Year 11AA 11A1. 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 11AA 11A1 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 11AA and 11A1 B3.1.1, Knowledge/ objective Using and applying - skills Grade criteria Dissolved substances Dissolved substances move by diffusion and Active transport. Define the term diffusion. Water moves across boundaries by osmosis; from a dilute to a more concentrated solution through a partially permeable membrane. Define the term osmosis and explain what a partially permeable membrane is. Make predictions about osmosis experiments. Differences in concentrations inside and outside a cell cause water to move into or out of the cell by osmosis. Literacy development (key words and terminology) Concentration, gradient, selectively permeable, respiration, mitochondria, homeostasis, diffusion, osmosis, active transport. Numeracy development. For potato stick investigation, record data in tables and create a graph showing the effect of different concentrations of solution on potato. cylinders. Write a definition of diffusion using the term concentration gradient and state whether this is an active or passive method of transport. How Science Works: Investigate the effect of different concentrations of solution on potato cylinders mass and size. Write a definition for osmosis. Use key terms semi permeable membrane, high concentration, low concentration. C describe diffusion as the movement of molecules from a high concentration to a low concentration down a concentration gradient through a semi- permeable membrane. C describe osmosis as the movement of water from a high concentration to a low concentration down a concentration gradient. B investigate and interpret data relating to osmosis practical

2 Be able to explain the difference between diffusion and osmosis. Prepare a table to compare and contrast the processes of osmosis and diffusion. Identify your key points and write three statements to summarise. B - explain the difference between diffusion and osmosis. Most soft drinks contain water, sugar and ions. Sports drinks contain sugar to replace that used in energy release, and water and ions to replace those lost in sweat. Be able to explain why a long distance runner should choose an isotonic drink rather than cola. Explain why sports drinks contain sugar, water and ions. Describe some effects on the body if water and ions are not replaced. If water and ions are not replaced cells do not work as efficiently. Active transport substances are sometimes absorbed against a concentration gradient. This uses energy. Define the term active transport. Explain why active transport requires energy. Relate active transport to oxygen supply and numbers of mitochondria in cells. The size and complexity of an organism increases the difficulty in exchanging materials. Evaluate the claims of manufacturers about sports drinks. Write a paragraph explaining the need for water, mineral ions and glucose in the human body. Include key words, homeostasis, chemical reactions and respiration in your response. Label diagrams to show where active transport occurs in humans and plants and what is transported. Write a definition for the process of active transport. Use key terms, concentration gradient, transport protein, cell membrane and ATP in the definition. Identify and explain why active process is necessary in the human body. B - explain why a long distance runner should choose an isotonic drink rather than cola. C - describe some effects on the body if water and ions are not replaced. B - explain why sports drinks contain sugar, water and ions. A* - evaluate the claims of manufacturers about sports drinks. C - define the term active transport. B - explain why active transport requires energy. A - relate active transport to oxygen supply and numbers of mitochondria in cells. C/B - describe and explain the features of a good exchange surface eg alveoli

3 Exchange surfaces in organisms are adapted to maximise effectiveness. Explain why the size and complexity of an organism increases the difficulty in exchanging materials. Describe and explain the features of a good exchange surface. Many organ systems are specialised to exchange materials, eg by having a large surface area, being thin, having an efficient blood supply and being well ventilated. In humans surface area is increased by alveoli in the lungs and villi in the small intestine. Villi have a large surface area and a good blood supply to absorb the products of digestion by diffusion and active transport. Explain why foods have to be digested. Describe two adaptations of the villi which help the small intestine to function. Gaseous exchange The breathing system lungs, thorax, ribcage, diaphragm and abdomen. Be able to identify the main parts of the breathing system on a diagram. For Label a diagram of an alveolus and list how it is adapted for gas exchange. Write a paragraph to explain why some food molecules are absorbed by diffusion and others by active transport. Label a diagram of a villus and list how it is adapted for absorption of food molecules. Literacy development (keywords and terminology) Respiratory system, alveoli, diaphragm, trachea, bronchi, bronchioles, gaseous exchange, ventilation, inhalation, exhalation. Numeracy development. Graph skills of volumes of lungs. Calculate mean, mode and median values. Label a diagram of the breathing system. Explain the role each structure has in the function of the lungs. and villi B use labelled diagrams to illustrate the exchange surface. B - explain why the size and complexity of an organism increases the difficulty in exchanging materials. B/A - explain why some food molecules are absorbed by diffusion and others by active transport. B - explain why foods have to be digested. C - describe two adaptations of the villi which help the small intestine to function. C label a thorax, identify that the thorax is everything from the diaphragm up. C describe how air moves in and out of the lungs. B/A - explain the changes that occur to bring about

