Beruflich Dokumente
Kultur Dokumente
Specification
In partnership with
ocr.org.uk/gcsec21biology
Registered office: We will inform centres about any changes to the specifications. We will also
1 Hills Road publish changes on our website. The latest version of our specifications will
Cambridge always be those on our website (ocr.org.uk) and these may differ from
CB1 2EU printed versions.
Copyright
OCR retains the copyright on all its publications, including the specifications.
However, registered centres for OCR are permitted to copy material from this
specification booklet for their own internal use.
1 Why choose an OCR GCSE (91) in Biology B (Twenty First Century Science)? 1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR GCSE (91) in Biology B (Twenty First Century Science)? 2
1c. What are the key features of this specification? 4
1d. How do I find out more information? 4
5 Appendices 68
5a. Overlap with other qualifications 68
5b. Accessibility 68
5c. Units in science 69
5d. Mathematical skills 70
5e. Mathematical skills requirement 71
5f. Health and Safety 73
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) i
Support and Guidance
Introducing a new specification brings challenges for knowledge that will grow throughout the lifetime of
implementation and teaching, but it also opens up the specification, they include:
new opportunities. Our aim is to help you at every
stage. We are working hard with teachers and other Delivery Guides
experts to bring you a package of practical support, Transition Guides
resources and training. Topic Exploration Packs
Lesson Elements.
Subject Specialists
We also work with a number of leading publishers
OCR Subject Specialists provide information and
who publish textbooks and resources for our
support to centres including specification and non-
specifications. For more information on our
exam assessment advice, updates on resource
publishing partners and their resources visit:
developments and a range of training opportunities.
ocr.org.uk/qualifications/gcse-and-a-level-reform/
Our Subject Specialists work with subject communities publishing-partners
through a range of networks to ensure the sharing of
ideas and expertise supporting teachers and students Professional development
alike. They work with developers to help produce our
Our improved Professional Development
specifications and the resources needed to support
Programme fulfils a range of needs through
these qualifications during their development.
course selection, preparation for teaching, delivery
You can contact our Science Subject Specialists for and assessment. Whether you want to come to
specialist advice, guidance and support: face-to-face events, look at our new digital training
or search for training materials, you can find what
youre looking for all in one place at the CPD Hub:
01223 553998 cpdhub.ocr.org.uk
ScienceGCSE@ocr.org.uk
An introduction to new specifications
@OCR_Science We run training events throughout the academic
year that are designed to help prepare you for first
Teaching and learning resources teaching and support every stage of your delivery of
the new qualifications.
Our resources are designed to provide you with a
range of teaching activities and suggestions that To receive the latest information about the training
enable you to select the best activity, approach or we offer on GCSE and A Level, please register for
context to support your teaching style and your email updates at: ocr.org.uk/updates
particular students. The resources are a body of
OCR 2016
ii GCSE (91) in Biology B (Twenty First Century Science)
Assessment Preparation and Analysis Service
Along with subject-specific resources and tools, youll that focus on skills development, professional
also have access to a selection of generic resources guidance for teachers and results data analysis.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) iii
OCR 2016
iv GCSE (91) in Biology B (Twenty First Century Science)
1 Why choose an OCR GCSE (91) in Biology B
(Twenty First Century Science)?
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 1
1b. Why choose an OCR GCSE (91) in Biology B
(Twenty First Century Science)?
We appreciate that one size doesnt fit all so we offer
1
Education Group (UYSEG) in conjunction with subject
two suites of qualifications in each science: and teaching experts. Together we have aimed to
produce a specification with up to date relevant
Biology A (Gateway Science) Provides a flexible content accompanied by a narrative to give context
approach to teaching. The specification is divided into and an idea of the breadth of teaching required. Our
topics, each covering different key concepts of new GCSE (91) in Biology B (Twenty First Century
biology. Teaching of practical skills is integrated with Science) qualification builds on our existing popular
the theoretical topics and they are assessed through course. Weve based the redevelopment of our GCSE
the written papers. (91) sciences on an understanding of what works
well in centres large and small. Weve undertaken
Biology B (Twenty First Century Science) Learners a significant amount of consultation through our
study biology using a narrative-based approach. Ideas science forums (which include representatives from
are introduced within relevant and interesting settings learned societies, HE, teaching and industry) and
which help learners to anchor their conceptual through focus groups with teachers.
knowledge of the range of biological topics required
at GCSE level. Practical skills are embedded within The content is clear and logically laid out for both
the specification and learners are expected to carry existing centres and those new to OCR, with
out practical work in preparation for a written assessment models that are straightforward to
examination that will specifically test these skills. administer. We have worked closely with teachers
to provide high quality support materials to guide
Biology B (Twenty First Century Science) has been you through the new qualifications.
developed with the University of York Science
GCSE study in the sciences provides the foundation the assumption that every effect has one or
for understanding the material world. Scientific more cause
understanding is changing our lives and is vital to
worlds future prosperity, and all learners should be that change is driven by differences between
taught essential aspects of the knowledge, methods, different objects and systems when they
process and uses of science. They should be helped to interact
appreciate how the complex and diverse phenomena
of the natural world can be described in terms of a that many such interactions occur over a
small number of key ideas relating to the sciences distance and over time without direct contact
which are both inter-linked, and are of universal
application. These key ideas include: that science progresses through a cycle of
hypothesis, practical experimentation,
the use of conceptual models and theories to observation, theory development and review
make sense of the observed diversity of natural
phenomena that quantitative analysis is a central element
both of many theories and of scientific
methods of inquiry.
