EDEXCEL AS AND A LEVEL BIOLOGY - TOPIC 1 CHECKLIST

Water
1) Draw two water molecules, showing their dipolar nature and the formation of hydrogen bonds between
them.
2) Explain the importance of the following properties of water; universal solvent, high heat capacity, adhesion,
cohesion.

Heart Structure
3) Describe and compare open, single and double circulation systems.
4) Describe the structure of arteries, veins and capillaries.
5) Relate the structures (collagen, elastic fibres, muscle, endothelium) to their function.
6) Calculate the area of a blood vessel using r2.
7) Identify the chambers, valves and main blood vessels of the heart.

Cardiac cycle
8) Describe the stages of the cardiac cycle.
9) Relate pressure changes in the heart to the stages of the cardiac cycle.
10) Identify the points on a graph where heart valves open and close.
11) Calculate heart rate from a pressure graph.

Daphnia core practical

12) Name the parts of a light microscope.
13) Describe a valid method for achieving reliable results in the Daphnia experiment.
14) Name three control variables for the Daphnia experiment.
15) Describe the ethical issues around using invertebrates in experiments.

Cardiovascular disease (CVD)

16) Describe the stages leading to atherosclerosis.
17) Define the words atheroma, plaque, endothelium.
18) Draw a flow diagram describing the clotting process.
19) Explain how a blood clot could lead to a heart attack, stroke or thrombosis.

Risk Factors
20) Describe five risk factors for CVD.
21) Explain the difference between cause and correlation.
22) Explain the importance of sample size, controls, and method of data collection on reliability and validity.
23) Explain and give examples of risks which are over and under estimated.

Carbohydrates
24) Explain how glucoses structure is related to its function as a good energy source.
25) Compare the structures and functions of glycogen and starch.
26) Draw a condensation reaction between two glucose molecules.
27) Draw the products of hydrolysis of maltose.
28) Name the bond formed between monosaccharides.
29) Name the reactions which take place when monosaccharides join and split.
30) Distinguish between 1,4 and 1,6 glycosidic bonds.
31) Draw and describe the structure of starch.
32) Explain the properties of starch which make it suitable as a storage molecule in plants.
33) State the products of hydrolysis of starch.
34) Draw and describe the structure of glycogen.
35) Explain the properties of glycogen which make it suitable as a storage molecule in animals.

Lipids
36) Draw the products of a condensation reaction between a glycerol molecule and three fatty acids.
37) Describe the formation of an ester bond.
38) Describe the structure of a phospholipid.
 39) Explain the properties and importance of phospholipids in cell membranes.
40) Explain the difference between unsaturated and saturated lipids in terms of bonding, properties and
sources.
41) Describe how you could measure the rate of reaction of hydrolysis of a lipid.

Cholesterol
42) State the functions of cholesterol.
43) State where cholesterol is made.
44) Distinguish between low density and high density lipoproteins (LDLs and HDLs).
45) Describe the functions of low density and high density lipoproteins.
46) State why blood LDL is measured as a proportion of total blood cholesterol.
47) Explain the relationship between LDL and CVD.

Vitamin C
48) State the name of the indicator used to measure vitamin C content.
49) State the colour change of the indicator in the presence of vitamin C.
50) Describe a method to investigate the concentration of vitamin C in food.
51) Explain how to calibrate the vitamin C indicator in a known concentration of vitamin C.
52) State three control variables in this investigation

Effects of Diet
53) Describe the consequences of an imbalance in the energy budget.
54) Describe how to calculate body mass index and hip-to-waist ratio.

Treatments for CVD

55) Explain the function and benefits of the following drugs: antihypertensives, statins, anticoagulants, platelet
inhibitory drugs
56) Describe the risks and possible side effects of antihypertensives, statins, anticoagulants and platelet
inhibitory drugs.
 EDEXCEL AS AND A LEVEL BIOLOGY - TOPIC 2 CHECKLIST

Gas Exchange
1) Draw a simple diagram of the lungs (to include trachea, bronchi, bronchioles, alveoli, capillaries) and show
where gases are being exchanged
2) State Ficks Law
3) Apply Ficks Law to explain how the lungs are well adapted for gas exchange, and explain why a damaged or
diseased lung would have reduced gas exchange
4) Interpret data and explain in relation to Ficks law
5) Use Ficks Law to explain why gas exchange in the lungs may be reduced in people with certain conditions
6) Calculate the surface area : volume ratio of different biological structures
7) Explain why some organisms need a specialised organ for gas exchange while others can rely on simple
diffusion