4 example, add labels to a diagram for alveolus, diaphragm, rib and trachea. State the function of the breathing system. The breathing system takes air into the body so oxygen and carbon dioxide can be exchanged between the air and the bloodstream. Explain the changes that occur to bring about ventilation of the lungs in terms of relaxation and contraction of muscles, movement of the ribcage and diaphragm, changes in volume and pressure in the thorax. Mechanism of ventilation of the lungs to include pressure to volume ratios Calculate mean, median, mode and range of lung volumes. Interpret spirometer traces. Evaluate the development and use of artificial aids for breathing, including the use of artificial ventilators. ventilation of the lungs in terms of relaxation and contraction of muscles, movement of the ribcage and diaphragm, changes in volume and pressure in the thorax. A* - evaluate the development and use of artificial aids for breathing, including the use of artificial ventilators. Test score Test Grade Autumn 2 Assessment date- 7/12/15 18/12/15 B3.1.3, 3.2.1, 3.2.2, Exchange systems in plants In plants carbon dioxide enters leaves by diffusion; most water and ions are absorbed by roots. How are the leaves of plants adapted for gaseous Literacy development (key words and terminology) Epidermis, waxy cuticle, palisade cell, spongy mesophyll, stomata, guard cell, phloem, xylem, vascular bundle Numeracy development - calculating leaf surface area. Graph interpretation. C describe how leaves are adapted for gaseous

5 exchange? How are roots adapted for the efficient uptake of water and mineral ions? The surface area of the roots is increased by root hairs and of leaves by the flattened shape and internal air spaces. Plants have stomata to obtain carbon dioxide and remove oxygen produced in photosynthesis. Be able to suggest how having more stomata on the lower surface of the leaf helps the plant to survive better. The size of stomata is controlled by guard cells which surround them. If plants lose water faster than it is replaced the stomata can close to prevent wilting. Describe the changes that occur in a plant to prevent wilting. What is transpiration? Plants mainly lose water through their leaves, most loss is through stomata. Evaporation is faster in hot, dry and windy conditions. Know why windy conditions Label a cross section diagram of a leaf and explain how its structure aids function. Make reference to transpiration, gas exchange and photosynthesis. Label a diagram of root hair cells and explain how they are adapted for their function. Draw diagram of stomata and guard cells and explain their function. Make links to adaptations of plants according to habitat eg xerophytes. How Science Works: Observing guard cells and stomata using nail varnish and microscopes. Write a paragraph to explain under what conditions plants wilt. Extension Making a link to osmosis, explain how the plant normally maintains cell turgor. Use key terms, solute, solution, high concentration, low concentration, semi permeable membrane, vacuole. Define the term transpiration. Write a paragraph explaining how water moves through the plant and name the structures the water moves through. Interpret graphs of water loss from plants vs time. How Science Works: Use a potometer to investigate the factors that affect the rate of transpiration. Interpret graphs showing rate of transpiration. exchange. C describe how roots are adapted for the efficient uptake of water and mineral ions. Label a diagram of root hair cells and explain how they are adapted for their function. B - label a cross section diagram of a leaf and explain how its structure aids function. Make reference to transpiration, gas exchange and photosynthesis. B - draw diagram of stomata and guard cells and explain their function. Make links to adaptations of plants according to habitat eg xerophytes. A - explain how the plant normally maintains cell turgor. Use key terms, solute, solution, high concentration, low concentration, semi permeable membrane, vacuole. C - describe the changes that occur in a plant to prevent wilting. C/B describe and explain what transpiration is.