OCR 2016
2 GCSE (91) in Biology B (Twenty First Century Science)
The Twenty First Century Science suite will enable develop and learn to apply observational,
learners to: practical, modelling, enquiry and problem-
solving skills, both in the laboratory, in the
develop scientific knowledge and conceptual field and in other learning environments
understanding through the specific disciplines
of biology, chemistry and physics develop their ability to evaluate claims based
1
on science through critical analysis of the
develop understanding of the nature, processes methodology, evidence and conclusions, both
and methods of science, through different qualitatively and quantitatively.
types of scientific enquiries that help them to
answer scientific questions about the world
around them
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 3
1c. What are the key features of this specification?
Building on research, and on the principles of Beyond cultural aspects of science that are of value and
2000, the Twenty First Century Science suite was interest to all
1 originally developed by the University of York Science
Education Group (UYSEG), the Nuffield Foundation develop learners abilities to evaluate
and OCR. knowledge claims critically, by looking at the
nature, quality and extent of the evidence,
The 2016 suite continues to recognise the diversity and at the arguments that link evidence to
of interests and future intentions of the learner conclusions
population who take a science qualification at GCSE
level. The specifications will prepare learners for develop learners understanding of the
progression to further study of science, whilst at the concepts and models that scientists use to
same time offering an engaging and satisfying course explain natural phenomena
for those who choose not to study academic science
further. develop learners ability to plan and carry out
practical investigations and their understanding
The Twenty First Century Science suite will: of the role of experimental work in developing
scientific explanations.
take opportunities to link science to issues
relevant to all learners as citizens, and to the
Visit our subject pages to find out more about the Email: ScienceGCSE@ocr.org.uk,
assessment package and resources available to Telephone: 01223 553998
support your teaching. The science team also
release a termly newsletter Science Spotlight Join our Science community: http://social.ocr.org.uk/
(despatched to centres and available from our
subject pages). Check what CPD events are available:
www.cpdhub.ocr.org.uk
Follow us on Twitter:
https://twitter.com/ocr_science
OCR 2016
4 GCSE (91) in Biology B (Twenty First Century Science)
2 The specification overview
2a. OCRs GCSE (91) in Biology B (Twenty First Century Science) (J257)
Learners are entered for either Foundation Tier (components 01 and 02) or Higher Tier (components 03 and 04)
to be awarded the OCR GCSE (91) in Biology B (Twenty First Century Science).
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 5
2b. Content of GCSE (91) in Biology B (Twenty First Century Science) (J257)
Layout of specification content define the requirements for assessment and any
contexts given in the narrative may also be assessed.
The specification content is divided into eight
chapters. The first six chapters describe the science Within each chapter:
content to be taught and assessed. The seventh
chapter describes the Ideas about Science that An overview summarises the science ideas included in
2 should be taught, and will be assessed in contexts the chapter, explaining why these ideas are relevant to
taken from any of the preceding chapters. The Ideas learners living in the twenty first century and why it is
about Science cover the requirements of Working desirable for learners to understand them.
OCR 2016
6 GCSE (91) in Biology B (Twenty First Century Science)
The Assessment Objectives in Section 3b make clear in the assessments, and the Sample Assessment
the range of ways in which learners will be required Materials (provided on the OCR website at
to demonstrate their knowledge and understanding www.ocr.org.uk) provide examples.
Biology is the science of living organisms (including the environment and with humans in many
animals, plants, fungi and microorganisms) and their different ways 2
interactions with each other and the environment.
The study of biology involves collecting and living organisms are interdependent and show
interpreting information about the natural world to adaptations to their environment
identify patterns and relate possible cause and effect.
Biological information is used to help humans life on Earth is dependent on photosynthesis in
improve their own lives and strive to create a which green plants and algae trap light from
sustainable world for future generations. the Sun to fix carbon dioxide and combine it
with hydrogen from water to make organic
Learners should be helped to understand how, compounds and oxygen
through the ideas of biology, the complex and diverse
phenomena of the natural world can be described in organic compounds are used as fuels in
terms of a small number of key ideas which are of cellular respiration to allow the other chemical
universal application, and which include: reactions necessary for life
life processes depend on molecules whose the chemicals in ecosystems are continually
structure is related to their function cycling through the natural world
the fundamental units of living organisms are the characteristics of a living organism are
cells, which may be part of highly adapted influenced by its genome and its interaction
structures including tissues, organs and organ with the environment
systems, enabling living processes to be
performed effectively evolution occurs by a process of natural
selection and accounts both for biodiversity
living organisms may form populations of single and how organisms are all related to varying
species, communities of many species and degrees.
ecosystems, interacting with each other, with
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 7
2
A summary of the content for the GCSE (91) Biology B (Twenty First Century Science) course is as follows:
8
From study at Key Stages 1 to 3 learners should: understand a simple model of chromosomes,
genes and DNA
know that living things produce offspring of the know about the part played by Watson, Crick,
same kind, but normally offspring vary and are Wilkins and Franklin in the development of the
not identical to their parents DNA model
know that heredity is the process by which know about sexual reproduction in animals,
genetic information is transmitted from one including the role of gametes and the process
generation to the next of fertilisation
know that genetic information is stored in the know about sexual and asexual reproduction in
nucleus plants, including flower structures and the
processes of pollination and fertilisation.
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 9
2
Learning about genes and inheritance at GCSE (91)
10
2
2
12
variants in multiple parts of the genome. Today, scientists day use of genome sequencing
sequence whole genomes to investigate how genetic (separate science only)
variants influence an organisms characteristics.
