Biology · Practical Assessment
One path from not sure to ready. Work through it in order — understand what’s expected, practise it, test yourself honestly, and watch your readiness fill up.
Know the target & the concepts
Apply it to scenarios
Test yourself, notes closed
See your readiness, walk in ready
Module 1 Depth Study · written exam · Wed 11 June, 7.10 am, I Block
Don’t just read it — use it. Read Part 1 to learn the target and the concepts. Do Part 2 in writing before revealing answers. Then use Part 3 to test yourself with notes away — that’s the only honest measure of readiness. Part 4 shows you how to read the result and keep your head clear. Short sessions across several days beat one long cram.
What’s expected & the concepts
Your target, written as “I can…” statements. Each one is something to aim for now — and to tick off later in Part 3.
Expectation: you can run and judge a fair test, not just describe one.
Expectation: you know what each test detects and why each step is done.
Expectation: you can give the cause→effect “because”, not just the fact.
These templates repeat in every prac. Learn them cold; they’re the cheapest marks on the paper.
A testable, directional prediction — not a guess.
“I Change, I Measure, I Keep the rest the same.”
“Improve reliability” almost always = repeat the experiment.
Two columns: the hazard and how you manage it.
“Scalpel can cut skin → cut away from hand, hold handle firmly.”
“Explain” needs a because. That’s where the marks hide.
Twelve pracs, four big ideas. Notice the repeats — surface area and enzymes each appear twice.
| Experiment | Independent → Dependent | Technique / test | Key result | Concept proven |
|---|---|---|---|---|
| Diffusion | Water temp → rate of spreading | Potassium permanganate, hot vs cold water | Spreads faster in hot water | Diffusion is faster at higher temperature. |
| Osmosis | Membrane → molecule movement | Dialysis tubing + starch + iodine | Bag turns blue-black & heavier | Small molecules cross a semi-permeable membrane; large ones (starch) can’t. |
| Surface area : volume | Cube size → time to react | Agar cubes in hydrochloric acid | Smallest cube clears first | Higher SA:V = faster diffusion — why cells stay small. |
| Surface area & rate | Whole vs crushed → dissolve time | Aspirin tablet in water | Crushed dissolves faster | Greater surface area = faster reaction. |
| Catalase & temperature | Temp → enzyme activity | Catalase + H₂O₂, bubble height | Peaks at an optimum, then drops | Enzymes have an optimum; they denature when too hot. |
| Catalase & concentration | H₂O₂ % → enzyme activity | Bubble height at 0/3/6/9% | More bubbles at higher conc. | More substrate = faster rate, until saturated. |
| Starch in sunlight | Light → starch made | Iodine test; foil-covered vs exposed leaf | Exposed leaf turns blue-black | Light is required for photosynthesis. |
| Chlorophyll’s role | Chlorophyll → starch made | Iodine test on a variegated leaf | Only green parts turn black | Chlorophyll is required for photosynthesis. |
| CO₂ in exhaled air | Breath → detect CO₂ | Limewater test through a straw | Limewater turns milky white | Exhaled air contains CO₂ from respiration. |
| CO₂ & pH of water | CO₂ blown in → pH | Universal indicator / pH data logger | pH falls (more acidic) | CO₂ + water → carbonic acid, lowering pH. |
| Transpiration factors · Module 2 · skip | Conditions → water lost | Wet filter papers, % mass change | Sun, oven & fan lose the most | Heat and wind speed water loss; humidity slows it. |
| Water in plants · Module 2 · skip | Structure → transports water | Celery in eosin dye, microscope | Xylem stains red | Xylem carries water upward (cohesion–tension). |
The same five hazards cover every prac in the book — know these and you can write a risk assessment for any of them.
| Hazard | Where it appears | Management |
|---|---|---|
| Sharp scalpel | Cutting agar, potato, leaves, celery | Cut on a tile, away from your hand; hold the handle firmly. |
| Heat — Bunsen, boiling, hot water | Photosynthesis & enzyme-temperature pracs | Use tongs/forceps; keep flammables clear; don’t fling matches. |
| Corrosive chemicals | Hydrochloric acid, eosin dye, detergent | Wear goggles; avoid skin/eye contact; rinse any spills. |
| Broken glass | Test tubes, beakers | Keep away from table edges; store in a rack. |
| Ingesting chemicals | Limewater, H₂O₂, detergent (straw pracs) | Blow only — never suck — through straws; no eating or drinking. |
The syllabus topics that aren’t in her prac book. The level Year 11 expects, kept tight.
Module 1 — Cells as the Basis of Life
Nucleus — controls the cell, holds DNA. Mitochondria — respiration (release energy). Chloroplast — photosynthesis. Ribosomes — make proteins. Membrane — controls entry/exit. Plant cells also have a cell wall and large vacuole.
