Syllabus: Cambridge International AS & A Level Biology 9700

Syllabus
Cambridge International AS & A Level

Biology 9700
Use this syllabus for exams in 2022, 2023 and 2024.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 2
Why choose Cambridge International?
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Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape
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can achieve at school, university and work.
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We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
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subject and develop the skills necessary for success in higher education.
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‘We think the Cambridge curriculum is superb preparation for university.’

Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
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quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
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Contents
1 Why choose this syllabus? ................................................................................................................2
2 Syllabus overview .............................................................................................................................. 6

Aims 6
Content overview 7
Assessment overview 8
Assessment objectives 10
3 Subject content ..................................................................................................................................12

AS Level subject content 12
A Level subject content 29
4 Details of the assessment ..............................................................................................................44

Paper 1 Multiple Choice 44
Paper 2 AS Level Structured Questions 44
Paper 3 Advanced Practical Skills 44
Paper 4 A Level Structured Questions 44
Paper 5 Planning, Analysis and Evaluation 44
Command words 45
5 Practical assessment........................................................................................................................46
Introduction 46
Paper 3 Advanced Practical Skills 46
Paper 5 54
6 Additional information.................................................................................................................... 58
Mathematical requirements 58
Mathematical formulae (A Level only) 60
Notes on the use of statistics in Biology (A Level only) 62
7 What else you need to know ......................................................................................................... 63

Before you start 63
Making entries 64
After the exam 65
How students, teachers and higher education can use the grades 66
Grade descriptions 66
Changes to this syllabus for 2022, 2023 and 2024 67
Changes to this syllabus

For information about changes to this syllabus for 2022, 2023 and 2024, go to page 67.
Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024.
1 Why choose this syllabus?
Key benefits
The best motivation for a student is a real passion for the subject
they’re learning. By offering students a variety of Cambridge
International AS & A Levels, you can give them the greatest chance
of finding the path of education they most want to follow. With
over 50 subjects to choose from, students can select the ones
they love and that they’re best at, which helps motivate them
throughout their studies.
Following a Cambridge International AS & A Level programme

helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Cambridge International AS & A Level Biology develops a set of transferable skills including handling data,
practical problem-solving, and applying the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.
Our approach in Cambridge International AS & A Level Biology encourages learners to be:
confident, secure in their knowledge, keen to explore further and able to communicate effectively through the
language of science
responsible, developing efficient and safe scientific practices and working collaboratively with others
reflective, able to evaluate evidence to draw informed and appropriate conclusions and recognising that the
applications of science have the potential to affect the individual, the community and the environment
innovative, applying problem-solving skills to novel situations and engaging with new tools and techniques,
including information technology, to develop successful approaches
engaged, developing an enquiring mind, keen to apply scientific skills in everyday life.
‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’
Principal, Rockledge High School, USA
2 www.cambridgeinternational.org/alevel Back to contents page

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Why choose this syllabus?
Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make links
between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting
the important things to be learned.
Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.
The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.
The key concepts for Cambridge International AS & A Level Biology are:
• Cells as the units of life
A cell is the basic unit of life and all organisms are composed of one or more cells. There are two fundamental
types of cell: prokaryotic and eukaryotic. Understanding how cells work provides an insight into the
fundamental processes of all living organisms.
• Biochemical processes
Cells are dynamic structures within which the chemistry of life takes place. Biochemistry and molecular biology
help to explain how and why cells function as they do.
• DNA, the molecule of heredity
Cells contain the molecule of heredity, DNA. DNA is essential for the continuity and evolution of life by
allowing genetic information to be stored accurately, to be copied to daughter cells, to be passed from one
generation to the next and for the controlled production of proteins. Rare errors in the accurate copying of
DNA known as mutations result in genetic variation and are essential for evolution.
• Natural selection
Natural selection acts on genetic variation and is the major mechanism in evolution, including speciation.
Natural selection results in the accumulation of beneficial genetic mutations within populations and explains
how populations can adapt to meet the demands of changing environments.
• Organisms in their environment
All organisms interact with their biotic and abiotic environment. Studying these interactions allows biologists
to understand better the effect of human activities on ecosystems, to develop more effective strategies to
conserve biodiversity and to predict more accurately the future implications for humans of changes in the
natural world.
• Observation and experiment
The different fields of biology are intertwined and cannot be studied in isolation. Observation, enquiry,
experimentation and fieldwork are fundamental to biology, allowing relevant evidence to be collected and
considered as a basis on which to build new models and theories. Such models and theories are further
tested by experimentation and observation in a cyclical process of feedback and refinement, allowing the
development of robust and evidence-based conceptual understandings.
Back to contents page www.cambridgeinternational.org/alevel 3

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. Every year thousands of students with Cambridge International
AS & A Levels gain places at leading universities worldwide. They are valued by top universities around the world
including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to
be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge
International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading
universities worldwide.
Cambridge International AS Level Biology makes up the first half of the Cambridge International A Level course
in biology and provides a foundation for the study of biology at Cambridge International A Level. Depending on
local university entrance requirements, students may be able to use it to progress directly to university courses in
biology or some other subjects. It is also suitable as part of a course of general education.
Cambridge International A Level Biology provides a foundation for the study of biology or related courses in higher
education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.
We recommend learners check the Cambridge recognitions database and the university websites to find the most
up-to-date entry requirements for courses they wish to study.
Learn more at www.cambridgeinternational.org/recognition
Cambridge Assessment International Education is an education organisation and politically neutral. The
content of this syllabus, examination papers and associated materials do not endorse any political view. We
endeavour to treat all aspects of the exam process neutrally.
‘The depth of knowledge displayed by the best A Level students makes them prime targets for
America’s Ivy League universities’
Yale University, USA

Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your students the best possible preparation for Cambridge International
AS & A Level.
Teaching resources Exam preparation resources

• School Support Hub • Question papers
www.cambridgeinternational.org/support • Mark schemes
• Syllabuses • Example candidate responses to understand
• Schemes of work what examiners are looking for at key grades
• Learner guides • Examiner reports to improve future teaching
• Discussion forums
• Endorsed resources
Support
for Cambridge
International
Training AS & A Level Community
• Introductory – face-to-face or online You can find useful information, as well as
• Extension – face-to-face or online share your ideas and experiences with other
teachers, on our social media channels and
• Enrichment – face-to-face or online
community forums.
• Coursework – online
Find out more at
• Cambridge Professional Development www.cambridgeinternational.org/social-media
Qualifications
Find out more at
www.cambridgeinternational.org/profdev
‘Cambridge International AS & A Levels prepare students well for university because they’ve
learnt to go into a subject in considerable depth. There’s that ability to really understand the
depth and richness and the detail of a subject. It’s a wonderful preparation for what they are
going to face at university.’
US Higher Education Advisory Council

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe
scientific practices
• learn to apply the scientific method, while developing an awareness of the limitations of scientific theories and
models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science
such as objectivity, integrity, enquiry, initiative and inventiveness
• develop effective scientific communication skills, using appropriate terminology and scientific conventions
• understand their responsibility to others/society and to care for the environment
• enjoy science and develop an informed interest in the subject that may lead to further study.

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Syllabus overview
Content overview
Candidates for Cambridge International AS Level Biology study the following topics:
1 Cell structure
2 Biological molecules
3 Enzymes
4 Cell membranes and transport
5 The mitotic cell cycle
6 Nucleic acids and protein synthesis
7 Transport in plants
8 Transport in mammals
9 Gas exchange
10 Infectious diseases
11 Immunity
AS Level candidates also study practical skills.
Candidates for Cambridge International A Level Biology study the AS topics and the following topics:
12 Energy and respiration
13 Photosynthesis
14 Homeostasis
15 Control and coordination
16 Inheritance
17 Selection and evolution
18 Classification, biodiversity and conservation
19 Genetic technology
A Level candidates also study practical skills.
Support for Cambridge International AS & A Level Biology

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes, including schemes of work, past papers, mark schemes and examiner
reports. You can also keep up to date with your subject and the global Cambridge community through our
online discussion forums.
www.cambridgeinternational.org/support

Assessment overview
Paper 1 Paper 4
Multiple Choice 1 hour 15 minutes A Level Structured Questions 2 hours

40 marks 100 marks
40 multiple-choice questions Structured questions
Questions are based on the AS Level syllabus Questions are based on the A Level syllabus
content. content; knowledge of material from the AS
Externally assessed Level syllabus content will be required.
31% of the AS Level Externally assessed
15.5% of the A Level 38.5% of the A Level
Paper 2 Paper 5
AS Level Structured Planning, Analysis and

Questions 1 hour 15 minutes Evaluation 1 hour 15 minutes
60 marks 30 marks
Structured questions Questions are based on the practical skills of
Questions are based on the AS Level syllabus planning, analysis and evaluation.
content. The context of the questions may be outside
Externally assessed the syllabus content.
46% of the AS Level Externally assessed
23% of the A Level 11.5% of the A Level
Paper 3
Advanced Practical Skills 2 hours

40 marks
Practical work and structured questions
Questions are based on the practical skills
in the Practical assessment section of the
syllabus.
The context of the questions may be outside
the syllabus content.
Externally assessed
23% of the AS Level
11.5% of the A Level
Information on availability is in the Before you start section.

There are three routes for Cambridge International AS & A Level Biology:
Route Paper 1 Paper 2 Paper 3 Paper 4 Paper 5
1 AS Level only
(Candidates take all AS components   
in the same exam series)
2 A Level (staged over two years)
  
Year 1 AS Level*
Year 2 Complete the A Level  
3 A Level
(Candidates take all components in     
the same exam series)
* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge Handbook.
Candidates following an AS Level route will be eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding
Candidates should be able to demonstrate knowledge and understanding of:

• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications.
AO2 Handling, applying and evaluating information
Candidates should be able to handle, apply and evaluate information, in words or using other forms of presentation
(e.g. symbols, graphical or numerical) to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw conclusions
• give reasoned explanations for phenomena, patterns and relationships
• make predictions and construct arguments to support hypotheses
• apply knowledge, including principles, to new situations
• evaluate information and hypotheses
• demonstrate an awareness of the limitations of biological theories and models
• solve problems.
AO3 Experimental skills and investigations
Candidates should be able to:

• plan experiments and investigations
• collect, record and present observations, measurements and estimates
• analyse and interpret experimental data to reach conclusions
• evaluate methods and quality of experimental data and suggest possible improvements to experiments.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of each qualification
Assessment objective Weighting in AS Level % Weighting in A Level %

AO1 Knowledge and understanding 40 40
AO2 Handling, applying and evaluating information 40 40
AO3 Experimental skills and investigations 20 20
Total 100 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2 Paper 3 Paper 4 Paper 5
AO1 Knowledge and understanding 50 50 0 50 0
AO2 Handling, applying and evaluating information 50 50 0 50 0
AO3 Experimental skills and investigations 0 0 100 0 100
Total 100 100 100 100 100

3 Subject content
Candidates for Cambridge International AS Level should study topics 1–11.
Candidates for Cambridge International A Level should study all topics.
The AS Level learning outcomes are assumed knowledge for the A Level components.
Teachers should refer to the social, environmental, economic and technological aspects of biology wherever
possible throughout the syllabus. Some examples are included in the syllabus and teachers should encourage
learners to apply the principles of these examples to other situations introduced in the course.
Teachers should illustrate concepts and content with examples taken from a wide range of organisms.
Everything we know about biology has been learned through practical investigation. Learners also find practical
work motivating and interesting, and it can help them to understand abstract theoretical concepts. Cambridge
International expects that practical activities will underpin the teaching of the whole syllabus.
The syllabus content for practical skills is in the Practical assessment section.
Teachers should ensure that candidates are prepared for the assessment of theory learning outcomes and practical
skills.
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to support
your learners' study. These should be appropriate for the learners' age, cultural background and learning context as
well as complying with your school policies and local legal requirements.
AS Level subject content

