CCEA GCSE Specification In Biology - Weebly
CCEA GCSE Specification inBiologyFor first teaching from September 2011For first assessment from Summer 2012For first award in Summer 2013Subject Code: 1010Version 2 31 August 2011
Version 2: 31 August 2011
ForewordThis booklet contains CCEA’s General Certificate of Secondary Education (GCSE)Biology for first teaching from September 2011. We have designed this specification tomeet the requirements of the following: GCSE Subject Criteria for Biology;GCSE Qualifications Criteria;Common Criteria for all Qualifications;GCSE Controlled Assessment Biology Regulations; andGCSE Controlled Assessment Generic Regulations.We will make the first full award based on this specification in summer 2013.We are now offering this specification as a unitised course. This development increasesflexibility and choice for teachers and learners.The first assessment for the following unit will be available in summer 2012: Unit 1 (Foundation/Higher): Cells, Living Processes and Biodiversity.We will notify centres in writing of any major changes to this specification. We will alsopublish changes on our website at www.ccea.org.ukThe version on our website is the most up-to-date version. Please note that the webversion may be different from printed versions.
Subject CodeQAN1010600/1164/6A CCEA Publication 2011You may download further copies of this publication from www.ccea.org.ukVersion 2: 31 August 20113
Contents1Introduction32Specification at a Glance63Subject Content74Scheme of Assessment371.11.21.31.41.53.13.23.33.4Aims and learning outcomesKey featuresPrior attainmentClassification codes and subject combinationsHow science worksUnit 1: Cells, Living Processes and BiodiversityUnit 2: Body Systems, Genetics, Microorganisms and HealthUnit 3: Practical SkillsMathematical Content3444572134364.14.24.34.44.5Assessment opportunitiesAssessment objectivesAssessment objective weightingsQuality of written communicationReporting and grading37373738385Grade Descriptions406Guidance on Controlled 7.37.47.57.6Controlled assessment reviewSkills assessed by controlled assessmentLevels of controlTask settingTask takingTask markingInternal standardisationModerationSupportCurriculum objectivesKey SkillsExamination entriesEquality and inclusionContact details505051515253Appendix 1Glossary of Terms for Controlled Assessment RegulationsVersion 2: 31 August 20114242424243454949454
Summary of Changes since First IssueVersion 2: 31 August 2011557
CCEA GCSE Biology from September 20111IntroductionThis specification sets out the content and assessment details for our GCSE Biologycourse. First teaching begins from September 2011, and we will make the first awardsfor this specification in 2013. You can view and download the latest version of thisspecification on our website at www.ccea.org.ukThe specification builds on the broad objectives of the Northern Ireland Curriculum. Itis also relevant to key curriculum concerns in England and Wales.A course based on this specification should help facilitate the study of biology andrelated subjects at a more advanced level, for example Advanced Subsidiary Biology andAdvanced Biology. For those progressing directly into employment, a GCSE in biologyis relevant not only to the fields of science and medicine, but also to areas of commerceand public service that value problem-solving and practical skills.1.1Aims and learning outcomesThis specification encourages students to be inspired, motivated and challenged byfollowing a broad, coherent, practical, satisfying and worthwhile course of study. Itencourages them to develop their curiosity about the living world and provides insightinto and experience of how science works. It enables students to engage with biology intheir everyday lives and to make informed choices both about further study in biologyrelated disciplines and about their careers.This specification aims to enable students to: develop their knowledge and understanding of biology;develop their understanding of the effects of biology on society;develop an understanding of the importance of scale in biology;develop and apply their knowledge and understanding of the nature of science and ofthe scientific process;develop their understanding of the relationships between hypotheses, evidence,theories and explanations;develop their awareness of risk and the ability to assess potential risk in the context ofpotential benefits;develop and apply their observational, practical, modelling, enquiry and problemsolving skills and understanding in laboratory, field and other learning environments;develop their ability to evaluate claims based on science through critical analysis of themethodology, evidence and conclusions both qualitatively and quantitatively; anddevelop their skills in communication, mathematics and the use of technology inscientific contexts.Version 2: 31 August 20113