Amino Acids & Protein Structure

8) Draw an amino acid given the R group
9) State the number of different amino acids
10) State the names of the different functional groups on an amino acid
11) Name the chemical elements which make up an amino acid molecule
12) Show how two amino acids bond together, state the type of reaction, and name the bond formed
13) Define the meaning of the primary structure of a protein naming the bonding involved
14) Explain how the secondary structure of a protein is formed including naming the bonding involved
15) Explain how the tertiary structure of a protein is formed including naming the bonding / forces involved
16) Explain how the quaternary structure of a protein may be formed giving examples of proteins with a
quaternary structure
17) Compare the molecular structures of a fibrous protein and a globular protein
18) Explain the properties of a fibrous proteins and a globular proteins
19) Describe the structures of collagen (a fibrous protein) and haemoglobin (a globular protein)
20) Relate the properties of collagen to its structure. Relate the properties of haemoglobin to its structure.

Cell Membranes
21) Draw and label a phospholipid molecule
22) Explain which part of the phospholipid is hydrophilic and which is hydrophobic
23) Explain how the phospholipids are orientated in the cell membrane
24) Draw a labelled diagram of the molecules found in a cell membrane (to include phospholipids, channel
proteins, carrier proteins, cholesterol, glycoproteins, glycolipids)
25) Explain the role of channel proteins, carrier proteins and cholesterol in the cell membrane
26) Describe and explain the mechanism by which a molecule crosses the membrane by (a) diffusion, (b)
facilitated diffusion, (c) osmosis, (d) active transport, (e) exocytosis, (f) endocytosis
27) For each method above give examples of the type of molecule crossing by each method, whether energy is
needed, and state which way the concentration gradient goes
28) Define a membrane as being completely permeable, partially permeable or impermeable to a particular
substance and, for that particular substance, provide an explanation as to the level of permeability.
29) Analyse, describe and explain data relating (a) to membrane permeability, or (b) the uptake of a substance
into a cell.
30) Explain Singer and Nicholsons fluid mosaic model (1972) of the cell membrane and describe and explain
experiments which support this model to include the fusion of the human and mouse membranes by Frye
and Edinin (1970), freeze-fracture technique
31) Compare the fluid mosaic model with previous models of the cell membrane
32) Describe how to carry out an experiment to investigate how (a) temperature, (b) alcohol concentration or (c)
other variable affects the permeability of beetroot membranes. To include:
- explaining two different methods of measuring permeability and an evaluation of them.
- explaining how to minimise errors in this experiment
- explain any safety precautions you would take in this experiment
33) Describe data provided in relation to the above experiment.
34) Explain how increasing temperature affects membrane permeability. Explain how increasing alcohol
concentration affects membrane permeability.
 35) Describe how to carry out an experiment relating to osmosis. Describe and explain results such an
experiment. Calculate a percentage change in mass or length of plant material in relation to this. Use the
experiment to calculate the concentration of a solute in a cell.
36) Define terms solute, solvent and solution. State correct units for measuring concentration.

DNA Structure
37) Draw and label a DNA nucleotide
38) Name the four bases found in DNA nucleotides
39) Show how two DNA nucleotides bond on the same strand of DNA
40) Show how two DNA nucleotides join across different DNA strands
41) Describe the structure of a molecule of DNA
42) Name the chemical elements which make up DNA
43) Given a base on one strand of DNA, identify the base on the other strand
44) Know that the length of DNA (or a section of DNA) can be given in bases or in base pairs
45) Work out the number or percentage of the other three bases, given information about one of the bases

DNA Replication
46) Describe in detail the process of DNA replication (including stating where DNA replication takes place)
47) Describe and explain the experiment of Meselson and Stahl (1958) by which it was shown that DNA
replication is semi-conservative rather than conservative
48) Analyse results of this experiment, and make predictions in relation to it.

Protein Synthesis - transcription

49) Describe and explain how a gene for a particular protein can be transcribed to produce a molecule of mRNA
(including stating where transcription takes place)
50) Define the term gene or cistron
51) Draw and label an RNA nucleotide and name the four bases found in mRNA
52) Compare a DNA nucleotide with an RNA nucleotide
53) Compare the structure of mRNA with DNA
54) State the sequence of bases found in the:
(a) the antisense or the sense strand if given the base sequence of a molecule of
55) mRNA
(b) molecule of mRNA or the sense strand if given the base sequence antisense strand
(c) the antisense strand or the molecules of mRNA if given the base sequence of the sense strand
56) Compare DNA replication with transcription

Protein synthesis - translation

57) Describe and explain how a molecule of mRNA is translated to produce a polypeptide chain (including stating
where translation takes place)
58) Draw and label a molecule of tRNA
59) Compare a molecule of mRNA with a molecule of tRNA
60) Describe the function of the start codon and stop codons in mRNA.

