OCR GCSE J247 Biology specification: every spec point and its video lesson
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Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| B1.1aOCR J247 | Describe how light microscopes and staining can be used to view cells | The size and scale of cells | ScholaFly BI01-03 |
| Microscopy and the magnification equation | ScholaFly BI01-04 | ||
| B1.1bOCR J247 | Explain how the main sub-cellular structures of eukaryotic cells (plants and animals) and prokaryotic cells are related to their functions | Eukaryotic and prokaryotic cells | ScholaFly BI01-01 |
| Sub-cellular structures and what each one does | ScholaFly BI01-02 | ||
| B1.1cOCR J247 | Explain how electron microscopy has increased our understanding of sub-cellular structures | The size and scale of cells | ScholaFly BI01-03 |
| Microscopy and the magnification equation | ScholaFly BI01-04 | ||
| B1.2aOCR J247 | Describe DNA as a polymer | DNA, genes, chromosomes and the genome | ScholaFly BI17-01 |
| B1.2bOCR J247 | Describe DNA as being made up of two strands forming a double helix | DNA, genes, chromosomes and the genome | ScholaFly BI17-01 |
| B1.2cOCR J247 | Describe that DNA is made from four different nucleotides; each nucleotide consisting of a common sugar and phosphate group with one of four different bases attached to the sugar | DNA structure: nucleotides, complementary bases and the triplet code | ScholaFly BI17-02 |
| B1.2dOCR J247 | Recall a simple description of protein synthesis | Protein synthesis: transcription and translation (triple, Higher) | ScholaFly BI17-03 |
| B1.2eOCR J247 | Explain simply how the structure of DNA affects the proteins made in protein synthesis | Protein synthesis: transcription and translation (triple, Higher) | ScholaFly BI17-03 |
| B1.2fOCR J247 | Describe experiments that can be used to investigate enzymatic reactions | How enzymes work: the active site, specificity and denaturing | ScholaFly BI03-01 |
| What changes the rate of an enzyme-controlled reaction | ScholaFly BI03-02 | ||
| B1.2gOCR J247 | Explain the mechanism of enzyme action | How enzymes work: the active site, specificity and denaturing | ScholaFly BI03-01 |
| What changes the rate of an enzyme-controlled reaction | ScholaFly BI03-02 | ||
| B1.3aOCR J247 | Describe cellular respiration as a universal chemical process, continuously occurring that supplies ATP in all living cells | Respiration: aerobic and anaerobic | ScholaFly BI06-05 |
| B1.3bOCR J247 | Describe cellular respiration as an exothermic reaction | Respiration: aerobic and anaerobic | ScholaFly BI06-05 |
| B1.3cOCR J247 | Compare the processes of aerobic respiration and anaerobic respiration | Respiration: aerobic and anaerobic | ScholaFly BI06-05 |
| B1.3dOCR J247 | Explain the importance of sugars in the synthesis and breakdown of carbohydrates | Building and breaking down carbohydrates, proteins and lipids | ScholaFly BI03-04 |
| B1.3eOCR J247 | Explain the importance of amino acids in the synthesis and breakdown of proteins | Building and breaking down carbohydrates, proteins and lipids | ScholaFly BI03-04 |
| B1.3fOCR J247 | Explain the importance of fatty acids and glycerol in the synthesis and breakdown of lipids | Building and breaking down carbohydrates, proteins and lipids | ScholaFly BI03-04 |
| B1.4aOCR J247 | Describe photosynthetic organisms as the main producers of food and therefore biomass for life on Earth | Photosynthesis: the reaction, its reactants and its products | ScholaFly BI06-01 |
| B1.4bOCR J247 | Describe the process of photosynthesis | Photosynthesis: the reaction, its reactants and its products | ScholaFly BI06-01 |
| B1.4cOCR J247 | Describe photosynthesis as an endothermic reaction | Photosynthesis: the reaction, its reactants and its products | ScholaFly BI06-01 |
| B1.4dOCR J247 | Describe experiments to investigate photosynthesis | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| B1.4eOCR J247 | Explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| B1.4fOCR J247 | Explain the interaction of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis | Interacting limiting factors and the inverse square law (Higher) | ScholaFly BI06-03 |
| B2.1aOCR J247 | Explain how substances are transported into and out of cells through diffusion, osmosis and active transport | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| Diffusion and active transport across the cell membrane | ScholaFly BI04-01 | ||
