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Edexcel GCSE (9–1) Combined Science - Biology
2-year scheme of work

This document provides a scheme of work for teaching the Biology content from the Pearson Edexcel GCSE (9-1) Combined
Science specification in 2 years.
Bold text indicates that the content is for Higher Tier only. An asterisk indicates that you may have covered the specification point
if you have been using our transition materials.
The document currently contains exemplar teaching activities and notes on differentiation for B1–4 only. We will update it with this
level of detail for the remainder of the course over the coming months. The suggested length for each lesson is indicated next to
the title.
Not all of the suggested practicals from the specification have been covered in this scheme of work. Alternative suggested practicals
could be substituted into the lessons given here.
Edexcel GCSE (9–1) in Combined Science (Biology) scheme of work, 2 years
B1 Overarching concepts in Biology

Lesson CB1a: Microscopes (1 hour)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● *B1.3: Explain how changes in Starter Exploring ● Recognise and use n/a
microscope technology, Have a microscope in front of Support: Help students with unit expressions in
including electron microscopy, you. Ask students what a conversions. standard form
have enabled us to see cells microscope is and why this is Stretch: Challenge students to ● Make estimates of
with more clarity and detail than called a ‘light microscope’. download another image from the the results
in the past and increased our Internet, and to develop a similar of simple
understanding of the role of Exploring worksheet together with a list of
calculations
sub-cellular structures Give students a magnified answers.
● Use an appropriate
● *B1.4: Demonstrate an image of a water flea (Daphnia number of
understanding of number, size sp.) and asks them to measure Explaining
significant figures
and scale, including the use of parts of the animal and to work Support: Show students an eye test
● Make order
estimations and explain when out magnifications chart. Point out that an eye test is
of magnitude
they should be used testing resolution.
Stretch: Explain to students that an calculations
● *B1.5: Demonstrate an Explaining
understanding of the Help students to understand ‘optical zoom’ on a camera uses
relationship between the difference between lenses to zoom into an object. A
quantitative units in relation to resolution and magnification by ‘digital zoom’ uses electronics to
cells, including using the idea of digital magnify part of an image.
a) milli (10-3) cameras.
b) micro (10-6)
c) nano (10-9)
d) pico (10-12)
© Pearson Education Ltd 2015.

Lesson CB1b: Plant and animal cells (2 hours)

● *B1.1: Explain how the sub- Starter Exploring ● Make estimates Core Practical:
cellular structures of eukaryotic Ask students to write a simple Support: Have an appropriate of the results of Investigate
… cells are related to their definition of a cell. micrograph of human cheek cells / simple calculations biological specimens
functions, including: onion cells / rhubarb cells / Elodea ● Use an appropriate using
a) animal cells – nucleus, cell Exploring cells on the board to help students number of microscopes,
membrane, mitochondria and Students use a light microscope identify the cells under the significant figures including
ribosomes to look at simple animal and/or microscope and label them magnification
● Make order
b) plant cells – nucleus, cell plant cells and identify their appropriately. calculations and
of magnitude
membrane, cell wall, component parts. (Core Stretch: Encourage students to look labelled scientific
chloroplasts, mitochondria and at as many different cell types as calculations drawings from
Practical)
ribosomes possible, and to add scale bars to observations
● Change the
their drawings.
Explaining subject of an
● *B1.4: Demonstrate an Hold up a metre ruler and ask equation
understanding of number, size students to estimate the width, Explaining
and scale, including the use of height and length of the lab by Support: Ask students to get out
estimations and explain when comparing it with the length of rulers and then work in groups to
they should be used the ruler. Explain that we use estimate the sizes of things around
● *B1.6: Core Practical: this idea on micrographs by them by rough comparison, with their
Investigate biological specimens using a scale bar, from which rulers acting as scale bars.
using we can estimate the sizes of Stretch: Challenge students to work
microscopes, including other things. Move on to out the relationship between an
magnification calculations and discuss fields of view. increase in total magnification and
labelled scientific drawings from the matching decrease in field of
observations view.

Lesson CB1c: Specialised cells (1 hour)

● B1.2: Describe how specialised Starter Exploring ● Make estimates Demonstrate the
cells are adapted to their Write the word ‘adaptation’ on Support: Discuss with students which of the results of effect of surface
function, including: the board. Ask students to features of the cell are typical of all simple calculations area using Visking
a) sperm cells – acrosome, work in pairs or small groups to animal cells and which are ● Make order tubing. (See
haploid nucleus, mitochondria write down adaptations of three specialised. of magnitude Explaining.)
and tail animal species. Stretch: Ask students to identify at calculations
b) egg cells – nutrients in the least three key features of each of the
cytoplasm, haploid nucleus and Exploring following cells, and to explain how
changes in the cell membrane Match the structure to the each feature supports the function of
after fertilisation function of a range of the cell: sperm cell, egg cell, ciliated
c) ciliated epithelial cells specialised cells. epithelial cell, epithelial cell from the
● B1.4: Demonstrate an small intestine with microvilli, muscle
understanding of number, size cell, root hair cell, plant leaf
Explaining
and scale, including the use of (palisade) cell
Demonstrate the effect of
estimations and explain when
surface area using Visking
they should be used Explaining
tubing.
Support: Prompt students to think
about the difference in area of tubing
in contact with the water in the
beaker.
Stretch: Challenge students to apply
what they have seen in the
demonstration to explain the
importance of microvilli on cells lining
the small intestine.

Lesson CB1d: Inside bacteria (1 hour)

● B1.1: Explain how the sub- Starter Exploring ● Recognise and use n/a
cellular structures of eukaryotic Write the word ‘bacteria’ on the Support: Work through the labelling expressions in
and prokaryotic cells are related board. Discuss with students of the diagrams as a class. standard form
to their functions, including: the sub-cellular structures that Stretch: Find out about one further ● Use an appropriate
… they would expect to find in structure in an animal cell and what it number of
c) bacteria - chromosomal DNA, bacterial cells. does. significant figures
plasmid DNA, cell membrane,
● Make order
ribosomes and flagella. Exploring Explaining of magnitude
● B1.5: Demonstrate an Show students drawings of Stretch: Challenge each student to
understanding of the calculations
animal and bacterial cells under design two questions whereby
relationship between light and electron microscopes, numbers in standard form need to be
quantitative units in relation to and label the features. multiplied, divided, added or
cells, including subtracted.
a) milli (10-3)
Explaining
b) micro (10-6)
Write up A × 10n on the board
c) nano (10-9)
and explain how standard form
d) pico (10-12)
works.
e) calculations with numbers
written in standard form

Lesson CB1e: Enzymes and nutrition (2 hours)

● *B1.12: Explain the importance Starter Exploring n/a Suggested
of enzymes as biological Ask students to work in pairs or Stretch: Students could test the practical:
catalysts in the synthesis of small groups to write down as starch/amylase mixture at the start Investigate the
carbohydrates, proteins and many processes and reactions and end of the practical, using the effect of different
lipids and their breakdown into as they can remember that Benedict's test, which indicates the concentrations of
sugars, amino acids and fatty happen in living organisms. presence of 'simple' (reducing) digestive
acids and glycerol sugars. enzymes, using
Exploring and evaluating
Students investigate the action models of the
on starch solution of amylase alimentary canal.
using the iodine test. (See Exploring
(Suggested practical.) and Explaining.)
Explaining
Demonstrate how starch can be
synthesised from different
substrates, using the enzyme
starch synthase from potatoes.
(Suggested practical.)