Genetic code
61) If given a sequence of mRNA, and using a table of codons and amino acids, work out the sequence of amino
acids coded for in the polypeptide chain. If given the length of mRNA in bases, work out the number of
amino acids it codes for (and vice versa).
62) Explain how the sequence of codons in a particular gene, determines the sequence of codons in mRNA,
which determines the sequence of amino acids produced in the polypeptide chain that is produced.
63) Explain the meaning of the terms degenerative, non-overlapping and universal in relation to the
genetic code.

Mutations
64) Define the term mutation.
65) Know that mutations may take place which add a base (addition), remove a base (deletion) or change one
base for another (substitution).
66) Explain how different types of mutations may affect the primary structure of proteins in different ways.
 67) Link a mutation in a gene with change in protein structure and resulting change in protein function (in
particular with reference to enzymes).
68) Define the term allele

Enyzmes
69) Describe the structure of an enzyme
70) Compare two different models as to how an enzymes may bind with its substrate
71) Explain how enzymes function using the terms biological catalyst, activation energy, active site,
substrate, and product. Define those terms.
72) Know that some enzymes, such as digestive enzymes, act outside of cells (they are extracellular) and that
these are produced inside cells and exported out of cells by exocytosis. Other enzymes act within cells (they
are intracellular).
73) Calculate the initial rate of reaction of an enzyme-controlled reaction using the correct units. Explain why it
is the initial rate of reaction that is measured. Use the terms enzyme activity and rate of reaction in
correct context.
74) Describe and explain how increasing substrate concentration affects the rate of reaction of an enzyme-
controlled reaction.
75) Describe and explain how increasing enzyme concentration affects the rate of reaction of an enzyme-
controlled reaction.
76) Compare data relating to enzyme activity.
77) Explain how you carry out an experiment to investigate how substrate concentration or enzyme
concentration affects the rate of an enzyme- controlled reaction.

Cystic Fibrosis
78) Draw and label an epithelial cell and state where it is found
79) Know that a person has cystic fibrosis if both alleles for the CFTR protein are faulty / defective / non-
functioning.
80) Describe common mutations that specifically may affect the CFTR gene and therefore CFTR protein
structure.
81) Know that the CFTR gene is found at a specific locus on chromosome 7a and 7b.
82) Explain the role of the CFTR protein
83) Explain why people with cystic fibrosis produce mucus which is too sticky.
84) For people with cystic fibrosis, explain the effect on the digestive, respiratory and reproductive systems of
mucus which is too sticky, and analyse data relating to this.

Genetics, genetic inheritance and genetic testing

85) State the meaning of the terms gene, allele, homozygous, heterozygous, dominant, recessive,
genotype, phenotype, incomplete dominance.
86) Draw a Punnett square to predict the outcome of crosses between parents of given genotypes, and explain
the possible outcomes.
87) Analyse a pedigree diagram to determine possible genotypes of individuals.
88) Describe and explain how and why you would carry out genetic screening to determine (a) a diagnosis and
(b) to see if a person is a carrier of a recessive genetic condition.
89) Describe and explain the process for carrying out genetic screening of a foetus by (a) amniocentesis and (b)
chorionic villus sampling (CVS). Discuss advantages and disadvantages the implications of each procedure,
including any ethical or social issues.
90) Describe and explain the process for pre-implantation genetic diagnosis (PGD). Discuss advantages and
disadvantages the implications of this procedure, including any ethical or social issues.
 EDEXCEL AS AND A LEVEL BIOLOGY - TOPIC 3 CHECKLIST

Cell structure
1) State that all organisms are made of cells.
2) Compare and contrast the structures of prokaryotic and eukaryotic cells.
3) Identify the following structures on diagrams and electron micrographs of eukaryotic cells: nucleus,
nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, golgi
apparatus.
4) Describe the basic structures of each of the structures above (shape, single/double membrane, DNA)
5) Draw simple diagrams showing the structures of the nucleus, RER, mitochondria and golgi apparatus.
6) Identify the following structures on diagrams and electron micrographs of prokaryotic cells: cell wall,
capsule, plasmid, flagellum, pili, 70S ribosomes, mesosomes and circular DNA.
7) Describe the basic structures of each of the structures above.
8) Describe the process of protein folding, modification and packaging, including the role of the rough
endoplasmic reticulum, vesicles and the Golgi apparatus.