| Osmosis and the change in mass of plant tissue | ScholaFly BI04-02 | ||
| B2.1bOCR J247 | Describe the process of mitosis in growth, including the cell cycle | Mitosis and the cell cycle | ScholaFly BI02-01 |
| Cell differentiation and how organisms grow | ScholaFly BI02-02 | ||
| Cell specialisation | ScholaFly BI02-03 | ||
| B2.1cOCR J247 | Explain the importance of cell differentiation | Mitosis and the cell cycle | ScholaFly BI02-01 |
| Cell differentiation and how organisms grow | ScholaFly BI02-02 | ||
| Cell specialisation | ScholaFly BI02-03 | ||
| B2.1dOCR J247 | Recall that stem cells are present in embryonic and adult animals, and meristems in plants | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| Stem cells and meristems | ScholaFly BI02-05 | ||
| B2.1eOCR J247 | Describe the functions of stem cells in embryonic and adult animals, and meristems in plants | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| Stem cells and meristems | ScholaFly BI02-05 | ||
| B2.1fOCR J247 | Describe the difference between embryonic and adult stem cells in animals | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| Stem cells and meristems | ScholaFly BI02-05 | ||
| B2.2aOCR J247 | Explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area : volume ratio | Exchange surfaces and the surface area to volume ratio | ScholaFly BI04-03 |
| What sets the rate of diffusion, and Fick's law | ScholaFly BI04-04 | ||
| B2.2bOCR J247 | Describe some of the substances transported into and out of a range of organisms in terms of the requirements of those organisms | Exchange surfaces and the surface area to volume ratio | ScholaFly BI04-03 |
| What sets the rate of diffusion, and Fick's law | ScholaFly BI04-04 | ||
| B2.2cOCR J247 | Describe the human circulatory system | The heart, the blood vessels and the double circulatory system | ScholaFly BI07-01 |
| The blood and its four components | ScholaFly BI07-02 | ||
| B2.2dOCR J247 | Explain how the structure of the heart and the blood vessels are adapted to their functions | The heart, the blood vessels and the double circulatory system | ScholaFly BI07-01 |
| The blood and its four components | ScholaFly BI07-02 | ||
| B2.2eOCR J247 | Explain how red blood cells and plasma are adapted to their transport functions in the blood | The heart, the blood vessels and the double circulatory system | ScholaFly BI07-01 |
| The blood and its four components | ScholaFly BI07-02 | ||
| B2.2fOCR J247 | Explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function | Root hair cells, xylem and phloem | ScholaFly BI05-02 |
| Transpiration, translocation and the stomata | ScholaFly BI05-03 | ||
| B2.2gOCR J247 | Describe the processes of transpiration and translocation | Root hair cells, xylem and phloem | ScholaFly BI05-02 |
| Transpiration, translocation and the stomata | ScholaFly BI05-03 | ||
| B2.2hOCR J247 | Explain how the structure of the xylem and phloem are adapted to their functions in the plant | Root hair cells, xylem and phloem | ScholaFly BI05-02 |
| Transpiration, translocation and the stomata | ScholaFly BI05-03 | ||
| B2.2iOCR J247 | Explain the effect of a variety of environmental factors on the rate of water uptake by a plant | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| B2.2jOCR J247 | Describe how a simple potometer can be used to investigate factors that affect the rate of water uptake | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| B3.1aOCR J247 | Describe the structure of the nervous system | The nervous system, neurones, synapses and the reflex arc | ScholaFly BI12-02 |
| B3.1bOCR J247 | Explain how the components of the nervous system can produce a coordinated response | The nervous system, neurones, synapses and the reflex arc | ScholaFly BI12-02 |
| B3.1cOCR J247 | Explain how the structure of a reflex arc is related to its function | The nervous system, neurones, synapses and the reflex arc | ScholaFly BI12-02 |
| B3.1dOCR J247 | Explain how the main structures of the eye are related to their functions | The eye, and how sight problems are corrected (triple) | ScholaFly BI12-05 |
| B3.1eOCR J247 | Describe common defects of the eye and explain how some of these problems may be overcome | The eye, and how sight problems are corrected (triple) | ScholaFly BI12-05 |
| B3.1fOCR J247 | Describe the structure and function of the brain | The brain and what each region does (triple) | ScholaFly BI12-03 |
