Dear all

The year 10 end of year test will be sat after May half-term. The exact date time, day and full details of the end of year
tests will be communicated to you by the examination’s office in the next few weeks. The Biology test will last for 90
minutes and will assess the following parts of the curriculum studied in year 9 and 10:

The structure and function of cells:

 The similarities and differences between the structure of eukaryotic and prokaryotic cells.
 The structure of animal, plant and bacterial cells
 The function of the different parts (organelles) found in cells
 The structure and function of specialised cells in animals focusing on sperms cells, nerve cells and muscle cells
 The structure and function of specialised cells in plants focusing on xylem cells, phloem cells and root hair cells
 The differences between electron and light microscopes in terms of resolution and magnification and the ability
to see sub-cellular structures
 Calculating magnification using real size and image size data

Cell division

 Chromosomes, DNA, genes

 Cell Cycles in Eukaryotic cells and Bacteria
 Stages of mitosis and explaining why mitosis is needed
 Stem Cells and the ethical issues relating to their use
 Cell differentiation in animal and plant cells

Cell Transport

 Diffusion– passive movement of molecules down a concentration gradient.

 Molecules that move in/out of cells by diffusion
 Factors affecting the rate of diffusion
 Adaptations of exchange surfaces in Animals and plants
 Osmosis- the movement of water molecules across a partially permeable membrane from a dilute solution to a
more concentrated solution.
 Active Transport– movement against the concentration gradient, using a membrane transport protein and
requiring energy.

Enzymes and Digestion

 The digestive system is an example of an organ system in which several organs work together to digest and
absorb food.
 Students should be able to relate knowledge of enzymes to Metabolism.
 Students should be able to describe the nature of enzyme molecules and relate their activity to temperature
and pH changes.
 Students should be able to use the ‘lock and key theory’ as a simplified model to explain enzyme action.
 Students should be able to recall the sites of production and the action of amylase, proteases and lipases.
 Students should be able to understand simple word equations but no chemical symbol equations are required.
 Digestive enzymes convert food into small soluble molecules that can be absorbed into the bloodstream.
 Carbohydrase's break down carbohydrates to simple sugars. Amylase is a carbohydrase which breaks down
starch.
 Proteases break down proteins to amino acids.
 Lipases break down lipids (fats) to glycerol and fatty acids.
 The products of digestion are used to build new carbohydrates, lipids and proteins. Some glucose is used in
respiration.
 Bile is made in the liver and stored in the gall bladder. It is alkaline to neutralise hydrochloric acid from the
stomach. It also emulsifies fat to form small droplets which increases the surface area.
The organisation of the respiratory and circulatory system and non-communicable disease

 The structure of the lungs and how they are adapted for gas exchange.
 The structure of the heart, how heart beat is controlled and the double circulatory system.
 The structure of blood vessels.
 The content of the blood.
 Evaluating Heart valves and Heart transplants.
 What is Coronary Heart Disease and how is it treated.
 Non-communicable diseases – types of these and risk factors for them.
 How to reduce the chances of non-communicable disease.
 Cancer and the formation of benign and malignant tumours.

Plant tissues and organs

 Label the main organs of a plant and describe their functions.

 Identify the tissues in a leaf and describe their functions. Relate the structure of each tissue to its function in
photosynthesis.
 Explain why there are more stomata on the lower surface of a leaf.
 Describe the role of stomata and guard cells to control water loss and gas exchange.
 Calculate stomatal density.
 Describe the organs that make up the plant transport system.
 Describe the role of xylem, phloem and root hair cells and explain how they are adapted for their functions.
 Define the terms ‘transpiration’ , ’transpiration stream’ and ‘translocation’.

Causes and prevention of communicable disease in plants and animals

 Types of pathogen - how bacteria, virus, protist and fungi cause disease
 Symptoms, spead and treatments for diseases caused by bacteria (salmonella and gonorrhoea), viruses
(measles, HIV and TMV), protist (malaria) and fungi (rose black spot).
 How your body defends against disease—skin, mucus and cilia and stomach acid
 How white blood cells prevent disease
 How white blood cells and antibodies give you immunity both naturally and vaccinations
 Different types of drug and Antibiotics
 How drugs are developed
 Producing Monoclonal antibodies and the uses of them
 Identifying plant diseases and how plants defend against disease using barriers and chemicals

Photosynthesis and Respiration

 Photosynthesis is represented by the equation: carbon dioxide + water -> glucose + oxygen
 Students should recognise the chemical symbols: CO2 , H2O, O2 and C6H12O6 .
 Students should be able to explain the effects of temperature, light intensity, carbon dioxide concentration, and
the amount of chlorophyll on the rate of photosynthesis.
 The use of glucose produced from photosynthesis
 Students should be able to describe cellular respiration as an exothermic reaction which is continuously
occurring in living cells.
 The energy transferred supplies all the energy needed for living processes.
 Organisms need energy for: • chemical reactions to build larger molecules • movement • keeping warm.
 Aerobic respiration is represented by the equation: glucose + oxygen carbon dioxide + water
 Anaerobic respiration in muscles is represented by the equation: glucose lactic acid this transfers less energy
than aerobic respiration
 Anaerobic respiration in plant and yeast cells is represented by the equation: glucose ->ethanol + carbon
dioxide.
 Anaerobic respiration in yeast cells is called fermentation and has economic importance in the manufacture of
bread and alcoholic drinks.
 Heart rate and breathing rate increase during exercise to supply oxygen and glucose to muscles and remove
 carbon dioxide
 Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose.
 Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic
acid and remove it from the cells.
 Students should be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the
synthesis and breakdown of carbohydrates, proteins and lipids.
 Metabolism is the sum of all the reactions in a cell or the body.
 The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled
processes of metabolism that synthesise new molecules.

You can use the following revision resources to help you revise:

A year 10 Biology end of year exam revision classroom – this has extensive revision resources such as quizzes and videos
for you to access.

https://www.bbc.co.uk/bitesize/examspecs/zpgcbk7 - quizzes, games and revision notes

https://www.gradegorilla.com/gcse-biology-revision-questions.php – online mini tests

https://www.physicsandmathstutor.com/biology-revision/gcse-aqa/cell-biology/ - online revision resource

We hope you find this information useful and that you are able to build upon your learning this year by revising fully for
your end of year exams.

Kind Regards

The Biology Department