Year 10A2 10A7. Success criteria for all assessments (assessments will be every 6 weeks): A* = 90% + A = 80 89% B = 70 79% C = 60 69% D = 50 59%

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1 Year 10A2 10A7 Success criteria for all assessments (assessments will be every 6 weeks): A* = 90% + A = 80 89% B = 70 79% C = 60 69% D = 50 59% E = 40 49% Note: assessments are linear. For example, the biology Autumn 2 assessment will assess your knowledge and understanding of the Autumn 2 topics, in addition to some of the content covered in Autumn 1. This will continue throughout the academic year. The grade you achieve will be based on the percentage you achieve for each test e.g. 90% = A* Term Autumn 1 Assessment date- 12/10/15 22/10/15 Specification delivery B2.1.1, 2.1.2, 2.2.1, Knowledge Using and applying- skills Student GCSE grade criteria I can RAG Cells and cell structure Most human and animal cells have a nucleus, cytoplasm, membrane, mitochondria and ribosomes. Be able to label a sperm cell with cell membrane, cytoplasm and nucleus. Literacy Development (key words and terminology) Cell membrane, cell wall, chloroplast, vacuole, chlorophyll, ribosomes, specialised, adapted, photosynthesis Numeracy development - measurement / units to show sizes of cells. Magnification calculations Correct use of a light microscope. C draw and label a typical plant and animal cells C draw and label at least 4 specialised cells this includes 2 plant cells. Plant and algal cells also have a cell wall and often have chloroplasts and a permanent vacuole. Be able to state two parts of a leaf cell which would not be found in a sperm cell. Be able to give two ways in which a root hair cell is different from an animal cell. Prepare slides of plant and animal cells. How Science Works: Observe specialised cells under the microscope and EM images; link structure to function. C/B compare cell organelles in animal, plant, bacteria, yeast and algal cells. C/B describe and explain the structure and function of cells and cell organelles. B explain why a sperm cell has lots of mitochondria and

2 Bacterial cells have cytoplasm and a membrane surrounded by a cell wall; genes are not in a distinct nucleus. Yeast cells have a nucleus, cytoplasm and a membrane surrounded by a cell wall. Be able to add labels to a yeast cell for cell membrane, cell wall, nucleus and vacuole. Be able to add labels to a yeast cell for cell membrane, cell wall, nucleus and vacuole. Cells may be specialised to carry out a particular function. Be able to identify cell adaptations and link them to their function. Be able to state why sperm cells need so many mitochondria. Be able to explain how a leaf cell is specialised to carry out photosynthesis. Dissolved substances Dissolved substances can move into and out of cells by diffusion. How Science Works: Use bio-viewers to observe specialised cells. Literacy Development (key words and terminology) diffusion, concentration, there are no chloroplasts in a root hair cell. B - explain how a leaf cell is specialised to carry out photosynthesis. C define diffusion. B/A - Explain that diffusion is affected by the concentration of a substance, temperature and surface area. Be able to name the process by which oxygen passes into a lung cell. Definition of diffusion and factors affecting rate. Explain that diffusion is affected by the Define the term diffusion. Produce an answer to a QWC style question stating two factors which affect the rate of diffusion. B describe the relationship between cells, tissues and organs and organ systems

3 concentration of a substance, temperature and surface area. Oxygen passes through cell membranes by diffusion. Animal organs Systems are groups of organs that perform a particular function; structure and function of the digestive system. Organs are made of tissues; tissues in stomach. A tissue is a group of cells with similar structure and function; muscular, glandular and epithelial tissues Describe the functions of the digestive system to digest and absorb food molecules. Describe the functions of the organs in the system salivary glands, stomach, small intestine, liver, pancreas and large intestine. Multicellular organisms develop systems for exchanging materials; during development cells differentiate to perform different functions. Literacy Development (key words and terminology) hydrochloric acid, oesophagus, intestine (ileum, duodenum), colon, stomach, gastric, mucus, goblet cells, glandular, epithelial, muscular, peristalsis Define the term organ system. label a diagram of the digestive system produce a table to explain the role of each organ in the digestive system Name the main systems in the human body and state their functions. Name the main organs in the human body and state their functions. Name the tissues in the stomach and explain what they do to include epithelial, muscular and glandular QWC development. Define the term organ. Define the term tissue. with an example. C describe that a tissue is a group of cells with similar structure and function; C define muscular, glandular and epithelial tissue. B explain the role of muscular, glandular and epithelial tissus in the stomach C label a human digestive system C/B - Describe the functions of the digestive system to digest and absorb food molecules. C/B - Describe the functions of the organs in the system salivary glands, stomach, small intestine, liver, pancreas and large intestine. B - Explain why large organisms need different systems to survive. Be able to appreciate the sizes of cells, tissues, organs and organ systems. Explain why large organisms need different Test score Test Grade