6 increase water loss. Explain how a potometer can be used to measure the rate of water uptake by a shoot. If plants lose water faster than it is replaced the stomata can close to prevent wilting. B/A - Explain how a potometer can be used to measure the rate of water uptake by a shoot. Describe and explain the factors that affect the rate of transpiration The blood system The circulatory system transports substances around the body. The heart pumps blood around the body, much of its wall is made from muscle tissue. There are four main chambers to the heart, right and left atria and ventricles. State the functions of the circulatory system and the heart. Have knowledge of the cardiac cycle Describe the flow of blood from the body, through the heart and lungs and back to the body. The direction of blood flow from the body, through the heart and lungs and out to the body. Valves ensure blood flows in the correct direction. Blood flows from the heart to organs through arteries and returns through Literacy development (key words and terminology) Circulation, arteries, veins, capillaries, oxygenated, deoxygenated, pulmonary artery and pulmonary vein, aorta, vena cava. Numeracy measuring and graphical interpretation. Label a diagram of the heart to show four chambers and the blood vessels in and out of the heart. Add a colour key to represent the oxygenated and deoxygenated sides of the heart. Complete worksheet showing the route blood travels through in the circulatory system. B - Label a diagram of the heart to show four chambers and the blood vessels in and out of the heart. Add a colour key to represent the oxygenated and deoxygenated sides of the heart. B - Describe the flow of blood from the body, through the heart and lungs and back to the body. B/A explain that valves ensure blood flows in the correct direction. Blood flows from the heart to organs through arteries and returns through veins. B - describe problems associated with the heart disease and failure and explain how they can be treated.

7 veins. There are two separate circulation systems to the lungs and to the other organs of the body. Describe problems associated with the heart disease and failure and explain how they can be treated. Structure of arteries and veins. Know the structure of arteries, veins and capillaries. How are they suited to their function? Use of stents to keep arteries open. Describe what a stent is and what it is used for. Structure and function of capillaries. Evaluate the use of artificial hearts and heart valves. Draw and label diagrams of arteries, veins and capillaries. Draw labelled diagrams of arteries, veins and capillaries. Write a paragraph to explain the reasons for the differences in structure (relate to their function). Evaluate the use of stents. A* - Evaluate the use of artificial hearts and heart valves. C/B draw and annotate diagrams to show the structure of arteries, veins and capillaries B/A explain how the blood vessels are suited to their function. B - describe what a stent is and what it is used for. A* - evaluate the use of stents. Be able to recognise veins and arteries from diagrams of blood vessels. The blood C - describe the constituents of blood. Blood is a tissue consisting of plasma, white blood cells, red blood cells and platelets. Describe the constituents of blood. Plasma transports carbon dioxide to the lungs, soluble products of digestion from the small intestine and urea from the liver to the kidneys. Literacy development (key words and terminology) Platelets, red blood cell, white blood cell, plasma, haemoglobin, reversible reaction. Numeracy development magnification calculations - cells under a microscope. How Science Works: Observe blood smears. Draw a table to show the different components of blood. Explain the function of each named part. B explain the structure and function of blood components. B/A - explain why the

8 Draw diagrams of red blood cells, white blood cells and platelets. Explain the structure and function of red blood cells, white blood cells and platelets. State some substances transported in the blood plasma. reversible reaction between oxygen and haemoglobin is important. Function and structure of red blood cells; oxygen attaches to haemoglobin C - describe differences between real and artificial blood. Spring 1 Assessment date- 1/2/16 12/2/16 B3.2.3, Explain why the reversible reaction between oxygen and haemoglobin is important. Function and structure of white blood cells. Function and structure of platelets. Explain what artificial blood is. Describe differences between real and artificial blood. Transport systems in plants Flowering plants have separate transport systems: xylem transports water and mineral ions from roots to stem and leaves Explain the function of xylem and phloem. Describe what the transpiration stream is. Evaluate information on the production and use of artificial blood products. Literacy development (keywords and terminology) Xylem, phloem, transpiration, Label diagrams showing the position of xylem and phloem in roots, stem and leaves. Measure the flow rate in xylem. Interpret results of ringing experiments and radioactive isotopes. Describe the route and name the structures through which water travels in the transpiration stream. Name the processes involved to make the water move from one area to another. A*- evaluate information on the production and use of artificial blood products. B - Explain what artificial blood is. Test score Test Grade C - describe the route and name the structures through which water travels in the transpiration stream.