| B3.1gOCR J247 | Explain some of the difficulties of investigating brain function | Investigating and treating the brain (triple, Higher) | ScholaFly BI12-04 |
| B3.1hOCR J247 | Explain some of the limitations in treating damage and disease in the brain and other parts of the nervous system | Investigating and treating the brain (triple, Higher) | ScholaFly BI12-04 |
| B3.2aOCR J247 | Describe the principles of hormonal coordination and control by the human endocrine system | The endocrine system and its glands | ScholaFly BI14-01 |
| B3.2bOCR J247 | Explain the roles of thyroxine and adrenaline in the body | Adrenaline, thyroxine and negative feedback (Higher) | ScholaFly BI14-05 |
| B3.2cOCR J247 | Describe the role of hormones in human reproduction including the control of the menstrual cycle | Hormones in reproduction and the menstrual cycle | ScholaFly BI15-01 |
| Contraception | ScholaFly BI15-03 | ||
| B3.2dOCR J247 | Explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle | How FSH, LH, oestrogen and progesterone interact (Higher) | ScholaFly BI15-02 |
| Treating infertility with hormones and IVF (Higher) | ScholaFly BI15-04 | ||
| B3.2eOCR J247 | Explain the use of hormones in contraception and evaluate hormonal and non-hormonal methods of contraception | Hormones in reproduction and the menstrual cycle | ScholaFly BI15-01 |
| Contraception | ScholaFly BI15-03 | ||
| B3.2fOCR J247 | Explain the use of hormones in modern reproductive technologies to treat infertility | How FSH, LH, oestrogen and progesterone interact (Higher) | ScholaFly BI15-02 |
| Treating infertility with hormones and IVF (Higher) | ScholaFly BI15-04 | ||
| B3.2gOCR J247 | Explain how plant hormones are important in the control and coordination of plant growth and development, with reference to the role of auxins in phototropisms and gravitropisms | Plant hormones: auxin, phototropism and gravitropism (triple) | ScholaFly BI16-01 |
| Gibberellins and ethene (triple, Higher) | ScholaFly BI16-02 | ||
| B3.2hOCR J247 | Describe some of the variety of effects of plant hormones, relating to auxins, gibberellins and ethene | Plant hormones: auxin, phototropism and gravitropism (triple) | ScholaFly BI16-01 |
| Gibberellins and ethene (triple, Higher) | ScholaFly BI16-02 | ||
| B3.2iOCR J247 | Describe some of the different ways in which people use plant hormones to control plant growth | Commercial uses of plant hormones (triple, Higher) | ScholaFly BI16-03 |
| B3.3aOCR J247 | Explain the importance of maintaining a constant internal environment in response to internal and external change | Homeostasis: holding internal conditions steady | ScholaFly BI12-01 |
| B3.3bOCR J247 | Describe the function of the skin in the control of body temperature | Controlling body temperature (triple) | ScholaFly BI13-01 |
| B3.3cOCR J247 | Explain how insulin controls blood sugar levels in the body | Insulin and the control of blood glucose | ScholaFly BI14-02 |
| Type 1 and type 2 diabetes | ScholaFly BI14-04 | ||
| B3.3dOCR J247 | Explain how glucagon interacts with insulin to control blood sugar levels in the body | Glucagon and the negative feedback control of blood glucose (Higher) | ScholaFly BI14-03 |
| B3.3eOCR J247 | Compare type 1 and type 2 diabetes and explain how they can be treated | Insulin and the control of blood glucose | ScholaFly BI14-02 |
| Type 1 and type 2 diabetes | ScholaFly BI14-04 | ||
| B3.3fOCR J247 | Explain the effect on cells of osmotic changes in body fluids | The kidney: filtration and selective reabsorption (triple) | ScholaFly BI13-03 |
| B3.3gOCR J247 | Describe the function of the kidneys in maintaining the water balance of the body | The kidney: filtration and selective reabsorption (triple) | ScholaFly BI13-03 |
| B3.3hOCR J247 | Describe the gross structure of the kidney and the structure of the kidney tubule | The kidney: filtration and selective reabsorption (triple) | ScholaFly BI13-03 |
| B3.3iOCR J247 | Describe the effect of ADH on the permeability of the kidney tubules | Explaining how the thermoregulation mechanisms work (triple, Higher) | ScholaFly BI13-02 |
| ADH, water balance and negative feedback (triple, Higher) | ScholaFly BI13-05 | ||
| B3.3jOCR J247 | Explain the response of the body to different temperature and osmotic challenges | Explaining how the thermoregulation mechanisms work (triple, Higher) | ScholaFly BI13-02 |
| ADH, water balance and negative feedback (triple, Higher) | ScholaFly BI13-05 | ||