A human individuals sex is determined by the inheritance of 8. describe sex determination in humans
genes located on sex chromosomes; specifically, genes on the
Y chromosome trigger the development of testes.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
Chapter B2: Keeping healthy
In Topic B2.1, learners explore how different In Topics B2.4 and B2.5, the way that lifestyle,
pathogens are spread and cause disease, with environmental and genetic factors affect the
reference to some common communicable diseases risk of developing non-communicable diseases is
of humans and plants, then in Topic B2.2 they explored, with reference to ideas about health
consider how the immune system in humans and studies, sampling, correlation and cause. Finally,
plants protects against infection. learners learn about ways of treating diseases
in Topics B2.5 and B2.6 and explore issues related to
Topic B2.3 looks at ways in which individuals and the development and testing of new medicines.
society can reduce the spread of diseases, linked to
From study at Key Stages 1 to 3 learners should: healthy human diet includes carbohydrates,
lipids (fats and oils), proteins, vitamins,
appreciate that good hygiene helps humans minerals, dietary fibre and water
keep healthy recall some of the consequences of imbalances
be able to identify and name the main parts of in the diet, including obesity, starvation and
the human circulatory system, and describe the deficiency diseases
functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs
appreciate the importance of bacteria in the and lifestyle on the way their bodies function
human digestive system recall some of the effects of recreational drugs
know that animals, including humans, need the (including substance misuse) on behaviour,
right types and amount of nutrition, and that a health and life processes.
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
OCR 2016
14 GCSE (91) in Biology B (Twenty First Century Science)
Learning about health and disease at GCSE (91)
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
2
16
2
2
18
B2.4 How can we identify the cause of an infection? (separate science only)
B2.5 How can lifestyle, genes and the environment affect health?
2
2
20
Some traditional treatments (e.g. radiotherapy and chemotherapy 5. describe how monoclonal antibodies can be used to Ideas about Science:
for cancer) cause adverse reactions. New technologies are enabling treat cancer use of monoclonal
us to develop treatments that are more effective and have a lower antibodies as a
including:
risk of adverse reactions. For example, the specificity of monoclonal technological
produce monoclonal antibodies specific to a
antibodies can be used to target cancer cells without damaging application of science
cancer cell antigen
normal host cells. that could make a
inject the antibodies into the blood
difference to peoples
the antibodies bind to cancer cells, tagging them
lives (IaS4)
for attack by white blood cells
the antibodies can also be attached to a
radioactive or toxic substance to deliver it to
cancer cells
(separate science only)
21
2
Chapter B3: Living together food and ecosystems
From study at Key Stages 1 to 3 learners should: know that animals obtain their food
from plants (and other animals that ate
understand the similarities and differences plants)
between plant and animal cells understand the difference between carnivores,
know that some organisms make their own herbivores and omnivores, and between
food using photosynthesis producers and consumers
know that photosynthesis in plant cells occurs know that individuals of the same type living in
in the chloroplasts the same place make up a population, and that
know the reactants in, and products of, all the interacting populations in an ecosystem
photosynthesis, and be able to write a word make up the community
summary understand the use of food chains and food
know that photosynthesis requires light webs as models of the feeding relationships
be familiar with the adaptations of leaves for within a community
photosynthesis, and the role of stomata in gas appreciate the interdependence of organisms
exchange in a community, including food webs, the
know that water and minerals enter a plant breakdown and cycling of substances, and
through the roots animals as pollinators
know that molecules of a solute move through know that changes in an ecosystem can affect
solvent, and through cell membranes, by the survival of individuals and populations.
diffusion
Tiering
Statements shown in bold type will only be tested will be assessed in both Foundation and Higher
in the Higher Tier papers. All other statements Tier papers.
OCR 2016
22 GCSE (91) in Biology B (Twenty First Century Science)
Learning about food and ecosystems at GCSE (91)
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
2
24
M4a
c)plot and draw appropriate graphs selecting appropriate
scales for axes
M4a, M4c
d)extract and interpret information from graphs, charts
and tables
M2c
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
B3.2 How do producers get the substances they need?
Teaching and learning narrative Assessable learning outcomes Linked learning
Learners will be required to: opportunities
The ways in which photosynthetic organisms 1. describe some of the substances transported into and out of Practical work:
take in carbon dioxide and water for photosynthetic organisms in terms of the requirements of those organisms, investigate diffusion
photosynthesis, and release the waste product including oxygen, carbon dioxide, water and mineral ions using drops of ink in
oxygen, illustrate the principles of diffusion 2.
a)explain how substances are transported into and out of cells through water and in agar in
and osmosis. Generally, molecules move from diffusion, osmosis and active transport Petri dishes on graph
a region of their higher concentration to a b)describe practical investigations into the processes of diffusion and paper
region of their lower concentration; the osmosis investigate diffusion
difference in concentration drives a change PAG8 across a partially
towards equal concentration. Carbon dioxide i Learners are not expected to explain osmosis in terms of water permeable membrane
and oxygen molecules move by diffusion, potential using starch
through cell membranes in single-cellular suspension in dialysis
(prokaryotic) producers, and through stomata 3. explain how the partially-permeable cell membranes of plant cells and tubing in a beaker of
and cell membranes in plants. Water prokaryotic cells are related to diffusion, osmosis and active transport water; compare adding
molecules move by osmosis through cell 4. explain how water and mineral ions are taken up by plants, relating the idione solution inside
membranes; projections from root cells (root structure of the root hair cells to their function versus outside the
hairs) of plants increase the surface area for tubing
osmosis. investigate the effect
of solute concentration
The way in which photosynthetic organisms
on osmosis using
take in nitrogen (to make proteins) illustrates
potato cylinders in
the process of active transport. Producers get
sugar solution
nitrogen from nitrate ions (NO3). Molecules of
water and gases can diffuse through partially-
permeable cell membranes but nitrate ions
cannot; producers use energy from molecules
of ATP to transport nitrate ions through the
cell membrane by active transport.