1 Cell structure
All organisms are composed of cells. Knowledge of the structure and function of cells underpins much of biology.
The fundamental differences between eukaryotic and prokaryotic cells are explored and provide useful biological
background for the topic on Infectious diseases (Topic 10). Viruses are introduced as non-cellular structures,
which gives candidates the opportunity to consider whether cells are the basic unit of life.
The use of light microscopes is a fundamental skill that is developed in this topic and applied throughout several
other topics of the syllabus.
1.1 The microscope in cell studies Learning outcomes
1 make temporary preparations of cellular material suitable for
viewing with a light microscope
2 draw cells from microscope slides and photomicrographs
3 calculate magnifications of images and actual sizes of
specimens from drawings, photomicrographs and electron
micrographs (scanning and transmission)
4 use an eyepiece graticule and stage micrometer scale to make
measurements and use the appropriate units, millimetre (mm),
micrometre (µm) and nanometre (nm)
5 define resolution and magnification and explain the differences
between these terms, with reference to light microscopy and
electron microscopy

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content
1.2 Cells as the basic units of living Learning outcomes

organisms Candidates should be able to:
1 recognise organelles and other cell structures found in
eukaryotic cells and outline their structures and functions,
limited to:
• cell surface membrane
• nucleus, nuclear envelope and nucleolus
• rough endoplasmic reticulum
• smooth endoplasmic reticulum
• Golgi body (Golgi apparatus or Golgi complex)
• mitochondria (including the presence of small circular DNA)
• ribosomes (80S in the cytoplasm and 70S in chloroplasts
and mitochondria)
• lysosomes
• centrioles and microtubules
• cilia
• microvilli
• chloroplasts (including the presence of small circular DNA)
• cell wall
• plasmodesmata
• large permanent vacuole and tonoplast of plant cells
2 describe and interpret photomicrographs, electron micrographs
and drawings of typical plant and animal cells
3 compare the structure of typical plant and animal cells
4 state that cells use ATP from respiration for energy-requiring
processes
5 outline key structural features of a prokaryotic cell as found in a
typical bacterium, including:
• unicellular
• generally 1–5 µm diameter
• peptidoglycan cell walls
• circular DNA
• 70S ribosomes
• absence of organelles surrounded by double membranes
6 compare the structure of a prokaryotic cell as found in a typical
bacterium with the structures of typical eukaryotic cells in
plants and animals
7 state that all viruses are non-cellular structures with a nucleic
acid core (either DNA or RNA) and a capsid made of protein,
and that some viruses have an outer envelope made of
phospholipids

2 Biological molecules
This topic introduces carbohydrates, lipids and proteins: organic molecules that are important in cells. Nucleic
acids, another class of biological molecule, are covered in Topic 6. All of these molecules are based on the
versatile element carbon. This topic explains how carbohydrates, lipids and proteins, which have a great diversity
of function in organisms, are assembled from smaller organic molecules such as glucose, amino acids, glycerol
and fatty acids.
The emphasis in this topic is on the relationship between molecular structures and their functions. Some of these
ideas are continued in other topics, for example, the functions of haemoglobin in gas transport in Transport in
mammals (Topic 8), phospholipids in membranes in Cell membranes and transport (Topic 4) and antibodies in
Immunity (Topic 11).
Life as we know it would not be possible without water. Understanding the properties of this extraordinary
molecule is an essential part of any study of biological molecules. Some of the roles of water are in this topic,
others are in Topics 4, 7, 8, 12, 13 and 14.
2.1 Testing for biological molecules Learning outcomes
1 describe and carry out the Benedict’s test for reducing sugars,
the iodine test for starch, the emulsion test for lipids and the
biuret test for proteins
2 describe and carry out a semi-quantitative Benedict’s test on
a reducing sugar solution by standardising the test and using
the results (time to first colour change or comparison to colour
standards) to estimate the concentration
3 describe and carry out a test to identify the presence of
non-reducing sugars, using acid hydrolysis and Benedict’s
solution
2.2 Carbohydrates and lipids Learning outcomes
1 describe and draw the ring forms of α-glucose and β-glucose
2 define the terms monomer, polymer, macromolecule,
monosaccharide, disaccharide and polysaccharide
3 state the role of covalent bonds in joining smaller molecules
together to form polymers
4 state that glucose, fructose and maltose are reducing sugars and
that sucrose is a non-reducing sugar
5 describe the formation of a glycosidic bond by condensation,
with reference to disaccharides, including sucrose, and
polysaccharides
continued

2.2 Carbohydrates and lipids Learning outcomes

continued Candidates should be able to:
6 describe the breakage of a glycosidic bond in polysaccharides
and disaccharides by hydrolysis, with reference to the
non-reducing sugar test
7 describe the molecular structure of the polysaccharides starch
(amylose and amylopectin) and glycogen and relate their
structures to their functions in living organisms
8 describe the molecular structure of the polysaccharide cellulose
and outline how the arrangement of cellulose molecules
contributes to the function of plant cell walls
9 state that triglycerides are non-polar hydrophobic molecules
and describe the molecular structure of triglycerides with
reference to fatty acids (saturated and unsaturated), glycerol
and the formation of ester bonds
10 relate the molecular structure of triglycerides to their functions
in living organisms
11 describe the molecular structure of phospholipids with reference
to their hydrophilic (polar) phosphate heads and hydrophobic
(non-polar) fatty acid tails
2.3 Proteins Learning outcomes
1 describe and draw the general structure of an amino acid and
the formation and breakage of a peptide bond
2 explain the meaning of the terms primary structure, secondary
structure, tertiary structure and quaternary structure of proteins
3 describe the types of interaction that hold protein molecules in
shape:
• hydrophobic interactions
• hydrogen bonding
• ionic bonding
• covalent bonding, including disulfide bonds
4 state that globular proteins are generally soluble and have
physiological roles and fibrous proteins are generally insoluble
and have structural roles
5 describe the structure of a molecule of haemoglobin as an
example of a globular protein, including the formation of its
quaternary structure from two alpha (α) chains (α–globin), two
beta (β) chains (β–globin) and a haem group
6 relate the structure of haemoglobin to its function, including
the importance of iron in the haem group
7 describe the structure of a molecule of collagen as an example
of a fibrous protein, and the arrangement of collagen molecules
to form collagen fibres
8 relate the structures of collagen molecules and collagen fibres
to their function

2.4 Water Learning outcomes

1 explain how hydrogen bonding occurs between water molecules
and relate the properties of water to its roles in living organisms,
limited to solvent action, high specific heat capacity and latent
heat of vaporisation

3 Enzymes
Enzymes are essential for life to exist. The mode of action of enzymes and the factors that affect their activity
are explored in this topic. Prior knowledge for this topic is an understanding that an enzyme is a biological
catalyst that increases the rate of a reaction and remains unchanged when the reaction is complete.
There are many opportunities in this topic for candidates to gain experience of carrying out practical
investigations and analysing, interpreting and evaluating their results.
3.1 Mode of action of enzymes Learning outcomes
1 state that enzymes are globular proteins that catalyse reactions
inside cells (intracellular enzymes) or are secreted to catalyse
reactions outside cells (extracellular enzymes)
2 explain the mode of action of enzymes in terms of an active site,
enzyme–substrate complex, lowering of activation energy and
enzyme specificity, including the lock-and-key hypothesis and
the induced-fit hypothesis
3 investigate the progress of enzyme-catalysed reactions by
measuring rates of formation of products using catalase and
rates of disappearance of substrate using amylase
4 outline the use of a colorimeter for measuring the progress of
enzyme-catalysed reactions that involve colour changes
3.2 Factors that affect enzyme Learning outcomes
action Candidates should be able to:
1 investigate and explain the effects of the following factors on
the rate of enzyme-catalysed reactions:
• temperature
• pH (using buffer solutions)
• enzyme concentration
• substrate concentration
• inhibitor concentration
2 explain that the maximum rate of reaction (Vmax) is used to
derive the Michaelis–Menten constant (Km), which is used to
compare the affinity of different enzymes for their substrates
3 explain the effects of reversible inhibitors, both competitive and
non-competitive, on enzyme activity
4 investigate the difference in activity between an enzyme
immobilised in alginate and the same enzyme free in solution,
and state the advantages of using immobilised enzymes

4 Cell membranes and transport

The fluid mosaic model, introduced in 1972, describes the way in which biological molecules are arranged to
form cell membranes. The model continues to be modified as understanding improves of the ways in which
substances cross membranes, how cells interact and how cells respond to signals. The model also provides the
basis for our understanding of passive and active movement of molecules and ions between cells and their
surroundings, cell-to-cell interactions and long-distance cell signalling.
Investigating the effects of different factors on diffusion, osmosis and membrane permeability involves an
understanding of the properties of phospholipids and proteins covered in Biological molecules (Topic 2).
4.1 Fluid mosaic membranes Learning outcomes
1 describe the fluid mosaic model of membrane structure with
reference to the hydrophobic and hydrophilic interactions that
account for the formation of the phospholipid bilayer and the
arrangement of proteins
2 describe the arrangement of cholesterol, glycolipids and
glycoproteins in cell surface membranes
3 describe the roles of phospholipids, cholesterol, glycolipids,
proteins and glycoproteins in cell surface membranes, with
reference to stability, fluidity, permeability, transport (carrier
proteins and channel proteins), cell signalling (cell surface
receptors) and cell recognition (cell surface antigens – see
11.1.2)
4 outline the main stages in the process of cell signalling leading
to specific responses:
• secretion of specific chemicals (ligands) from cells
• transport of ligands to target cells
• binding of ligands to cell surface receptors on target cells
4.2 Movement into and out of cells Learning outcomes
1 describe and explain the processes of simple diffusion,
facilitated diffusion, osmosis, active transport, endocytosis and
exocytosis
2 investigate simple diffusion and osmosis using plant tissue and
non-living materials, including dialysis (Visking) tubing and agar
3 illustrate the principle that surface area to volume ratios
decrease with increasing size by calculating surface areas and
volumes of simple 3-D shapes (as shown in the Mathematical
requirements)
4 investigate the effect of changing surface area to volume ratio
on diffusion using agar blocks of different sizes
continued

4.2 Movement into and out of cells Learning outcomes

5 investigate the effects of immersing plant tissues in solutions
of different water potentials, using the results to estimate the
water potential of the tissues
6 explain the movement of water between cells and solutions in
terms of water potential and explain the different effects of the
movement of water on plant cells and animal cells (knowledge
of solute potential and pressure potential is not expected)

5 The mitotic cell cycle

When body cells reach a certain size they divide into two cells. Nuclear division occurs first, followed by division
of the cytoplasm. The mitotic cell cycle of eukaryotes involves DNA replication followed by nuclear division. This
ensures the genetic uniformity of all daughter cells.
5.1 Replication and division of nuclei Learning outcomes
and cells Candidates should be able to:
1 describe the structure of a chromosome, limited to:
• DNA
• histone proteins
• sister chromatids
• centromere
• telomeres
2 explain the importance of mitosis in the production of
genetically identical daughter cells during:
• growth of multicellular organisms
• replacement of damaged or dead cells
• repair of tissues by cell replacement
• asexual reproduction
3 outline the mitotic cell cycle, including:
• interphase (growth in G1 and G2 phases and DNA replication
in S phase)
• mitosis
• cytokinesis
4 outline the role of telomeres in preventing the loss of genes
from the ends of chromosomes during DNA replication
5 outline the role of stem cells in cell replacement and tissue
repair by mitosis
6 explain how uncontrolled cell division can result in the
formation of a tumour
5.2 Chromosome behaviour in Learning outcomes
mitosis Candidates should be able to:
1 describe the behaviour of chromosomes in plant and animal
cells during the mitotic cell cycle and the associated behaviour
of the nuclear envelope, the cell surface membrane and the
spindle (names of the main stages of mitosis are expected:
prophase, metaphase, anaphase and telophase)
2 interpret photomicrographs, diagrams and microscope slides of
cells in different stages of the mitotic cell cycle and identify the
main stages of mitosis