| B4.1aOCR J247 | Recall that many different materials cycle through the abiotic and biotic components of an ecosystem | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| B4.1bOCR J247 | Explain the role of microorganisms in the cycling of materials through an ecosystem | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| B4.1cOCR J247 | Explain the importance of the carbon cycle and the water cycle to living organisms | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| B4.1dOCR J247 | Explain the effect of factors such as temperature, water content, and oxygen availability on rate of decomposition | Decomposition: what changes the rate of decay, and how we use it (triple) | ScholaFly BI23-03 |
| B4.1eOCR J247 | Describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 | ||
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| B4.1fOCR J247 | Explain how abiotic and biotic factors can affect communities | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 | ||
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| B4.1gOCR J247 | Describe the importance of interdependence and competition in a community | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 | ||
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| B4.1hOCR J247 | Describe the differences between the trophic levels of organisms within an ecosystem | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| B4.1iOCR J247 | Describe pyramids of biomass and explain, with examples, how biomass is lost between the different trophic levels | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| B4.1jOCR J247 | Calculate the efficiency of biomass transfers between trophic levels and explain how this affects the number of trophic levels in a food chain | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| B5.1aOCR J247 | Explain the following terms: gamete, chromosome, gene, allele/variant, dominant, recessive, homozygous, heterozygous, genotype and phenotype | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| The language of inheritance: alleles, genotype and phenotype | ScholaFly BI19-01 | ||
| B5.1bOCR J247 | Describe the genome as the entire genetic material of an organism | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| The language of inheritance: alleles, genotype and phenotype | ScholaFly BI19-01 | ||
| B5.1cOCR J247 | Describe that the genome, and its interaction with the environment, influence the development of the phenotype of an organism | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| The language of inheritance: alleles, genotype and phenotype | ScholaFly BI19-01 | ||
| B5.1dOCR J247 | Recall that all variants arise from mutations, and that most have no effect on the phenotype, some influence phenotype and a very few determine phenotype | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| The language of inheritance: alleles, genotype and phenotype | ScholaFly BI19-01 | ||
| B5.1eOCR J247 | Describe how genetic variants may influence phenotype: in coding DNA by altering the activity of a protein in non-coding DNA by altering how genes are expressed | How a genetic variant changes a protein or gene expression (triple, Higher) | ScholaFly BI17-04 |
| B5.1fOCR J247 | Explain some of the advantages and disadvantages of asexual and sexual reproduction in a range of organisms | Weighing sexual against asexual reproduction (triple) | ScholaFly BI18-04 |
| B5.1gOCR J247 | Explain the terms haploid and diploid | Meiosis | ScholaFly BI18-02 |
| B5.1hOCR J247 | Explain the role of meiotic cell division in halving the chromosome number to form gametes | Meiosis | ScholaFly BI18-02 |
| B5.1iOCR J247 | Explain single gene inheritance | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| B5.1jOCR J247 | Predict the results of single gene crosses | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| B5.1kOCR J247 | Describe sex determination in humans using a genetic cross | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| B5.1lOCR J247 | Recall that most phenotypic features are the result of multiple genes rather than single gene inheritance | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| B5.1mOCR J247 | Describe the development of our understanding of genetics | Mendel, and how our understanding of genetics developed (triple) | ScholaFly BI18-05 |
| B5.2aOCR J247 | State that there is usually extensive genetic variation within a population of a species | Evolution by natural selection, and how new species form | ScholaFly BI20-01 |