CCEA GCSE Biology from September 20111.2Key featuresThe key features of the specification appear below: The specification involves a new approach to biology at GCSE by incorporating theskills, knowledge and understanding of how science works. The specification is divided into three units. Units 1 and 2 are each assessed by a written examination either at Foundation Tier(grades C–G) or Higher Tier (grades A*–D/E). From summer 2013, students may take Unit 1 or Unit 2 at the end of their first year ofstudy. (Please note that in summer 2012, only Unit 1 will be available.) We set the controlled assessment tasks for Unit 3: Practical Skills. Students mustcomplete one task. Teachers supervise it and mark students according to our markscheme, and we moderate the results. Students can resit each unit once. The specification provides a thorough preparation for the study of biology and relatedcourses at GCE Advanced Level and Advanced Subsidiary Level. It also allowsstudents to develop transferable skills that will benefit them in vocational training andemployment. There is a range of support available for both teachers and students, includingspecimen papers, mark schemes and schemes of work. You can download these fromour website at www.ccea.org.uk1.3Prior attainmentThe specification builds on the knowledge, skills and understanding developed throughthe Northern Ireland curriculum for science at Key Stage 3. There is no particular levelof attainment required; however, before studying this specification, we expect students tohave a level of skills in science, numeracy, literacy and communication that iscommensurate with having studied science to Key Stage 3.1.4Classification codes and subject combinationsEvery specification is assigned a national classification code that indicates the subject areato which it belongs. The classification code for this qualification is 1010.Progression to another school/collegeShould a student take two qualifications with the same classification code, schools andcolleges that they apply to may take the view that they have achieved only one of the twoGCSEs. The same view may be taken if students take two GCSE qualifications that havedifferent classification codes but have content that overlaps significantly. Students whohave any doubts about their subject combinations should check with the schools andcolleges that they wish to attend before embarking on their planned study.Centres in EnglandCentres in England should also be aware that, for the purpose of the School and CollegeAchievement and Attainment Tables, if a student enters for more than one GCSEqualification with the same classification code, only one grade (the highest) will count.Version 2: 31 August 20114
CCEA GCSE Biology from September 20111.5How science worksSection 3 of our specification includes learning outcomes that allow students to developthe specific skills, knowledge and understanding of how science works. To identify theseclearly, the learning outcome is followed by the letter w and is cross referenced to thespecific skills, knowledge and understanding that appear below (for example (w – (ii)b)).The skills, knowledge and understanding of how science works are:(i)data evidence, theories and explanations:(a)(b)(c)(d)(ii)practical and enquiry skills:(a)(b)(c)(d)(iii)planning to test a scientific idea, answer a scientific question or solve ascientific problem;collecting data from primary or secondary sources, including the use of ICTsources and tools;working accurately and safely, individually and with others, when collectingfirst-hand data; andevaluating methods of data collection and considering their validity andreliability as evidence;communication skills:(a)(b)(c)(iv)the collection and analysis of scientific data;the interpretation of data, using creative thought, to provide evidence fortesting ideas and developing theories;many phenomena can be explained by developing and using scientifictheories, models and ideas; andthere are some questions that science cannot currently answer and somethat science cannot address;recalling, analysing, interpreting, applying and questioning scientificinformation or ideas;using both qualitative and quantitative approaches; andpresenting information, developing an argument and drawing a conclusion,using scientific, technical and mathematical language, conventions andsymbols, and using ICT tools;applications and implications of science:(a)(b)(c)the use of contemporary scientific and technological developments, andtheir benefits, drawbacks and risks;how and why decisions about science and technology are made, includingthose that raise ethical issues, and about the social, economic andenvironmental effects of such decisions; andhow uncertainties in scientific knowledge and scientific ideas change overtime and the role of the scientific community in validating these changes.Version 2: 31 August 20115