Lesson CB1f: Enzyme action (2 hours)

● *B1.7: Explain the mechanism Starter Exploring n/a Suggested practical:
of enzyme action including the Students work together to Support: If students need support in Investigate the
active site and enzyme complete a story that describes constructing a table for their results, effect of
specificity the role of enzymes in show them a pre-prepared table. temperatures and
● B1.8: Explain how enzymes can digestion. Stretch: Students should plan and concentration on
be denatured due to changes in carry out their own investigation. enzyme activity.
the shape of the active site Exploring (See Exploring and
Investigation on the effect of Explaining Explaining.)
temperature on the time taken Support: Be very clear about the
for amylase to digest starch. substances that each stain is made
(Suggested practical.) of, and how that relates to the type of
enzyme that catalyses its breakdown.
Explaining Stretch: Encourage students to find
Demonstrate that enzymes are the link between an enzyme name
specific to particular substrates and its substrate.
by testing a range of enzymes
on a range of substrates.
(Suggested practical.)

Lesson CB1g: Enzyme activity (2 hours)

● B1.9: Explain the effects of Starter Exploring ● Recognise and use Core Practical:
temperature, substrate On the board, list the results of a Support: Guide students through expressions in Investigate the
concentration and pH on enzyme 100 m running race for four men calculating the rate of oxygen decimal form effect of pH on
activity and the time they took to produced, and the analysis of the ● Use ratios, enzyme activity.
● B1.11: Demonstrate an complete the distance. Ask collated table, including fractions and (See Exploring and
understanding of rate students to work in pairs to identification of anomalies and percentages Explaining)
calculations for enzyme activity identify which man had the fastest calculation of mean values.
● Understand the
● B1.10: Core Practical: rate over 100 m, and to work out Stretch: Expect students to Suggested practical:
terms mean, mode
Investigate the effect of pH on what that rate was. produce their own diagrams to Investigate the
enzyme activity explain the shape of the curve. and median
effect of
● Translate
Exploring temperatures and
information
Practical investigation on the Explaining concentration on
Support: Ask students how the between graphical enzyme activity.
effect of pH and/or concentration
of substrate on enzyme activity. mean rate of reaction from the and numeric form (See Exploring and
Dilute hydrochloric acid and start to the end of the reaction ● Plot two variables Explaining)
sodium hydrogen carbonate should be calculated. from experimental
solution is used to adjust pH. The Stretch: Repeat the experiment at or other data
substrate is hydrogen peroxide a different pH. Ask students to
and the enzyme is catalase. (Core plot the data and calculate the
and/or suggested practical.) initial rate of reaction. They should
compare their answer with the
Explaining initial rate of reaction for the first
Demonstration that gives an pH to identify which pH is nearer
opportunity to calculate initial the optimum for that enzyme.
rates of reaction. Use a suitable
enzyme and substrate to produce
numerical data throughout the
reaction, such as using
catalase/hydrogen peroxide. (Core
and/or suggested practical.)

Lesson CB1h: Transporting substances (up to 4 hours)

● *B1.15: Explain how Starter Exploring ● Recognise and use Core practical:
substances are transported Show students the diffusion of Support: Students may need help in expressions in Investigate osmosis
into and out of cells, potassium manganate(VII) in drawing up their table and completing decimal form in potatoes. (See
including by diffusion, water either by placing a crystal at the calculations. They may also need ● Use ratios, Exploring.)
osmosis and active transport the bottom of a large beaker of help working out how to record fractions and
● B1.17: Calculate percentage water or by showing a video of negative numbers on their chart. percentages Suggested practical:
gain and loss of mass in this. Stretch: Ask students how they could Investigate the
● Find arithmetic
osmosis adapt this practical to find the effect of different
means
● B1.16: Core practical: Exploring concentration inside potato cells. concentrations of
Investigate osmosis in ● Translate
Core practical on osmosis in digestive enzymes,
potatoes information
potato slices. (Core practical.) Explaining using and
between graphical
Support: As there are three kinds of evaluating models
molecule to consider in this and numeric form of the alimentary
Explaining
demonstration, work with students to ● Plot two variables canal. (See
Demonstrate diffusion and
consider one kind at a time. from experimental Explaining.)
osmosis in the small intestine
Stretch: Expect students to carry out or other data
using a Visking tubing bag filled
with a solution of starch and the calculations without guidance. Suggested practical:
glucose. (Suggested practical.) Challenge students to apply what Investigate the
they have seen to red blood cells. effect of
concentration on
rate of diffusion.
(See Explaining.)

B2 Cells and control

Lesson CB2a: Mitosis (1 hour)
● B2.1: Describe mitosis as Starter Exploring n/a n/a
part of the cell cycle including Ask students to outline the stages Support: Provide students with mixed
the stages interphase, in the human life cycle: embryo → up diagrams, titles and labels.
prophase, metaphase, baby → adolescent → adult; then Stretch: Only give students the
anaphase and telophase and to identify what is needed for diagrams of the cell cycle. Ask them
cytokinesis humans to grow; and to discuss to order the diagrams and then add
● B2.2: Describe the whether cell division stops when their own titles and labels.
importance of mitosis in growth stops.
growth, repair and asexual Explaining
reproduction Exploring Support: Have different clothes pegs
● B2.3: Describe the division of Construct a large diagram of the of different shapes and colours. Use
a cell by mitosis as the cell cycle. two or three students to model the
production of two daughter movement of the chromosomes
cells, each with identical sets during cell division.
Explaining
of chromosomes in the Stretch: Students use the clothes
Model mitosis using clothes pegs
nucleus to the parent cell, pegs to model the process and make
with the spring removed from the
and that this results in the a short film of their model in action.
middle.
formation of two genetically
identical diploid body cells
● B2.4: Describe that cancer is
the result of changes in cells
that lead to uncontrolled cell
division

Lesson CB2b: Growth in animals (1 hour)