| The evidence for evolution | ScholaFly BI20-03 | ||
| B5.2bOCR J247 | Describe the impact of developments in biology on classification systems | Classification: Linnaeus, binomial names and the three domains | ScholaFly BI20-06 |
| B5.2cOCR J247 | Explain how evolution occurs through the natural selection of variants that have given rise to phenotypes best suited to their environment | Evolution by natural selection, and how new species form | ScholaFly BI20-01 |
| The evidence for evolution | ScholaFly BI20-03 | ||
| B5.2dOCR J247 | Describe evolution as a change in the inherited characteristics of a population over time, through a process of natural selection, which may result in the formation of new species | Evolution by natural selection, and how new species form | ScholaFly BI20-01 |
| The evidence for evolution | ScholaFly BI20-03 | ||
| B5.2eOCR J247 | Describe the evidence for evolution | Evolution by natural selection, and how new species form | ScholaFly BI20-01 |
| The evidence for evolution | ScholaFly BI20-03 | ||
| B5.2fOCR J247 | Describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology | Darwin, Wallace, and how the theory came to be accepted (triple) | ScholaFly BI20-07 |
| B6.1aOCR J247 | Explain how to carry out a field investigation into the distribution and abundance of organisms in a habitat and how to determine their numbers in a given area | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| B6.1bOCR J247 | Describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity | Land use and the destruction of peat bogs | ScholaFly BI24-03 |
| Maintaining biodiversity: conservation, breeding programmes and reforestation | ScholaFly BI24-06 | ||
| B6.1cOCR J247 | Explain some of the benefits and challenges of maintaining local and global biodiversity | Land use and the destruction of peat bogs | ScholaFly BI24-03 |
| Maintaining biodiversity: conservation, breeding programmes and reforestation | ScholaFly BI24-06 | ||
| B6.1dOCR J247 | Evaluate the evidence for the impact of environmental changes on the distribution of organisms, with reference to water and atmospheric gases | How environmental change shifts where species live (triple, Higher) | ScholaFly BI24-08 |
| B6.2aOCR J247 | Describe some of the biological factors affecting levels of food security | Food security: what threatens it (triple) | ScholaFly BI25-01 |
| Biotechnology and GM crops to feed a growing population (triple) | ScholaFly BI25-04 | ||
| B6.2bOCR J247 | Describe and explain some possible agricultural solutions to the demands of the growing human population | Food security: what threatens it (triple) | ScholaFly BI25-01 |
| Biotechnology and GM crops to feed a growing population (triple) | ScholaFly BI25-04 | ||
| B6.2cOCR J247 | Explain the impact of the selective breeding of food plants and domesticated animals | Selective breeding | ScholaFly BI21-01 |
| Genetic engineering: what it is | ScholaFly BI21-02 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| B6.2dOCR J247 | Describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics | Selective breeding | ScholaFly BI21-01 |
| Genetic engineering: what it is | ScholaFly BI21-02 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| B6.2eOCR J247 | Describe the main steps in the process of genetic engineering | The steps of genetic engineering (Higher) | ScholaFly BI21-03 |
| B6.2fOCR J247 | Explain some of the possible benefits and risks of using gene technology in modern agriculture | Selective breeding | ScholaFly BI21-01 |
| Genetic engineering: what it is | ScholaFly BI21-02 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| B6.2gOCR J247 | Describe and explain some possible biotechnological solutions to the demands of the growing human population | Food security: what threatens it (triple) | ScholaFly BI25-01 |
| Biotechnology and GM crops to feed a growing population (triple) | ScholaFly BI25-04 | ||
| B6.3aOCR J247 | Describe the relationship between health and disease | Health, disease and how diseases interact | ScholaFly BI08-01 |
| B6.3bOCR J247 | Describe different types of diseases | Health, disease and how diseases interact | ScholaFly BI08-01 |
| B6.3cOCR J247 | Describe the interactions between different types of disease | Health, disease and how diseases interact | ScholaFly BI08-01 |
