2019

Bridging Project Subject: Biology

Student Name:

A Level Biology Bridging Project

OCR Biology A (H420) Exams

Paper 1: Biological processes (01) assesses content from modules 1,2,3 and 5.

100 marks - 2 hour 15 minutes - 37% of total A level

Paper 2: Biological diversity (02) assesses content from modules 1,2,4 and 6.

100 marks - 2 hour 15 minutes - 37% of total A level

Paper 3: Unified biology (02) assesses content from all modules (1-6).

70 marks - 1hour 30 minutes - 26% of total A level

Practical Endorsement

Practical endorsement in biology is achieved by successfully completing a series of practicals over the two years of the course.

You will be provided with a practical endorsement folder. You will record all practicals in this folder and each one will be marked and skills recorded by the teacher.

All written assessments are at the end of the two year course. Paper 3 will focus on practicals you have carried out over the two years.

Outline of Modules

Module 1 – Development of practical skills in biology (taught in combination with modules 2-5)

Module 2 – Foundation in biology

Module 3 – Exchange and transport

Module 4 – Biodiversity, evolution and disease

Module 5 – Communication, homeostasis and energy

Module 6 – Genetics, evolution and ecosystems

What are the main differences between GCSE and AS biology?

Although there is much overlap in topics and terms, there is quite a lot of new

material that you won’t have met before. Also, you need to go into more detail

regarding the topics you are already familiar with and your level of thinking and

explaining has to be deeper.

New material

There will be many more facts and unfamiliar terms to learn and recall in exams than

there were at GCSE. Examples of new areas include the structure of cell

membranes, the immune response and how the heart functions. Don’t be put off by

all the complex terms you will start to come across, they are important for scientists

to communicate precisely what they mean, and as you’re a Level course progresses

you will become more comfortable and confident with using them.

Detail

You must be prepared to go into a topic or subtopic in much more detail than at

GCSE. This sometimes means using specific examples of what you know in general

(e.g. named examples of types of body tissues). It might involve describing

something in much more detail than before (e.g. exactly how your heart beats and

how this is controlled). Another good example is mitosis – if you can’t remember

what it is, have a quick look at your GCSE notes! For biology you need to name and

explain what happens in each stage of mitosis and show an understanding of why

these things happen. This brings us on to …

Thinking and explaining

As well as going into more detail and giving examples wherever you can, you need

to justify your statements and apply your knowledge and skills to unfamiliar

examples. Justifying what you are saying in A Level biology often involves relating

structure to function, i.e. explaining why something looks the way it does or why a

particular structure allows it to function. For example, knowing the detailed structure

of the cell membrane allows you to explain its many functions. Now you can apply

this knowledge to discuss how an unfamiliar medical drug might work by changing

the structure of the membrane.

How to achieve at A level

A different approach to your studies is needed at A Level compared to GCSE

science. We’ve already explained that there is much more detail at A level so you will

need to work hard in lessons and out of lessons in order to fully grasp the topics.

You are expected to do an hour in private study for every hour you spend in the

classroom. This is on top of your self-study!

At A Level you need to structure your own personal study. You need to organise

yourself! Get yourself a diary, one with plenty of room for writing. Remember you will

have 3 different subjects to stay on top of: reading, writing up notes, exam dates,

practical dates, homework, revision and so on.

Time Management

Plan your time. Look carefully at when your biology classes are timetabled and plan

appropriate times around these that you can write up your class notes and complete

homework. Too often, students come to classes having not looked at a topic since

the previous week. Try to plan a short session to look over work before the next

lesson. If you develop this habit you will find the topic being discussed in the lesson

makes much more sense.

Independent Study

Re-reading your class notes or hand outs as soon after the lesson as possible.

Highlighting the key points and any areas you did not understand fully (and asking for help on these)

Reading the relevant section in the textbook and other resources (see the Resources section of this guide)

Re-writing your notes, include relevant diagrams, keywords and definitions and information that you have found in the other resources.

Attempting some questions to see how much you really understand.

Remember, A levels in science are considerably harder than GCSE. We expect a much

greater commitment from you in order to be successful. It should go without saying that self-

study is always completed, on time and to the best of your ability. If you don’t understand

something in your self-study then you should look it up or ask your teacher for help. Your

teacher will also ask to see your class notes on a regular basis.