25
2
2
26
intensity and temperature affect the rate of b)describe practical investigations into the effect of environmental
photosynthesis (and therefore the demand for factors on the rate of water uptake by a plant
water), while air movement and temperature PAG6
affect the rate of water loss from aerial parts 8. in the context of water uptake by plants:
of the plant. a)use simple compound measures such as rate
M1a, M1c
b)carry out rate calculations
M1a, M1c
c)plot, draw and interpret appropriate graphs
M4a, M4b, M4c, M4d
OCR 2016
2
2
28
2
Chapter B4: Using food and controlling growth
From study at Key Stages 1 to 3 learners should: be familiar with the tissues and organs of the
human digestive system, including adaptations
be familiar with the processes of aerobic and to function
anaerobic respiration in living organisms, and understand in simple terms that the human
fermentation in microorganisms, including digestive system uses chemicals (including
word summaries of the reactions enzymes) to digest food
be able to recall the differences between appreciate the importance of bacteria in the
aerobic and anaerobic respiration in terms of human digestive system
the reactants, products and implications for the know how nutrients and water are transported
organism within animals, including humans.
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
OCR 2016
30 GCSE (91) in Biology B (Twenty First Century Science)
Learning about cellular respiration and growth at GCSE (91)
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
2
32
2
2
34
2
Chapter B5: The human body staying alive
From study at Key Stages 1 to 3 learners should: understand the mechanism of breathing to
move air in and out of the lungs, and be able to
appreciate the hierarchical organisation of use a pressure model to explain the movement
multicellular organisms: from cells to tissues to of gases
organs to systems to organisms understand, in outline, how nutrients and
be able to identify, name, draw and label the water are transported within animals, including
basic parts of the human body humans
have a basic understanding of the function of be able to identify and name the main parts of
muscles the human circulatory system
be familiar with the tissues and organs of the be familiar with the functions of the heart,
human digestive system, including adaptations blood vessels and blood
to function know which part of the body is associated with
understand the basic structures and functions each sense.
of the gas exchange system in humans,
including adaptations to function
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
OCR 2016
36 GCSE (91) in Biology B (Twenty First Century Science)
Learning about the human body at GCSE (91)
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
B5.1 How do substances get into, out of and around our bodies?
2
2
38
potential impact for the ageing population. roles of the cerebral cortex (intelligence, memory, fMRI as a technological
language and consciousness), cerebellum (conscious development that
We know the brain is made of billions of neurons. We also know that
movement) and brain stem (regulation of heart and enabled observations
different areas of the brain are important in different functions.
breathing rate) that led to new
However, our ability to investigate and develop explanations (separate science only) scientific explanations
about brain function remains limited. Most areas of the brain are (IaS3)
5. explain some of the difficulties of investigating
concerned with many functions, but some functions can be ethical issues around
brain function
mapped to particular areas using functional magnetic resonance studying brain
(separate science only)
imaging (fMRI), studies of patients with brain damage, and damaged patients
electrical stimulation (IaS3). There are ethical issues associated (IaS4)
OCR 2016
2
2
40
2
2
42
B5.6 What can happen when organs and control systems stop working?
lives of people with nervous system injury and disease, but that could change lives
the ethics of stem cells use must also be considered (IaS4). (IaS4)
Chapter B6: Life on Earth past, present and future
From study at Key Stages 1 to 3 learners should: know that there is variation between
individuals within a species, and that
know that there are many different types of variation can be described as continuous or
organisms living in many different discontinuous
environments, and that there are similarities understand that the variation means some
and differences between all organisms organisms compete more successfully,
recognise that living organisms can be grouped resulting in natural selection
and classified in a variety of ways based on appreciate that variation, adaptation,
commonalities and differences competition and natural selection result
be able to use classification keys in the evolution of species
recognise that living organisms have changed understand that changes in the environment
over time and that fossils provide information may leave organisms less well adapted to
about organisms that lived millions of years ago compete successfully and reproduce, which
appreciate that organisms live in habitats to can lead to extinction
which they are adapted be familiar with some of the reasons why its
recognise that organisms produce offspring of important to protect and conserve biodiversity,
the same kind, but normally offspring vary and and some ways of doing so.
are not identical to their parents
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 43
2
Learning about evolution and biodiversity at GCSE (91)
44
2
2
46
B6.2 How do sexual and asexual reproduction affect evolution? (separate science only)
B6.3 How does our understanding of biology help us classify the diversity of organisms on Earth?
2
Chapter B7: Ideas about Science
In order to make sense of the scientific ideas that although particular Ideas about Science have
learners encounter in lessons and in everyday life been linked to particular contexts throughout
outside of school, they need an understanding of the specification as examples, the assessable
how science explanations are developed, the kinds of learning outcomes in this chapter should be
2 evidence and reasoning behind them, their strengths developed, and will be assessed, in any context
and limitations, and how far we can rely on them. from chapters 16
Learners also need opportunities to consider the the assessable learning outcomes in this
impacts of science and technology on society, and chapter will be assessed in all of the written
how we respond individually and collectively to new examination papers
ideas, artefacts and processes that science makes
possible. terms associated with measurement and
data analysis are used in accordance with
It is intended that the Ideas about Science will help their definitions in the Association of Science
learners understand how scientific knowledge is Education publication The Language of
5 obtained, how to respond to science stories and Measurement (2010).
issues in the world outside the classroom, and the
impacts of scientific knowledge on society.