Mammalian gametes and fertilisation

9) Draw a diagram of a sperm cell, showing the following features: flagellum, haploid nucleus, middle region,
acrosome.
10) Draw a diagram of an egg cell showing the zona pellucida, follicle cells, haploid nucleus, cortical granules.
11) Describe the adaptations of mammalian gametes (sperm and egg) including acrosome and cortical granules.
12) Describe the acrosome reaction and explain its importance
13) Describe the cortical reaction and explain its importance
14) Describe the process of fertilisation, in particular the fusion of nuclei.

Meiosis and gene linkage

15) Draw a diagram of a chromosome labelling the following features: sister chromatids, gene locus, centromere
16) Explain what is meant by homologous chromosomes
17) Explain the process of independent assortment and how it contributes to variation in gametes
18) Explain the process of crossing over and how it contributes to variation in gametes
19) Explain how the position of genes on chromosomes affects the likelihood of them becoming separated in
meiosis (gene linkage)
20) Describe the effects of a condition caused by a faulty allele on the X chromosome, and why males are more
likely to suffer from such a condition (sex linkage)

Mitosis
21) Explain the purpose of mitosis in growth, repair and asexual reproduction
22) Compare and contrast mitosis and meiosis
23) Describe changes which take place in a cell during the stages of mitosis (prophase, metaphase, anaphase,
telophase, cytokinesis)
24) Draw an outline of the cell cycle including G1, S, G2, mitosis and cytokinesis.
25) Describe how you can prepare a slide of cells from a root tip to study mitosis, including the name of the stain
and safety precautions
26) Describe how you could use the data from this experiment to estimate the mitotic index

Stem cells
27) Give the definitions of stem cell, pluripotency and totipotency.
28) Compare and contrast pluripotent and totipotent stem cells with reference to the blastocyst.
29) State the sources of pluripotent and totipotent stem cells, including embryonic and adult stem cells.
30) Describe how stem cells are obtained from embryos
31) Explain why the use of embryonic stem cells is controversial
32) Describe how stem cells could be used to treat conditions such as parkinsons disease (therapeutic cloning)
33) Describe the possible risks with stem cell therapies
34) Describe the role of the Human Fertilisation and Embryology Authority (HFEA)

Gene expression
35) Explain how gene expression refers to the transcription and translation of DNA
 36) Explain how gene expression determines the structure and function of a cell
37) Explain what is meant by the term active mRNA.
38) Use the idea of gene expression to explain how all the cells of an organism contain the same DNA but have
very different structures and functions
39) Describe the lac operon model for control of gene expression in bacteria, including the role of the operator
gene, the repressor molecule, RNA polymerase and lactose..

Organisation
40) Distinguish the terms cell, tissue, organ and organ system.

Epigenetics
41) Describe the packaging of DNA and histones in chromosomes
42) Explain the effect of histone modification (acetylation) and methylation on gene expression
43) Describe how epigenetic changes can be influenced by environmental factors
44) Describe how epigenetic changes can be passed on in cell division, and from parent to offspring.

Genetic and environmental interactions

45) Describe the phenotype as the combined effect of the genotype and environmental effects.
46) Describe how genetically identical organisms (eg identical twins) can show different features due to
environmental differences.

Polygenic inheritance and continuous variation

47) Define polygenic inheritance
48) Distinguish between continuous and discontinuous variation
49) Explain why polygenic traits give rise to continuous variation
 EDEXCEL AS AND A LEVEL BIOLOGY - TOPIC 4 CHECKLIST

Species and Classification

1) Define the term species and explain the method of binomial classification
2) Define the terms taxonomy and taxonomic groups
3) Explain how scientists classify organisms using similarities and differences in genotypes and phenotypes
4) Name Woeses three classification domains Bacteria, Archaea, and Eukarya and explain similarities and
differences between them. Analyse data in relation to the three domains.
5) Draw a phylogenetic tree for these three domains
6) Define the term molecular phylogeny
7) Explain how the work of scientists such as Woese may be communicated and evaluated

Natural Selection and Evolution

8) Define the terms population, community, habitat and ecosystem
9) Define the term adaptation and identify anatomical, physiological and behavioural adaptations
10) Define the term ecological niche and suggest, given information, what a particular species niche is
11) State the steps of Natural Selection and apply to different scenarios. Use the idea Natural Selection this to
explain evolution and changes in numbers of a population. Define the term evolution.
12) Explain how reproductive isolation can lead to the formation of a new species.
13) Use the Hardy-Weinburg equation to (a) calculate the allele frequency in a population and (b) work out if
there is a change in allele frequency over time.