● B2.5: Describe growth in Starter Exploring ● Use ratios, n/a
organisms, including: Students work in small groups to Support: Give students a list of fractions and
a) cell division and list as many examples as they can suitable cells for them to select from percentages
differentiation in animals remember of different kinds of cell to research, such as bone cells, ● Translate
… in the human body, and list details secretory cells such as in the information
● B2.6: Explain the importance of each type of cell. pancreas (islets of Langerhans), between graphical
of cell differentiation in the kidney tubule cells, brain cells and
and numeric form
development of specialised Exploring striated muscle cells.
cells Students research at least three Stretch: Students explain how the
● B2.7: Demonstrate an different kinds of specialised specialised structure of each cell type
understanding of the use of human cells, with an aim of is adapted to its function.
percentiles charts to monitor finding the 'strangest' kind of
growth human cell. Explaining
Support: Point out to students some
Explaining of the weaknesses of the model (e.g.
Show a short video on how a car is some of the components of a car are
built from components. Then made from materials other than
explain how the components could steel).
be used to model unspecialised Stretch: Challenge students to
and specialised cells. suggest ways in which the model is
good and ways in which it is weak.

Lesson CB2c: Growth in plants (1 hour)

● B2.5: Describe growth in Starter Exploring n/a n/a
organisms, including: Students work in pairs to jot down Support: Discuss the named cell
… the names of at least five different types with students before they start
b) cell division, elongation plants and how their chosen plants to make sure they understand where
and differentiation in plants look different from each other. the cells are found and what they do.
● B2.6: Explain the importance Explain that the variation is due to Stretch: Challenge students to
of cell differentiation in the different types and arrangements compare how plants grow with how a
development of specialised of cells in each type of plant. human grows, including the time of
cells life in which growth occurs, and
Exploring where in the organism cell division
Ask students to map a range of and differentiation occur.
different plant cell types, including
meristem cells and specialised Explaining
cells. Support: Discuss the answers to the
questions as a group.
Explaining Stretch: Challenge students to
Use a prepared slide or an internet suggest why the meristem occurs at
image to point out the features of the tip of the root and not further
a longitudinal section of a root and back, and why the first cells that are
ask the students questions about obviously differentiated in the root
them. are the hair cells and xylem.

Lesson CB2d: Stem cells (1 hour)

● B2.8: Describe the function Starter Exploring  Make estimates n/a
of embryonic stem cells, Use a simple video from the Support: Give students a pro-forma of the results of
stem cells in animals and internet on stem cells, and class or table with headings showing what simple calculations
meristems in plants discussion, to establish that stem they should record.
● B2.9: Discuss the potential cells are cells that can turn into all Stretch: Students should also record
benefits and risks associated sorts of more differentiated cells. the source of the stem cells:
with the use of stem cells in embryonic, adult or umbilical cord.
medicine Exploring
Students work in pairs to research Explaining
the development of a new Support: Students use beads or
treatment using stem cells. buttons to do their own visualisation
of stem cell differentiation.
Explaining Stretch: Students sketch a diagram of
Use a range of coloured beads or a zebrafish embryo and annotate it to
buttons, or coloured dots on a explain what it shows in terms of
presentation, to help students level of differentiation, and which of
visualise the gradual development the cells shown are stem cells.
of stem cells into differentiated
cells.

Lesson CB2e: The nervous system (2 hours)

● B2.13: Explain the structure Starter Exploring ● Use a scatter Suggested practical:
and function of sensory Ask students how many senses Support: Help students to think about diagram to identify Investigate human
receptors, sensory neurones, they think they have and their how many times they should repeat a correlation responses to
relay neurones in the CNS, reasons for thinking this. Elicit the their measurements. Help students between two external stimuli.
motor neurones and idea of what a sense is and hint at set the correct distances in the ‘touch variables (See Exploring.)
synapses in the transmission the fact that there are more than tester’ for each trial. ● Translate
of electrical impulses five. Stretch: Challenge students to plan information
including the axon, dendron, their own investigations. between graphical
myelin sheath and the role of Exploring and numeric form
neurotransmitters Investigation where students use Explaining ● Plot two variables
a ‘touch tester’ with two points to Support: Draw a sensory neurone on from experimental
find out which parts of the arms the board and line up your arm under or other data
and hands are the most sensitive it, pointing out how the parts of the
to touch. (Suggested practical.) neurone and the ‘arm model’ relate.
Stretch: Challenge students to
Explaining describe ways in which this is a good
Hold out an arm with your fingers model or a poor model.
straight and your thumb up. Ask
students which features of the
neurone are represented by the
different parts of your arm and
hand model (dendrites – fingers,
dendron – palm, cell body –
thumb, arm – axon).

Lesson CB2f: Neurotransmission speeds (2 hours)

● B2.13: Explain the structure Starter Exploring ● Use a scatter Suggested practical:
and function of sensory Volunteer students have their Support: Guide students through the diagram to identify Investigate reaction
receptors, sensory neurones, reaction times measured, e.g. calculations for times, impulse speeds a correlation times. (See
relay neurones in the CNS, using a smartphone/tablet app or and the mean, and help them draw between two Starter.)
motor neurones and an online reaction timer. Students up a results table. variables
synapses in the transmission sketch flow charts to explain what Stretch: Students find the mean ● Translate Suggested practical:
of electrical impulses is happening in the nervous speed of the ‘squeeze message’ information Investigate the
including the … myelin sheath system of the person who is being through different numbers of students between graphical speed of
and the role of tested (impulse transmission). and then measure the distance the and numeric form transmission of
neurotransmitters (Suggested practical.) impulses have had to travel. ● Plot two variables electrical impulses
● B2.14: Explain the structure from experimental in the nervous
and function of a reflex arc Exploring Explaining or other data system. (See
including sensory, relay and Investigation of the speed of Support: Go through the diagrams of Exploring.)
motor neurones transmission of electrical impulses the motor neurone and the relay
in the nervous system. (Suggested neurone carefully, pointing out the
practical.) differences and similarities between
the two types of neurone. Compare
Explaining these with the sensory neurone.
Students study diagrams of motor Stretch: Challenge students to spot
neurone, relay neurone and reflex the simplification in the reflex arc
arc, and compare similarities/ diagram and decide what else needs
differences/ modes of action. to be added to the drawing.