From study at Key Stages 1 to 3 learners should: have devised and carried out scientific
enquiries, in which they have selected the
understand that science explanations are most appropriate techniques and equipment,
based on evidence and that as new evidence collected and analysed data and drawn
is gathered, explanations may change conclusions.
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
OCR 2016
48 GCSE (91) in Biology B (Twenty First Century Science)
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
2
50
2
2
52
develop an explanation often relies on technological developments became available inheritance (B1.2); the
that enable new observations to be made. theory of evolution by
natural selection (B6.1)
As more evidence becomes available, a hypothesis may be modified
and may eventually become an accepted explanation or theory. Explanations that
relied on technological
A scientific theory is a general explanation that applies to a large
development: roles of
number of situations or examples (perhaps to all possible ones),
cell organelles (B4.2);
which has been tested and used successfully, and is widely accepted
brain function (B5.3);
by scientists. A scientific explanation of a specific event or
three domain model of
phenomenon is often based on applying a scientific theory to the
classification (B6.3)
OCR 2016
situation in question.
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
2
54
conservation of
biodiversity (B6.4)
GCSE (91) in Biology B (Twenty First Century Science)
OCR 2016
2
Chapter B8: Practical skills
It is compulsory that learners complete at least eight described in the Assessable learning outcomes
practical activities. column. These can count towards each PAG. We are
expecting that centres will provide learners with
OCR has split the requirements from the Department opportunities to carry out a wide range of practical
2 for Education GCSE subject content and assessment activities during the course. These can be the ones
objectives Appendix 4 into eight Practical Activity described in the specification or can be practicals that
Groups or PAGs. are devised by the centre. Activities can range from
whole investigations to simple starters and plenaries.
The Practical Activity Groups allow centres flexibility
in their choice of activity. Whether centres use OCR It should be noted that the practicals described in the
suggested practicals or centre-substituted practicals, specification need to be covered in preparation for
they must ensure completion of at least eight the questions in the written examinations that will
practical activities and each learner must have had the assess practical skills. No less than 15% of the
opportunity to use all of the apparatus and techniques questions will assess practical skills. Learners also
described in the following table of this chapter. need to be prepared to answer questions using their
knowledge and understanding of practical techniques
The table illustrates the apparatus and techniques and procedures in written papers.
required for each PAG and an example practical that
may be used to contribute to the PAG. It should be Safety is an overriding requirement for all practical
noted that some apparatus and techniques can be work. Centres are responsible for ensuring
used in more than one PAG. It is therefore important appropriate safety procedures are followed
that teachers take care to ensure that learners do whenever their learners complete practical work.
have the opportunity to use all of the required
apparatus and techniques during the course with Use and production of appropriate scientific diagrams
the activities chosen by the centre. to set up and record apparatus and procedures used
in practical work is common to all science subjects
Within the specification there are a number of and should be included wherever appropriate.
practicals, indicated as, for example, PAG1, that are
OCR will review the practical activities detailed in If any revision to the practical activities is made, OCR
Chapter B8 of this specification following any revision will produce an amended specification which will be
by the Secretary of State of the apparatus or published on the OCR website. OCR will then use the
techniques published specified in respect of the GCSE following methods to communicate the amendment
Biology B (Twenty First Century Science) qualification. to Centres: Notice to Centres sent to all Examinations
Officers, e-alerts to Centres that have registered to
OCR will revise the practical activities if appropriate. teach the qualification and social media.
OCR 2016
56 GCSE (91) in Biology B (Twenty First Century Science)
The following list includes opportunities for choice variety of experimental problem-solving and/or
and use of appropriate laboratory apparatus for a enquiry based activities.
Example of a
practical activity (a
Practical
range of practicals
Activity Apparatus and techniques that
are included in the
Group
(PAG)
the practical must use or cover
specification and
Centres can devise
2
their own activity)*
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 57
Example of a
practical activity (a
Practical
range of practicals
Activity Apparatus and techniques that
are included in the
Group the practical must use or cover
specification and
(PAG)
Centres can devise
their own activity)*
2 5 Use of appropriate apparatus and techniques for the observation Investigate the
Photosynthesis and measurement of biological changes and/or processes3 factors that can
affect the rate of
Safe and ethical use of living organisms (plants or animals) to
photosynthesis on
measure physiological functions and responses to the environment4
Cabomba
Measurement of rates of reaction by a variety of methods
including production of gas, uptake of water and colour change of
indicator5
Safe use of appropriate heating devices and techniques including
use of a Bunsen burner and a water bath or electric heater2
Use of appropriate apparatus to make and record a range of
measurements accurately, including length, area, mass, time,
temperature, volume of liquids and gases, and pH1
6 Safe and ethical use of living organisms (plants or animals) to Investigate the effect
Physiology, measure physiological functions and responses to the environment4 of exercise on pulse
responses rate/ventilation rate
Safe use of appropriate heating devices and techniques including
respiration and recovery
use of a Bunsen burner and a water bath or electric heater2
7 Use of appropriate apparatus and techniques for the observation Investigate the
Microbiological and measurement of biological changes and/or processes3 effectiveness of
techniques antimicrobial agents
Use of appropriate apparatus, techniques and magnification,
on the growth of a
including microscopes, to make observations of biological
bacterial lawn
specimens and produce labelled scientific drawings7
Safe use of appropriate heating devices and techniques including
use of a Bunsen burner and a water bath or electric heater2
Use of appropriate apparatus to make and record a range of
measurements accurately, including length, area, mass, time,
temperature, volume of liquids and gases, and pH1
8 Use of appropriate apparatus and techniques for the observation Investigate the effect
Transport in and measurement of biological changes and/or processes3 of different water
and out of cells potentials on the
Use of appropriate apparatus to make and record a range of
length and mass of
measurements accurately, including length, area, mass, time,
potato chips
temperature, volume of liquids and gases, and pH1
* Centres are free to substitute alternative practical activities that also cover the skills detailed above.