9 movement of water from roots to leaves is the transpiration stream phloem carries dissolved sugars from leaves to the rest of the plant. Produce 3 statements to explain the structure and function of xylem and phloem cells. How Science Works: Observe prepared slides showing xylem and phloem in roots, stem and leaves. B - explain the function of xylem and phloem. B/A - describe and explain what the transpiration stream is. Removal of waste and water control What is homeostasis and why is it important? Waste products that have to be removed from the body include: Carbon dioxide, produced by respiration and removed via the lungs when we breathe out Urea, produced in the liver by breaking down amino acids and removed by the kidneys in urine which is stored in the bladder. Remember that urea is produced by the liver and excreted by the kidneys. Explain why waste products have to be excreted from the body. If the water or ion content of the body is wrong, too much water may move into or out of cells; water and ions enter the body when we eat and drink. A kidney produces urine by filtering the blood, reabsorbing all the sugar and dissolved ions needed by the body and as much water as the body needs. Urea, excess ions and water are excreted in urine. Be able to name the organ Literacy development (key words and terminology) Ultra filtration, selective reabsorption, dialysis, concentration gradient, osmoregulation. Write a definition for the term homeostasis, to include which factors are regulated. Give examples of waste products that have to be removed and explain where they are excreted from the body and why they have to be excreted. Label a diagram of the excretory system and state the functions of the kidneys and bladder. Produce a flow diagram to explain how urine is made. Write a paragraph on the function of the kidney, which must include the names of substances that move and where they move from and to. Use the terms selective reabsorption, ultra filtration, nephron, ureter. Interpret data relating to the composition of blood, kidney fluid and urine. B/A explain what homeostasis is and why it s important B/A - Label a diagram of the excretory system and state the functions of the kidneys and bladder. A - explain why waste products have to be excreted from the body. A/A* - explain the function of the kidney, which must include the names of substances that move and where they move from and to. Use the terms selective reabsorption, ultra filtration, nephron, ureter. B/A - Interpret data relating to the composition of blood, kidney fluid and urine. B/A - explain why protein is not found in the urine of a healthy person.

10 which stores urine. Be able to name two substances which will pass through the filter from blood plasma into the filtrate. Be able to explain why protein is not found in the urine of a healthy person. Kidney failure can be treated by a using a dialysis machine or having a kidney transplant. Treatment by dialysis restores substances in the blood to normal levels and has to be carried out at regular intervals. How a dialysis machine works. Explain how a kidney machine works in terms of the partially permeable membrane and composition of the dialysis fluid. Explain why dialysis fluid contains sugar and ions at the same concentration as normal blood, but no urea. Kidneys transplants and precautions to avoid rejection. State the advantages and disadvantages of kidney transplants. Describe what antigens and antibodies are and explain how they interact. How Science Works: Investigate how a dialysis machine works. Write a paragraph to explain how a dialysis machine works. This must include the need for the partially permeable membrane and composition of the dialysis fluid. Ensure you explain the differences in solute concentration of certain solutes. QWC development - write a paragraph to include two advantages of a kidney transplant rather than dialysis treatment and one disadvantage of having a kidney transplant. A explain how a kidney machine works in terms of the partially permeable membrane and composition of the dialysis fluid. A - explain why dialysis fluid contains sugar and ions at the same concentration as normal blood, but no urea. A* - evaluate kidney dialysis and kidney transplant. C - describe what antigens and antibodies are and explain how they interact. The recipient s antibodies may attack antigens on the donor organ. To prevent rejection the donor kidney has a similar tissue-type and immunosuppressant drugs are A - explain why a donor kidney may be rejected and describe the precautions taken to prevent rejection.