B3 Genetics
Lesson CB3a: Meiosis (1 hour)
● B3.3: Explain the role of Starter Exploring n/a n/a
meiotic cell division, including Write these words on the board: Support: Give students cards showing
the production of four cell, chromosome, DNA, gene, the events, which they should put in
daughter cells, each with half nucleus. Challenge students to order.
the number of chromosomes, produce a labelled drawing to Stretch: Challenge students to show
and that this results in the show the relative positions of what happens to gametes during
formation of genetically these features. fertilisation.
different haploid gametes
The stages of meiosis are not Exploring Explaining
required Students produce a poster Support: Ensure that students
● B3.5: Describe the genome showing the main events that take understand what each part of the
as the entire DNA of an place during meiosis. model represents, e.g. the string
organism and a gene as a shows the cell membrane.
section of a DNA molecule Stretch: Challenge students to
Explaining
that codes for a specific suggest ways in which the model is
Demonstrate meiosis using socks.
protein good and ways in which it is weak.
Using dark and pale socks allows
you to model the behaviour of
‘sets’ of chromosomes; dark
colours are one set and pale
colours are the other. String can
be used to model the nuclear and
cell surface membranes.

Lesson CB3b: DNA (1 hour)

● B3.4: Describe DNA as a Starter Exploring n/a n/a
polymer made up of: Show a video clip of SOCOs at Support: Help and remind students to
a) two strands coiled to form work and ask students what colour the same bases in the same
a double helix evidence is being looked for colour and to recognise that only
b) strands linked by a series [DNA]. Ask students where DNA is certain pairs of bases can be formed.
of complementary base pairs found in the body and why it can Stretch: Challenge students to
joined together by weak be used to convict criminals. evaluate the models that they have
hydrogen bonds made, in terms of good and poor
c) nucleotides that consist of Exploring points about the usefulness of their
a sugar and phosphate group Make a 3D model of the DNA models.
with one of the four different double helix.
bases attached to the sugar Explaining
Explaining Support: Remind students that there
● B3.6: Explain how DNA can Explain to students that the are negative and positive charges,
be extracted from fruit proteins in a chromosome are and opposite charges attract.
responsible for protecting and Stretch: Challenge students to design
packaging a DNA molecule. Help a table of bond types, comparing
students to understand the nature their structures and where they are
of the hydrogen bonding between found.
complementary base pairs.

Lesson CB3c: Alleles (1 hour)

● B3.12: Explain why there are Starter Exploring ● Use ratios, n/a
differences in the inherited Write a series of DNA base letters Support: Prepare the results table for fractions and
characteristics as a result of on the board. Invite students to students to fill in and help them percentages
alleles write the correct complementary choose appropriate axes for their bar ● Construct and
● B3.13: Explain the terms: base pairs underneath. Then ask charts interpret
chromosome, gene, allele, students what this code is for – Stretch: Challenge students to frequency tables
dominant, recessive, making a protein. calculate the ratio of phenotypes
and diagrams, bar
homozygous, heterozygous, predicted by their genetic cross
charts and
genotype, phenotype, Exploring diagrams, and to relate this back to
gamete and zygote their experimental findings. histograms
Eye colour modelling using pale
● B3.14: Explain monohybrid ● Understand simple
and dark beads.
inheritance using genetic probability
Explaining
diagrams … and family Support: Before the main part of this ● Translate
Explaining
pedigrees activity, remind students of the terms information
Choose 8 randomly selected
‘dominant’ and ‘recessive’ and explain between graphical
students to taste either PTC strip
the circumstances under which a and numeric form
(commercially available) or a
control strip (no PTC). The finding recessive trait will be seen.
that most (or all) of the subjects Stretch: Challenge students to draw
can detect PTC supports the idea genetic diagrams for tasting PTC
that this phenotype is caused by a before you show them on the board.
dominant allele.
Using T and t for the alleles,
establish that the tasters could be
TT or Tt and then draw out genetic
diagrams for TT x TT and TT x Tt
and Tt x Tt. Show that only the
last combination will produce
zygotes that are non-tasters.

Lesson CB3d: Inheritance (2 hours)

● B3.14: Explain monohybrid Starter Exploring ● Use ratios, Suggested practical:
inheritance using … Punnett Tell students that humans have 23 Support: Consider giving groups of fractions and Investigate
squares pairs of chromosomes and one of weaker students the family pedigree percentages inheritance using
● B3.15: Describe how the sex these pairs is a pair of sex chart ready-made, so that they only ● Construct and suitable organisms
of offspring is determined at chromosomes, of which there are need to fill in the missing genotypes, interpret or models. (See
fertilisation, using genetic two types, X and Y. Ask students names and shading. frequency tables Exploring.)
diagrams to draw a genetic diagram to Stretch: Tell students that someone
and diagrams, bar
● B3.16: Calculate and analyse explain why about 50% of the UK who has one recessive allele, and so
charts and
outcomes (using population is male (XY) and about can pass the disorder on even though
probabilities, ratios and 50% of the population is female they don't suffer from it, is called a histograms
percentages) from (XX). carrier. Ask students to add carriers ● Understand simple
monohybrid crosses and to the key and to shade them in a probability
pedigree analysis for Exploring different colour. ● Translate
dominant and recessive traits Provide students with some pieces information
to cut out and stick in order to Explaining between graphical
construct a family pedigree for a Support: Students write a list of key and numeric form
family in which cystic fibrosis words they think the speaker will use.
occurs. (Suggested practical.) Make sure students understand the
meanings of these words.
Explaining Stretch: Challenge students to take
Show a video from the internet of notes from the talk and summarise
someone talking about living with the main points.
a genetic disorder. Then have a
class discussion on what was said,
and also on ethical points around
testing for the allele.

Lesson CB3e: Gene mutations (2 hours)

● B3.19: State that most Starter Exploring n/a Suggested practical:
phenotypic features are the Arrange students in groups of at Support: Work with students to Investigate the
result of multiple genes least five and ask them to collect decide on which data to collect and variations within a
rather than single gene data from the group about how it should be recorded. species to illustrate
inheritance variation in a few characteristics Stretch: Students should evaluate the continuous variation
● B3.20: Describe the causes that are genetically controlled, use of the scale for mapping variation and discontinuous
of variation that influence such as tongue rolling, earlobe by considering other methods that variation. (See
phenotype, including a shape, straight/hitchhikers thumb, could be used (such as a light meter), Exploring.)
genetic variation – different presence or absence of cheek and whether eye colour is affected by
characteristics as a result of dimples, cleft/smooth chin. other factors (e.g. amount of light,
mutation... colour of light reflected on the face
● B3.21: Discuss the outcomes Exploring e.g. from clothing near the neck).
of the Human Genome Students use a simple eye colour Students should also consider
Project and its potential scale to collect data on the whether the scale they’ve used is
applications within medicine variation in eye colour in the class detailed enough for their conclusions.
● B3.22: State that there is or other groups (e.g. families).
usually extensive genetic (Suggested practical.) Explaining
variation within a population Support: Use this activity as an
of a species and that these opportunity to revise key terms met
Explaining
arise through mutations in this unit so far (e.g. gene, allele,
Use the example of cystic fibrosis
● B3.23: State that most genotype, phenotype, recessive,
to help students make a clear link
genetic mutations have no dominant, mutation, genome, base).
between mutations in DNA and
effect on the phenotype, Stretch: Explain to students how the
how these can affect the body.
some mutations have a small CFTR gene was found.
effect on the phenotype and,
rarely, a single mutation will
significantly affect the
phenotype