CCEA GCSE Biology from September 20112Specification at a GlanceThe table below summarises the structure of this GCSE course:ContentAssessmentWeighting AvailabilityUnit 1: Cells, LivingProcesses andBiodiversityAn externally assessed writtenexamination consisting of anumber of compulsorystructured questions that provideopportunities for short answers,extended writing and calculations35%EverySummer(beginningin 2012)Foundation Tier: 1 hour 15 minsHigher Tier: 1 hour 30 minsUnit 2: BodySystems, Genetics,Microorganisms andHealthAn externally assessed writtenexamination consisting of anumber of compulsorystructured questions that provideopportunities for short answers,extended writing and calculations40%EverySummer(beginningin 2013)Foundation Tier: 1 hour 30 minsHigher Tier: 1 hour 45 minsUnit 3: PracticalSkillsControlled assessmentStudents complete onecontrolled assessment task froma choice of two.Teachers mark the task and wemoderate the results.25%FromSeptember(beginningin 2011)(submittedevery Maybeginning2013)At least 40 percent of the assessment (based on unit weightings) must be taken atthe end of the course as terminal assessment.Version 2: 31 August 20116
CCEA GCSE Biology from September 20113Subject ContentWe have divided the course into three units. The content of each unit, as well as therespective learning outcomes, appears below.Content for the Higher Tier only is in bold italics.Questions in Higher Tier papers may be set on any content in the specification.Content for the Foundation Tier is in normal type.Questions in Foundation Tier papers will be set only on this content.Students should have opportunities to experiment and carry out their own investigationsthroughout their course of study.3.1Unit 1: Cells, Living Processes and BiodiversityThis unit deals with cells, photosynthesis and plants, nutrition and health, enzymes anddigestion, breathing and the respiratory system, nervous system and hormones, andecological relationships and energy flow.CellsIn this section, students investigate the cell and its importance as the fundamentalbuilding block of life.ContentLearning Outcomes1.1CellsIn the context of how science works, students should be able to:1.1.1use a light microscope to examine and identify thestructures of a typical plant and animal cell (w – (ii)b, (ii)c);Magnification1.1.2calculate the actual size of a specimen and calculatemagnification using a scale bar (w – (iii)b, (iii)c);Animal Cells1.1.3know the structure and function of animal cells, toinclude nucleus and chromosomes, cytoplasm, and celland nuclear membranes (w – (iii)a);Plant Cells1.1.4know that plant cells have additional structures not foundin animal cells: cellulose cell wall, large permanentvacuole and chloroplasts;Bacterial Cells1.1.5compare and contrast the structure of bacterial cells withplant and animal cells: non-cellulose cell wall, absence ofnucleus and presence of plasmids (w – (i)a); andSpecialisation1.1.6understand that multi-celled organisms’ cells areorganised to form specialised tissues, organs and organsystems to improve exchange with the environment,to transport substances and to communicate betweencells (w – (iii)a).Version 2: 31 August 20117
CCEA GCSE Biology from September 2011ContentLearning OutcomesGrowthIn the context of how science works, students should be able to:Stem CellsDiffusion1.1.7compare and contrast the patterns of growth anddevelopment in plant and animal cells: animals grow allover and plants grow at apices to produce a branchingpattern (w – (i)a);1.1.8understand that animal cells originate from stem cellswhich later become specialised and that animal cells losethe ability to differentiate at an early stage ofdevelopment (w – (iv)a);1.1.9understand: the ethical implications of the applications of stem cellresearch; the need for government control of this research toprotect the public (w – (iv)c); and the need for validation of this research (for example bypeer review); and1.1.10 investigate the process of diffusion as the movement ofmolecules from a region of high concentration to aregion of low concentration (w – (i)a, (i)b, (i)c, all of (ii) ).Photosynthesis and PlantsIn this section, students investigate and explain photosynthesis as the key process thatenables plants to make food, as well as the role of plants in supporting life.ContentLearning Outcomes1.2Photosynthesisand PlantsIn the context of how science works, students should be able to:1.2.1investigate how light, carbon dioxide and chlorophyll areneeded for photosynthesis (w – all of (ii)): how and why a plant is destarched; the steps involved in testing a leaf for starch(w – (iii)b ); the production of oxygen (w – (iii)b); the use of sodium hydroxide to absorb carbon dioxide;and using a variegated leaf to illustrate the role ofchlorophyll in the chloroplast in trapping light; and1.2.2derive the word equation for photosynthesis and recallthe balanced chemical equation to illustrate biology asan evidence-based discipline (w – (i)b).InvestigatingPhotosynthesisEquation forPhotosynthesisVersion 2: 31 August 20118
