Cambridge Pre-U Syllabus - Cambridge International Examinations

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14 Cambridge Pre-U Draft In the context of the Curriculum Content Learning Outcomes of this syllabus, the following terms will be met and are intended to have meanings as shown in the table below. Term Intended meaning Limited to … The list of examples or level of detail given in the syllabus is considered to be sufficient at this level, so that inclusion of further examples or more detail is unlikely to be of benefit to candidates. Including … and e.g. … … with emphasis on … command words such as state, outline, describe, explain, suggests, compare and discuss … Question setters will assume that all candidates have studied the topic to the specified level of detail and included the specified examples. For some individual candidates and cohorts, sufficient examples or details are given to form a coherent understanding without any further exemplification or detail. For other individual candidates or cohorts, there may usefully be the opportunity to pursue the topic to a greater depth. Great care should be taken not to overload the course with content beyond the level that is intended, so that not every opportunity to include more material should be taken. Question setters will assume that all candidates have studied the topic to the specified level of detail and included the specified examples. This is an indication that the particular aspects of the topic so described should be the focus of most of the teaching and learning effort, and other aspects should form a smaller part, for example in cell division, where the features of chromosome behaviour that contribute to various outcomes should be studied in more detail than other aspects such as the changes to centrioles and nuclear membrane. A glossary is given at the end of the syllabus that lays out the intended meanings of these terms in the context of the assessment. This glossary will also be of considerable use in helping teachers and candidates determine the intended depth of study of the course. Use… The term use, in the syllabus learning outcomes, points out particular places where candidates will need to apply their understanding of aspects of Biology to the solving of problems, for example in genetics. Details of … are not required This is an area where it is considered that inclusion of the material specifically excluded from the syllabus is unlikely to be of benefit to candidates and might prejudice their progress in other areas that are essential to study at this level. Question setters will assume that no candidates have studied the material specifically excluded.
Cambridge Pre-U Syllabus 1. THE CELL This section looks at life in terms of the cell. Knowledge of eukaryotic and prokaryotic cellular structure and the processes which take place in all living cells is fundamental to explaining how life ‘works’. Cell biology also has medical and commercial applications and these are also considered in this section. These questions may be put to candidates to stimulate discussion and prompt and direct their own researches while covering Section 1. • What makes eukaryotes different from prokaryotes? • Are eukaryotes more successful than prokaryotes? • What are the advantages and disadvantages of using electron microscopes? • How can I determine what is inside a cell and what the parts do? • How are intracellular structures adapted to their functions? • How do cells replicate? • How are meiosis and genetics connected? • How and why do a variety of proteins catalyse such a variety of different reactions so specifically? • If enzymes denature at 55°C, how do organisms live in hydrothermal vents deep in the ocean or in hot springs at 95°C? • What is it about ATP that makes it so important? • How does ATP get made? • Why is anaerobic respiration so much less efficient at releasing energy from a glucose molecule than aerobic respiration? • What is the role of DNA? • How do organisms control their genes? • What is genetic engineering and is it a good thing or a bad thing? • How is knowledge and understanding of Biology applied to gene technology? • Selective breeding ...... is it genetic engineering or not? • How do I transfer a gene from one species to another, and how can I tell if I have done it successfully? 15
Page 1: Cambridge Pre-U Syllabus - DRAFT Su
Page 4 and 5: 2 © University of Cambridge Intern
Page 6 and 7: 4 Introduction Cambridge Pre-U Draf
Page 8 and 9: 6 Aims The course aims to: Cambridg
Page 10 and 11: 8 Assessment objectives Cambridge P
Page 12 and 13: 10 Description of Papers Cambridge
Page 14 and 15: 12 Curriculum Content The syllabus
Page 18 and 19: 16 1.1 Eukaryotic cell structure Co
Page 20 and 21: 18 1.3 Cell replication Content DNA
Page 22 and 23: 20 1.5 Respiration Content ATP Chem
Page 24 and 25: 22 Cambridge Pre-U Draft Practical
Page 26 and 27: 24 2. THE ORIGIN AND EVOLUTION OF L
Page 28 and 29: 26 2.3 The evolution of life Conten
Page 30 and 31: 28 3. ANIMAL PHYSIOLOGY Section 3 (
Page 32 and 33: 30 3.3 Nerves, muscles and behaviou
Page 34 and 35: 32 3.5 The immune system Content St
Page 36 and 37: 34 4. THE LIFE OF PLANTS Cambridge
Page 38 and 39: 36 4.3 Reproduction Content Pollina
Page 40 and 41: 38 5. ENVIRONMENTAL STUDIES Cambrid
Page 42 and 43: 40 5.2 Measuring and conserving bio
Page 44 and 45: 42 Cambridge Pre-U Draft Section A
Page 46 and 47: 44 Assessment of skills in Componen
Page 48 and 49: 46 Cambridge Pre-U Draft Candidates
Page 50 and 51: 48 Cambridge Pre-U Draft Sub-skill
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Page 58 and 59: 56 Cambridge Pre-U Draft Laboratory
Page 60 and 61: 58 Cambridge Pre-U Draft Reagents,
Page 62 and 63: 60 Appendix 2: Textbooks and IT res
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64 Notes on the use of statistics i
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66 Cambridge Pre-U Draft Glossary o
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68 Appendix 4: Performance Descript
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70 Appendix 5: Additional informati
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72 Cambridge Pre-U Draft
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Cambridge Pre-U Syllabus - Cambridge International Examinations

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