11 given. Explain why a donor kidney may be rejected and describe the precautions taken to prevent rejection. State that there is a shortage of kidneys for transplant. Describe the economic, ethical and medical considerations regarding treatment of kidney failure. C/B - state that there is a shortage of kidneys for transplant. B - Describe the economic, ethical and medical considerations regarding treatment of kidney failure. Test score Test Grade Spring 2 Assessment date: 14/3/16 24/3/16 B3.3.2, Temperature control Body temperature is monitored and controlled by the thermoregulatory centre in the brain. It has receptors sensitive to the temperature of the blood. State that normal body temperature is around 37 C. Describe different methods to measure body temperature. Compare the changes that occur when body temperature is too high or too low. State that body temperature is monitored and controlled by the thermoregulatory centre in the brain, using information about blood and skin temperature. Literacy development (key words and terminology) Homeostasis, temperature, evaporate, thermoregulation, Why does body temperature need to be controlled? Write a paragraph explaining the reasons, include how we could measure body temperature. C - State that normal body temperature is around 37 C. C - Describe different methods to measure body temperature. B/A - Compare the changes that occur when body temperature is too high or too low. C/B describe how body temperature is monitored and controlled by the thermoregulatory centre in the brain, using information about blood and skin temperature. Temperature receptors in the skin send impulses to the thermoregulatory centre. B/A - explain why we drink more fluid during hot weather.

12 Sweating cools the body; water balance in hot weather. Explain why we drink more fluid during hot weather. Changes in terms of blood flow to the skin and sweating if core body temperature is too high. Changes in terms of blood flow to the skin and shivering if core body temperature is too low. Explain how sweating cools the body as it evaporates and how the body regulates fluid levels in both hot and cold conditions. Explain the changes in blood vessels supplying skin capillaries when the body is too hot or too cold. Explain how shivering helps to warm the body by releasing more energy from respiration. Be able to apply ideas in new contexts. For example, the kangaroo rat does not sweat. Numeracy development - Plot cooling curves and interpret data. How Science Works: Investigate the effect of sweating on the rate of cooling using tubes of hot water wrapped in wet and dry paper towels. Plot cooling curves and make conclusions. B/A - explain how sweating cools the body as it evaporates and how the body regulates fluid levels in both hot and cold conditions. B/A - explain the changes in blood vessels supplying skin capillaries when the body is too hot or too cold. A - explain how shivering helps to warm the body by releasing more energy from respiration. Sugar control Blood glucose concentration is monitored and controlled by the pancreas by producing insulin, which allows glucose from the blood to enter cells State that insulin is produced by the pancreas and explain its effect on blood glucose levels. Be able to state which organ controls blood glucose concentration. Be able to describe how insulin reduces the Literacy development (key words and terminology) Glucose regulation, Glycogen, Glucagon, diabetes. Produce a flow diagram to explain the feedback mechanisms involved in controlling blood sugar. Ensure you include all relevant structures and names of hormones. Draw a table to state the organs involved in glucose regulation and their function. B/A explain the importance of monitoring and maintaining a certain blood sugar level, make links to osmosis. C - state that insulin is produced by the pancreas B - explain its effect on blood

13 concentration of glucose in the blood. State that glucagon is also produced by the pancreas and explain its effect on blood glucose levels. Explain the cause, effects, treatment and problems associated with diabetes. HT only Glucagon is also produced by the pancreas to convert stored glycogen back into glucose when blood glucose levels fall. In Type 1 diabetes glucose levels may rise too high because the pancreas does not produce enough insulin. Type 1 diabetes can be controlled by diet, exercise and injecting insulin. Evaluate modern methods of treating diabetes. Understand the impact of the work carried out by Banting and Best. glucose levels. C/B - describe how insulin reduces the concentration of glucose in the blood. C - state that glucagon is also produced by the pancreas B- explain its effect on blood glucose levels. A explain that glucagon is also produced by the pancreas to convert stored glycogen back into glucose when blood glucose levels fall. B/A - explain the cause, effects, treatment and problems associated with diabetes B/A explain that in Type 1 diabetes glucose levels may rise too high because the pancreas does not produce enough insulin. Type 1 diabetes can be controlled by diet, exercise and injecting insulin. A/A* - Evaluate modern methods of treating diabetes.