4 systems to survive. Autumn 2 Assessment date- 7/12/15 18/12/15 B 2.2.2, 2.3.1,2.4.1, Plant organs Plant organs include stems, roots and leaves. What are the main tissues in a leaf and what is their roles. Examples of plant tissues What is the role of epidermal, mesophyll, xylem and phloem. Photosynthesis Photosynthesis equation Light energy is absorbed by chlorophyll in chloroplasts and used to convert carbon dioxide and water into glucose, oxygen is a byproduct. Glucose may be converted into starch for storage. Literacy Development (key words and terminology) epidermal, mesophyll, xylem, phloem Label a diagram of a plant with names and functions of organs. How Science Works: Observe prepared slides or bioviewers of leaves, stems and roots and identify different tissues; hypothesise what they are for. Label a diagram of a cross section of a leaf and annotate the adaptations linked to photosynthesis Literacy Development (key words and terminology) photosynthesis, producer, limiting factors, yield, productivity, bicarbonate Numeracy development data-handling and graphical interpretation and extrapolation. Write the word equation for photosynthesis. Explain the steps involved in testing a leaf for starch. C describe the role of the main tissues in the leaf. Identify these tissues on a cross section of a leaf diagram. B relate the structure to function of epidermal, mesophyll, xylem and phloem. B draw out the photosynthesis equation, highlighting the reactants and the products. B - explain the steps involved in testing a leaf for starch and why a leaf should be destarched before photosynthesis experiments. Explain why plants should be de-starched before photosynthesis experiments and describe how this is done. Be able to describe leaf structure in terms of photosynthesis. Be able to explain the results from photosynthesis experiments. Describe experiments to show that plants produce B interpret data from photosynthesis investigations. B/A explain why glucose is converted to starch for storage. C know that factors such as carbon dioxide, light and temperature can limit the rate of photosynthesis

5 oxygen in the light. Explain why glucose is converted to starch for storage. Factors affecting the rate of photosynthesis temperature, CO2 concentration, light intensity. Limiting factors and the rate of photosynthesis. Explain how conditions in greenhouses can be controlled to optimise the growth of plants. Glucose can be stored as starch and used in respiration. Glucose is also used to produce fats and oils for storage, cellulose to strengthen cell walls and proteins. To produce proteins, plants also use nitrate ions that are absorbed from the soil. Data handling and graphical interpretation of limiting factors linked to yield and productivity. Interpret data showing how factors affect the rate of photosynthesis. Interpret line graphs to compare the rate of photosynthesis under different conditions. Evaluate the benefits of artificially manipulating the environment in which plants are grown. B annotate limiting factor graphs B/A- explain how conditions in greenhouses can be controlled to optimise the growth of plants. A* - evaluate the benefits of artificially manipulating the environment in which plants are grown. A explain that glucose can be stored as starch and used in respiration and glucose is also used to produce fats and oils for storage, cellulose to strengthen cell walls and proteins. Describe functions of fats, oils, cellulose, starch and proteins in a plant. Explain how plants obtain nitrate ions and what they are needed for. Distribution of organisms Physical factors that may affect organisms temperature, nutrients, light, water, oxygen and carbon dioxide. Literacy Development (key words and terminology) transect, quadrat, population, sampling, random, organism, abiotic, biotic, factors, distribution Numeracy development - Be able to process data and calculate the mean, median, mode and range for a set of data A explain that to produce proteins, plants also use nitrate ions that are absorbed from the soil. C describe the physical factors that affect the distribution of organisms C describe how to carry out random sampling using a quadrat. C calculate mean, median and mode and identify the

