Analysis: Identify how the parts are related and generalise the structure
with purpose. Identify and compare the components of a problem.
Mobilising knowledge from multiple sources to solve a problem.
Reconstructing reality using existing knowledge and imagination. For
example: interpret an experiment and demonstrate its significance,
assess its risk, explain its use, see the relationship between the model
and real processes that are being experienced (hu: értelmezze a kísérletet
és mutassa be jelentőségét, értékelje a kockázatát, magyarázza a
felhasználását, lássa a modell és a tapasztalható valós folyamatok
összefüggéseit).
● Evaluation: making a judgement based on (scientific) arguments about
whether a human action is consistent with a value or norm. For
example: see its potential and form an opinion about its role, present
arguments and counter-arguments (hu: lássa a lehetőségeit és alkosson
véleményt a szerepéről, ismertessen érveket és ellenérveket).
● Creative thinking: making a coherent picture from different elements,
creating a new one or reorganising the structure of elements. For
example: design an experiment (hu: tervezzen kísérletet).
Part in Italics:
● Possible ‘B Task’ in the oral part, to be assessed in SL (but this does not
preclude assessment in the written part)
70
]\
● Possible ‘B Task’ in the oral part, problem solving task in HL (but this
does not exclude the possibility of a question regarding the topic in the
written test)
Part highlighted with green
These parts were not in the 2017 Specifications or have been moved from one
tier to another.
Information regarding the format of the exam may be accessed through the following link (in
Hungarian):
https://www.oktatas.hu/pub_bin/dload/kozoktatas/erettsegi/vizsgakovetelmenyek2024/bio_2024_
e.pdf#page70
Miklós Kásler, Minister of Human 12/07/2021 11:39:40

Resources
71
]\
Source
https://www.oktatas.hu/pub_bin/dload/kozoktatas/erettsegi/vizsgakovetelmen
yek2024/bio_2024_e.pdf
English by
http://sites.google.com/view/biologyerettsegi/
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BIOLOGY

measurements and interpret their results (knowledge of the characteristics of

Topics by Exam tier

1.1. The study of life

1.1.1. Key concepts Key concepts

Topics by Exam tier

1.1.2. Key concepts Key concepts

Reasoning activity Reasoning activity

Topics by Exam tier

anthocyanins, describe the results. scientific models and simulations in

1.2. Basic physics and chemistry

1.2. Basic Key concepts Key concepts

Reasoning activity Reasoning activity

Key concepts Key concepts

Reasoning activity Reasoning activity

Topics by Exam tier

2. The infra-individual levels of organisation

Topics by Exam tier

2.1. Inorganic and organic components

2.1.1. Key concepts Key concepts

2.1.2. Key concepts Key concepts

Topics by Exam tier

bonding, spatial structure

Reasoning activity Reasoning activity

2.1.3. Key concepts Key concepts

Reasoning activity Reasoning activity

2.1.4. Key concepts Key concepts

Reasoning activity Reasoning activity

Topics by Exam tier

Understand the relationship between Recognise the structure of α- and

2.1.5. Key concepts Key concepts

Reasoning activity Reasoning activity

Topics by Exam tier

blood coagulation, regulatory proteins). Recognise peptide bonding,

2.1.6. Key concepts Key concepts

Reasoning activity Reasoning activity

2.2. Metabolic processes

2.2.1. Key concepts

Topics by Exam tier

energy source (phototrophs and down macromolecular building

2.2.2. Key concepts Key concepts

Reasoning activity Reasoning activity

2.2.3. Key concepts Key concepts

Reasoning activity Reasoning activity

Topics by Exam tier

carbon dioxide is formed from the transported by carrier molecules,

2.3. The machinery of the (eukaryotic) cell

2.3.1. Key concepts Key concepts

Reasoning activity Reasoning activity

Topics by Exam tier

2.3.2. The Key concepts Key concepts

Reasoning activity Reasoning activity

2.3.3. Key concepts Key concepts

Reasoning activity Reasoning activity

2.3.4. Key concepts Key concepts

2.3.5. Key concepts Key concepts

Topics by Exam tier

Reasoning activity Reasoning activity

2.3.6. Key concepts Key concepts

Topics by Exam tier

3. The organism level

Topics by Exam tier

3.1. Non-cellular systems

3.1.1. Key concepts

Reasoning activity Reasoning activity

3.1.2. Key concepts

Topics by Exam tier