14 Test score Test Grade Summer 1 Assessment date: Full mock paper prior to exams. B3.4.1, Waste from human activity Rapid growth in the human population means more waste, which could lead to more pollution. List the problems associated with an increasing human population. Describe how water can be polluted with sewage, fertiliser or toxic chemicals. How water pollution can occur in developed and undeveloped countries of the world. Literacy development (key words and terminology) Herbicide, pesticide, insecticide, Interpret graphs showing human population growth. Analyse and interpret data about water pollution. D/C - state the problems associated with an increasing human population. C - describe how water can be polluted with sewage, fertiliser or toxic chemicals. B/A - explain how water pollution can occur in developed and undeveloped countries of the world. Humans reduce the amount of land available for other plants and animals by building, quarrying, farming and dumping waste. Waste may pollute water with sewage, fertilisers or toxic chemicals. Waste may pollute air with smoke and gases such as sulfur dioxide, which contributes to acid rain. Give examples of air pollutants and where they come from. Describe the effects of smoke on buildings, humans and plant photosynthesis. Explain how carbon dioxide contributes to global Write a paragraph to explain what causes acid rain and C provide examples of air pollution and state where they come from. C - Describe the effects of smoke on buildings, humans and plant photosynthesis. B - Explain how carbon dioxide contributes to global

15 warming. Describe how acid rain is formed. Describe the effects of acid rain on living organisms. Waste may pollute land with toxic chemicals such as pesticides and herbicides, which may be washed from the land into the waterways. Make conclusions about the effect of fertiliser on plant growth and oxygen levels. Describe what herbicides and pesticides are used for. Describe the uses of DichloroDiphenylTrichloroet hane (DDT) and why it was banned. what effects it has on living organisms. Interpret data about air pollution Write a definition for the terms herbicides and pesticides. What are the advantages and disadvantages of using herbicides and pesticides? Write a paragraph. warming. C/B - Describe how acid rain is formed. C/B - Describe and explain the effects of acid rain on living organisms. A/A* - evaluate herbicide and pesticide use. A draw conclusions about the effect of fertiliser on plant growth and oxygen levels Deforestation and the destruction of areas of peat Literacy development (key words and terminology) Deforestation, environment, ecosystem, biodiversity Large scale deforestation has increased the release of carbon dioxide and reduced the rate at which carbon dioxide is removed from the atmosphere and locked up in wood. Deforestation leads to reduction in biodiversity. Define the term deforestation. Explain why vast tropical areas have been cleared of trees. Explain how deforestation increases the amount of QWC deforestation and its effects on the environment. C/B describe what deforestation is and explain its impact on habitats and the environment. B/A - explain how deforestation increases the amount of carbon dioxide in the atmosphere and leads to a reduction in biodiversity. B/A - Explain why peat free

16 carbon dioxide in the atmosphere and leads to a reduction in biodiversity. Explain why peat free composts are of increasing importance. Give two reasons why deforestation increases the amount of carbon dioxide in the atmosphere. Explain how deforestation could lead to an increase in methane in the atmosphere. Explain what peat is and why we should not destroy areas of peat. composts are of increasing importance. B/A - explain how deforestation could lead to an increase in methane in the atmosphere. B/A - explain what peat is and why we should not destroy areas of peat. B3.4.3, Deforestation has occurred so biofuel crops can be grown and more land can be used to rear cattle and grow crops for food. Cattle and rice fields release methane The destruction of peat bogs releases carbon dioxide into the atmosphere Biofuels Levels of carbon dioxide and methane in the atmosphere are increasing and contribute to global warming. An increase of only a few degrees Celsius may cause changes in the Earth s climate, a rise in sea level, a reduction in biodiversity, changes in migration patterns and result in changes in the distribution of species. How Science Works: Interpret data on the growth of plants in peat free and peat based composts Literacy development (key words and terminology) Biogas, biofuel, efficiency, anaerobic and aerobic respiration. Test score Test Grade C/B state the possible effects of global warming. Explain the terms greenhouse effect and B/A - explain the terms greenhouse effect and