6 Quantitative data can be obtained by sampling with quadrats and along a transect. What factors determine the distribution of organisms in a habitat. How is random sampling of organisms using a quadrat carried out? Why is sample size important in terms of reliability, reproducibility and validity. Evaluate methods used to collect environmental data and consider the validity and reliability as evidence of environmental change. Measure abiotic factors. Produce a method describing the random sampling of living organisms ISA style planning sheet Be able to use a transect. Calculate mean, median, mode and range. range in given data. B explain why sample size is important in terms of reliability, reproducibility and validity. C describe and identify both biotic and abiotic factors Test score Test Grade Spring 1 Assessment date- 1/2/16 12/2/16 B2.5.1,2.5.2, Proteins Proteins are long chains of amino acids folded to produce a specific shape that accommodates other molecules. Proteins act as structural components, hormones, antibodies and catalysts. What is the structure of protein molecules? What are the protein molecules found inside living organisms? Know that DNA codes for amino acids and amino acids make up proteins. Which organelle is responsible for protein synthesis? Catalysts increase the rate of chemical reactions. Define the terms catalyst and enzyme. Make explicit links between DNA, ribosomes and protein structure QWC opportunity. C/D name some proteins found in living things. C describe the structure of protein molecules as long chains of amino acids. B explain that DNA codes for proteins in living organisms. Protein synthesis occurs on the ribosomes. C describe that enzymes are proteins and act as biological catalysts. B - explain why enzymes are specific.

7 Biological catalysts are called enzymes; these are proteins Enzymes Explain why enzymes are specific. High temperatures denature enzymes by changes its shape. Explain why enzymes are denatured by high temperatures. Different enzymes work best at different ph values. Describe and explain the effect of different ph values on the activity of different enzymes. Some enzymes work outside body cells, eg digestive enzymes catalyse the breakdown of large molecules into smaller ones in the gut. Literacy development enzymes, lipase, carbohydrase, protease, denature, active site, enzyme substrate complex, proteins, digestion, system Numeracy development data handling and graphical interpretation Annotate denaturation graphs for temperature and ph Produce a table that states the names of digestive enzymes, organs which produce them, substrates they act on and products of digestion. C describe the lock and key hypothesis B - explain why enzymes are denatured by high temperatures. C/B - describe and explain the effect of different ph values on the activity of different enzymes. C describe why food molecules need to be digested. Why do food molecules need to be digested? Amylase is produced in the salivary glands, pancreas and small intestine. It catalyses the breakdown of starch into sugars. Protease enzymes are produced by the stomach, pancreas and small intestine. They catalyse the breakdown of proteins into amino acids. B describe and explain the role of carbohydrase, protease and lipase in the digestive system. C label a human digestive system and identify the enzymes, their substrate and where they are produced. B explain the specific

8 Lipase enzymes are produced by the pancreas and small intestine. They catalyse the breakdown of lipds into fatty acids and glycerol. The stomach produces hydrochloric acid to provide the right conditions for stomach enzymes to work effectively. The liver produces bile, which is stored in the gall bladder. Bile neutralises the acid added to food in the stomach and provides alkaline conditions in the small intestine for the enzymes there to work effectively. Microorganisms produce enzymes that pass out of cells. These have many uses in the home and industry. What are the uses of enzymes from microbes in the home and in industry? How is glucose isomerase used in the slimming industry? What are the enzymes used to convert: i) starch to glucose and ii ) glucose to fructose? What are the enzymes that digests stains containing fats? Evaluate the advantages and disadvantages of using enzymes in the home and industry. Highlight advantages and disadvantages of using enzymes in industry and in the home. Use a line graph to describe the effect of increasing temperature on the time taken by a detergent to remove a stain.. nature of enzymes with an example eg pepsin works in the human stomach at ph 2. B explain the role of the acidity in the stomach. B explain the role of bile in the emulsification of fats. C/B describe and explain that microorganisms produce enzymes that pass out of cells. These have many uses in the home and industry. A/A* - evaluate the advantages and disadvantages of using enzymes in the home and industry. B explain the use of isomerases in the slimming industry and interpret data relating to this process. B relate specificity to the enzymes required in washing powders eg lipase to digest fats. B- explain why the detergent does not work well at 60 C B/A explain and evaluate