Lesson CB3f: Variation (1 hour)

● B3.20: Describe the causes Starter Exploring n/a n/a
of variation that influence Ask students to work in pairs and Support: List the different types of
phenotype including to note down six examples of variation for students, and review
a) genetic variation – variation in human characteristics. chart types.
different characteristics as a For each example, they should Stretch: Students should discuss the
result of mutation and sexual identify how they vary (can the importance of grouping continuous
reproduction variations be grouped, as in eye data in order to produce a useful
b) environmental variation – colour, or do they show a range chart.
different characteristics between two extremes, as in
caused by an organism’s height). Explaining
environment (acquired Support: Check that students are
characteristics) Exploring clear why there is no intersection of
Provide students with sample data the circles for continuous and
as charts and tables for the discontinuous variation, and are
variation of continuous and certain what the intersection of the
discontinuous characteristics for a circles in the genetic/environment
plant (such as a holly bush). Ask diagram means.
students to describe what each Stretch: Ask students to think about
chart or table shows. examples of variation caused by a
single gene (e.g. human ABO blood
Explaining group) and variation caused by
Write up a list of characteristics on multiple genes (e.g. human eye
the board, then draw a Venn colour), and to compare the shape of
diagram on the board of two charts of variation that they produce.
intersecting circles. Add at least
one characteristic to each section
of the diagram, and ask students
to spot what the labels should be
for each of the circles and for the
area of intersection.

B4 Natural selection and genetic modification

Lesson CB4a: Human evolution (1 hour)
● B4.4: Describe the evidence Starter Exploring ● Recognise and use n/a
for human evolution, based Ask students to think about how Support: expressions in
on fossils, including: humans or other animals might Give students guidance on which decimal form
a) Ardi from 4.4 million years evolve in the future. They could websites to use. ● Recognise and use
ago draw a labelled picture to show how Stretch: expressions in
b) Lucy from 3.2 million humans might change and give a Ask students to work in a groups standard form
years ago reason why they might evolve in and each member of a group to
● Use ratios, fractions
c) Leakey’s discovery of that way. choose a different species to
and percentages
fossils from 1.6 million years study, then create a poster using
ago the cards. ● Translate
Exploring
● B4.5: Describe the evidence information between
Show an ‘evolutionary tree’ for
for human evolution based graphical and
humans. Research and create fact Explaining
on stone tools, including: numeric form
cards about the human-like Support: Sort a list of human-like
a) the development of stone organisms shown, which includes a species, in order of the layers in
tools over time picture of each species which they would be found.
b) how these can be dated Stretch: Challenge students to use
from their environment the model to explain why
Explaining
Demonstrate how fossils form using scientists date the rock in a layer
a narrow glass or plastic where stone tools are found rather
tank/beaker, plastic skeleton/small than the rocks that the stone tools
stones, and sand of different colours are made of.
to build up layers to model the way
the sedimentary layers build up.

Lesson CB4b: Darwin’s theory (1 hour)

● B4.2: Explain Darwin’s theory Starter Exploring ● Construct and Natural selection
of evolution by natural Sketch a normal distribution curve on Support: Use a pre-prepared interpret game using
selection the board and tell students that it spreadsheet for recording the frequency tables coloured pasta
● B4.3: Explain how the shows variation in beak length in a results. and diagrams, bar ‘insects’. (See
emergence of resistant population of sandpipers. Ask students Stretch: Ask students to design charts and Exploring.)
organisms supports Darwin’s to suggest why there are more birds their own games to show natural histograms
theory of evolution including with the middle beak length and very selection. ● Translate
antibiotic resistance in few with either very short or very long information
bacteria beaks. Explaining between graphical
Support: Ask students how and numeric form
Exploring Lamarck would have explained
Play a game to illustrate natural how giraffes got their long necks.
selection using coloured pasta ‘insects’ Stretch: In 1889, August
(equal amounts, including green). Weissman cut off the tails of 21
Spread the pasta on a green, grassy generations of rats. Ask students
area. One student acts as a bird with 2 why they think he did this, what
minutes to pick up as many insects as they think happened and why
possible with tongs. Record the this experiment does not refute
proportions of colours collected, and Lamarck’s theory.
repeat.
Explaining
Discuss Lamarck’s theory of evolution,
that organisms adapted to their
surroundings, often by movements of
their ‘internal fluids’ that enabled
certain body parts to swell.

Lesson CB4c: Classification (1 hour)

● B4.7: Describe how genetic Starter Exploring n/a n/a
analysis has led to the Ask students to suggest how a Support: Give students a way of
suggestion of the three visitor to the area might be able to splitting themselves into two groups
domains rather than the five find an individual student in a to begin with.
kingdoms classification school [e.g. school > year group > Stretch: Ask students to sort
method form > workgroup > individual] themselves into nested groups.
Exploring Explaining
Ask students to sort themselves Support: For the orders, families and
into two groups and then think of genera, give students a list of
another way of dividing organisms and ask them to suggest
themselves into two or more which one(s) will not be found in the
groups. This process can be next group down.
repeated a number of times. Stretch:
Ask students to prepare their own
Explaining diagrams to show the full
Take students through the classification of an animal (e.g. lion).
classification of several plants and
animals, showing how the number
of organisms in each group gets
smaller and smaller and how the
similarities between the organisms
increase. Ask students to suggest
other members of the groups as
you work through the
classifications.

Lesson CB4d: Breeds and varieties (1 hour)

● B4.8: Explain selective Starter Exploring n/a n/a
breeding and its impact on Challenge students to produce a Support: Remind students of the
food plants and domesticated list of useful characteristics for definitions of genes and
animals cattle on a UK farm (e.g. good chromosomes and suggest what each
● B4.10: Describe genetic meat, quick growing, produce a lot length of paper represents.
engineering as a process of milk, docile). Then ask what Stretch: Students brainstorm ideas
which involves modifying the other characteristics might be about the process, i.e. how in
genome of an organism to useful for cattle being farmed in practice can chromosomes be ‘cut’?
introduce desirable northern Scotland (e.g. thick fur)
characteristics or Africa (thin fur, less Explaining
requirement for water). Support: Remind students of their
work on natural selection and how
Exploring this process works then show how
Ask students to work in groups to this relates to artificial selection.
model genetic engineering using a Stretch: Challenge students to find
long strip of paper and a short out some other examples of GMOs
strip, and some scissors and sticky that are currently being developed
tape. and how they are being propagated.
Explaining
Source a video on selective
breeding, using it to discuss how
selective breeding is carried out to
produce new breeds and varieties,
and the impact that this can have
on species.