| B6.3dOCR J247 | Explain how communicable diseases (caused by viruses, bacteria, protists and fungi) are spread in animals and plants | Pathogens and the diseases they cause | ScholaFly BI09-01 |
| How infections spread, and how the spread is stopped | ScholaFly BI09-02 | ||
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Fungal disease: rose black spot | ScholaFly BI09-05 | ||
| B6.3eOCR J247 | Explain how the spread of communicable diseases may be reduced or prevented in animals and plants | Pathogens and the diseases they cause | ScholaFly BI09-01 |
| How infections spread, and how the spread is stopped | ScholaFly BI09-02 | ||
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Fungal disease: rose black spot | ScholaFly BI09-05 | ||
| B6.3fOCR J247 | Describe a minimum of one common human infection, one plant disease and sexually transmitted infections in humans including HIV/AIDS | Pathogens and the diseases they cause | ScholaFly BI09-01 |
| How infections spread, and how the spread is stopped | ScholaFly BI09-02 | ||
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Fungal disease: rose black spot | ScholaFly BI09-05 | ||
| B6.3gOCR J247 | Describe physical plant defence responses to disease | How plants defend themselves (triple) | ScholaFly BI11-02 |
| B6.3hOCR J247 | Describe chemical plant defence responses | How plants defend themselves (triple) | ScholaFly BI11-02 |
| B6.3iOCR J247 | Describe different ways plant diseases can be detected and identified, in the lab and in the field | Detecting and identifying plant disease (triple, Higher) | ScholaFly BI11-03 |
| B6.3jOCR J247 | Explain how white blood cells and platelets are adapted to their defence functions in the blood | The blood and its four components | ScholaFly BI07-02 |
| The body's defences: barriers, white blood cells and the immune response | ScholaFly BI10-01 | ||
| B6.3kOCR J247 | Describe the non-specific defence systems of the human body against pathogens | The blood and its four components | ScholaFly BI07-02 |
| The body's defences: barriers, white blood cells and the immune response | ScholaFly BI10-01 | ||
| B6.3lOCR J247 | Explain the role of the immune system of the human body in defence against disease | The blood and its four components | ScholaFly BI07-02 |
| The body's defences: barriers, white blood cells and the immune response | ScholaFly BI10-01 | ||
| B6.3mOCR J247 | Describe how monoclonal antibodies are produced | Producing monoclonal antibodies (triple, Higher) | ScholaFly BI10-07 |
| Using monoclonal antibodies (triple, Higher) | ScholaFly BI10-08 | ||
| B6.3nOCR J247 | Describe some of the ways in which monoclonal antibodies can be used | Producing monoclonal antibodies (triple, Higher) | ScholaFly BI10-07 |
| Using monoclonal antibodies (triple, Higher) | ScholaFly BI10-08 | ||
| B6.3oOCR J247 | Explain the use of vaccines and medicines in the prevention and treatment of disease | Vaccination and herd immunity | ScholaFly BI10-02 |
| Antibiotics, antivirals, antiseptics and painkillers | ScholaFly BI10-03 | ||
| Discovering and testing a new medicine | ScholaFly BI10-04 | ||
| Measuring a zone of inhibition: the area of a circle | ScholaFly BI10-05 | ||
| B6.3pOCR J247 | Explain the aseptic techniques used in culturing organisms | Culturing microorganisms and aseptic technique (triple) | ScholaFly BI10-06 |
| B6.3qOCR J247 | Describe the processes of discovery and development of potential new medicines | Vaccination and herd immunity | ScholaFly BI10-02 |
| Antibiotics, antivirals, antiseptics and painkillers | ScholaFly BI10-03 | ||
| Discovering and testing a new medicine | ScholaFly BI10-04 | ||
| Measuring a zone of inhibition: the area of a circle | ScholaFly BI10-05 | ||
| B6.3rOCR J247 | Recall that many non-communicable human diseases are caused by the interaction of a number of factors | Coronary heart disease and how it is treated | ScholaFly BI07-04 |
| Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 | ||
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| B6.3sOCR J247 | Evaluate some different treatments for cardiovascular disease | Coronary heart disease and how it is treated | ScholaFly BI07-04 |
| Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 | ||
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| B6.3tOCR J247 | Analyse the effect of lifestyle factors on the incidence of non- communicable diseases at local, national and global levels | Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 |