6 Nucleic acids and protein synthesis

Nucleic acids have roles in the storage and retrieval of genetic information and in the use of this information
to synthesise polypeptides. DNA is the molecule of heredity and is an extremely stable molecule that cells
replicate with great accuracy. The genetic code explains how the sequence of nucleotides in DNA and
messenger RNA (mRNA) determines the sequence of amino acids that make up a polypeptide. In eukaryotes
this involves the processes of transcription in the nucleus to produce mRNA, followed by translation in the
cytoplasm to produce polypeptides.
6.1 Structure of nucleic acids and Learning outcomes
replication of DNA Candidates should be able to:
1 describe the structure of nucleotides, including the
phosphorylated nucleotide ATP (structural formulae are not
expected)
2 state that the bases adenine and guanine are purines with a
double ring structure, and that the bases cytosine, thymine and
uracil are pyrimidines with a single ring structure (structural
formulae for bases are not expected)
3 describe the structure of a DNA molecule as a double helix,
including:
• the importance of complementary base pairing between the
5′ to 3′ strand and the 3′ to 5′ strand (antiparallel strands)
• differences in hydrogen bonding between C–G and A–T base
pairs
• linking of nucleotides by phosphodiester bonds
4 describe the semi-conservative replication of DNA during the
S phase of the cell cycle, including:
• the roles of DNA polymerase and DNA ligase (knowledge
of other enzymes in DNA replication in cells and different
types of DNA polymerase is not expected)
• the differences between leading strand and lagging strand
replication as a consequence of DNA polymerase adding
nucleotides only in a 5′ to 3′ direction
5 describe the structure of an RNA molecule, using the example
of messenger RNA (mRNA)
6.2 Protein synthesis Learning outcomes
1 state that a polypeptide is coded for by a gene and that a gene
is a sequence of nucleotides that forms part of a DNA molecule
2 describe the principle of the universal genetic code in which
different triplets of DNA bases either code for specific amino
acids or correspond to start and stop codons
continued

6.2 Protein synthesis continued Learning outcomes

3 describe how the information in DNA is used during
transcription and translation to construct polypeptides,
including the roles of:
• RNA polymerase
• messenger RNA (mRNA)
• codons
• transfer RNA (tRNA)
• anticodons
• ribosomes
4 state that the strand of a DNA molecule that is used in
transcription is called the transcribed or template strand and
that the other strand is called the non-transcribed strand
5 explain that, in eukaryotes, the RNA molecule formed following
transcription (primary transcript) is modified by the removal
of non-coding sequences (introns) and the joining together of
coding sequences (exons) to form mRNA
6 state that a gene mutation is a change in the sequence of
base pairs in a DNA molecule that may result in an altered
polypeptide
7 explain that a gene mutation is a result of substitution or
deletion or insertion of nucleotides in DNA and outline how
each of these types of mutation may affect the polypeptide
produced

7 Transport in plants
Flowering plants do not have compact bodies like those of many animals. Leaves and extensive root systems
spread out to obtain the light energy, carbon dioxide, mineral ions and water that plants gain from their
environment to make organic molecules, such as sugars and amino acids. Transport systems in plants move
substances from where they are absorbed or produced to where they are stored or used.
7.1 Structure of transport tissues Learning outcomes
1 draw plan diagrams of transverse sections of stems, roots and
leaves of herbaceous dicotyledonous plants from microscope
slides and photomicrographs
2 describe the distribution of xylem and phloem in transverse
sections of stems, roots and leaves of herbaceous
dicotyledonous plants
3 draw and label xylem vessel elements, phloem sieve tube
elements and companion cells from microscope slides,
photomicrographs and electron micrographs
4 relate the structure of xylem vessel elements, phloem sieve
tube elements and companion cells to their functions
7.2 Transport mechanisms Learning outcomes
1 state that some mineral ions and organic compounds can be
transported within plants dissolved in water
2 describe the transport of water from the soil to the xylem
through the:
• apoplast pathway, including reference to lignin and
cellulose
• symplast pathway, including reference to the endodermis,
Casparian strip and suberin
3 explain that transpiration involves the evaporation of water
from the internal surfaces of leaves followed by diffusion of
water vapour to the atmosphere
4 explain how hydrogen bonding of water molecules is involved
with movement of water in the xylem by cohesion-tension in
transpiration pull and by adhesion to cellulose in cell walls
5 make annotated drawings of transverse sections of leaves from
xerophytic plants to explain how they are adapted to reduce
water loss by transpiration
6 state that assimilates dissolved in water, such as sucrose and
amino acids, move from sources to sinks in phloem sieve tubes
7 explain how companion cells transfer assimilates to phloem
sieve tubes, with reference to proton pumps and cotransporter
proteins
8 explain mass flow in phloem sieve tubes down a hydrostatic
pressure gradient from source to sink

8 Transport in mammals
As animals become larger, more complex and more active, transport systems become essential to supply
nutrients to, and remove waste from, individual cells. Mammals are far more active than plants and require
much greater supplies of oxygen. This is transported by haemoglobin inside red blood cells.
8.1 The circulatory system Learning outcomes
1 state that the mammalian circulatory system is a closed double
circulation consisting of a heart, blood and blood vessels
including arteries, arterioles, capillaries, venules and veins
2 describe the functions of the main blood vessels of the
pulmonary and systemic circulations, limited to pulmonary
artery, pulmonary vein, aorta and vena cava
3 recognise arteries, veins and capillaries from microscope
slides, photomicrographs and electron micrographs and make
plan diagrams showing the structure of arteries and veins in
transverse section (TS) and longitudinal section (LS)
4 explain how the structure of muscular arteries, elastic arteries,
veins and capillaries are each related to their functions
5 recognise and draw red blood cells, monocytes, neutrophils and
lymphocytes from microscope slides, photomicrographs and
electron micrographs
6 state that water is the main component of blood and tissue
fluid and relate the properties of water to its role in transport
in mammals, limited to solvent action and high specific heat
capacity
7 state the functions of tissue fluid and describe the formation of
tissue fluid in a capillary network
8.2 Transport of oxygen and carbon Learning outcomes
dioxide Candidates should be able to:
1 describe the role of red blood cells in transporting oxygen and
carbon dioxide with reference to the roles of:
• haemoglobin
• carbonic anhydrase
• the formation of haemoglobinic acid
• the formation of carbaminohaemoglobin
2 describe the chloride shift and explain the importance of the
chloride shift
3 describe the role of plasma in the transport of carbon dioxide
4 describe and explain the oxygen dissociation curve of adult
haemoglobin
5 explain the importance of the oxygen dissociation curve at
partial pressures of oxygen in the lungs and in respiring tissues
6 describe the Bohr shift and explain the importance of the Bohr
shift

8.3 The heart Learning outcomes

1 describe the external and internal structure of the mammalian
heart
2 explain the differences in the thickness of the walls of the:
• atria and ventricles
• left ventricle and right ventricle
3 describe the cardiac cycle, with reference to the relationship
between blood pressure changes during systole and diastole and
the opening and closing of valves
4 explain the roles of the sinoatrial node, the atrioventricular
node and the Purkyne tissue in the cardiac cycle (knowledge of
nervous and hormonal control is not expected)

9 Gas exchange
The gas exchange system is responsible for the uptake of oxygen into the blood and the excretion of carbon
dioxide. An understanding of this system shows how cells, tissues and organs function together to exchange
these gases between the blood and the environment.
9.1 The gas exchange system Learning outcomes
1 describe the structure of the human gas exchange system,
limited to:
• lungs
• trachea
• bronchi
• bronchioles
• alveoli
• capillary network
2 describe the distribution in the gas exchange system of
cartilage, ciliated epithelium, goblet cells, squamous epithelium
of alveoli, smooth muscle and capillaries
3 recognise cartilage, ciliated epithelium, goblet cells, squamous
epithelium of alveoli, smooth muscle and capillaries in
microscope slides, photomicrographs and electron micrographs
4 recognise trachea, bronchi, bronchioles and alveoli in
microscope slides, photomicrographs and electron micrographs
and make plan diagrams of transverse sections of the walls of
the trachea and bronchus
5 describe the functions of ciliated epithelial cells, goblet cells and
mucous glands in maintaining the health of the gas exchange
system
6 describe the functions in the gas exchange system of cartilage,
smooth muscle, elastic fibres and squamous epithelium
7 describe gas exchange between air in the alveoli and blood in
the capillaries

10 Infectious diseases
The infectious diseases studied in this topic are caused by pathogens that are transmitted from one human host
to another. Some, like Plasmodium that causes malaria, are transmitted by vectors, but there are many other
methods of transmission, such as through water and food or during sexual activity. An understanding of the
biology of the pathogen and its mode of transmission is essential if the disease is to be controlled and ultimately
prevented.
10.1 Infectious diseases Learning outcomes
1 state that infectious diseases are caused by pathogens and are
transmissible
2 state the name and type of pathogen that causes each of the
following diseases:
• cholera – caused by the bacterium Vibrio cholerae
• malaria – caused by the protoctists Plasmodium falciparum,
Plasmodium malariae, Plasmodium ovale and Plasmodium
vivax
• tuberculosis (TB) – caused by the bacteria Mycobacterium
tuberculosis and Mycobacterium bovis
• HIV/AIDS – caused by the human immunodeficiency virus
(HIV)
3 explain how cholera, malaria, TB and HIV are transmitted
4 discuss the biological, social and economic factors that need to
be considered in the prevention and control of cholera, malaria,
TB and HIV (details of the life cycle of the malarial parasite are
not expected)
10.2 Antibiotics Learning outcomes
1 outline how penicillin acts on bacteria and why antibiotics do
not affect viruses
2 discuss the consequences of antibiotic resistance and the steps
that can be taken to reduce its impact

11 Immunity
An understanding of the immune system shows how cells and molecules function together to protect the body
against infectious diseases and how, after an initial infection, the body is protected from subsequent infections
by the same pathogen. Phagocytosis is an immediate non-specific part of the immune system, while the actions
of lymphocytes provide effective defence against specific pathogens.
11.1 The immune system Learning outcomes
1 describe the mode of action of phagocytes (macrophages and
neutrophils)
2 explain what is meant by an antigen (see 4.1.3) and state the
difference between self antigens and non-self antigens
3 describe the sequence of events that occurs during a primary
immune response with reference to the roles of:
• macrophages
• B-lymphocytes, including plasma cells
• T-lymphocytes, limited to T-helper cells and T-killer cells
4 explain the role of memory cells in the secondary immune
response and in long-term immunity
11.2 Antibodies and vaccination Learning outcomes
1 relate the molecular structure of antibodies to their functions
2 outline the hybridoma method for the production of
monoclonal antibodies
3 outline the principles of using monoclonal antibodies in the
diagnosis of disease and in the treatment of disease
4 describe the differences between active immunity and passive
immunity and between natural immunity and artificial
immunity
5 explain that vaccines contain antigens that stimulate immune
responses to provide long-term immunity
6 explain how vaccination programmes can help to control the
spread of infectious diseases