9 Explain why the detergent does not work well at 60 C Why are biological washing powders more environmentally friendly? the use of biological washing powders. Are they more environmentally friendly? Test score Test Grade Spring 2 Assessment date: 14/3/16 24/3/16 B2.6.1,2.6.2 Aerobic respiration Chemical reactions in the body are controlled by enzymes. During aerobic respiration glucose and oxygen react to release energy. Word equation for aerobic respiration. Literacy development aerobic, anaerobic, respiration, muscle fatigue, mitochondria, cytoplasm, oxygen debt, lactic acid, oxidation, glucose Numeracy - Interpret data relating to the composition of inhaled and exhaled air and display as pie charts or bar charts. C/B draw out the word equation for aerobic respiration. B explain what the uses of energy in animals and in plants are. What is the word equation for aerobic respiration? What aerobic mean and where does this reaction take place within the cell? What are the uses of energy in animals and in plants? Explain why respiration has to occur continually in plant and animal cells. B - explain why respiration has to occur continually in plant and animal cells. C - State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria. State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria. What is the test for carbon dioxide? Energy released during respiration is used to build molecules, enable muscle contraction, maintain a steady body temperature and build up proteins.

10 Aerobic respiration occurs continuously in plants and animals. Most of the reactions in aerobic respiration take place inside mitochondria. During exercise the heart rate, breathing rate and depth of breathing increase. What are the effects of exercise on heart rate and breathing rate and how could we measure it? Explain the advantages to the body of the breathing rate being much higher when running than walking. Why does heart rate and breathing rate increase during exercise? These changes increase blood flow to muscles and so increase the supply of sugar and oxygen and removal of carbon dioxide. Muscles store glucose as glycogen, which can be converted back to glucose for use during exercise. Anaerobic respiration During exercise, if insufficient oxygen is reaching the muscles they use anaerobic respiration to obtain energy. Anaerobic respiration is the incomplete breakdown of glucose HSW - Design an investigation to find out the effect of exercise on heart and breathing rates, this should include an ISA planning sheet. Graphically represent results. Numeracy - Interpret line graphs and spirometer tracings to compare rate of breathing before, during and after exercise. Interpret data relating to the effects of exercise on the body, eg spirometer tracings Write equations and explain the conversion between glucose and glycogen in liver and muscle cells. Make comparison between aerobic and anaerobic respiration in human muscle cells and a yeast cell in terms of reactants and products. C describe the effects of exercise on heart rate and breathing rate and describe how could we measure it. B interpret data on the effects of exercise on heart rate and breathing rate. B- explain the advantages to the body of the breathing rate being much higher when running than walking. A - explain the conversion between glucose and glycogen in liver and muscle cells. C state the word equation for anaerobic respiration in animal cells.

11 and produces lactic acid. What is the equation for anaerobic respiration in animal cells? Explain the effect of lactic acid build up on muscle activity. HT only Explain why anaerobic respiration is less efficient than aerobic respiration. What is meant by an oxygen debt? What is the equation for the breakdown of lactic acid into carbon dioxide and water? Anaerobic respiration releases less energy than aerobic respiration; it results in an oxygen debt that is repaid in order to oxidise lactic acid to carbon dioxide and water. Muscles can become fatigued and stop contracting efficiently; lactic acid can build up which is removed by the blood. C/ B compare aerobic and anaerobic respiration in human muscle cells and yeast cells. B- explain the effect of lactic acid build up on muscle activity. B - Explain why anaerobic respiration is less efficient than aerobic respiration. B explain what is meant by an oxygen debt and how this is repaid. B/A explain that muscles can become fatigued and stop contracting efficiently; lactic acid can build up which is removed by the blood. Test score Test Grade Summer 1 Assessment date: 16/5/16 27/5/16 B2.7.1 & B2.7.2, Cell division Chromosomes are found in pairs in body cells; body cells divide by mitosis. Chromosomes are found in pairs in body cells. State that the genetic information is carried as genes on chromosomes. State that body cells divide Literacy development - mitosis, meiosis, division, daughter, nuclear membrane, fertilization, gametes, somatic cells, differentiate, sexual, asexual Complete a diagram that shows the relationship between cells, nucleus, chromosome, genes and DNA. C draw a diagram that shows the relationship between cells, nucleus, chromosome, genes and DNA.