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| B6.3uOCR J247 | Describe cancer as the result of changes in cells that lead to uncontrolled growth and division | Coronary heart disease and how it is treated | ScholaFly BI07-04 |
| Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 | ||
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| B6.3vOCR J247 | Discuss potential benefits and risks associated with the use of stem cells in medicine | Stem cells and meristems | ScholaFly BI02-05 |
| The human genome and what knowing it lets us do | ScholaFly BI19-06 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| B6.3wOCR J247 | Explain some of the possible benefits and risks of using gene technology in medicine | Stem cells and meristems | ScholaFly BI02-05 |
| The human genome and what knowing it lets us do | ScholaFly BI19-06 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| B6.3xOCR J247 | Discuss the potential importance for medicine of our increasing understanding of the human genome | Stem cells and meristems | ScholaFly BI02-05 |
| The human genome and what knowing it lets us do | ScholaFly BI19-06 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| BM1.1iOCR J247 | Demonstrate an understanding of number, size and scale and the quantitative relationship between units | The size and scale of cells | ScholaFly BI01-03 |
| Microscopy and the magnification equation | ScholaFly BI01-04 | ||
| BM1.1iiOCR J247 | Use estimations and explain when they should be used | The size and scale of cells | ScholaFly BI01-03 |
| Microscopy and the magnification equation | ScholaFly BI01-04 | ||
| BM1.1iiiOCR J247 | Calculate with numbers written in standard form | Microscopy and the magnification equation | ScholaFly BI01-04 |
| BM1.2iOCR J247 | Carry out rate calculations for chemical reactions | How enzymes work: the active site, specificity and denaturing | ScholaFly BI03-01 |
| What changes the rate of an enzyme-controlled reaction | ScholaFly BI03-02 | ||
| BM1.2iiOCR J247 | Understand and use simple compound measures such as the rate of a reaction | How enzymes work: the active site, specificity and denaturing | ScholaFly BI03-01 |
| What changes the rate of an enzyme-controlled reaction | ScholaFly BI03-02 | ||
| BM1.4iOCR J247 | Understand and use simple compound measures such as the rate of a reaction | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| BM1.4iiOCR J247 | Translate information between graphical and numerical form | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| BM1.4iiiOCR J247 | Plot and draw appropriate graphs, selecting appropriate scales and axes | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| BM1.4ivOCR J247 | Extract and interpret information from graphs, charts and tables | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| BM1.4vOCR J247 | Understand and use inverse proportion – the inverse square law and light intensity in the context of factors affecting photosynthesis | Interacting limiting factors and the inverse square law (Higher) | ScholaFly BI06-03 |
| BM2.1iOCR J247 | Use percentiles and calculate percentage gain and loss of mass | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| Diffusion and active transport across the cell membrane | ScholaFly BI04-01 | ||
| Osmosis and the change in mass of plant tissue | ScholaFly BI04-02 | ||
| BM2.2iOCR J247 | Calculate surface area : volume ratios | Exchange surfaces and the surface area to volume ratio | ScholaFly BI04-03 |
| What sets the rate of diffusion, and Fick's law | ScholaFly BI04-04 | ||
| BM2.2iiOCR J247 | Use simple compound measures such as rate | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| BM2.2iiiOCR J247 | Carry out rate calculations | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| BM2.2ivOCR J247 | Plot, draw and interpret appropriate graphs | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| BM3.1iOCR J247 | Extract and interpret data from graphs, charts and tables | The nervous system, neurones, synapses and the reflex arc | ScholaFly BI12-02 |
| BM3.2iOCR J247 | Extract and interpret data from graphs, charts and tables | The endocrine system and its glands | ScholaFly BI14-01 |
| BM3.2iiOCR J247 | Translate information between numerical and graphical forms | The endocrine system and its glands | ScholaFly BI14-01 |
| BM3.3iOCR J247 | Extract and interpret data from graphs, charts and tables | Homeostasis: holding internal conditions steady | ScholaFly BI12-01 |