CCEA GCSE Biology from September 2011ContentLearning OutcomesLeaf StructureIn the context of how science works, students should be able to:1.2.3Uses of Products 1.2.4of Photosynthesisuse a microscope to examine the structure and shape ofthe mesophytic leaf and identify its adaptations for gasexchange and light absorption, to include epidermis,cuticle, palisade mesophyll with chloroplasts, spongymesophyll, intercellular spaces, guard cells and stomata(w – (ii)b, (ii)c );explain how a plant uses the products of photosynthesis;Limiting Factors1.2.5investigate the factors affecting the rate of photosynthesis(light intensity, temperature and concentration of carbondioxide) and interpret data on the rate of photosynthesisin terms of limiting factors (w – all of (ii));EconomicImplications1.2.6using secondary sources of data, investigate the economicimplications in commercial crop production of enhancingenvironmental factors (artificial lighting, carbon dioxideenrichment and fertilisers) (w – (ii)b, (ii)d ); andCompensationPoint1.2.7investigate (using hydrogencarbonate indicator) therelationship between photosynthesis and respirationin plants (w – all of (ii)), to include: knowledge of the colour changes ofhydrogencarbonate indicator (high CO2 – yellow,normal CO2 – red, low CO2 – purple) (w – (iii)a);and demonstrating compensation point.Nutrition and HealthIn this section, students investigate food composition and explore health issuesassociated with our approach to food and exercise.ContentLearning Outcomes1.3Nutrition andHealthIn the context of how science works, students should be able to:1.3.1Food TestsVersion 2: 31 August 2011by carrying out food tests, investigate the idea of abalanced diet by using food samples and food testreagents, including: reducing sugar (Benedict’s); starch (iodine solution); amino acid/protein (Biuret); fats (ethanol); and9
CCEA GCSE Biology from September 2011ContentLearning Outcomes Vitamin C (DCPIP) (w – (ii)a, (ii)b, (ii)c, (iii)b).Food Tests(cont.)Sources andFunctions of theComponents of aBalanced DietIn the context of how science works, students should be able to:1.3.2recall the following reagents and their colour changes:ReagentInitial colour End colour for positiveresultBenedict’sBlueIodineYellow/Brown Blue/BlackBiuretBluePurpleEthanolClearWhite emulsionDCPIPBluePink and then colourlessBrick red precipitate1.3.3use DCPIP to compare quantitatively(volume concentration) the vitamin C content ofvegetable and fruit juices to a standard solution ofascorbic acid – juices for comparison can be natural,processed or boiled (w – all of (ii), (iii)b, (iii)c );1.3.4know the principal elements present in carbohydrates,fats and proteins, and the sources and functions of: simple carbohydrates (sugars, glucose and lactose); complex carbohydrates (cellulose, glycogen andstarch); fats (fatty acids and glycerol); proteins (amino acids); vitamins C and D (deficiency symptoms); minerals (iron and calcium and their deficiencysymptoms); fibre; and water;Food and Energy 1.3.5investigate the energy content of food by burning foodsamples, calculate the results and compare their data withdata from food labels, evaluating the methods of datacollection and their reliability and validity (w – all of (ii));and1.3.6use secondary data to calculate BMI and BMR rates,and work out recommended daily energy intakeusing the Harris–Benedict mathematical model(w – (iii)b, (iii)c ).Version 2: 31 August 201110
CCEA GCSE Biology from September 2011ContentLearning OutcomesFood and Energy In the context of how science works, students should be able to:(cont.)1.3.7 understand that energy requirements vary with age,gender, activity levels and pregnancy;Food and Health1.3.8understand how human health is affected by: inherited factors; environmental factors – obesity can be caused byenergy intake being higher than energy used inexercise; and healthy food choices – limited intake of sugar, salt andfat and the benefit of fruit and vegetables;1.3.9understand the contribution of an unhealthy diet toobesity, heart disease, strokes, high blood pressure,diabetes and arthritis; and1.3.10 understand the costs to society of the current trend inobesity levels, to include the economic cost of treatmentfor the NHS (w – (iv)b).Enzymes and DigestionIn this section, students investigate enzymes and learn about the digestive system andhow food enters the bloodstream.ContentLearning Outcomes1.4Enzymes andDigestionIn the context of how science works, students should be able to:1.4.1EnzymesVersion 2: 31 August 2011investigate the actions of enzymes as proteins that arebiological catalysts which speed up the rate of reactions,to include carbohydrase (amylase), lipase and protease,and interpret the results in terms of the lock and keymodel illustrating substrate specificity (w – (i)c, all of (ii)).11
CCEA GCSE Biology from September 2011ContentLearning OutcomesEnzymes (cont.)In the context of how science works, students sh
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