12 by mitosis. explain the stages of mitosis State that offspring produced by asexual reproduction are produced by mitosis so contain all the same alleles as the parent cell. Chromosomes contain the genetic information. During mitosis copies of the genetic material are made then the cell divides once to form two genetically identical body cells. Mitosis occurs during growth or to produce replacement cells. Cells of the offspring produced by asexual reproduction are produced by mitosis from the parental cells. They contain the same alleles as the parents. State that offspring produced by asexual reproduction are produced by mitosis so contain all the same alleles as the parent cell. Sex cells (gametes) have only one set of chromosomes. Cells in testes and ovaries divide to form gametes. Complete a simple diagram to show cell division producing two daughter cells. C state that body cells divide by mitosis. C annotate a simple diagram to show cell division producing two daughter cells. B - explain the stages of mitosis C define the term allele C/ B - Mitosis occurs during growth or to produce replacement cells. Cells of the offspring produced by asexual reproduction are produced by mitosis from the parental cells. They contain the same alleles as the parents. C describe how gametes are produced by meiosis. How are gametes produced? Sex cells are called gametes and are produced when cells in the sex organs divide by meiosis; sex cells have only one set of chromosomes. Make models or draw diagrams to show how gametes are formed during meiosis. B - draw diagrams to explain how gametes are formed in meiosis.

13 During meiosis copies of the genetic information are made, then the cell divides twice to form four gametes, each with a single set of chromosomes. Explain why gametes only have one set of chromosomes. Explain why sexual reproduction results in variety. When gametes join at fertilisation, a single body cell with new pairs of chromosomes is formed. A new individual then develops by this cell repeatedly dividing by mitosis. Most animal cells differentiate at an early stage whereas many plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. Stem cells from human embryos and adult bone marrow can be made to differentiate into many types of cells. What are the sources of stem cells in humans? Describe cell differentiation in plants and animals. Explain the function of stem cells. Explain how stem cells could be used to help treat some medical conditions. Make informed judgements about the social and ethical issues concerning the use of stem cells HT only Draw diagrams to explain how gametes are formed in meiosis. Compare mitosis and meiosis by producing a summary table QWC importance of mitosis and meiosis in a human life cycle. Make informed judgements about uses of adult, embryo and umbilical cord stem cells, present findings to the class C - Compare mitosis and meiosis by producing a summary table B - explain why gametes only have one set of chromosomes. B - explain why sexual reproduction results in variety. B explain that most animal cells differentiate at an early stage whereas many plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. C state the sources of stem cells in humans C - describe cell differentiation in plants and animals. B - explain the function of stem cells. B - explain how stem cells could be used to help treat some medical conditions.

14 from embryos in medical research and treatments. Be able to give one reason why some people might object to using stem cells from embryos. Give reasons why some people might object to using stem cells from embryos. Human stem cells can develop into any type of human cell. Treatment with stem cells may be able to help conditions such as paralysis. Evaluate the uses of embryonic and adult stem cells. A/A* - evaluate the uses of embryonic and adult stem cells. Genetic variation Chromosomes are made up of large molecules of DNA which has a double helix structure. Know the structure of chromosomes and DNA. A gene is a small section of DNA. HT only Each gene codes for a particular combination of amino acids which makes a specific protein. State that a gene is a small section of DNA. HT only State that each gene codes for a particular sequence of amino acids to make a specific protein. Sexual reproduction gives rise to variation because one of each pair Literacy development - homozygous, heterozygous, phenotype and genotype, Karyotype, characteristics, inherited, recessive, dominant, allele Observe or produce a model of DNA - fully evaluate the model C describe with the use of diagrams the arrangement of chromosomes and how they are made up of large molecules of DNA which has a double helix structure. C state that a gene is a small section of DNA. B explain that that each gene codes for a particular sequence of amino acids to make a specific protein. B - explain using a Punnett square and genetic diagram how sex is determined in humans.

15 of alleles comes from each parent. Explain using a Punnett square and genetic diagram how sex is determined in humans. Know that XX is a female and XY is a male. Be able to use a punnett square to show the inheritance of sex. Some characteristics are controlled by a single gene; each gene may have different forms called alleles. A dominant allele controls the development of a characteristic when present on only one of the chromosomes. A recessive allele controls the development of a characteristic only if the dominant allele is not present. Know some of the experiments carried out by Mendel using pea plants. Explain why Mendel proposed the idea of separately inherited factors and why the importance of this discovery was not recognised until after his death. Each person, apart from identical twins, has unique DNA. This can be used to identify Produce punnet squares to show the chance of male /female Be able to draw and interpret genetic diagrams Predict and explain the outcome of crosses using genetic diagrams based on Mendel s experiments and using unfamiliar information. HT only Define the terms homozygous, heterozygous, phenotype and genotype. HT only C state that some of the experiments carried out by Mendel using pea plants. B - explain why Mendel proposed the idea of separately inherited factors and why the importance of this discovery was not recognised until after his death. B/A - explain the outcome of crosses using genetic diagrams based on Mendel s experiments and using unfamiliar information. C - define the term DNA fingerprinting.