Prokaryotic (bacteria): no membrane-bound nucleus or organelles; small. Eukaryotic (plant/animal): a membrane-bound nucleus and organelles.
The fluid mosaic model: a phospholipid bilayer with proteins embedded in it. It is selectively permeable — it controls what crosses in and out.
Passive (no energy) — diffusion, osmosis, facilitated diffusion; down the concentration gradient. Active (needs ATP) — proteins pump substances against the gradient. Endocytosis/exocytosis move bulk material in/out by vesicles.
In chloroplasts, needs light + chlorophyll:
Word: carbon dioxide + water → glucose + oxygen.
In mitochondria, releases energy:
Word: glucose + oxygen → carbon dioxide + water + energy. Enzymes control both reactions; ATP is the energy currency.
Module 2 — Organisation of Living Things
cells → tissues → organs → organ systems → organism. Being multicellular allows cells to specialise, but needs transport systems to supply them.
Autotrophs make their own food by photosynthesis (e.g. plants). Heterotrophs get food by consuming others (e.g. animals).
All share four features: large surface area, thin, moist, and a good transport/blood supply. Animals: alveoli (lungs), gills. Plants: stomata, lenticels.
Xylem carries water + minerals upward (transpiration pull / cohesion–tension). Phloem carries dissolved sugars, in both directions.
A closed circulatory system: the heart pumps blood through arteries → capillaries → veins. Blood carries gases, nutrients and wastes. (Some animals have open systems.)
Mechanical (teeth) plus chemical (enzymes) breakdown turns food into small molecules that can be absorbed.
Mapped against her actual notification. ✓ = on her task (study it); ✗ skip = Module 2, not assessed this time. Notice the bottom row: Working Scientifically is the biggest single slice of marks.
| Module / area | Topic | Where it’s covered | On her task? |
|---|---|---|---|
| M1 · Cell structure | Organelles, prokaryote vs eukaryote, membrane | 1E theory | ✓ |
| M1 · Cell function | Diffusion & osmosis (passive transport) | Pracs 1C · 2A · 2B | ✓ |
| M1 · Cell function | Cell size & SA:V ratio | Pracs 1C · Scenario C | ✓ |
| M1 · Cell function | Active transport, endo/exocytosis | 1E theory | ✓ |
| M1 · Cell function | Enzymes — temperature, pH, concentration | Pracs 1C · Scenario A | ✓ |
| M1 · Cell function | Photosynthesis & respiration — equations, ATP | 1E (effects shown in pracs) | ✓ |
| M2 · Organisation | Levels of organisation; autotroph/heterotroph | — | ✗ skip |
| M2 · Nutrients & gases | Gas-exchange surfaces | — | ✗ skip |
| M2 · Nutrients & gases | Plant transport (xylem/phloem), transpiration | — | ✗ skip |
| M2 · Nutrients & gases | Digestion in animals | — | ✗ skip |
| M2 · Transport | Transport in animals (circulatory, blood) | — | ✗ skip |
| Skills | Working Scientifically — ≈⅔ of the marks | 1B · 1D · all of Part 2 | ✓✓ |
Every key term for the exam, grouped by topic. Tap “Quiz me” to hide the definitions, then tap a term to check yourself.
Cell theory & tools
Cell — the basic structural and functional unit of all living things.
Cell theory — all living things are made of cells; the cell is the basic unit of life; all cells arise from pre-existing cells.
Unicellular — an organism made of a single cell.
Multicellular — an organism made of many specialised cells.
Light microscope — uses light and glass lenses to magnify a specimen; lower resolution.
Electron microscope — uses beams of electrons for far higher magnification and resolution (TEM shows internal detail; SEM shows 3D surfaces).
Magnification — how many times larger an image appears than the real object.
Resolution — the smallest gap between two points that can still be seen as separate; the clarity of detail.
Cell structure & organelles
Organelle — a specialised structure inside a cell with a particular function.
Prokaryotic cell — a cell with no membrane-bound nucleus or organelles (e.g. bacteria); usually small.
Eukaryotic cell — a cell with a membrane-bound nucleus and organelles (plant, animal, fungi, protist).
Nucleus — controls the cell’s activities and contains the DNA.
DNA — the molecule that carries genetic instructions.
Chromosome — a structure of tightly coiled DNA carrying genes.
Cytoplasm — the jelly-like fluid where organelles sit and many reactions occur.
Cell membrane (plasma membrane) — the selectively permeable boundary controlling what enters and leaves the cell.
Phospholipid bilayer — the double layer of phospholipid molecules that forms the membrane.
Fluid mosaic model — describes the membrane as a fluid phospholipid bilayer with proteins embedded throughout.
Selectively (partially) permeable — lets some substances cross but not others.
Cell wall — a rigid outer layer (cellulose in plants) that supports and protects the cell.
