A2 Unit 4 Topic 6: Infection, immunity and forensics

Students will be assessed on their ability to:
(5) Describe how DNA profiling is used for identification and determining genetic relationships between organisms (plants and organisms)
(20) describe how to determine the time of death of a mammal by examining the extent of decomposition, stage of succession, forensic entomology, body temperature and degree of muscle contraction

AS Unit 2 Topic 4: Biodiversity and natural resources

Students will be assessed on their ability to:
(12) Compare historic drug testing with contemporary drug testing protocols, eg William Withering's digitalis soup; double blind trials; placebo; three-phased testing (pp.31)

A2 Unit 5 Topic 7: Run for your life

Students will be assessed on their ability to:
(20) Outline two ethical positions relating to whether the use of performance-enhancing substances by athletes is acceptable (pp.42)

AS Unit 1 Topic 2: Genes and health

Students will be assessed on their ability to:
(18) Describe the principles of gene therapy and distinguish between somatic and germline therapy

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(20) describe how drugs can be produced using genetically modified organisms (plants and animals and micro organisms).
(21) discuss the risks and benefits associated with the use of genetically modified organisms.

AS Unit 1 Topic 2: Genes and health

Students will be assessed on their ability to:
(19) Explain the uses of genetic screening: identification of carriers, preimplantation genetic diagnosis and prenatal testing (aminocentesis and chorionic villus sampling) and discuss the implications of prenatal genetic screening.
(20) Identify and discuss the social and ethical issues related to genetic screening from a range of ethical viewpoints.

AS Unit 1 Topic 2: Genes and health

Students will be assessed on their ability to:
(15) Explain how errors in DNA replication can give rise to mutations and explain how cystic fibrosis results from one of a number of possible gene mutations;
(16) Explain the terms gene, allele, genotype, phenotype, recessive, dominant, homozygote and heterozygote, and explain monohybrid inheritance, including the interpretation of genetic pedigree diagrams, in the context of traits such as cystic fibrosis, albinism, thalassaemia, garden pea height and seed morphology;
(17) Explain how the expression of a gene mutation in people with cystic fibrosis impairs the functioning of the gaseous exchange, digestive and reproductive systems;
(19) Explain the uses of genetic screening: identification of carriers, preimplantation genetic diagnosis and prenatal testing (aminocentesis and chorionic villus sampling) and discuss the implications of prenatal genetic screening;
(20) Identify and discuss the social and ethical issues related to genetic screening from a range of ethical viewpoints

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(20) describe how drugs can be produced using genetically modified organisms (plants and animals and micro organisms).
(21) discuss the risks and benefits associated with the use of genetically modified organisms.

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(20) describe how drugs can be produced using genetically modified organisms (plants and animals and micro organisms).
(21) discuss the risks and benefits associated with the use of genetically modified organisms.

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(19) Discuss how the outcomes of the Human Genome Project are being used in the development of new drugs and the social, moral and ethical issues this raises.

AS Unit 1 Topic 1: Lifestyle, health and risk

Students will be assessed on their ability to:
(12) Describe the factors that increase the risk of CVD (genetic, diet, gender, high blood pressure, smoking and inactivity).

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(10) Describe the use of magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), and computed tomography (CT) scans in medical diagnosis and investigating brain structure and function.

AS Unit 1 Topic 2: Genes and health

Students will be assessed on their ability to:
(19) Explain the uses of genetic screening: identification of carriers, preimplantation genetic diagnosis and prenatal testing (aminocentesis and chorionic villus sampling) and discuss the implications of prenatal genetic screening.
(20) Identify and discuss the social and ethical issues related to genetic screening from a range of ethical viewpoints.

AS Unit 1 Topic 2: Genes and health

Students will be assessed on their ability to:
(19) Explain the uses of genetic screening: identification of carriers, preimplantation genetic diagnosis and prenatal testing (aminocentesis and chorionic villus sampling) and discuss the implications of prenatal genetic screening.
(20) Identify and discuss the social and ethical issues related to genetic screening from a range of ethical viewpoints.

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(12) Describe the role animal models have played in developing explanations of human brain development and function, including Hubel and Wiesel's experiments with monkeys and kittens.
(13) Consider the methods used to compare the contributions of nature and nurture to brain development, including evidence from the abilities of newborn babies, animal experiments, studies of individuals with damaged brain areas, twin studies, and cross-cultural studies (Race, IQ, nutrition).
(16) Discuss the moral and ethical issues relating to the use of animals in medical research from two ethical standpoints.
(19) Discuss how the outcomes of the Human Genome Project are being used in the development of new drugs and the social, moral and ethical issues this raises.

AS Unit 2 Topic 3: The voice of the genome

Students will be assessed on their ability to:
(11) Explain what is meant by the terms stem cell, pluripotency and totipotency and discuss the way society uses scientific knowledge to make decisions about the use of stem cells in medical therapies (eg regulatory authorities relating to human embryo research, ability of stem cells to develop into specialised tissues, potential sources of stem cells, who could benefit from the therapies, procedures to obtain stem cells and their risks.

A2 Unit 5 Topic 8: Grey matter

Students will be assessed on their ability to:
(20) describe how drugs can be produced using genetically modified organisms (plants and animals and micro organisms).
(21) discuss the risks and benefits associated with the use of genetically modified organisms.