16 individuals using DNA fingerprinting. Draw and label genetic diagrams to explain Mendel s experiments. Define the term DNA fingerprinting. Identify individuals from their DNA fingerprints by looking at DNA banding diagrams. B explain that each person, apart from identical twins, has unique DNA. This can be used to identify individuals using DNA fingerprinting. Test score Test Grade Summer 2 Assessment date: 27/6/16 8/7/16 B2.7.3, Genetic disorders Some disorders are inherited. Explain what polydactyl is. Polydactyl, having extra fingers or toes, is caused by a dominant allele. Cystic fibrosis, a disorder of cell membranes, is caused by a recessive allele. Literacy development cystic fibrosis, embryo, foetus, screening, polydactyly Draw/interpret genetic diagrams to show how Polydactyly is inherited. B Draw/interpret genetic diagrams to show how Polydactyly is inherited. B - Explain what polydactyl is and that it is caused by a dominant allele Explain what cystic fibrosis is and why it can be inherited from two healthy parents. Be able to use a family tree to explain why only some offspring inherit cystic fibrosis from a parent sufferer. Draw/interpret genetic diagrams to show how cystic fibrosis is inherited. B - explain what cystic fibrosis is and why it can be inherited from two healthy parents. Embryos can be screened for the alleles that cause genetic disorders. Be able to suggest one reason why people support and one reason why people are against the screening of embryos for the cystic fibrosis Make informed judgements about the economic, social and ethical issues concerning embryo screening. B/A use a family tree to explain why only some offspring inherit cystic fibrosis from a parent sufferer. C describe that embryos can be screened for the alleles that cause genetic disorders.

17 Old and new species Evidence for early forms of life comes from fossils. State what a fossil is. Fossils are the remains of organisms from many years ago, which are found in rocks. They can be formed in various ways. Describe ways in which fossils are formed from hard parts that do not decay easily; when conditions for decay are absent; when parts are replaced by other materials as they decay; as preserved imprints. Explain why fossils are useful to us today to provide evidence of how life has developed; to help us understand evolutionary relationships. Many early forms of life were soft bodied so left few traces behind; these traces have been mainly destroyed by geological activity. Literacy development extinction, natural selection, speciation, isolation, Produce a series of diagrams to show the formation of fossils QWC fossilisation, students must include key words such as mineralisation. A* - evaluate embryo screening C - State what a fossil is C - Describe ways in which fossils are formed from hard parts that do not decay easily; when conditions for decay are absent; when parts are replaced by other materials as they decay; as preserved imprints. B - explain why fossils are useful to us today to provide evidence of how life has developed; to help us understand evolutionary relationships. We can learn from fossils how much or how little organisms have changed as life developed on Earth. Understand that the fossil record is incomplete because many fossils have B explain that the fossil record is incomplete because many fossils have been destroyed by geological

18 been destroyed by geological activity. Suggest reasons why scientists cannot be certain how life began on Earth. activity. Causes of extinction - changes to the environment over geological time, new predators, new diseases, new competitors, a catastrophic event, through the cyclical nature of speciation. Define the term extinction. Explain how extinction may be caused. Be able to explain what is meant by extinct. Be able to give one reason why it is important to prevent species from becoming extinct. Understand that organisms become extinct because something changes and the species cannot adapt quickly enough to the new circumstances. New species arise as a result of isolation (HT only genetic variation, natural selection and speciation). Define the term species. Explain how new species arise using the term isolation. Understand that it takes millions of years for a new Write two reasons why some organisms are in danger of extinction. QWC what are the causes of extinction. Produce a flow diagram or cut-out to illustrate how new species arise C define extinction C/B describe and explain causes of extinction C describe speciation using diagrams B/A - explain how new species arise using the term isolation. Show an understanding of the time scale involved with then rise of new species.

19 species to form. Test score Test Grade

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