Students who succeed in their A Level courses are those who developed a routine

way of working in their own time so that they were able to add to and enhance their

learning. This is independent learning and it makes a real difference.

What you need:

Pen

Pencil

30mm Ruler

Rubber

Sharpener

Scientific Calculator

Leaver Arch File for notes

Dividers

What you will get:

A4 Binder for Practical Endorsement

Dividers

File Paper

Graph Paper

Practical Equipment

CGP Biology Year 1 Textbook

Revision Guides

In September you will also be given the opportunity to purchase a Biology (Year 1+2)

Revision Guide for the cost price of £9.00.

Bridging Projects

Please complete all questions on the bridging project. You can answer the questions

on file paper or on the bridging project itself.

You must bring your completed bridging project along to your first biology lesson in

September.

Incomplete or late bridging projects will receive a sanction.

I’m looking forward to seeing you all in September.

Miss Wilson

Head of Science and Technology

Scientific and Investigative Skills

As part of your A level you will complete a practical assessment. This will require you to carry out a series of practical

activities as well as planning how to do them, analysing the results and evaluating the methods. This will require you to: use

appropriate apparatus to record a range of quantitative measurements (to include mass, time, volume, temperature, length

and pH), use appropriate instrumentation to record quantitative measurements, such as a colorimeter or photometer, use

laboratory glassware apparatus for a variety of experimental techniques to include serial dilutions, use of light microscope

at high power and low power, including use of a graticule, produce scientific drawing from observation with annotations,

use qualitative reagents to identify biological molecules, separate biological compounds using thin layer/paper

chromatography or electrophoresis, safely and ethically use organisms, use microbiological aseptic techniques, including

the use of agar plates and broth, safely use instruments for dissection of an animal organ, or plant organ, use sampling

techniques in fieldwork.

Task:

Produce a glossary for the following key words:

accuracy, anomaly, calibration, causal link, chance, confounding variable, control experiment, control group, control

variable, correlation, dependent variable, errors, evidence, fair test, hypothesis, independent, null hypothesis, precision,

probability, protocol, random distribution, random error, raw data, reliability, systematic error, true value, validity, zero

error,

Cells

The cell is a unifying concept in biology, you will come across it many times during your two years of A level study.

Prokaryotic and eukaryotic cells can be distinguished on the basis of their structure and ultrastructure. In complex

multicellular organisms cells are organised into tissues, tissues into organs and organs into systems. During the cell cycle

genetic information is copied and passed to daughter cells. Daughter cells formed during mitosis have identical copies of

genes while cells formed during meiosis are not genetically identical

Read the information on these websites (you could make more Cornell notes if you wish):

http://www.s-cool.co.uk/a-level/biology/cells-and-organelles

http://www.bbc.co.uk/education/guides/zvjycdm/revision

And take a look at these videos:

https://www.youtube.com/watch?v=gcTuQpuJyD8

https://www.youtube.com/watch?v=L0k-enzoeOM

https://www.youtube.com/watch?v=qCLmR9-YY7o

Task:

Produce a one page revision guide to share with your class in September summarising one of the following topics: Cells

and Cell Ultrastructure, Prokaryotes and Eukaryotes, or Mitosis and Meiosis.

Whichever topic you choose, your revision guide should include:

Key words and definitions

Clearly labelled diagrams

Short explanations of key ideas or processes.

A level Biology will use your knowledge from GCSE and build on this to help you understand new and more demanding

ideas. Complete the following tasks to make sure your knowledge is up to date and you are ready to start studying:

Biological Molecules

Biological molecules are often polymers and are based on a small number of chemical elements. In living organisms

carbohydrates, proteins, lipids, inorganic ions and water all have important roles and functions related to their properties.

DNA determines the structure of proteins, including enzymes. Enzymes catalyse the reactions that determine structures

and functions from cellular to whole-organism level. Enzymes are proteins with a mechanism of action and other

properties determined by their tertiary structure. ATP provides the immediate source of energy for biological processes.

