Strengthening Canada’s Bilingual Future: New Investments in Francophone Immigration
Canada’s bilingual identity is a key part of its heritage. Supporting French-speaking communities outside Quebec
Alex Darin
Overview of AQA GCSE Biology qualifications
Subject content:
Cells are the basic unit of life. Gene-controlled structures allow specialized functions. Mitosis enables growth by creating identical cells. Stem cell technology repairs organs by growing new tissue from versatile early-stage cells.
| Scope of study | Content |
|---|---|
| Cell structure | • Eukaryotes and prokaryotes • Animal and plant cells • Cell specialisation • Cell differentiation • Microscopy • Culturing microorganisms |
| Cell division | • Chromosomes • Mitosis and the cell cycle • Stem cells |
| Transport in cells | • Diffusion • Osmosis • Active transport |
This section covers how the digestive, respiratory, and circulatory systems support the body, with a focus on reducing risks through diet and lifestyle. It also explores how plants rely on environmental conditions for photosynthesis.
| Scope of study | Content |
|---|---|
| Principles of organisation | • Cells as building blocks of all living organisms. • Tissue as a group of cells • Organs • Organ systems |
| Animal tissues, organs and organ systems | • The human digestive system • The heart and blood vessels • Blood • Coronary heart disease: a non-communicable disease • Health issues • The effect of lifestyle on some non-communicable diseases • Cancer |
| Plant tissues, organs and systems | • Plant tissues • Plant organ system |
Pathogens cause diseases by using hosts to grow and produce toxins. The body fights them with barriers, immune responses, and vaccines. Antibiotics work against bacteria, but resistance is increasing, requiring new treatments.
| Scope of study | Content |
|---|---|
| Communicable diseases | • Communicable (infectious) diseases • Viral diseases • Bacterial diseases • Fungal diseases • Protist diseases • Human defence systems • Vaccination • Antibiotics and painkillers • Discovery and development of drugs |
| Monoclonal antibodies | • Producing monoclonal antibodies • Uses of monoclonal antibodies |
| Plant disease | • Detection and identification of plant diseases • Plant defence responses |
Plants harness solar energy in photosynthesis, producing oxygen. Both plants and animals use oxygen for aerobic respiration to release energy. Anaerobic respiration occurs without oxygen, especially during intense exercise, leading to energy production but also lactic acid buildup and fatigue.
| Scope of study | Content |
|---|---|
| Photosynthesis | • Photosynthetic reaction • Rate of photosynthesis • Uses of glucose from photosynthesis |
| Respiration | • Aerobic and anaerobic respiration • Response to exercise • Metabolism |
The body maintains stable conditions through control systems involving the nervous and hormonal systems. Fast responses come from the nervous system, while hormones regulate slower changes, especially in reproduction.
| Scope of study | Content |
|---|---|
| Homeostasis | • Control Systems: – Receptors – Coordination centers – Effectors |
| The human nervous system | • Structure and function • The brain • The eye • Control of body temperature |
| Hormonal coordination in humans | • Human endocrine system • Control of blood glucose concentration • Maintaining water and nitrogen balance in the body • Hormones in human reproduction • Contraception • The use of hormones to treat infertility • The role of thyroxine and adrenaline in the body |
| Plant hormones | • Control and coordination • Use of plant hormones |
Meiosis creates unique offspring by combining genes from both parents. Mutations can be harmful or beneficial, driving natural selection and evolution.
Selective breeding and cloning enhance desirable traits, while genetic engineering transfers genes between species, though it’s controversial.
| Scope of study | Content |
|---|---|
| Reproduction | • Sexual and asexual reproduction • Meiosis • Advantages and disadvantages of sexual and asexual reproduction • DNA and the genome • DNA structure • Genetic inheritance • Inherited disorders • Sex determination |
| Variation and evolution | • Variation • Evolution • Selective breeding • Genetic engineering • Cloning |
| The development of understanding of genetics and evolution | • Theory of evolution • Speciation • The understanding of genetics • Evidence for evolution • Fossils • Extinction • Resistant bacteria |
| Classification of living organisms | • Carl Linnaeus’ classification system • Carl Woese’s three-domain system • Evolutionary trees |
Ecosystems recycle energy and materials like carbon and water, supporting interconnected species. Human survival depends on these systems, but our actions threaten biodiversity. Sustainable practices are essential to protect our future.