Lesson CB4e: Genes in agriculture and medicine (1 hour)

● B4.14: Evaluate the benefits Starter Exploring ● Construct and n/a
and risks of genetic Tell students a plant breeder Support: Go through the sentences interpret
engineering and selective wishes to produce a new variety of on the cards first, and explain the frequency tables
breeding in modern orange. Ask them to come up with idea of a marker gene. and diagrams, bar
agriculture and medicine a list of useful features for the Stretch: Challenge students to charts and
including practical and ethical orange to have. research some of the bacteria that histograms
implications have been genetically engineered in ● Translate
● B4.11: Describe the main Exploring this way and the useful substances information
stages of genetic Give students cards showing the that we now obtain from them. between graphical
engineering including the stages in the process of making and numeric form
use of: recombinant microorganisms. Explaining ● Plot two variables
a) restriction enzymes They should work together to Support: Remind students of the four from experimental
b) ligase produce the correct order of cards. bases found in DNA and of the base or other data
c) sticky ends pairing rules.
d) vectors Stretch: Extend the demonstration by
Explaining
Illustrate the idea of sticky ends showing what happens if the enzymes
using a Lego® model, using four make blunt ends and ask students to
different colours of individual suggest the disadvantage of this.
bricks (to represent bases and
base pairing) attached to four
longer sections so that a break can
easily be made.

B5 Health, disease and the development of medicines

Lesson CB5a: Health and disease (1 hour)
Specification points Maths skills Practicals
● *B5.1: Describe health as a state of complete physical, mental and social well-being and ● Construct and interpret tbc
not merely the absence of disease or infirmity, as defined by the World Health frequency tables and
Organization (WHO) diagrams, bar charts and
● *B5.2: Describe the difference between communicable and non-communicable diseases histograms
● B5.3: Explain why the presence of one disease can lead to a higher susceptibility to other ● Understand the principles
diseases of sampling as applied to
scientific data
● Use a scatter diagram to
identify a correlation
between two variables
● Translate information
between graphical and
numeric form
● Plot two variables from
experimental or other data

Lesson CB5b: Non-communicable diseases (1 hour)

● *B5.23: Describe that many non-communicable human diseases are caused by the n/a tbc
interaction of a number of factors including cardiovascular diseases, many forms of
cancer, some lung and liver diseases and diseases influenced by nutrition
● *B5.24: Explain the effect of lifestyle factors on non-communicable diseases at local,
national and global levels, including:
a) … diet on … malnutrition…
b) alcohol on liver diseases

Lesson CB5c: Cardiovascular disease (2 hours)

● *B5.24: Explain the effect of lifestyle factors on non-communicable diseases at local, ● Recognise and use tbc
national and global levels, including: expressions in decimal
a) exercise and diet on obesity and malnutrition, including BMI and waist:hip calculations form
using the BMI equation: ● Use ratios, fractions and
percentages
● Understand the principles
of sampling as applied to
scientific data
…
c) smoking on cardiovascular diseases
● B5.25: Evaluate some different treatments for cardiovascular disease including:
a) life-long medication
b) surgical procedures numeric form
c) lifestyle changes

Lesson CB5d: Pathogens (1hour)

● B5.4: Describe a pathogen as a disease-causing organism including viruses, bacteria, n/a tbc
fungi and protists
● B5.5: Describe some common infections, including:
a) cholera (bacteria) causes diarrhoea
b) tuberculosis (bacteria) causes lung damage
c) Chalara ash dieback (fungi) causes leaf loss and bark lesions
d) malaria (protists) causes damage to blood and liver
e) HIV (virus) destroys white blood cells, leading to the onset of AIDS

Lesson CB5e: Spreading pathogens (2 hours)

● B5.6: Explain how pathogens are spread and how this spread can be reduced or n/a Suggested practical:
prevented, including: Investigate the conditions
a) cholera (bacteria) – water affecting growth of micro-
b) tuberculosis (bacteria) – airborne organisms (using resazurin
c) Chalara ash dieback (fungi) – airborne dye).
d) malaria (protists) – animal vectors
e) stomach ulcers caused by Helicobacter (bacteria) – oral transmission
f) Ebola (virus) – body fluids

Lesson CB5f: Physical and chemical defences (1 hour)

● B5.12: Describe how the physical barriers and chemical defences of the human body ● Calculate areas of tbc
provide protection from pathogens, including: triangles and rectangles,
a) physical barriers including mucus, cilia and skin surface areas and volumes
b) chemical defence including lysozymes and hydrochloric acid of cubes
● B5.8: Explain how sexually transmitted infections (STIs) are spread and how this spread
can be reduced or prevented, including:
a) Chlamydia (bacteria)
b) HIV (virus)

Lesson CB5g: The immune system (1 hour)

● B5.13: Explain the role of the specific immune system of the human body in defence ● Construct and interpret tbc
against disease including: frequency tables and
a) exposure to pathogen diagrams, bar charts and
b) the antigens trigger an immune response which causes the production of antibodies histograms
c) the antigens also trigger production of memory lymphocytes
d) the role of memory lymphocytes in the secondary response to the antigen ● Use a scatter diagram to
● B5.14: Explain the body’s response to immunisation using an inactive form of a pathogen identify a correlation
numeric form


Lesson CB5h: Antibiotics (2 hours)

● B5.16: Explain that antibiotics can only be used to treat bacterial infections because they Calculate areas of triangles Suggested practical:
inhibit cell processes in the bacterium but not the host organism and rectangles, surface Investigate antimicrobial
● B5.20: Describe that the process of developing new medicines, including antibiotics, has areas and volumes of cubes properties of plants
many stages, including discovery, development, preclinical and clinical testing

B6 Plant structures and their functions

Lesson CB6a: Photosynthesis (2 hours)
● B6.1: Describe photosynthetic organisms as the main producers of food and therefore n/a Suggested practical:
biomass Investigate how the structure
● B6.2: Describe photosynthesis in plants and algae as an endothermic reaction that uses of the leaf is adapted for
light energy to react carbon dioxide and water to produce glucose and oxygen photosynthesis.
● B6.9: Describe … the structure and function of the stomata

Lesson CB6b: Factors affecting photosynthesis (2 hours)

● B6.3: Explain the effect of temperature, light intensity and carbon dioxide concentration ● Construct and interpret Core practical: Investigate
on the rate of photosynthesis frequency tables and the effect of light intensity on
● B6.4: Explain the interactions of temperature, light intensity and carbon dioxide diagrams, bar charts and the rate of photosynthesis.
concentration in limiting the rate of photosynthesis histograms
● B6.6: Explain how the rate of photosynthesis is directly proportional to light ● Understand the terms Suggested practical:
intensity and inversely proportional to the distance from a light source, including mean, mode and median Investigate the effect of CO2
the use of the inverse square law calculation ● Understand and use the concentration or temperature
● B6.5: Core practical: Investigate the effect of light intensity on the rate of photosynthesis symbols: =, <, <<, >>, on the rate of
>, ∝, ~ photosynthesis.
● Change the subject of an
equation
numeric form
● Understand that y = mx +
c represents a linear
relationship
● Determine the slope and
intercept of a linear graph

Lesson CB6c: Absorbing water and mineral ions (2 hours)

● B1.15: Explain how substances are transported into and out of cells, including by n/a Suggested practical:
diffusion, osmosis and active transport Investigate the effect of
● *B6.7: Explain how the structure of the root hair cells is adapted to absorb water and pollutants on plant
mineral ions germination and plant
growth.