1, 2, 3, 4, 5, 7
These apparatus and techniques may be covered in any of the groups indicated. Numbers correspond
to those used in Appendix 4.
OCR 2016
58 GCSE (91) in Biology B (Twenty First Century Science)
Choice of activity
Centres can include additional apparatus and free coursework consultancy service.
techniques within an activity beyond those listed as E-mail: ScienceGCSE@ocr.org.uk
the minimum in the above tables. Learners must
complete a minimum of eight practicals covering all Where Centres devise their own practical activities
the apparatus and techniques listed. to cover the apparatus and techniques listed above,
the practical must cover all the requirements and be
The apparatus and techniques can be covered: of a level of demand appropriate for GCSE. Each set 2
of apparatus and techniques described in the middle
(i) by using OCR suggested activities (provided as column can be covered by more than one Centre
resources) devised practical activity e.g. measurement of
(ii) through activities devised by the Centre. rates of reaction by a variety of methods including
production of gas, uptake of water and colour change
Centres can receive guidance on the suitability of indicator could be split into two or more activities
of their own practical activities through our (rather than one).
Centres must provide a written practical science arranged practical science work, for example
statement to OCR confirming that they have taken because of illness. It could be costly for the centre
reasonable steps to secure that each learner: to run additional practical science opportunities for
the learner.
a) has completed the practical activities set by
OCR as detailed in Chapter B8 However, the opportunities to take part in the
b) has made a contemporaneous record of specified range of practical work must be given to all
(i)the work which the learner has learners. Learners who do not take up the full range
undertaken during those practical of opportunities may be disadvantaged as there will
activities, and be questions on practical science in the GCSE Biology
(ii)the knowledge, skills and understanding B (Twenty First Century Science) assessment.
which that learner has derived from those
practical activities. Centres must provide the practical science
statement by 15 May in the year the learner
Centres must provide practical science opportunities certificates. Any failure by a centre to provide
for their learners. This does not go so far as to oblige a practical science statement to OCR in a timely
centres to ensure that all of their learners take part in manner will be treated as malpractice and/or
all of the practical science opportunities. There is maladministration [under General Condition A8
always a risk that an individual learner may miss the (Malpractice and maladministration)].
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 59
Private candidates
Private candidates can be entered for examinations at as imparting important knowledge that is part of the
an OCR-approved centre even if they are not enrolled specification.
as a learner there.
Private candidates need to make contact with a
centre where they will be allowed to carry out the
Private candidates may be home-schooled, receiving
required practical activities. The centre may charge
2 private tuition or self-taught. They must be based in
the UK.
for this facility and OCR recommends that the
arrangement is made early in the course.
The GCSE Biology B (Twenty First Century Science) There is no direct assessment of the practical skills
qualification requires learners to complete eight part of the course. However, learners will need to
practical activities. These practical activities are an have completed the activities to prepare fully for the
essential part of the course and will allow learners to written examinations as there will be questions that
develop skills for further study or employment as well assess practical skills.
There are no prior qualifications required in There are a number of Science specifications at OCR.
order for learners to enter for a GCSE (91) Find out more at www.ocr.org.uk
in Biology B (Twenty First Century Science).
OCR 2016
60 GCSE (91) in Biology B (Twenty First Century Science)
3 Assessment of GCSE (91) in Biology B
(Twenty First Century Science)
Assessment approach 3
The assessment of the content of Biology B (Twenty Depth paper: this paper can assess content from
First Century Science) is achieved using two across the whole specification. The focus of the
components at each tier. Depth paper is to allow learners to demonstrate
their depth of understanding of specific aspects of
Breadth paper: this paper can assess content from the content. This will be achieved by the inclusion
across the whole specification. The paper will include of some short answer response questions. These
short answer response questions. These will include will include structured questions, calculations and
structured questions, calculations and questions questions based on practical skills. The paper will
based on practical skills. Extended response questions have at least two extended response questions,
are not found on the Breadth paper. marked using Level of Response mark schemes,
each with a total of 6 marks.
These components, one at Foundation Tier and one content from across all teaching chapters 1 to 8.
at Higher Tier, are each worth 90 marks and assess Learners answer all the questions.
These components, one at Foundation Tier and one content from across all teaching chapters 1 to 8.
at Higher Tier, are each worth 90 marks and assess Learners answer all the questions.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 61
3b. Assessment objectives (AO)
There are three Assessment Objectives in OCR GCSE These are detailed in the table below:
(91) in Biology B (Twenty First Century Science).
Weighting (%)
Assessment Objectives
Higher Foundation
3 AO1
scientific ideas
scientific techniques and procedures
40% 40%
The relationship between the Assessment Objectives and the components are shown in the following table:
OCR 2016
62 GCSE (91) in Biology B (Twenty First Century Science)
3c. Tiers
This scheme of assessment consists of two tiers: on the Higher Tier option for learners who are a
Foundation Tier and Higher Tier. Foundation Tier small number of marks below the grade 3/4
assesses grades 5 to 1 and Higher Tier assesses boundary. Learners must be entered for either
grades 9 to 4. An allowed grade 3 may be awarded the Foundation Tier or the Higher Tier.