A Level subject content

12 Energy and respiration
Energy is a fundamental concept in biology. All living organisms require a source of cellular energy to drive their
various activities. All organisms respire by using enzyme-catalysed reactions to release energy from energy-rich
molecules such as glucose and fatty acids and transfer that energy to ATP. ATP is the universal energy currency
of cells. In eukaryotes, aerobic respiration occurs in mitochondria.
The practical activities in this topic give opportunities for candidates to plan investigations, analyse and interpret
data and evaluate experimental procedures and the quality of the data collected.
12.1 Energy Learning outcomes
1 outline the need for energy in living organisms, as illustrated
by active transport, movement and anabolic reactions, such as
those occurring in DNA replication and protein synthesis
2 describe the features of ATP that make it suitable as the
universal energy currency
3 state that ATP is synthesised by:
• transfer of phosphate in substrate-linked reactions
• chemiosmosis in membranes of mitochondria and
chloroplasts
4 explain the relative energy values of carbohydrates, lipids and
proteins as respiratory substrates
5 state that the respiratory quotient (RQ) is the ratio of the
number of molecules of carbon dioxide produced to the number
of molecules of oxygen taken in, as a result of respiration
6 calculate RQ values of different respiratory substrates from
equations for respiration
7 describe and carry out investigations, using simple
respirometers, to determine the RQ of germinating seeds or
small invertebrates (e.g. blowfly larvae)
12.2 Respiration Learning outcomes
1 State where each of the four stages in aerobic respiration occurs
in eukaryotic cells:
• glycolysis in the cytoplasm
• link reaction in the mitochondrial matrix
• Krebs cycle in the mitochondrial matrix
• oxidative phosphorylation on the inner membrane of
mitochondria
2 outline glycolysis as phosphorylation of glucose and the
subsequent splitting of fructose 1,6-bisphosphate (6C) into
two triose phosphate molecules (3C), which are then further
oxidised to pyruvate (3C), with the production of ATP and
reduced NAD
3 explain that, when oxygen is available, pyruvate enters
mitochondria to take part in the link reaction
continued

12.2 Respiration continued Learning outcomes

4 describe the link reaction, including the role of coenzyme A in
the transfer of acetyl (2C) groups
5 outline the Krebs cycle, explaining that oxaloacetate (4C) acts
as an acceptor of the 2C fragment from acetyl coenzyme A to
form citrate (6C), which is converted back to oxaloacetate in a
series of small steps
6 explain that reactions in the Krebs cycle involve decarboxylation
and dehydrogenation and the reduction of the coenzymes NAD
and FAD
7 describe the role of NAD and FAD in transferring hydrogen to
carriers in the inner mitochondrial membrane
8 explain that during oxidative phosphorylation:
• hydrogen atoms split into protons and energetic electrons
• energetic electrons release energy as they pass through
the electron transport chain (details of carriers are not
expected)
• the released energy is used to transfer protons across the
inner mitochondrial membrane
• protons return to the mitochondrial matrix by facilitated
diffusion through ATP synthase, providing energy for ATP
synthesis (details of ATP synthase are not expected)
• oxygen acts as the final electron acceptor to form water
9 describe the relationship between the structure and function of
mitochondria using diagrams and electron micrographs
10 outline respiration in anaerobic conditions in mammals (lactate
fermentation) and in yeast cells (ethanol fermentation)
11 explain why the energy yield from respiration in aerobic
conditions is much greater than the energy yield from
respiration in anaerobic conditions (a detailed account of the
total yield of ATP from the aerobic respiration of glucose is not
expected)
12 explain how rice is adapted to grow with its roots submerged
in water, limited to the development of aerenchyma in roots,
ethanol fermentation in roots and faster growth of stems
13 describe and carry out investigations using redox indicators,
including DCPIP and methylene blue, to determine the effects
of temperature and substrate concentration on the rate of
respiration of yeast
14 describe and carry out investigations using simple respirometers
to determine the effect of temperature on the rate of
respiration

13 Photosynthesis
Photosynthesis is the energy transfer process that is the basis of nearly all life on Earth. It provides energy
directly or indirectly to all the organisms in most food chains. In eukaryotes, the process occurs within
chloroplasts. Candidates should apply their knowledge of plant cells from Cell structure (Topic 1) and leaf
structure from Transport in plants (Topic 7) while studying photosynthesis. Various environmental factors
influence the rate at which photosynthesis occurs.
The practical activities in this topic give opportunities for candidates to plan investigations, analyse and interpret
data and evaluate experimental procedures and the quality of the data that they collect.
13.1 Photosynthesis as an energy Learning outcomes
transfer process Candidates should be able to:
1 describe the relationship between the structure of chloroplasts,
as shown in diagrams and electron micrographs, and their
function
2 explain that energy transferred as ATP and reduced NADP from
the light-dependent stage is used during the light-independent
stage (Calvin cycle) of photosynthesis to produce complex
organic molecules
3 state that within a chloroplast, the thylakoids (thylakoid
membranes and thylakoid spaces), which occur in stacks called
grana, are the site of the light-dependent stage and the stroma
is the site of the light-independent stage
4 describe the role of chloroplast pigments (chlorophyll a,
chlorophyll b, carotene and xanthophyll) in light absorption in
thylakoids
5 interpret absorption spectra of chloroplast pigments and action
spectra for photosynthesis
6 describe and use chromatography to separate and identify
chloroplast pigments (reference should be made to Rf values in
identification of chloroplast pigments)
7 state that cyclic photophosphorylation and non-cyclic
photophosphorylation occur during the light-dependent stage
of photosynthesis
8 explain that in cyclic photophosphorylation:
• only photosystem I (PSI) is involved
• photoactivation of chlorophyll occurs
• ATP is synthesised
9 explain that in non-cyclic photophosphorylation:
• photosystem I (PSI) and photosystem II (PSII) are both
involved
• photoactivation of chlorophyll occurs
• the oxygen-evolving complex catalyses the photolysis of
water
• ATP and reduced NADP are synthesised
continued

13.1 Photosynthesis as an energy Learning outcomes

transfer process continued Candidates should be able to:
10 explain that during photophosphorylation:
• energetic electrons release energy as they pass through
the electron transport chain (details of carriers are not
expected)
• the released energy is used to transfer protons across the
thylakoid membrane
• protons return to the stroma from the thylakoid space by
facilitated diffusion through ATP synthase, providing energy
for ATP synthesis (details of ATP synthase are not expected)
11 outline the three main stages of the Calvin cycle:
• rubisco catalyses the fixation of carbon dioxide
by combination with a molecule of
ribulose bisphosphate (RuBP), a 5C compound, to yield two
molecules of glycerate 3-phosphate (GP), a 3C compound
• GP is reduced to triose phosphate (TP) in reactions involving
reduced NADP and ATP
• RuBP is regenerated from TP in reactions that use ATP
12 state that Calvin cycle intermediates are used to produce other
molecules, limited to GP to produce some amino acids and TP
to produce carbohydrates, lipids and amino acids
13.2 Investigation of limiting Learning outcomes
factors Candidates should be able to:
1 state that light intensity, carbon dioxide concentration and
temperature are examples of limiting factors of photosynthesis
2 explain the effects of changes in light intensity, carbon dioxide
concentration and temperature on the rate of photosynthesis
3 describe and carry out investigations using redox indicators,
including DCPIP and methylene blue, and a suspension of
chloroplasts to determine the effects of light intensity and light
wavelength on the rate of photosynthesis
4 describe and carry out investigations using whole plants,
including aquatic plants, to determine the effects of light
intensity, carbon dioxide concentration and temperature on the
rate of photosynthesis

14 Homeostasis
Cells function most efficiently if they are kept in near optimum conditions. Cells in multicellular animals are
surrounded by tissue fluid. The composition of tissue fluid is kept constant by exchanges with the blood as
discussed in the topic on Transport in mammals (Topic 8). In mammals, core temperature, blood glucose
concentration and blood water potential are maintained within narrow limits to ensure the efficient operation of
cells. Prior knowledge for this topic includes an understanding that waste products are excreted from the body
and an outline of the structure and function of the nervous and endocrine systems. In plants, guard cells respond
to fluctuations in environmental conditions and open and close stomata as appropriate for photosynthesis and
conserving water.
14.1 Homeostasis in mammals Learning outcomes
1 explain what is meant by homeostasis and the importance of
homeostasis in mammals
2 explain the principles of homeostasis in terms of internal and
external stimuli, receptors, coordination systems (nervous
system and endocrine system), effectors (muscles and glands)
and negative feedback
3 state that urea is produced in the liver from the deamination of
excess amino acids
4 describe the structure of the human kidney, limited to:
• fibrous capsule
• cortex
• medulla
• renal pelvis
• ureter
• branches of the renal artery and renal vein
5 Identify, in diagrams, photomicrographs and electron
micrographs, the parts of a nephron and its associated blood
vessels and structures, limited to:
• glomerulus
• Bowman’s capsule
• proximal convoluted tubule
• loop of Henle
• distal convoluted tubule
• collecting duct
6 describe and explain the formation of urine in the nephron,
limited to:
• the formation of glomerular filtrate by ultrafiltration in the
Bowman’s capsule
• selective reabsorption in the proximal convoluted tubule
7 relate the detailed structure of the Bowman’s capsule and
proximal convoluted tubule to their functions in the formation
of urine
8 describe the roles of the hypothalamus, posterior pituitary
gland, antidiuretic hormone (ADH), aquaporins and collecting
ducts in osmoregulation
continued

14.1 Homeostasis in mammals Learning outcomes

9 describe the principles of cell signalling using the example of the
control of blood glucose concentration by glucagon, limited to:
• binding of hormone to cell surface receptor causing
conformational change
• activation of G-protein leading to stimulation of adenylyl
cyclase
• formation of the second messenger, cyclic AMP (cAMP)
• activation of protein kinase A by cAMP leading to initiation
of an enzyme cascade
• amplification of the signal through the enzyme cascade
as a result of activation of more and more enzymes by
phosphorylation
• cellular response in which the final enzyme in the pathway
is activated, catalysing the breakdown of glycogen
10 explain how negative feedback control mechanisms regulate
blood glucose concentration, with reference to the effects of
insulin on muscle cells and liver cells and the effect of glucagon
on liver cells
11 explain the principles of operation of test strips and biosensors
for measuring the concentration of glucose in blood and urine,
with reference to glucose oxidase and peroxidase enzymes
14.2 Homeostasis in plants Learning outcomes
1 explain that stomata respond to changes in environmental
conditions by opening and closing and that regulation of
stomatal aperture balances the need for carbon dioxide
uptake by diffusion with the need to minimise water loss by
transpiration
2 explain that stomata have daily rhythms of opening and closing
3 describe the structure and function of guard cells and explain
the mechanism by which they open and close stomata
4 describe the role of abscisic acid in the closure of stomata
during times of water stress, including the role of calcium ions
as a second messenger

15 Control and coordination

All the activities of multicellular organisms require coordinating, some very rapidly and some more slowly. The
nervous system and the endocrine system provide coordination in mammals. Coordination systems also exist in
plants.
15.1 Control and coordination in Learning outcomes
mammals Candidates should be able to:
1 describe the features of the endocrine system with reference to
the hormones ADH, glucagon and insulin (see 14.1.8, 14.1.9 and
14.1.10)
2 compare the features of the nervous system and the endocrine
system
3 describe the structure and function of a sensory neurone and a
motor neurone and state that intermediate neurones connect
sensory neurones and motor neurones
4 outline the role of sensory receptor cells in detecting stimuli and
stimulating the transmission of impulses in sensory neurones
5 describe the sequence of events that results in an action
potential in a sensory neurone, using a chemoreceptor cell in a
human taste bud as an example
6 describe and explain changes to the membrane potential of
neurones, including:
• how the resting potential is maintained
• the events that occur during an action potential
• how the resting potential is restored during the refractory
period
7 describe and explain the rapid transmission of an impulse in a
myelinated neurone with reference to saltatory conduction
8 explain the importance of the refractory period in determining
the frequency of impulses
9 describe the structure of a cholinergic synapse and explain how
it functions, including the role of calcium ions
10 describe the roles of neuromuscular junctions, the T-tubule
system and sarcoplasmic reticulum in stimulating contraction in
striated muscle
11 describe the ultrastructure of striated muscle with reference to
sarcomere structure using electron micrographs and diagrams
12 explain the sliding filament model of muscular contraction
including the roles of troponin, tropomyosin, calcium ions and
ATP
15.2 Control and coordination in Learning outcomes
plants Candidates should be able to:
1 describe the rapid response of the Venus fly trap to stimulation
of hairs on the lobes of modified leaves and explain how the
closure of the trap is achieved
2 explain the role of auxin in elongation growth by stimulating
proton pumping to acidify cell walls
3 describe the role of gibberellin in the germination of barley (see
16.3.4)

