Scheme of Work Cambridge International as & a level

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bio scheme of work

Past and specimen papers
Syllabus ref. and Key Concepts (KC) Learning outcomes

Extension activity: Challenge learners to calculate the mitotic index of a plant tissue and ask them to consider how the measurement of the mitotic index can be used as a means of investigating the effect of a named variable on plant tissue growth.

Past and specimen papers
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

6: Nucleic acids and protein synthesis

Syllabus ref. and Key Concepts (KC)

Learning outcomes

Suggested teaching activities

6.1 Structure of nucleic acids and replication of DNA

KC2

KC3

6.1.1 Describe the structure of nucleotides, including the phosphorylated nucleotide ATP.

6.1.2 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.

6.1.3 Describe the structure of a DNA molecule as a double helix.

6.1.5 Describe the structure of an RNA molecule, using the example of messenger RNA.

In Topic 1 Cell structure learners studied the regions of cells in which DNA is found in eukaryotes and in prokaryotes. The synthesis of macromolecules is described in Topic 2 Biological molecules, and DNA synthesis in the S phase of the cell cycle is explored in Topic 5 The mitotic cell cycle. Prepare a short quiz, using Paper 1 multiple-choice questions, to review and refresh knowledge. (F)

Provide paper or card cut-outs of DNA nucleotides for learners to join together. Learners note that A will pair with T, C will pair with G, and that the A + T pair is the same size as the C + G pair. Help learners to see that purine + purine and pyrimidine + pyrimidine combinations are not possible, and that the two polynucleotide strands must run in antiparallel directions, in order to allow the bases to face each other. Use this opportunity to extend learners’ thinking by helping them draw the structure of a nucleotide, including the phosphorylated nucleotide ATP, and the structure of an RNA molecule.

Learners write the shortest sentence possible using a range of provided key terms related to this topic. This focuses learners on developing their higher-order thinking skills and understand the meaning of the terms. Examples are ‘base,’ ‘hydrogen’ and ‘polymer.’ To provide extra help to less confident learners, reduce the number of words that they are expected to use. (F)

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