Lesson CB6d: Transpiration and translocation (2 hours)

● B6.8: Explain how the structures of the xylem and phloem are adapted to their function in ● Recognise and use Suggested practical:
the plant, including: expressions in decimal Investigate how the loss of
a) lignified dead cells in xylem transporting water and minerals through the plant form water vapour from leaves
b) living cells in phloem using energy to transport sucrose around the plant ● Use ratios, fractions and drives transpiration.
● *B6.9: Describe how water and mineral ions are transported through the plant by percentages
transpiration, including the structure and function of the stomata ● Change the subject of an
● B6.10: Describe how sucrose is transported around the plant by translocation equation
● B6.12: Explain the effect of environmental factors on the rate of water uptake by a plant, ● Substitute numerical
to include light intensity, air movement and temperature values into algebraic
● B6.13: Demonstrate an understanding of rate calculations for transpiration equations using
appropriate units for
physical quantities

B7 Animal coordination, control and homeostasis

Lesson CB7a: Hormones (1 hour)
● B7.1: Describe where hormones are produced and how they are transported from n/a tbc
endocrine glands to their target organs including the pituitary gland, thyroid gland,
pancreas, adrenal glands, ovaries and testes

Lesson CB7b: Hormonal control of metabolic rate (1 hour)

● B7.2: Explain that adrenalin can be controlled by a negative feedback mechanism ● Construct and interpret tbc
and is produced by the adrenal glands to prepare the body for fight or flight, frequency tables and
including: diagrams, bar charts and
a increased heart rate histograms
b increased blood pressure
c increased blood flow to the muscles ● Translate information
d raised blood sugar levels by stimulating the liver to change glycogen into between graphical and
glucose numeric form
● B7.3: Explain how thyroxine controls metabolic rate as an example of negative ● Plot two variables from
feedback, including: experimental or other data
a low levels of thyroxine stimulates production of TRH in hypothalamus
b this causes release of TSH from the pituitary gland
c TSH acts on the thyroid to produce thyroxine
d when thyroxine levels are normal thyroxine inhibits the release of TRH and the
production of TSH

Lesson CB7c: The menstrual cycle (1 hour)

● B7.4: Describe the stages of the menstrual cycle, including the roles of the hormones ● Construct and interpret tbc
oestrogen and progesterone, in the control of the menstrual cycle frequency tables and
● B7.7: Evaluate hormonal and barrier methods of contraception diagrams, bar charts and
histograms

scientific data
numeric form

Lesson CB7d: Hormonal control of the menstrual cycle (1 hour)

● B7.5: Explain the interactions of oestrogen, progesterone, FSH and LH in the ● Translate information tbc
control of the menstrual cycle, including the repair and maintenance of the between graphical and
uterus wall, ovulation and menstruation numeric form
● B7.6: Explain how hormonal contraception influences the menstrual cycle and prevents ● Plot two variables from
pregnancy experimental or other data
● B7.8: Explain the use of hormones in Assisted Reproductive Technology (ART)
including IVF and clomifene therapy

Lesson CB7e: Control of blood glucose (2 hours)

● B7.9: Explain the importance of maintaining a constant internal environment in response n/a Suggested practical:
to internal and external change Investigate the presence of
● B7.13: Explain how the hormone insulin controls blood glucose concentration sugar in simulated
● B7.14: Explain how blood glucose concentration is regulated by glucagon urine/body fluids.
● B7.15: Explain the cause of type 1 diabetes and how it is controlled

Lesson CB7f: Type 2 diabetes (1 hour)

● B7.16: Explain the cause of type 2 diabetes and how it is controlled ● Recognise and use tbc
● B7.17: Evaluate the correlation between body mass and type 2 diabetes including BMI expressions in decimal
and waist:hip calculations using the BMI equation: form
● Use ratios, fractions and
percentages
● Construct and interpret
frequency tables and
diagrams, bar charts and
histograms

B8 Exchange and transport in animals

Lesson CB8a: Efficient transport and exchange (2 hours)
● B8.1: Describe the need to transport substances into and out of a range of organisms ● Recognise and use Suggested practical:
including oxygen, carbon dioxide, water, dissolved food molecules, mineral ions and urea expressions in decimal Investigate the short-term
● B8.2: Explain the need for exchange surfaces and a transport system in multicellular form effects of exercise on
organisms including the calculation of surface area:volume ratio ● Use ratios, fractions and breathing rate and heart
● B8.3: Explain how alveoli are adapted for gas exchange by diffusion between air in the percentages rate.
lungs and blood in capillaries ● Calculate areas of
triangles and rectangles,
surface areas and volumes
of cubes

Lesson CB8b: The circulatory system (1 hour)

● B8.7: Explain how the structure of the blood vessels is related to their function ● Recognise and use tbc
● B8.6: Explain how the structure of the blood is related to its function: expressions in decimal
a) red blood cells (erythrocytes) form
b) white blood cells (phagocytes and lymphocytes) ● Recognise and use
c) plasma expressions in standard
d) platelets form
● Make order of magnitude
calculations

Lesson CB8c: The heart (2 hours)

● B8.8: Explain how the structure of the heart and circulatory system is related to its ● Recognise and use Suggested practical:
function including the role of the major blood vessels, the valves and the relative expressions in decimal Investigate the short-term
thickness of chamber walls form effects of exercise on
● B8.12: Calculate heart rate, stroke volume and cardiac output, using the equation cardiac ● Use an appropriate breathing rate and heart
output = stroke volume × heart rate number of significant rate.
figures
histograms
● Substitute numerical
values into algebraic
equations using
appropriate units for
physical quantities

Lesson CB8d: Cellular respiration (3 hours)