| BM4.1iOCR J247 | Calculate rate changes in the decay of biological material | Decomposition: what changes the rate of decay, and how we use it (triple) | ScholaFly BI23-03 |
| BM4.1iiOCR J247 | Calculate the percentage of mass | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 | ||
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| BM4.1iiiOCR J247 | Use fractions and percentages | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| BM4.1ivOCR J247 | Plot and draw appropriate graphs selecting appropriate scales for the axes | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 | ||
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| BM4.1vOCR J247 | Extract and interpret information from charts, graphs and tables | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| BM5.1iOCR J247 | Understand and use direct proportions and simple ratios in genetic crosses | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| BM5.1iiOCR J247 | Understand and use the concept of probability in predicting the outcome of genetic crosses | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| BM5.1iiiOCR J247 | Extract and interpret information from charts, graphs and tables | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| BM6.1iOCR J247 | Calculate arithmetic means | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| BM6.1iiOCR J247 | Plot and draw appropriate graphs selecting appropriate scales for the axes | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| BM6.1iiiOCR J247 | Understand and use percentiles | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| BM6.1ivOCR J247 | Extract and interpret information from charts, graphs and tables | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| BM6.1vOCR J247 | Understand the principles of sampling as applied to scientific data | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| BM6.2iOCR J247 | Extract and interpret information from charts, graphs and tables | Selective breeding | ScholaFly BI21-01 |
| Genetic engineering: what it is | ScholaFly BI21-02 | ||
| Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 | ||
| BM6.3iOCR J247 | Translate information between graphical and numerical forms | Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 |
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| BM6.3iiOCR J247 | Construct and interpret frequency tables and diagrams, bar charts and histograms | Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 |
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| BM6.3iiiOCR J247 | Understand the principles of sampling as applied to scientific data | Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 |
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| BM6.3ivOCR J247 | Use a scatter diagram to identify a correlation between two variables | Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 |
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| BM6.3vOCR J247 | Calculate cross-sectional areas of bacterial cultures and clear agar jelly using πr | Vaccination and herd immunity | ScholaFly BI10-02 |
| Antibiotics, antivirals, antiseptics and painkillers | ScholaFly BI10-03 | ||
| Discovering and testing a new medicine | ScholaFly BI10-04 | ||
| Measuring a zone of inhibition: the area of a circle | ScholaFly BI10-05 | ||
| PAG B1OCR J247 | Microscopy | Required practical: using a light microscope | ScholaFly BI26-01 |
| PAG B2OCR J247 | Testing for biological molecules | Required practical: testing food for carbohydrates, lipids and proteins | ScholaFly BI26-02 |
| PAG B3OCR J247 | Sampling techniques | Required practical: sampling a habitat with quadrats and transects | ScholaFly BI26-06 |
| PAG B4OCR J247 | Rates of enzyme-controlled reactions | Required practical: how pH and temperature change enzyme activity | ScholaFly BI26-03 |
| PAG B5OCR J247 | Photosynthesis | Required practical: light intensity and the rate of photosynthesis | ScholaFly BI26-05 |
| PAG B6OCR J247 | Physiology, responses respiration | Required practical: measuring the rate of respiration | ScholaFly BI26-08 |
| Required practical: investigating human reaction time | ScholaFly BI26-09 | ||
| PAG B7OCR J247 | Microbiological techniques | Required practical: antiseptics and antibiotics on a bacterial culture | ScholaFly BI26-07 |
| PAG B8OCR J247 | Transport in and out of cells | Required practical: osmosis and the mass of plant tissue | ScholaFly BI26-04 |