Synoptic assessment has been defined, for the applying knowledge and understanding of more
purposes of this qualification, as allowing learners than one area to a particular situation or context
the opportunity to demonstrate the ability to using knowledge and understanding or
draw together different areas of knowledge, skills principles and concepts in planning
and/or understanding from across the full course experimental and investigative work and
of study. The emphasis of synoptic assessment is to in the analysis and evaluation of data
encourage the development of the understanding
of Biology B (Twenty First Century Science) as a bringing together scientific knowledge and
discipline. All papers contain an element of synoptic understanding from different areas of the
assessment. subject and applying them.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 63
3h. Calculating qualification results
A learners overall qualification grade for OCR GCSE to the qualification level grade boundaries for
(91) in Biology B (Twenty First Century Science) the entry option taken by the learner and for the
will be calculated by adding together their marks relevant exam series to determine the learners
from the two components taken to give their total overall qualification grade.
weighted mark. This mark will then be compared
OCR 2016
64 GCSE (91) in Biology B (Twenty First Century Science)
4 Admin: what you need to know
The information in this section is designed to give an More information about these processes, together
overview of the processes involved in administering with the deadlines, can be found in the OCR
this qualification so that you can speak to your exams Admin Guide and Entry Codes: 1419 Qualifications,
officer. All of the following processes require you to which can be downloaded from the OCR website:
submit something to OCR by a specific deadline. www.ocr.org.uk
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.
Final entries
4
Final entries provide OCR with detailed data for All learners taking a GCSE (91) in Biology B (Twenty
each learner, showing each assessment to be taken. First Century Science) must be entered for one of the
It is essential that you use the correct entry code, following entry options:
considering the relevant entry rules.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 65
4b. Special consideration
Special consideration is a post-assessment Detailed information about eligibility for special
adjustment to marks or grades to reflect temporary consideration can be found in the JCQ publication
injury, illness or other indisposition at the time the A guide to the special consideration process.
assessment was taken.
The Head of Centre is required to provide a Any failure by a centre to provide the Head of Centre
declaration to the JCQ as part of the annual NCN Annual Declaration will result in your centre status
update, conducted in the autumn term, to confirm being suspended and could lead to the withdrawal of
that the centre is meeting all of the requirements our approval for you to operate as a centre.
detailed in the specification.
GCSE (91) qualifications are graded on the scale: Only subjects in which grades 9 to 1 are attained will
91, where 9 is the highest. Learners who fail to reach be recorded on certificates.
the minimum standard of 1 will be Unclassified (U).
Results
Results are released to centres and learners for The following supporting information will be available:
information and to allow any queries to be resolved
before certificates are issued. raw mark grade boundaries for each component
Centres will have access to the following results weighted mark grade boundaries for each entry
information for each learner: option.
the grade for the qualification Until certificates are issued, results are deemed to be
provisional and may be subject to amendment.
the raw mark for each component
A learners final results will be recorded on an OCR
the total weighted mark for the qualification. certificate. The qualification title will be shown on the
certificate as OCR Level 1/2 GCSE (91) in Biology B
(Twenty First Century Science).
OCR 2016
66 GCSE (91) in Biology B (Twenty First Century Science)
4e. Post-results services
A number of post-results services are available: Missing and incomplete results This service
should be used if an individual subject result
Enquiries about results If you are not happy for a learner is missing, or the learner has been
with the outcome of a learners results, centres omitted entirely from the results supplied.
may submit an enquiry about results.
Access to scripts Centres can request access
to marked scripts.
4f. Malpractice
Any breach of the regulations for the conduct OCR as soon as it is detected. Detailed information
of examinations and non-exam assessment on malpractice can be found in the JCQ publication
may constitute malpractice (which includes
maladministration) and must be reported to
Suspected Malpractice in Examinations
and Assessments: Policies and Procedures.
4
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 67
5 Appendices
5b. Accessibility
Reasonable adjustments and access arrangements The GCSE (91) qualification and subject criteria have
allow learners with special educational needs, been reviewed in order to identify any feature which
disabilities or temporary injuries to access the could disadvantage learners who share a protected
assessment and show what they know and can do, Characteristic as defined by the Equality Act 2010.
without changing the demands of the assessment. All reasonable steps have been taken to minimise any
4 Applications for these should be made before the
examination series. Detailed information about
such disadvantage.
OCR 2016
68 GCSE (91) in Biology B (Twenty First Century Science)
5c. Units in science
It is expected that learners will show understanding They will be able to use them in qualitative work
of the biological quantities and corresponding units, and calculations. These units and their associated
SI base units and derived units listed below. quantities are dimensionally independent.
SI base units
Physical quantity Unit Unit
Length Metre m
Mass kilogram kg
Time second s
Temperature kelvin K
Current Ampere A
Amount of a substance mole mol
SI derived units 5
Physical quantity Unit(s) Unit(s)
Area squared metre m2
Volume cubic metre; litre; cubic decimetre m3; l; dm3
Density kilogram per cubic metre kg/m3
Temperature degree Celsius o
C
Pressure Pascal Pa
Specific heat capacity joule per kilogram per degree Celsius J/kgoC
Specific latent heat joule per kilogram J/kg
Speed metre per second m/s
Force Newton N
Gravitational field strength newton per kilogram N/kg
Acceleration metre per squared second m/s2
Frequency hertz Hz
Energy joule J
Power watt W
Electric charge coulomb C
Electric potential difference volt V
Electric resistance ohm
Magnetic flux density tesla T
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 69
5d. Mathematical skills
The mathematical skills required for the GCSE (91) in biology (B), chemistry (C), physics (P) and combined
science (CS) are shown in the table below.