Mitochondrion — the organelle where cellular respiration occurs, releasing energy as ATP.
Chloroplast — the plant-cell organelle where photosynthesis occurs; contains chlorophyll.
Chlorophyll — the green pigment that absorbs light energy for photosynthesis.
Ribosome — the site of protein synthesis.
Endoplasmic reticulum — a membrane network transporting materials; rough ER (with ribosomes) makes proteins, smooth ER makes lipids.
Golgi apparatus — modifies, packages and exports proteins.
Vacuole — a fluid-filled storage sac; large and permanent in plant cells.
Lysosome — a vesicle of enzymes that breaks down waste and worn-out parts.
Vesicle — a small membrane sac that moves materials within or out of the cell.
Movement across membranes
Concentration gradient — the difference in a substance’s concentration between two areas.
Diffusion — net movement of particles from high to low concentration; passive.
Facilitated diffusion — passive movement of substances across the membrane through transport proteins.
Osmosis — net movement of water across a selectively permeable membrane from high to low water concentration.
Passive transport — movement down the concentration gradient, requiring no energy.
Active transport — movement against the concentration gradient, using energy (ATP) and membrane proteins.
Endocytosis — the cell takes in bulk material by folding the membrane inward to form a vesicle.
Exocytosis — the cell expels bulk material by fusing a vesicle with the membrane.
Hypertonic — a solution more concentrated than the cell; water leaves the cell.
Hypotonic — a solution less concentrated than the cell; water enters the cell.
Isotonic — a solution the same concentration as the cell; no net water movement.
Surface-area-to-volume ratio (SA:V) — a cell’s surface area divided by its volume; a high SA:V speeds exchange of materials and is why cells stay small.
Enzymes
Enzyme — a biological catalyst (a protein) that speeds up a reaction without being used up.
Catalyst — a substance that speeds up a reaction without being consumed by it.
Substrate — the reactant molecule that an enzyme acts on.
Product — the substance formed by the reaction.
Active site — the specific region of an enzyme where the substrate binds.
Lock-and-key model — the active site has a specific shape that fits only its matching substrate.
Induced fit model — the active site moulds slightly around the substrate as it binds.
Denaturation — a permanent change to an enzyme’s shape (losing function), caused by high temperature or extreme pH.
Optimum temperature / pH — the conditions at which an enzyme works fastest.
Metabolism — all the chemical reactions occurring within an organism.
Biochemical processes
Photosynthesis — in chloroplasts, light energy converts CO₂ and water into glucose and oxygen.
Cellular respiration — in mitochondria, glucose is broken down using oxygen to release energy (ATP).
Aerobic respiration — respiration that uses oxygen; fully breaks down glucose, releasing a lot of ATP.
Anaerobic respiration — respiration without oxygen; partial breakdown, little ATP (produces lactic acid or ethanol).
ATP (adenosine triphosphate) — the molecule cells use to store and transfer energy.
Glucose — the simple sugar made in photosynthesis and used as the main energy source in respiration.
Reactant (input) — a substance that goes into a reaction.
Product (output) — a substance produced by a reaction.
Autotroph — an organism that makes its own food, e.g. plants via photosynthesis.
Heterotroph — an organism that obtains food by consuming others.
Build each layer, then put it together
Short drills that isolate one layer at a time — build the skill, and spot which layer needs work, before the full scenarios. Answer first, then reveal.
Same style as your assessment scenarios — every layer mixed, as it will be on the day. Write your answer first, then reveal and compare.
Fast recall for the in-scope Module 1 theory (Section 1E). Answer, then reveal.
Test yourself — notes away
This is the honest measure. How long you’ve studied and how “familiar” it feels both lie — the only real signal is whether you can do it without looking.
Tick each one only when you can do it cold, to the depth of the examples in Part 1.
In scope — the Module 1 ideas not covered by her pracs.
Redo a Part 2 scenario with notes away and a timer on. Mark it against the answers. Your score and where you stall is the reading.
Explain each experiment out loud to someone — what changed, what was measured, and why. If you reach a confident “…because…”, it’s ready.
Cover the cheat sheet and rewrite the variables, validity/reliability and graph rules from memory. Check, then fill the gaps.
Read the result & walk in ready
Feeling unsure after lots of study is normal — and it’s usually a method thing, not a knowledge thing. Re-reading makes material feel familiar without ever testing you, so the doubt never lifts. The ticks above are different: each one is real evidence you can do the thing.
When the meter sits high and you got there with notes away, that’s genuine readiness — trust it over the nervous feeling. Any box still empty is simply your to-do list, not a verdict on you. Spend your last sessions only on those.
And look after the engine: short sessions, real breaks, and sleep are when memory locks in. Walking in calm and rested beats one more anxious hour every time. The effort is already there — this pack just turns it into proof.