Read the information on these websites (you could make more Cornell notes if you wish):

http://www.s-cool.co.uk/a-level/biology/biological-molecules-and-enzymes

http://www.bbc.co.uk/education/guides/zb739j6/revision

And take a look at these videos:

https://www.youtube.com/watch?v=H8WJ2KENlK0

http://ed.ted.com/lessons/activation-energy-kickstarting-chemical-reactions-vance-kite

Task:

Krabbe disease occurs when a person doesn’t have a certain enzyme in their body. The disease effects the nervous

system. Write a letter to a GP or a sufferer to explain what an enzyme is.

Your poster should:

Describe the structure of an enzyme

Explain what enzymes do inside the body

Energy for Biological Processes

In cellular respiration, glycolysis takes place in the cytoplasm and the remaining steps in the mitochondria. ATP synthesis is

associated with the electron transfer chain in the membranes of mitochondria and chloroplasts in photosynthesis energy is

transferred to ATP in the light- dependent stage and the ATP is utilised during synthesis in the light-independent stage.

Read the information on these websites (you could make more Cornell notes if you wish):

http://www.bbc.co.uk/education/guides/zcxrd2p/revision

http://www.s-cool.co.uk/a-level/biology/respiration

And take a look at these videos:

https://www.youtube.com/watch?v=00jbG_cfGuQ

https://www.youtube.com/watch?v=2f7YwCtHcgk

Task:

Produce an A3 annotated information poster that illustrates the process of cellular respiration and summarises the key

points.

Your poster should include:

Both text and images

Be visually stimulating

Key words and definitions

Clearly labelled diagrams

Short explanations of key ideas or processes.

Baseline Assessment

The following 40 minute test is designed to test your recall, analysis and evaluative skills and

knowledge. Remember to use your exam technique: look at the command words and the number of marks each

question is worth.

1. a) What are the four base pairs found in DNA? …………………………………………………………………………………………………… (2) b) What does DNA code for? …………………………………………………………………………………………………… (1) c) Which organelle in a cell carries out this function? …………………………………………………………………………………………………… (1) 2. a) What theory did Charles Darwin propose? …………………………………………………………………………………………………… (1) b) Why did many people not believe Darwin at the time? …………………………………………………………………………………………………… (1) c) Describe how fossils are formed. …………………………………………………………………………………………………… ……………………………………………………………………………………………………

……………………………………………………………………………………………… (3) d) The fossil record shows us that there have been some species that have formed and some that have become extinct. i) What is meant by the term ‘species’? ………………………………………………………………………………………………… (2) ii) Describe how a new species may arise: ……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

(3)

3. Ecologists regularly study habitats to measure the species present and the

effect of any changes.

One team of ecologists investigated the habitat shown in the picture below:

a) Define the following keywords:

i) Population

………………………………………………………………………………………………

ii) Community

………………………………………………………………………………………………

(2)

b) Give an example of one biotic factor and one abiotic factor that would be

present in this habitat

Biotic:

……………………………………………………………………………………………

Abiotic:

……………………………………………………………………………………………

(2)

c) Describe how the ecologists would go about measuring the species present

between the coast and the inland.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

(6)

4. Every living organism is made of cells.

a) Label the following parts of the animal cell:

2 ………………………………………………………………………………………………

5 ……..…………………………………………………………………………………………

8 ………………………………………………………………………………………………

(3)

b) Describe how is the structure of the cell membrane related to its function?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

(3)

5. A medical research team investigated how quickly the body deals with glucose after a

meal. They studied the blood glucose concentration of people who exercised versus those

who did not.

Here are their results:

a) What organ in the body regulates blood glucose concentration?

………………………………………………………………………………………………

(1)

b) Explain how the stages that would bring about a return to normal blood glucose

concentrations.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………… (4) c) Name one variable the researchers will have controlled.

………………………………………………………………………………………………………………… (1)

d) The researchers made the following conclusion:

“Blood glucose returns to normal values for all people after 4 hours”

To what extent do you agree with this conclusion.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………… (3)

6. Scientists need to be able to interpret data in graphs to decide if there are trends in the

results.

For each graph bellow, describe the trend.

………………………… ……………………… ……………… ……………….(4)