16 Inheritance
Genetic information is transmitted from generation to generation to maintain the continuity of life. In sexual
reproduction, meiosis introduces genetic variation so that offspring resemble their parents but are not identical
to them. Genetic crosses reveal how some features are inherited. The phenotype of organisms is determined
partly by the genes that they have inherited and partly by the effect of the environment. Genes determine how
organisms develop; gene control in bacteria gives us a glimpse of this process in action.
16.1 Passage of information from Learning outcomes
parents to offspring Candidates should be able to:
1 explain the meanings of the terms haploid (n) and diploid (2n)
2 explain what is meant by homologous pairs of chromosomes
3 explain the need for a reduction division during meiosis in the
production of gametes
4 describe the behaviour of chromosomes in plant and animal
cells during meiosis and the associated behaviour of the nuclear
envelope, the cell surface membrane and the spindle (names
of the main stages of meiosis, but not the sub-divisions of
prophase I, are expected: prophase I, metaphase I,
anaphase I, telophase I, prophase II, metaphase II, anaphase II
and telophase II)
5 interpret photomicrographs and diagrams of cells in different
stages of meiosis and identify the main stages of meiosis
6 explain that crossing over and random orientation (independent
assortment) of pairs of homologous chromosomes and sister
chromatids during meiosis produces genetically different
gametes
7 explain that the random fusion of gametes at fertilisation
produces genetically different individuals
16.2 The roles of genes in Learning outcomes
determining the phenotype Candidates should be able to:
1 explain the terms gene, locus, allele, dominant, recessive,
codominant, linkage, test cross, F1, F2, phenotype, genotype,
homozygous and heterozygous
2 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of monohybrid
crosses and dihybrid crosses that involve dominance,
codominance, multiple alleles and sex linkage
squares, to explain and predict the results of dihybrid crosses
that involve autosomal linkage and epistasis (knowledge of the
expected ratios for different types of epistasis is not expected)
squares, to explain and predict the results of test crosses
5 use the chi-squared test to test the significance of differences
between observed and expected results (the formula for the
chi-squared test will be provided, as shown in the Mathematical
requirements)
continued

16.2 The roles of genes in Learning outcomes

determining the phenotype Candidates should be able to:
continued
6 explain the relationship between genes, proteins and phenotype
with respect to the:
• TYR gene, tyrosinase and albinism
• HBB gene, haemoglobin and sickle cell anaemia
• F8 gene, factor VIII and haemophilia
• HTT gene, huntingtin and Huntington’s disease
7 explain the role of gibberellin in stem elongation including
the role of the dominant allele, Le, that codes for a functional
enzyme in the gibberellin synthesis pathway, and the recessive
allele, le, that codes for a non-functional enzyme
16.3 Gene control Learning outcomes
1 describe the differences between structural genes and
regulatory genes and the differences between repressible
enzymes and inducible enzymes
2 explain genetic control of protein production in a prokaryote
using the lac operon (knowledge of the role of cAMP is not
expected)
3 state that transcription factors are proteins that bind to DNA
and are involved in the control of gene expression in eukaryotes
by decreasing or increasing the rate of transcription
4 explain how gibberellin activates genes by causing the
breakdown of DELLA protein repressors, which normally inhibit
factors that promote transcription

17 Selection and evolution

In 1858, Charles Darwin and Alfred Russel Wallace proposed a theory of natural selection to account for the
evolution of species. A year later, Darwin published On the Origin of Species, providing evidence for the way in
which aspects of the environment act as agents of selection and determine which phenotypic forms survive and
which do not. The individuals best adapted to the prevailing conditions are most likely to succeed in the ‘struggle
for existence’.
17.1 Variation Learning outcomes
1 explain, with examples, that phenotypic variation is due to
genetic factors or environmental factors or a combination of
genetic and environmental factors
2 explain what is meant by discontinuous variation and
continuous variation
3 explain the genetic basis of discontinuous variation and
continuous variation
4 use the t-test to compare the means of two different samples
(the formula for the t-test will be provided, as shown in the
Mathematical requirements)
17.2 Natural and artificial Learning outcomes
selection Candidates should be able to:
1 explain that natural selection occurs because populations
have the capacity to produce many offspring that compete for
resources; in the ‘struggle for existence’, individuals that are
best adapted are most likely to survive to reproduce and pass on
their alleles to the next generation
2 explain how environmental factors can act as stabilising,
disruptive and directional forces of natural selection
3 explain how selection, the founder effect and genetic drift,
including the bottleneck effect, may affect allele frequencies in
populations
4 outline how bacteria become resistant to antibiotics as an
example of natural selection
5 use the Hardy–Weinberg principle to calculate allele and
genotype frequencies in populations and state the conditions
when this principle can be applied (the two equations for the
Hardy–Weinberg principle will be provided, as shown in the
Mathematical requirements)
6 describe the principles of selective breeding (artificial selection)
7 outline the following examples of selective breeding:
• the introduction of disease resistance to varieties of wheat
and rice
• inbreeding and hybridisation to produce vigorous, uniform
varieties of maize
• improving the milk yield of dairy cattle

17.3 Evolution Learning outcomes

1 outline the theory of evolution as a process leading to the
formation of new species from pre-existing species over time, as
a result of changes to gene pools from generation to generation
2 discuss how DNA sequence data can show evolutionary
relationships between species
3 explain how speciation may occur as a result of genetic isolation
by:
• geographical separation (allopatric speciation)
• ecological and behavioural separation (sympatric
speciation)

18 Classification, biodiversity and conservation

Classification systems attempt to order all the organisms that exist on Earth according to their characteristics
and evolutionary relationships with one another. There are opportunities in this topic for candidates to observe
different species in their locality and assess species distribution and abundance. Fieldwork is an important part
of a biological education because it provides opportunities to appreciate and analyse biodiversity, and to study
the interactions between organisms and their environment. The biodiversity of the Earth is threatened by human
activities and climate change. Conserving biodiversity is a difficult task; individuals, local groups, national and
international organisations can all make significant contributions. Candidates should appreciate the threats to
biodiversity and consider some of the steps taken in conservation, both locally and globally.
18.1 Classification Learning outcomes
1 discuss the meaning of the term species, limited to the
biological species concept, morphological species concept and
ecological species concept
2 describe the classification of organisms into three domains:
Archaea, Bacteria and Eukarya
3 state that Archaea and Bacteria are prokaryotes and that
there are differences between them, limited to differences in
membrane lipids, ribosomal RNA and composition of cell walls
4 describe the classification of organisms in the Eukarya domain
into the taxonomic hierarchy of kingdom, phylum, class, order,
family, genus and species
5 outline the characteristic features of the kingdoms Protoctista,
Fungi, Plantae and Animalia
6 outline how viruses are classified, limited to the type of nucleic
acid (RNA or DNA) and whether this is single stranded or double
stranded
18.2 Biodiversity Learning outcomes
1 define the terms ecosystem and niche
2 explain that biodiversity can be assessed at different levels,
including:
• the number and range of different ecosystems and habitats
• the number of species and their relative abundance
• the genetic variation within each species
3 explain the importance of random sampling in determining the
biodiversity of an area
4 describe and use suitable methods to assess the distribution and
abundance of organisms in an area, limited to frame quadrats,
line transects, belt transects and mark-release-recapture using
the Lincoln index (the formula for the Lincoln index will be
provided, as shown in the Mathematical requirements)
continued

18.2 Biodiversity continued Learning outcomes

5 use Spearman’s rank correlation and Pearson’s linear correlation
to analyse the relationships between two variables, including
how biotic and abiotic factors affect the distribution and
abundance of species (the formulae for these correlations will
be provided, as shown in the Mathematical requirements)
6 use Simpson’s index of diversity (D) to calculate the biodiversity
of an area, and state the significance of different values of D
(the formula for Simpson’s index of diversity will be provided, as
shown in the Mathematical requirements)
18.3 Conservation Learning outcomes
1 explain why populations and species can become extinct as a
result of:
• climate change
• competition
• hunting by humans
• degradation and loss of habitats
2 outline reasons for the need to maintain biodiversity
3 outline the roles of zoos, botanic gardens, conserved areas
(including national parks and marine parks), ‘frozen zoos’ and
seed banks, in the conservation of endangered species
4 describe methods of assisted reproduction used in the
conservation of endangered mammals, limited to IVF, embryo
transfer and surrogacy
5 explain reasons for controlling invasive alien species
6 outline the role in conservation of the International Union for
the Conservation of Nature (IUCN) and the Convention on
International Trade in Endangered Species of Wild Fauna and
Flora (CITES)

19 Genetic technology
The discovery in the early 1950s of the structure of DNA by Watson and Crick, supported by the work of
Franklin, Wilkins and Chargaff, and discoveries since, have led to many applications of genetic technology in
areas of medicine, agriculture and forensic science. This topic relies heavily on prior knowledge of DNA and RNA
structure and protein synthesis from the topic on Nucleic acids and protein synthesis (Topic 6).
Candidates will benefit from carrying out practical work using electrophoresis, either with DNA or specially
prepared dyes used to represent DNA.
19.1 Principles of genetic Learning outcomes
technology Candidates should be able to:
1 define the term recombinant DNA
2 explain that genetic engineering is the deliberate manipulation
of genetic material to modify specific characteristics of an
organism and that this may involve transferring a gene into an
organism so that the gene is expressed
3 explain that genes to be transferred into an organism may be:
• extracted from the DNA of a donor organism
• synthesised from the mRNA of a donor organism
• synthesised chemically from nucleotides
4 explain the roles of restriction endonucleases, DNA ligase,
plasmids, DNA polymerase and reverse transcriptase in the
transfer of a gene into an organism
5 explain why a promoter may have to be transferred into an
organism as well as the desired gene
6 explain how gene expression may be confirmed by the use of
marker genes coding for fluorescent products
7 explain that gene editing is a form of genetic engineering
involving the insertion, deletion or replacement of DNA at
specific sites in the genome
8 describe and explain the steps involved in the polymerase chain
reaction (PCR) to clone and amplify DNA, including the role of
Taq polymerase
9 describe and explain how gel electrophoresis is used to separate
DNA fragments of different lengths
10 outline how microarrays are used in the analysis of genomes
and in detecting mRNA in studies of gene expression
11 outline the benefits of using databases that provide information
about nucleotide sequences of genes and genomes, and amino
acid sequences of proteins and protein structures

19.2 Genetic technology applied Learning outcomes

to medicine Candidates should be able to:
1 explain the advantages of using recombinant human proteins
to treat disease, using the examples insulin, factor VIII and
adenosine deaminase
2 outline the advantages of genetic screening, using the examples
of breast cancer (BRCA1 and BRCA2), Huntington’s disease and
cystic fibrosis
3 outline how genetic diseases can be treated with gene therapy,
using the examples severe combined immunodeficiency (SCID)
and inherited eye diseases
4 discuss the social and ethical considerations of using genetic
screening and gene therapy in medicine
19.3 Genetically modified Learning outcomes
organisms in agriculture Candidates should be able to:
1 explain that genetic engineering may help to solve the global
demand for food by improving the quality and productivity of
farmed animals and crop plants, using the examples of
GM salmon, herbicide resistance in soybean and insect
resistance in cotton
2 discuss the ethical and social implications of using genetically
modified organisms (GMOs) in food production

4 Details of the assessment
Paper 1 Multiple Choice

Written paper, 1 hour 15 minutes, 40 marks
Forty multiple-choice questions of the four-choice type, testing assessment objectives AO1 and AO2.
Questions are based on the AS Level syllabus content.
Paper 2 AS Level Structured Questions

Structured questions testing assessment objectives AO1 and AO2.
Questions are based on the AS Level syllabus content.
Paper 3 Advanced Practical Skills

Practical test, 2 hours, 40 marks
This paper tests assessment objective AO3 in a practical context.
Questions are based on the practical skills (including the use of a light microscope) in the Practical assessment
section of the syllabus for Paper 3. The context of the questions may be outside the syllabus content.
Paper 4 A Level Structured Questions

Written paper, 2 hours, 100 marks
Structured questions testing assessment objectives AO1 and AO2.
Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content will
be required.
Paper 5 Planning, Analysis and Evaluation

Structured questions testing assessment objective AO3.
Questions are based on the practical skills of planning, analysis and evaluation in the Practical assessment section
of the syllabus for Paper 5. The context of the questions may be outside the syllabus content.