| Scope of study | Content |
|---|---|
| Adaptations, interdependence and competition | • Communities • Abiotic factors • Biotic factors • Adaptations |
| Organisation of an ecosystem | • Levels of organisation • How materials are cycled • Decomposition • Impact of environmental change |
| Biodiversity and the effect of human interaction on ecosystems | • Biodiversity • Waste management • Land use • Deforestation • Global warming • Maintaining biodiversity |
| Trophic levels in an ecosystem | • Trophic levels • Pyramids of biomass • Transfer of biomass |
| Food production | • Factors affecting food security • Farming techniques • Sustainable fisheries • Role of biotechnology |
Biology revolves around a few key concepts:
– Life processes rely on molecules with structures related to their functions.
– Cells are fundamental units, forming tissues, organs, and systems.
– Organisms interact in ecosystems, adapting to environments.
– Photosynthesis is crucial for life on Earth, producing organic compounds and oxygen.
– Cellular respiration fuels life processes.
– Chemicals cycle through ecosystems.
– An organism’s traits are shaped by its genome and environment.
– Evolution via natural selection explains biodiversity and relationships among species.
1. Observe and draw plant and animal cells using a light microscope.
2. Test the effect of antiseptics or antibiotics on bacterial growth with agar plates.
3. Explore how salt or sugar concentrations affect plant tissue mass.
4. Test for carbohydrates, lipids, and proteins using Benedict’s, iodine, and Biuret reagents.
5. Examine how pH influences amylase enzyme activity by tracking starch digestion over time.
6. Investigate how light intensity impacts photosynthesis using pondweed.
7. Conduct an experiment on a factor affecting human reaction time.
8. Study how light or gravity affects seedling growth, recording length and drawing results.
9. Measure population size in a habitat and analyze the effect of a factor on species distribution.
10. Assess temperature’s impact on milk decay by tracking pH changes.
For detailed information about the General Certificate of Secondary Education (GCSE) and how it can shape your academic future, click here to explore: GCSE Information
| Type of assessment | Content | Final score | Weighting of final grade |
|---|---|---|---|
| Paper 1: Multiple choice, structured, closed short answer and open response. | Topics 1–4: Cell biology; Organisation; Infection and response; and Bioenergetics. | 100 marks | 50% |
| Paper 2: Multiple choice, structured, closed short answer and open response. | Topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology. | 100 marks | 50% |
Assessment objective weightings for GCSE Biology
Assessment Objectives:
AO1: Demonstrate knowledge and understanding of scientific ideas, techniques, and procedures.
AO2: Apply knowledge of scientific ideas and enquiry, as well as techniques and procedures.
AO3: Analyze information to interpret, evaluate, make judgments, draw conclusions, and improve experimental procedures.
| Assessment objectives (AOs)* | Component weightings Paper 1 (%) | Component weightings Paper 2 (%) | Overall weighting (approx %) |
|---|---|---|---|
| AO1 | 37‒43 | 37‒43 | 40 |
| AO2 | 37‒43 | 37‒43 | 40 |
| AO3 | 17‒23 | 17‒23 | 20 |
| Overall weighting of components | 50 | 50 | 100 |
Assessment weightings
The marks on the papers will be scaled according to the weighting of each component. Students’ final marks will be the sum of these scaled marks. Grade boundaries will be determined based on this total scaled mark. The scaling and total scaled marks are detailed in the table below.
| Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
|---|---|---|---|
| Paper 1 | 100 | x1 | 100 |
| Paper 2 | 100 | x1 | 100 |
| Total scaled mark: | 200 |
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Canada’s bilingual identity is a key part of its heritage. Supporting French-speaking communities outside Quebec
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