● B8.9: Describe cellular respiration as an exothermic reaction which occurs continuously in ● Recognise and use Core practical: Investigate
living cells to release energy for metabolic processes, including aerobic and anaerobic expressions in decimal the rate of respiration in
respiration form living organisms.
● B8.10: Compare the process of aerobic respiration with the process of anaerobic ● Use an appropriate
respiration number of significant Suggested practical:
● B8.11: Core practical: Investigate the rate of respiration in living organisms figures Investigate the effect of
● Construct and interpret glucose concentration on the
frequency tables and rate of anaerobic respiration
diagrams, bar charts and in yeast.
histograms
● Understand the terms
mean, mode and median
numeric form


B9 Ecosystems and material cycles

Lesson CB9a: Ecosystems (1 hour)
● B9.1: Describe the different levels of organisation from individual organisms, populations, ● Use ratios, fractions and tbc
communities, to the whole ecosystem percentages
● B9.6: Explain how to determine the number of organisms in a given area using raw data ● Make estimates of the
from field-work techniques, including quadrats and belt transects results of simple
● B9.3: Describe the importance of interdependence in a community calculations
● B9.6: Explain how to determine the number of organisms in a given area using raw data ● Find arithmetic means
from field-work techniques, including quadrats and belt transects
histograms
scientific data
numeric form

Lesson CB9b: Abiotic factors and communities (3 hours)

● B9.2: Explain how communities can be affected by abiotic and biotic factors, including: ● Find arithmetic means Suggested practical:
(a) temperature, light, water, pollutants ● Construct and interpret Investigate animal behaviour
… frequency tables and using choice chambers.
● B9.5: Core practical: Investigate the relationship between organisms and their diagrams, bar charts and
environment using field-work techniques, including quadrats and belt transects histograms Suggested practical:
● Understand the principles Investigate tropic responses.
scientific data
● Understand the terms
mean, mode and median
numeric form

Lesson CB9c: Biotic factors and communities (2 hours)

● B9.2: Explain how communities can be affected by abiotic and biotic factors, including: ● Translate information Suggested practical:
… between graphical and Investigate animal behaviour
(b) competition, predation numeric form using choice chambers.
experimental or other data Suggested practical:
Investigate tropic responses.

Lesson CB9d: Parasitism and mutualism (1 hour)

● B9.4: Describe how the survival of some organisms is dependent on other species, ● Construct and interpret tbc
including parasitism and mutualism frequency tables and
● B9.6: Explain how to determine the number of organisms in a given area using raw data diagrams, bar charts and
from field-work techniques, including quadrats and belt transects histograms
scientific data
numeric form

Lesson CB9e: Biodiversity and humans (1 hour)

● B9.9: Explain the positive and negative human interactions within ecosystems and their ● Construct and interpret tbc
impacts on biodiversity, including: frequency tables and
a) fish farming diagrams, bar charts and
b) introduction of non-indigenous species histograms
c) eutrophication ● Use a scatter diagram to
numeric form

Lesson CB9f: Preserving biodiversity (1 hour)

● B9.10: Explain the benefits of maintaining local and global biodiversity including the n/a tbc
conservation of animal species and the impact of reforestation

Lesson CB9g: The water cycle (1 hour)

● B9.12: Describe how different materials cycle through the abiotic and biotic components n/a tbc
of an ecosystem
● B9.14: Explain the importance of the water cycle including the processes involved and the
production of potable water in areas of drought including desalination

Lesson CB9h: The carbon cycle (2 hours)

● B9.13: Explain the importance of the carbon cycle including the processes involved and n/a Suggested practical:
the role of microorganisms as decomposers Investigate animal behaviour
using choice chambers.

Lesson CB9i: The nitrogen cycle (1 hour)

● B9.15: Explain how nitrates are made available for plant uptake including the use of n/a tbc
fertilisers, crop rotation and the role of bacteria in the nitrogen cycle
Written by Mark Levesley and Sue Kearsey.
Some content is adapted from existing material originally authored by Ann Fullick. Used with permission.

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Edexcel GCSE (9–1) Combined Science - Biology

2-year scheme of work

B1 Overarching concepts in Biology

© Pearson Education Ltd 2015.

Lesson CB1b: Plant and animal cells (2 hours)

© Pearson Education Ltd 2015.

Lesson CB1c: Specialised cells (1 hour)

© Pearson Education Ltd 2015.

Lesson CB1d: Inside bacteria (1 hour)

© Pearson Education Ltd 2015.

Lesson CB1e: Enzymes and nutrition (2 hours)

© Pearson Education Ltd 2015.

Lesson CB1f: Enzyme action (2 hours)

© Pearson Education Ltd 2015.

Lesson CB1g: Enzyme activity (2 hours)

© Pearson Education Ltd 2015.

Lesson CB1h: Transporting substances (up to 4 hours)

© Pearson Education Ltd 2015.

B2 Cells and control

© Pearson Education Ltd 2015.

Lesson CB2b: Growth in animals (1 hour)

© Pearson Education Ltd 2015.

Lesson CB2c: Growth in plants (1 hour)

© Pearson Education Ltd 2015.

Lesson CB2d: Stem cells (1 hour)

© Pearson Education Ltd 2015.

Lesson CB2e: The nervous system (2 hours)

© Pearson Education Ltd 2015.

Lesson CB2f: Neurotransmission speeds (2 hours)

© Pearson Education Ltd 2015.

© Pearson Education Ltd 2015.

Lesson CB3b: DNA (1 hour)

© Pearson Education Ltd 2015.

Lesson CB3c: Alleles (1 hour)

© Pearson Education Ltd 2015.

Lesson CB3d: Inheritance (2 hours)

© Pearson Education Ltd 2015.

Lesson CB3e: Gene mutations (2 hours)

© Pearson Education Ltd 2015.

Lesson CB3f: Variation (1 hour)

© Pearson Education Ltd 2015.

B4 Natural selection and genetic modification

© Pearson Education Ltd 2015.

Lesson CB4b: Darwin’s theory (1 hour)

© Pearson Education Ltd 2015.

Lesson CB4c: Classification (1 hour)

© Pearson Education Ltd 2015.

Lesson CB4d: Breeds and varieties (1 hour)

© Pearson Education Ltd 2015.

Lesson CB4e: Genes in agriculture and medicine (1 hour)

© Pearson Education Ltd 2015.

B5 Health, disease and the development of medicines

© Pearson Education Ltd 2015.

Lesson CB5b: Non-communicable diseases (1 hour)

© Pearson Education Ltd 2015.

Lesson CB5c: Cardiovascular disease (2 hours)

© Pearson Education Ltd 2015.

Lesson CB5d: Pathogens (1hour)

© Pearson Education Ltd 2015.

Lesson CB5e: Spreading pathogens (2 hours)

© Pearson Education Ltd 2015.

Lesson CB5f: Physical and chemical defences (1 hour)

© Pearson Education Ltd 2015.