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
Command word What it means

Assess make an informed judgement
Calculate work out from given facts, figures or information
Comment give an informed opinion
Compare identify/comment on similarities and/or differences
Contrast identify/comment on differences
Define give precise meaning
Describe state the points of a topic / give characteristics and main features
Discuss write about issue(s) or topic(s) in depth in a structured way
Explain set out purposes or reasons / make the relationships between things evident / provide
why and/or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Identify name/select/recognise
Outline set out main points
Predict suggest what may happen based on available information
Sketch make a simple drawing showing the key features
State express in clear terms
Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

5 Practical assessment
Introduction
Teachers should ensure that learners practise practical skills throughout their course of study. As a guide, learners
should spend at least 20 per cent of their time doing practical work individually or in small groups. This 20 per cent
does not include the time spent observing demonstrations of experiments and simulations.
The practical work that learners do during their course should aim to:
• provide learning opportunities so that they develop the skills they need to carry out experimental and
investigative work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.
Candidates’ practical skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions may be
based on biology not included in the syllabus content, but candidates will be mainly assessed on their practical
skills rather than their knowledge of theory. Where appropriate, candidates will be given any additional information
that they need.
Paper 3 Advanced Practical Skills

Paper 3 is a timetabled, laboratory-based practical paper focusing on the practical skills of:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation.
Centres should refer to the document ‘How to manage your sciences practical exams’ for advice on making entries
and organisation of candidates for practical exams.
Paper 3 consists of two or three questions, totalling 40 marks. The paper:

• requires candidates to carry out an investigation or investigations. They may be asked to:
– make decisions on techniques
– collect quantitative or qualitative data
– present the data or observations as tables, charts, graphs and other appropriate means
– analyse the data appropriately, including calculations
– draw conclusions
– suggest improvements to the procedure or modifications for extending the investigation
• requires candidates to carry out activities using a light microscope. They may be asked to:
– prepare slides
– make observations of specimens
– present their observations appropriately
– analyse data appropriately, including calculations
– make deductions and conclusions from the observations

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Practical assessment
• requires each centre to provide microscopes for half of the candidates at a time (see Apparatus and materials
section for microscope specifications), so half the candidates should start on the investigation while the others
start with access to the light microscope
• includes questions set in different areas of AS Level Biology, and may include material from unfamiliar contexts.
Candidates will be expected to show evidence of skills in the handling of familiar and unfamiliar biological material.
Where unfamiliar materials or techniques are required, full instructions will be given.
No dissection of materials of animal origin will be required in Paper 3. However, the use of dissection, interactive
videos or similar will continue to be a useful aid to teaching, e.g. when the heart is being studied.
The apparatus requirements for Paper 3 will vary from paper to paper. A complete list of apparatus and materials
required will be issued to centres in the confidential instructions. The confidential instructions should be followed
very carefully. If there are any queries regarding the confidential instructions, centres should contact Cambridge
International as soon as possible.
Mark allocations for Paper 3

Marks will be allocated on Paper 3 according to the table below. The expectations for each skill are listed in the
sections that follow.
Skill Breakdown of skills Total marks

Decisions relating to measurements and
Manipulation, measurement and observations 15–17
observation
Collection of data and observations
Recording data and observations
Presentation of data and
Display of calculation and reasoning 11–13
observations
Layout of data and observations
Interpreting data and observations
Analysis, conclusions and Drawing conclusions
11–13
evaluation
Identifying sources of error and suggesting
improvements

Expectations for each skill (Paper 3)

Manipulation, measurement and observation
Decisions relating to measurements and observations

Within an investigation, candidates should be able to:
• identify the independent variable and dependent variable
• decide a suitable range of values to use for the independent variable at which measurements of the
dependent variable are recorded
• decide the number of different values of the independent variable (a minimum of five) and the intervals
between them
• decide how to change the value of the independent variable
• decide how the dependent variable should be measured
• decide the number of replicates at each value
• decide on appropriate controls for the experiment or investigation
• decide which variables need to be standardised and how to standardise them. (Variables expected to have a
minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)
When using the light microscope and photomicrographs, candidates should be able to:
• set up a light microscope to view and observe specimens
• follow instructions to find and draw particular tissues in plant and animal specimens and label the drawings
appropriately
• follow instructions to find and draw particular cells and structures within the cells
• make a temporary slide of stained cells or tissues
• calculate actual sizes of tissues or cells from measurements of photomicrographs, using magnifications, scale
bars or representations of eyepiece graticules and stage micrometers
• estimate the number of cells or cell organelles in a given area using a sampling method, such as grids or fields
of view.
Collection of data and observations

• follow instructions to collect results
• consider the hazards of the procedure, including the use of any solutions and reagents, and assess the risk as
low, medium or high
• take readings to obtain accurate data (quantitative results) or observations (qualitative results).
• draw plan diagrams to show the distribution of tissues in a specimen, with no cells drawn and the correct
proportions of layers of tissues
• draw the observable features of cells in a specimen showing:
– the correct shapes
– the thicknesses of cell walls where applicable (drawn with two lines or drawn with three lines where two
cells touch)
– the relative sizes and proportions
– observable cell contents only

• measure tissue layers or cells from photomicrographs using a ruler or given scale, including representations of
eyepiece graticules
• make accurate observations from specimens including counting numbers of cells or cell organelles
• record similarities and differences between two specimens using only their observable features.
Presentation of data and observations
Recording data and observations

• record raw results (unprocessed) and calculated results (processed) in an appropriate table with:
– descriptive headings, including any required units (no units in body of table)
– heading for the independent variable to the left of (or above, if the table is in rows) the dependent variable
• record quantitative data to the number of decimal places that is appropriate for the measuring instrument used
• record qualitative observations using clear descriptions
• record calculated values (processed results) in an appropriate table.
• record the fine details of the specimen, including drawing the detailed shapes of layers or outlines of specimens
in plan diagrams and drawing the shape and position of observable cell organelles in cells.
Display of calculation and reasoning

Within an investigation and when using the light microscope and photomicrographs, candidates should be able to:
• display calculations clearly, showing all the steps and reasoning
• use the correct number of significant figures for calculated quantities. This should be the same as, or one more
than, the smallest number of significant figures in the data used in the calculation.
Layout of data and observations

• display data as a graph (continuous data), bar chart (discontinuous or categoric) or histogram (frequency data)
• draw a graph, bar chart or histogram clearly and accurately with:
– the independent variable on the x-axis and the dependent variable on the y-axis
– axes labelled to match the relevant table headings, including units where appropriate
– a scale where both axes should use most or all of the grid available and allow the graph to be read easily to
within half a square
– all graph points plotted accurately using a sharp pencil, as a small cross or a small dot in a circle, with the
intersection of the cross or centre of the dot exactly on the required point
– the plotted points of a graph connected with a clear, sharp and unbroken line, either as a line of best fit, a
smooth curve or with ruled straight lines joining the points
– no extrapolation of graph lines unless this can be assumed from the data
– all bars on a bar chart or histogram plotted accurately, with clear, unbroken lines that are drawn with a
sharp pencil and ruler.

• make drawings, using a sharp pencil to give finely drawn lines that are clear and unbroken
• make drawings that use most of the available space and show all the features observed in the specimen, with
no shading
• organise comparative observations, showing differences and similarities between specimens.
Analysis, conclusions and evaluation
Interpreting data and observations

• calculate an answer with the correct number of significant figures using quantitative results or data provided
• use a graph to find unknown values
• estimate the concentrations of unknown solutions from qualitative results
• identify the contents of unknown solutions using biological molecule tests
• identify anomalous results and suggest how to deal with anomalies
• describe patterns and trends using the data provided in tables and graphs
• evaluate the confidence with which conclusions might be made.
• calculate an answer with the correct number of significant figures using quantitative results or data provided
• compare observable features of specimens of biological material including similarities and differences between
specimens on a microscope slide and specimens in photomicrographs.
Drawing conclusions
From results, observations or information provided, candidates should be able to:
• summarise the main conclusions
• state and explain whether a hypothesis is supported
• make predictions from the patterns and trends in data
• suggest explanations for observations, results, patterns, trends and conclusions.
Identifying sources of error and suggesting improvements

Within an investigation and when using the light microscope and photomicrographs, candidates should be able to:
• identify systematic or random errors in an investigation, understanding that systematic errors may not affect
the trend in results whereas a random error may affect the trend
• identify the main sources of error in a particular investigation
• suggest improvements to a procedure that will increase the accuracy of the observations or measurements,
including:
– using a more effective method to standardise relevant variables
– using a more accurate method of measuring the dependent variable
– using smaller intervals for the values of the independent variable
– collecting replicate measurements so that a mean can be calculated
• suggest how to extend the investigation to answer a new question, for example by investigating a different
independent variable or applying the method to a new context
• describe clearly, in words or diagrams, improvements to the procedure or modifications to extend the
investigation.

Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in the
Cambridge Handbook.
Details of specific requirements for apparatus and materials for a particular examination are given in the
confidential instructions, which are sent to centres several weeks before the examination. Any materials to be
supplied by Cambridge International (such as prepared microscope slides or enzymes) are clearly identified in the
confidential instructions and are sent to centres several weeks before the examination. Centres should contact
Cambridge International if they have not received the confidential instructions or the materials to be supplied by
Cambridge International.
It is the responsibility of centres to provide the apparatus and chemicals for practical examinations. Cambridge
International is not able to supply apparatus and chemicals directly, nor provide advice on local suppliers.
Apparatus and materials

This section lists the apparatus and materials that are expected to be available within centres for use during the
practical exams. Candidates should be accustomed to using these. The lists are not intended to be exhaustive and
confidential instructions may state other apparatus and materials that will be required within specific assessments.
This section also includes some guidance notes on safety.
List of apparatus
• microscopes, with lamp or inbuilt illumination, fitted with:
– an eyepiece lens, ×10 magnification
– a low-power objective lens, ×10 magnification
– a high-power objective lens, ×40 magnification
any lenses which are not ×10 or ×40 should be removed or replaced
• microscope slides and glass coverslips
• test-tubes, small, capacity 20–30 cm3 including some that are heat resistant
• test-tubes, large (boiling tubes), capacity 40–50 cm3 including some that are heat resistant
• test-tube holders
• test-tube racks
• bungs to fit small test-tubes and large test-tubes
• bungs with delivery tube to fit small test-tubes and large test-tubes
• specimen tubes with lids
• Bunsen burners
• tripods and gauzes
• heat-proof mats (bench mats)
• measuring cylinders
• syringes (various sizes, e.g. 1 cm3, 2 cm3 or 3 cm3, 5 cm3, 10 cm3)
• clear plastic tubing to fit syringe nozzles
• small teat pipettes or droppers (plastic or glass)
• beakers (various sizes, e.g. 100 cm3, 250 cm3 , 400 cm3)
• thermometers, –10 °C to +110 °C
• filter funnels and filter paper

• Petri dishes, plastic or glass, 9 cm diameter

• white tiles or other suitable surfaces on which to cut
• spotting tiles (dimple tiles) with at least 12 wells
• clamp (retort) stands and bosses
• dialysis (Visking) tubing, 14 mm width with a pore diameter of approximately 2.5 nm
• capillary tubing
• soda-glass tubing
• paper towels
• glass (stirring) rods
• spatulas
• black paper or black card
• white paper or white card
• water-resistant marker pens (for labelling glassware)
• blunt forceps
• scissors
• mounted needles
• cutting implement, such as single-edged razor blade / knife / scalpel
• rulers in mm (ideally clear plastic)
• mortars and pestles
• suitable eye protection
• cork borers
• stop-clock or timer showing seconds
Materials
In the list of materials the following hazard codes are used, in accordance with information provided by CLEAPSS1: 1
C corrosive MH moderate hazard
HH health hazard T acutely toxic
F flammable O oxidising
N hazardous to the aquatic environment
1
An advisory service providing support in practical science and technology for schools and colleges
(www.cleapss.org.uk)

List of materials
• [N] – iodine in potassium iodide solution (suitable for starch test)
• [MH] [N] – Benedict’s solution (suitable for qualitative reducing sugar test)
• [C] [MH] – biuret reagent or potassium hydroxide and copper sulfate solution (suitable for biuret test for
proteins)
• [F] [MH] [HH] – ethanol or IDA (suitable for emulsion test for lipids)
• sucrose, Analar (AR)
• glucose
• starch
• albumen
• [C] [MH] potassium hydroxide
• [C] sodium hydroxide
• sodium chloride
• dilute hydrochloric acid
• hydrogencarbonate indicator
• sodium hydrogencarbonate
• [MH] limewater
• [MH] hydrogen peroxide
• distilled or deionised water
• universal indicator paper with chart
• universal indicator solution with chart
• red and blue litmus paper
• [F] [MH] [HH] thymolphthalein indicator
• [F] [MH] [HH] bromothymol blue
• [HH] methylene blue
• petroleum jelly
• DCPIP (2,6-dichlorophenol-indophenol)
• ascorbic acid (vitamin C)
• [HH] enzymes: amylase, bacterial protease
• materials for preparing immobilised enzymes: calcium chloride, sodium alginate
• plant sources of catalase, e.g. sweet potatoes, mung beans, potatoes
• yeast, dried
• [MH] [N] copper sulfate, hydrated
• technical agar

Safety in the laboratory

Responsibility for safety matters rests with centres.
Supervisors must follow national and local regulations relating to safety and first aid.
Hazard Data Sheets relating to substances should be available from your chemical supplier.
Paper 5
Paper 5 is a timetabled, written paper focusing on the following higher-order practical skills of:
• planning
• analysis
• conclusions
• evaluation.
This exam will not require laboratory facilities.
To prepare candidates for this exam, it should be emphasised that candidates will need extensive experience of
laboratory work of A Level standard. This requires many hours of laboratory-based work, with careful supervision
from teachers to ensure that experiments are planned and carried out safely.
Paper 5 may include questions assessing both the AS and A Level syllabus and may include unfamiliar contexts.
Where questions include theory or equipment which would be unfamiliar to candidates, information will be
provided in the question.
Paper 5 consists of two or more questions totalling 30 marks.
Candidates are required to:

• use extended structured writing
• use appropriate diagrams and tables to illustrate answers
• design an experimental method for a given problem, for which they may be asked to use given information or a
specific piece of apparatus
• express a prediction linking independent and dependent variables, either as a written hypothesis or as a graph
showing the expected result
• analyse and evaluate given experimental data, presented as tables, graphs or written statements, and draw
appropriate conclusions
• identify appropriate mathematical or statistical methods to process experimental data.

Mark allocations for Paper 5

Marks will be allocated on Paper 5 according to the table below. The expectations for each skill are listed in the
sections that follow.
Skill Breakdown of skills Total marks

Defining the problem
Planning 14–16
Methods
Dealing with data
Analysis, conclusions and
Conclusions 14–16
evaluation
Evaluation
Expectations for each skill (Paper 5)

Planning
Candidates will develop a procedure to test a hypothesis or prediction based on an experimental context and
appropriate background information.
Defining the problem

Using the context provided, candidates should be able to:
• state a relevant prediction, either in words or in the form of a sketch graph showing the expected result, and
link this to an underlying hypothesis
• identify the independent and dependent variables
• identify which key variables must be standardised in order to test a hypothesis. (Variables expected to have a
minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)
Methods
Using the context provided, candidates should be able to:
• describe how to vary the independent variable
• describe how to measure the values of the independent and dependent variables accurately and to an
appropriate precision
• describe how to standardise each of the other key variables
• describe, where appropriate, suitable volumes and concentrations of reagents. Concentrations may be specified
in % (w/v), or mol dm–3
• describe how different concentrations would be prepared by serial dilution or proportional dilution
• describe appropriate control experiments
• describe, in a logical sequence, the steps involved in the procedure, including how to use the apparatus to
collect results
• describe how the quality of results can be assessed by considering:
– the occurrence of anomalous results
– the spread of results including the use of standard deviation, standard error and/or 95% confidence
intervals (95% CI).
• describe how to assess the validity of the results by considering both the accuracy of the measurements and
the repeatability of the results

• prepare a simple risk assessment of their plans, taking into account the severity of any hazards and the
probability that a problem could occur
• describe the precautions that would need to be taken to minimise risks where possible.
Analysis, conclusions and evaluation

Analysis, conclusions and evaluation tests the ability of candidates to process given data in a variety of ways.
Dealing with data

Knowledge of the Mathematical requirements in section 6 of the syllabus is expected.
From provided data, candidates should be able to:

• use tables and graphs to show the key points in quantitative data
• sketch or draw suitable graphs, displaying the independent variable on the x-axis and the dependent variable on
the y-axis including, where required, confidence limit error bars
• decide which calculations are necessary in order to draw conclusions
• carry out appropriate calculations to simplify or explain data, including means, percentages and rates of change
• carry out calculations in order to compare data, including percentage gain or loss
• use values of standard deviation or standard error, or graphs with standard error bars, to determine whether
differences in mean values are likely to be statistically significant
• choose and carry out statistical tests (limited to those described in the Mathematical requirements section of
the syllabus) appropriate to the type of data collected and justify use of these tests
• state a null hypothesis for a statistical test
• recognise the different types of variable and the different types of data presented, as shown in the table below.
Type of variable Type of data

Qualitative
categoric nominal, i.e. values or observations belonging to it can be sorted according to
category, e.g. colour of flowers, gender
ordered ordinal, where values can be placed in an order or rank and the interval between
them may not be equal, e.g. the order in which test-tubes containing starch and
iodine become colourless after adding amylase
Quantitative continuous, which can have any value within a specific range, e.g. body mass, leaf
length
Conclusions
• summarise the main conclusions from the results
• identify key points of the raw data and processed data, including graphs and statistical test results
• discuss the extent to which a given hypothesis is supported by experimental data and the strengths and
weaknesses of the evidence
• give detailed scientific explanations of the conclusions
• make further predictions and hypotheses based on the conclusions.

Evaluation
• identify anomalous values in a table or graph of data and suggest how to deal with anomalies
• suggest possible explanations for anomalous readings
• assess whether the results have been replicated sufficiently
• assess whether the range of values of the independent variable and the intervals between the values were
appropriate
• assess whether the method of measuring is appropriate for the dependent variable
• assess the extent to which selected variables have been effectively controlled
• make informed judgements about:
– the validity of the investigation
– the extent to which the data can be used to test the hypothesis
– how much confidence can be put in the conclusions
• suggest how an investigation could be improved to increase confidence in the results.

6 Additional information
Mathematical requirements
Candidates are expected to use the following mathematical skills and knowledge in the assessment. Teaching the
mathematical requirements should be included in the AS & A Level Biology course.
At AS Level and A Level

• understand and use the prefixes: giga (G), mega (M), kilo (k), milli (m), micro (µ) and nano (n)
• select and use the most appropriate units for recording data and the results of calculations
• recognise and use numbers in decimal and standard form
• understand and use the symbols: < (less than), > (greater than), ⩽ (less than or equal to), ⩾ (greater than or
equal to), / (solidus followed by unit in table headings and labels for graph axes), ∝ (is directly proportional to)
and / (sum of)
• make estimations of the results of calculations
• use a calculator for addition, subtraction, multiplication and division, and to calculate squares (x2), square roots
1
( x ), reciprocals ( x ), logs (lg) and means ( xr )
• take account of significant figures in calculations so that significant figures are neither lost unnecessarily nor
carried beyond what is justified. (The correct number of significant figures for calculated quantities is the same
as, or one more than, the smallest number of significant figures in the data used in the calculation.)
• record data from experiments to an appropriate and consistent precision
• calculate magnifications and actual sizes
• calculate areas of triangles, rectangles and circles
• calculate perimeters of rectangles and circumferences of circles
• calculate surface areas and volumes of cuboids and cylinders
• calculate the mean, median, mode and range of a set of values
• recognise and use ratios
• calculate percentages and percentage changes
• express errors in experimental work as percentage errors
• translate information between graphical, numerical, and algebraic forms
• construct and interpret diagrammatic representations of data, including line graphs, pie charts, bar charts and
histograms
• understand when data should be presented in the form of a bar chart, histogram or line graph
• plot data on graph paper with the variables correctly orientated on the axes and with each axis scaled
appropriately
• recognise when it is appropriate to join the points on a graph with straight ruled lines and when it is appropriate
to use a line (straight or curved) of best fit
• calculate the rate of change from the gradient of a straight line on a graph
• calculate the rate of change from the gradient of a tangent to a curved line on a graph.

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Additional information
At A Level only
• relate genetic ratios to probabilities
• understand the principles of sampling as applied to biological situations and data
• understand the importance of chance and probability when interpreting data
• use the Hardy–Weinberg equations to calculate allele and genotype frequencies in populations (formulae will
be provided – see Mathematical formulae)
• use the Lincoln index to calculate an estimate of population size using mark-release-recapture data (formula
will be provided – see Mathematical formulae)
• calculate Simpson’s index of diversity (D) (formula will be provided – see Mathematical formulae)
• understand the difference between a normal distribution and a distribution that is non-normal
• understand the use of descriptive statistics to simplify data, including the mean, median, mode, range, standard
deviation, standard error and 95% confidence intervals (mean, median, mode and range are also expected at
AS Level)
• calculate sample standard deviation, standard error and 95% confidence intervals (formulae will be provided –
see Mathematical formulae)
• use standard deviations, standard errors or 95% confidence intervals to plot error bars on graphs
• understand the difference between correlation and causation and that a correlation does not necessarily imply
a causative relationship
• calculate the results of chi-squared tests and t-tests (formulae will be provided – see Mathematical formulae)
• calculate the number of degrees of freedom for chi-squared tests and t-tests (formulae will not be provided –
see Mathematical formulae)
• use the results of chi-squared tests and t-tests, together with the relevant probability tables of critical values,
to assess the significance of differences (tables of critical values will be provided)
• use Pearson’s linear correlation and Spearman’s rank correlation to test for correlation (formulae will be
provided – see Mathematical formulae)
• understand when it is appropriate to use the different statistical tests (chi-squared test, t-test, Pearson’s linear
correlation and Spearman’s rank correlation) and the conditions in which each is valid.