Biodiversity and Conservation

14) Define the term gene pool and explain how biodiversity can be measured within a population.
15) Explain why asexual reproduction results in lower biodiversity than sexual reproduction.
16) Calculate (H) the heterozygosity index to measure biodiversity within a population.
17) Explain how biodiversity can be measured within a habitat, and use a calculation to calculate the index of
biodiversity in a habitat (D). Understand what the value of D means, and that it can be used to compare
biodiversity in different habitats.
18) Explain the difference between species richness and species evenness as a measurement of biodiversity
in a habitat. Identify a dominant species in a habitat and explain its meaning.
19) Explain why, in terms of conservation, it is advantageous for a population to have a high level of genetic
diversity.
20) Define the terms endemism and endemic and identify, given data, and endemic species. Explain why it
may be particularly important to conserve endemic species.
21) Describe and explain the threats to different species of animal. Explain the methods used by zoos in animal
conservation to include describing and explaining captive breeding programmes and re-introduction
programmes. Explain how zoos may also be places of education and scientific research. Evaluate the
effectiveness of zoos.
22) Explain the method used by seed bands in plant conservation in terms of (a) collection, (b) storage and (c)
testing. Explain the conditions needed for seed storage. Evaluate the effectiveness of seed banks. Explain
why it is more effective to store seeds rather than plants.
23) Analyse data in relation in relation to zoos and seed banks.
Sustainability
24) Give examples of how plant fibres and starch may contribute to sustainability, in terms of being renewable
sources, and being biodegradable.
25) Compare plant-based products with oil-based products in terms of sustainability.

Plant cell structure

26) Label a diagram or an electron micrograph (EM) image of a plant cell with the following structures
amyloplast, chloroplast, vacuole, tonoplast, cell wall, pit, plasmodesmata, middle lamella. Explain the role of
each structure. Compare structures in plant cells with animal cells.
27) Carry out magnification calculations in relation to the above.
28) Describe in detail the structure of cellulose and a microfibril (to include the bonding involved) and explain
how this contributes to the properties of a cell wall.
29) Describe in detail the structure of a plant cell wall.
30) Compare the molecules of starch and cellulose in terms of their structure and function, and explain why
different enzymes will break down starch and cellulose.

Strength and transport in plants

31) Identify xylem vessels and phloem sieve tubes, and sclerenchyma fibres, vascular bundles, parenchyma
tissue and epidermis in a transverse section of a plant stem using a light microscope.
32) Explain the function of xylem vessels, phloem sieve tubes, and sclerenchyma fibres in terms of strength and
transport.
33) Describe a xylem vessel is formed and explain its properties. Explain how transpiration takes place in a plant
(include relating to the properties of water).
34) Describe and compare the structures of phloem sieve tubes and companion cells and explain the differences
between them. Explain how translocation takes place in a plant.
35) Describe the structure of a sclerenchyma fibre and explain its properties.
36) Explain how you carry out an experiment to investigate the strength of plant fibres.
37) Analyse data in relation to the strength of plant fibres.
38) Know that turgid parenchyma tissue contributes to the strength of a plant.

Minerals and mineral deficiency in plants

39) State how the minerals magnesium ions, nitrate ions, and calcium ions are taken into a plant, and explain
what each one is used for. Suggest what a plant may look like if deficient in each of these minerals.
40) Explain how an investigation may be carried out to investigate mineral deficiency in plants.
41) Analyse data in relation to how plant growth or development is affected by different minerals or different
mineral concentrations
Drug testing
42) Explain the different steps of contemporary drug testing protocol - pre-clinical, Phase 1, Phase 2 and Phase 3
- in terms of (a) whom or what the drug is tested on (b) why and how that step is carried out (c) what
happens if that step is passed or if it fails
43) Explain similarities and differences between the contemporary drug testing protocol with historical drug
testing (William Witherings testing of digitalis)
44) In relation to Phase 3, define and explain the terms placebo and double-blind trial
45) Analyse data in relation to drug testing and the effectiveness of a particular drug.

Bacterial growth and antimicrobial properties of plants

46) Explain how bacteria reproduce and state the optimum conditions for bacterial reproduction
47) Sketch a graph of bacterial growth, and name and label the four stages. Explain each of the four stages of
bacterial growth.
48) Analyse data in relation to bacteria growth. Use of logarithms in relation to dealing with numbers of
bacteria.
49) Explain how you carry out an experiment to investigate the antimicrobial properties of a plant or different
plants.
50) Describe different aseptic techniques needed in the handling of bacteria in this experiment.
51) Analyse data in relation to this experiment and explain results.