17 global warming. Be able to explain the greenhouse effect using the words or phrases absorb and re-radiate heat. Explain with the aid of a diagram how levels of carbon dioxide and methane contribute to global warming. List the possible effects of global warming. Carbon dioxide can be sequestered in oceans, lakes and ponds and this is important in removing carbon dioxide from the atmosphere. State that much of the carbon dioxide is stored in oceans. Evaluate methods used to collect environmental data and consider their validity and reliability as evidence for environmental change. Write 3 sentences detailing where carbon dioxide can be stored in ecosystems. global warming. B/A - explain the greenhouse effect using the words or phrases absorb and reradiate heat. B/A - explain with the aid of a diagram how levels of carbon dioxide and methane contribute to global warming. A* - evaluate methods used to collect environmental data and consider their validity and reliability as evidence for environmental change. Biofuels can be made from natural products by fermentation. Define the term biofuel. Write the equation for the production of ethanol using yeast. Explain the advantages and disadvantages of growing crops for biofuels. Be able to understand that to grow crops for biofuels, forests are often cut down and how this is counterproductive. Biogas can be produced by anaerobic fermentation of plant products or waste materials Write a balanced argument on the pros and cons of bio fuels. Draw a table showing the advantages and disadvantages of growing crops for biofuels. Evaluate the use of biogas generators. C /B define biofuels and biogas B write out the equation for the production of ethanol using yeast. B draw a table showing the advantages and disadvantages of growing crops for biofuels. A* - evaluate biofuels B describe how biogas is produced using anaerobic

18 containing carbohydrates. Define the term biogas. State that biogas is produced by anaerobic respiration of plant products or animal wastes. Be able to explain how the output from a biogas generator is affected by climatic conditions. Be able to use data from a table to calculate the yearly profit from a biogas generator. Be able to state the main useful gas in biogas. Food production Energy and biomass losses in food chains; shorter food chains are more efficient for food production. Efficiency of food production can be improved by restricting energy losses from food animals. Explain how energy is lost at each level in a food chain and calculate percentage energy losses. Explain why shorter food chains are more efficient for food production. State how energy losses from food animals can be reduced. Explain why people buy foods that have travelled a long way and the effect of this on the environment. Produce a concept map on biogas. What is it? How is it produced? How efficient are the biogas generators? What is the useful gas in it? Literacy development - fusarium, fermenter, aerobic and anaerobic respiration, glucose syrup, sterile, mycoprotein, substitute. Draw an animal shape and annotate the different processes/reasons for energy losses. Evaluate the positive and negative effects of managing food production. Interpret data on energy transfer in food chains and list energy losses at each level. Numeracy - Calculate the percentage of energy transferred at each stage. Be able to use data provided to calculate the % energy lost in urine and faeces. Reason why calves raised indoors grow faster than those raised outdoors. Using A3 paper, record the advantages and disadvantages of this method of producing food QWC development. Consider the pros and cons of eating foods that have travelled a long way. respiration of plant products or animal wastes. B/A - explain how the output from a biogas generator is affected by climatic conditions. C - state the main useful gas in biogas. A* - Evaluate the use of biogas generators. B/A - explain how energy is lost at each level in a food chain and calculate percentage energy losses. B/A - explain why shorter food chains are more efficient for food production. C/B - state how energy losses from food animals can be reduced. B - explain why people buy foods that have travelled a long way and the effect of this on the environment. B - recognise that practical

19 Recognise that practical solutions for human needs may require compromise between competing priorities. Fish stocks are declining and need to be maintained at levels where breeding continues or some species may disappear. Net size and fishing quotas play an important role in conservation of fish stocks. Explain why some fish stocks are declining and why this is a problem. Describe ways that fish stocks can be conserved. Give an example of sustainable food production. Be able to give examples of sustainable food production. Fusarium is useful for producing mycoprotein, a protein rich food suitable for vegetarians. The fungus is grown on glucose syrup in aerobic conditions, and the biomass is harvested and purified. State that the fungus Fusarium can be used to produce mycoprotein which is a protein rich food. Describe how Fusarium is grown to produce mycoprotein that can be eaten. Evaluate the use of mycoprotein as a food. What is the fungus Fusarium and how can it be used in food production. Explain the advantages and disadvantages of it QWC development. How are foods such as Quorn are produced and produce a flow diagram. What are the advantages and disadvantages of using mycoprotein as a food. Be able to compare values for protein, fat and fibre found in beef and mycoprotein numeracy development. solutions for human needs may require compromise between competing priorities. B - use data provided to calculate the % energy lost in urine and faeces A* - evaluate managing food production B - explain why some fish stocks are declining and why this is a problem. C - Describe ways that fish stocks can be conserved. C - Give an example of sustainable food production C/B describe what the fungus Fusarium and explain how can it be used in food production. B describe and explain the conditions inside an industrial fermenter. A* - evaluate mycoprotein as a protein rich food. Test score

20 Test Grade