Mathematical formulae (A Level only)

Candidates are not expected to remember the formulae and symbols for the mathematical formulae in the table
below. When needed, candidates will be provided with this information.
Hardy–Weinberg equations
equation 1: Key to symbols:

p + q = 1 p = frequency of the dominant allele, e.g. A
q = frequency of the recessive allele, e.g. a
equation 2: p2 = frequency of homozygous dominant genotype, e.g. AA
p2 + 2pq + q2 = 1 2pq = frequency of heterozygous genotype, e.g. Aa
q2 = frequency of homozygous recessive genotype, e.g. aa
Lincoln index
n1 # n2
N = m Key to symbols:
N = estimate of population size
2
n1 = number of individuals captured in first sample

n2 = number of individuals (both marked and unmarked)
captured in second sample
m2 = number of marked individuals recaptured in second sample
Simpson's index of diversity (D)
D = 1 - d/ c n m n
2
Key to symbols:
N
n = number of individuals of each type present in the sample
(types may be species and/or higher taxa such as genera,
families, etc.)
N = the total number of all individuals of all types present in the
sample
chi-squared (χ2) test
^O - Eh2
χ2 = / Key to symbols:
E
O = observed value
E = expected value
sample standard deviation (s)
/ ^x - xrh
2
s = Key to symbols:
n-1
x = observation
xr = mean
n = sample size (number of observations)
standard error (SE)
s
SE =
n Key to symbols:
s = sample standard deviation

95% confidence intervals (95% CI)
You can assume this approximation: Key to symbols:

95% CI = xr ± (2 × SE) xr = mean
SE = standard error
t-test
xr1 - xr2
t = Key to symbols:
s2 s2
f 1 + 2p xr = mean
n1 n2 s = sample standard deviation
Pearson's linear correlation (r)
/xy - nxy rr
r = Key to symbols:
^n - 1h s x s y
x, y = observations
xr , yr = means
s = sample standard deviation
Spearman's rank correlation (rs)
6 # / D2
rs = 1 - f p Key to symbols:
n3 - n
D = difference in rank between each pair of measurements
n = number of pairs of items in the sample
Number of degrees of freedom for the chi-squared test and the t-test
In both the t-test and the chi-squared test, candidates are expected to know how to calculate the number of
degrees of freedom, without being provided with the formulae.
number of degrees of freedom (v) for the chi-squared test

v = c – 1 Key to symbols:
c = number of classes
number of degrees of freedom (v) for the t-test

v = n1 + n2 – 2 Key to symbols:

Notes on the use of statistics in Biology (A Level only)

Paper 4 and Paper 5 may include questions involving the use of descriptive statistics and the statistical tests
stated in the syllabus. Candidates will not be expected to carry out all the steps in calculations of sample standard
deviations, t-tests, Pearson's linear correlation and Spearman's rank correlation during an examination, but they
may be given partly completed calculations to finish.
Candidates are allowed to use electronic calculators in the examination, as long as they are permitted by the
Cambridge International general regulations.
The chi-squared test is used to test whether the difference between observed and expected frequencies of nominal
data is significant. The chi-squared test is commonly used in the context of evaluating the results of breeding
experiments and some forms of ecological sampling. Chi-squared tests will only be expected on one row or one
column of data.
The t-test is used to test for the significance of differences between two samples, each with continuous data,
including samples with fewer than 30 values. This test can be used if:
• continuous data have been collected
• the data are from populations that are normally distributed
• standard deviations are approximately the same.
Candidates should be able to use Pearson’s linear correlation to test for a correlation between two sets of
normally distributed data. The test can be used if:
• continuous data have been collected
• a scatter diagram indicates the possibility of a linear relationship
• the data are from a population that is normally distributed
• there are at least five paired observations, although ideally the number of paired observations should be ten or
more.
Spearman’s rank correlation is used to test for a correlation between two sets of data that are not distributed
normally. The test can be used if:
• data points within samples are independent of each other
• ordinal data have been collected or the data that have been collected can be converted to an ordinal scale
using ranking
• a scatter diagram indicates the possibility of an increasing or a decreasing relationship
• there are more than five paired observations, although ideally the number of paired observations should be
between 10 and 30
• all individuals were selected at random from a population and each individual had an equal chance of being
selected.
For both Pearson’s linear correlation and Spearman’s rank correlation, candidates should know that correlations
exist between –1 (perfect negative correlation), 0 (no correlation) and +1 (perfect positive correlation).
These statistical methods are dealt with fully in many textbooks and websites on statistics for biology.

7 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We recommend that learners starting this course should have completed a course in Biology or Co-ordinated
Science equivalent to Cambridge IGCSE™ or Cambridge International O Level.
Guided learning hours

We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided
learning hours for each Cambridge International AS Level and about 360 guided learning hours for a Cambridge
International A Level. The number of hours a learner needs to achieve the qualification may vary according to local
practice and their previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to Making
Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
• syllabuses with the same title at the same level.
Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International AS
& A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners
who pass examinations in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice

Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many
times as they want to. To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to
Making Entries for the relevant series.
Candidates can carry forward the result of their Cambridge International AS Level assessment from one series to
complete the Cambridge International A Level in a following series, subject to the rules and time limits described in
the Cambridge Handbook.
Equality and inclusion
We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level, with A*
being the highest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level, with ‘a’ being
the highest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
(E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances your
candidates may see one of the following letters on their statement of results:
• Q (pending)
• X (no result)
• Y (to be issued).
These letters do not appear on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all the
components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).
‘Cambridge International A Levels are the ‘gold standard’ qualification. They are based on
rigorous, academic syllabuses that are accessible to students from a wide range of abilities yet
have the capacity to stretch our most able.’
Director of Studies, Auckland Grammar School, New Zealand

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
• to show likely future success

The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus.
• to show likely future success

The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career
– help decide whether students part way through a Cambridge International A Level course are making
enough progress to continue
– guide teaching and learning in the next stages of the Cambridge International A Level course.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International A Level Biology will be published after the first assessment of the
A Level in 2022. Find more information at www.cambridgeinternational.org/alevel

Changes to this syllabus for 2022, 2023 and 2024

The syllabus has been reviewed and revised for first examination in 2022. This syllabus is version 2, published
August 2020.
You are strongly advised to read the whole syllabus before planning your teaching programme.
From 2022, the A Level components will assume knowledge of the revised AS Level content. All candidates should
therefore be familiar with the AS Level content in this syllabus.
Changes to syllabus Changes to version 2 of the syllabus, published August 2020

content
• Changes have been made to pages 21, 29, 32 and 35.
Section 6 Syllabus content

• LO 6.2.2: 'correspond to' has been added and 'stop signals' has been replaced
with 'stop codons'.

• LO 12.1.1: 'those occurring in' has been added in front of 'DNA replication'.

• LO 13.1.10: 'stroma from the' has been added to the first line in the third
bullet point.
• LO 13.1.11: 'in a reaction' in the second bullet point has been changed to 'in
reactions'.

• LO 15.1.10: the term 'transverse systems tubules' has been replaced with 'the
T-tubule system'.
Changes to version 1 of the syllabus, published September 2019

• The learner attributes have been updated.
• Small changes have been made to the key concepts to better reflect the
overarching ideas that run throughout Biology.
• The wording in the learning outcomes has been updated to provide clarity as
to what depth each topic should be taught. Although the wording will look
different in many places, the content to teach remains largely the same.
• There has been a limited amount of change to topics: some topics have been
removed and others added, and some content has moved from AS Level to
A Level and vice versa; but the teaching time still falls within the
recommended guided learning hours.
• The learning outcomes have been numbered, rather than listed by letters.
• The Practical section has been updated and further explanation has been
provided.
• The Mathematical requirements have been updated.
• The list of command words has been updated.

Changes to assessment • The syllabus aims have been updated to improve the clarity of wording and
(including changes to the consistency between AS & A Level Biology, Chemistry and Physics.
specimen papers) • The wording of the assessment objectives (AOs) has been updated to
ensure consistency across AS & A Level Biology, Chemistry and Physics. The
assessment objectives still test the same knowledge and skills as previously.
• The weightings of the AOs are now given as an approximate weighting.
Please see section 2 Syllabus overview for details.
• The duration of Paper 1 Multiple Choice has increased by 15 minutes.
• Section B has been removed from Paper 4 A Level Structured Questions.
Candidates now answer all questions.
In addition to reading the syllabus, you should refer to the updated specimen papers. The specimen papers will help
your students become familiar with exam requirements and command words in questions. The specimen mark
schemes explain how students should answer questions to meet the assessment objectives.
Any textbooks endorsed to support the syllabus for examination from 2022 are suitable for use with
this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cambridgeinternational.org
Copyright © UCLES September 2019

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Syllabus

Cambridge International AS & A Level

‘We think the Cambridge curriculum is superb preparation for university.’

Copyright © UCLES September 2019

1 Why choose this syllabus? ................................................................................................................2

2 Syllabus overview .............................................................................................................................. 6

3 Subject content ..................................................................................................................................12

4 Details of the assessment ..............................................................................................................44

7 What else you need to know ......................................................................................................... 63

Changes to this syllabus

1 Why choose this syllabus?

Following a Cambridge International AS & A Level programme

2 www.cambridgeinternational.org/alevel Back to contents page

Back to contents page www.cambridgeinternational.org/alevel 3

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

4 www.cambridgeinternational.org/alevel Back to contents page

Teaching resources Exam preparation resources

Back to contents page www.cambridgeinternational.org/alevel 5

The aims are to enable students to:

6 www.cambridgeinternational.org/alevel Back to contents page

AS Level candidates also study practical skills.

A Level candidates also study practical skills.

Support for Cambridge International AS & A Level Biology

Back to contents page www.cambridgeinternational.org/alevel 7

Multiple Choice 1 hour 15 minutes A Level Structured Questions 2 hours

AS Level Structured Planning, Analysis and

Advanced Practical Skills 2 hours

Information on availability is in the Before you start section.

8 www.cambridgeinternational.org/alevel Back to contents page

Back to contents page www.cambridgeinternational.org/alevel 9

AO1 Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:

AO2 Handling, applying and evaluating information

AO3 Experimental skills and investigations

Candidates should be able to:

10 www.cambridgeinternational.org/alevel Back to contents page

Weighting for assessment objectives

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

Assessment objectives as a percentage of each component

Back to contents page www.cambridgeinternational.org/alevel 11

Candidates for Cambridge International AS Level should study topics 1–11.

Candidates for Cambridge International A Level should study all topics.

AS Level subject content

12 www.cambridgeinternational.org/alevel Back to contents page

1.2 Cells as the basic units of living Learning outcomes

Back to contents page www.cambridgeinternational.org/alevel 13

14 www.cambridgeinternational.org/alevel Back to contents page

2.2 Carbohydrates and lipids Learning outcomes

Back to contents page www.cambridgeinternational.org/alevel 15

2.4 Water Learning outcomes

16 www.cambridgeinternational.org/alevel Back to contents page

Back to contents page www.cambridgeinternational.org/alevel 17

4 Cell membranes and transport

18 www.cambridgeinternational.org/alevel Back to contents page

4.2 Movement into and out of cells Learning outcomes

Back to contents page www.cambridgeinternational.org/alevel 19

5 The mitotic cell cycle