OCR 2016
70 GCSE (91) in Biology B (Twenty First Century Science)
5e. Mathematical skills requirement
In order to be able to develop their skills, knowledge In the Higher Tier question papers, the questions that
and understanding in GCSE (91) in Biology B (Twenty assess mathematical skills will not be lower demand
First Century Science), learners need to have been than that of questions and tasks in the assessment for
taught, and to have acquired competence in, the the Foundation Tier in a GCSE qualification in
appropriate areas of mathematics relevant to the Mathematics.
subject as indicated in the table of coverage below.
The assessment of quantitative skills would include at
The questions and tasks used to target mathematical least 10% GCSE (or above) mathematical skills at the
skills will be at a level of demand that is appropriate appropriate tier for biology.
to GCSE (91) Biology.
These skills will be applied in the context of the
In the Foundation Tier question papers, the questions relevant biology.
that assess mathematical skills will not be of a lower
demand than that which is expected of learners at This list of examples is not exhaustive and is not
Key Stage 3, as outlined in the Department for limited to GCSE examples. These skills could be
Educations document Mathematics programme of developed in other areas of specification content
study: key stage 3. from those indicated.
5
Mathematical skills Specification reference
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 71
Mathematical skills Specification reference
f Understand the terms mean, mode and median 3.1.3b, 3.4.3a, IaS2.8
g Use a scatter diagram to identify a correlation between two variables 2.5.3d, IaS2.8, IaS3.1a
h Make order of magnitude calculations 4.2.2a
M3 Algebra
a Understand and use the symbols: =, <, <<, >>, >, , ~ No direct specification
references but
d Solve simple algebraic equations
statements will be assessed
M4 Graphs
a Translate information between graphical and numeric form 2.5.3a, 2.5.3b, 3.1.3b, 3.1.7b,
3.1.7c, 3.2.8c, 3.4.3c, 5.4.8b,
6.4.5, IaS2.4, IaS2.7
b Understand that y=mx+c represents a linear relationship 3.1.3b, 3.2.8c, IaS2.8
c Plot two variables from experimental or other data 2.5.3b, 3.1.3b, 3.1.7c, 3.2.8c,
5 3.4.3c, IaS2.7
d Determine the slope and intercept of a linear graph 3.2.8c, IaS2.8
M5 Geometry and trigonometry
c Calculate areas of triangles and rectangles, surface areas and volumes 2.4.3, 2.6.2, 5.1.8
of cubes.
OCR 2016
72 GCSE (91) in Biology B (Twenty First Century Science)
5f. Health and Safety
In UK law, health and safety is primarily the Where an employer has adopted model risk
responsibility of the employer. In a school or college assessments an individual school or college then
the employer could be a local education authority, has to review them, to see if there is a need to
the governing body or board of trustees. Employees modify or adapt them in some way to suit the
(teachers/lecturers, technicians etc.) have a legal particular conditions of the establishment.
duty to cooperate with their employer on health
and safety matters. Various regulations, but especially Such adaptations might include a reduced scale of
the COSHH Regulations 2002 (as amended) and working, deciding that the fume cupboard provision
the Management of Health and Safety at Work was inadequate or the skills of the learners were
Regulations 1999, require that before any activity insufficient to attempt particular activities safely.
involving a hazardous procedure or harmful The significant findings of such risk assessment
microorganisms is carried out, or hazardous should then be recorded in a point of use text ,
chemicals are used or made, the employer must for example on schemes of work, published teachers
carry out a risk assessment. A useful summary of the guides, work sheets, etc. There is no specific legal
requirements for risk assessment in school or college requirement that detailed risk assessment forms
science can be found at: https://www.ase.org.uk should be completed for each practical activity,
although a minority of employers may require this.
For members, the CLEAPSS guide, PS90, Making 5
and recording risk assessments in school science1 Where project work or investigations, sometimes
offers appropriate advice. linked to work-related activities, are included in
specifications this may well lead to the use of
Most education employers have adopted nationally novel procedures, chemicals or microorganisms,
available publications as the basis for their Model which are not covered by the employers model
Risk Assessments. risk assessments. The employer should have given
guidance on how to proceed in such cases. Often,
for members, it will involve contacting CLEAPSS .
1
These, and other CLEAPSS publications, are on the CLEAPSS Science Publications website www.cleapss.org.uk. Note that CLEAPSS
publications are only available to members. For more information about CLEAPSS go to www.cleapss.org.uk.
OCR 2016
GCSE (91) in Biology B (Twenty First Century Science) 73
YOUR
CHECKLIST
View our range of skills guides for use across subjects and qualifications at
ocr.org.uk/skillsguides
Join our Twenty First Century Science Biology B social network community for
teachers at social.ocr.org.uk
Download high-quality, exciting and innovative
GCSE (9-1) Twenty First Century Science Biology B resources from
ocr.org.uk/gcsec21biology
Resources and support for our GCSE (9-1) Twenty First Century Science Biology B qualification, developed through
collaboration between our Biology Subject Specialists, teachers and other subject experts, are available from
our website. You can also contact our Biology Subject Specialists who can give you specialist advice, guidance
and support.
To stay up to date with all the relevant news about our qualifications, register for email updates at
ocr.org.uk/updates
Biology Community
The social network is a free platform where teachers can engage with each other and with us to find
and offer guidance, discover and share ideas, best practice and a range of Biology support materials.
To sign up, go to social.ocr.org.uk
ocr.org.uk/gcsec21biology
6189729797