I can statements for S3 Biology examination
Microrganisms and disease
I can state that microbes are very tiny organisms that can only be seen with a
microscope
I can list three types of microbes bacteria, fungi, and viruses
I can tell you that bacteria can be different shapes, rod, round or spiral and
they have
no nucleus. They reproduce very quickly, some every 20 minutes.
I can state that moulds and yeasts are both types of fungi.
I can explain how fungi reproduce by releasing spores which can grow on food.
I can tell you that viruses are extremely small and very simple. They can only
reproduce inside another cell
I can explain how some micro-organisms can be useful and some can be harmful.
I can recognise hazards when working with living materials and to take action to
avoid them.
I can explain how bacteria can be grown in a laboratory.
I can inoculate an agar plate using asceptic technique
I can describe and carry out an experiment to show how antifungals inhibit
fungal growth
in a science lab.
I can recall that yeast is used in baking and brewing. Yeast respires and
produces CO2 bubbles that make dough rise and also alcohol used in wine
and beer making.
I can state the equation for fermentation is:
glucose  carbon dioxide + ethanol
I can explain how bacteria are used to make yoghurt and cheese
I can tell you that diseases happen when microbes enter the body and cause
infections
I can explain how the body defends itself against disease
-the skin is a barrier that prevents microbes getting inside the body
-white blood cells patrol inside our body making antibodies
that kill microbes.
- this protection is known as immunity.
I can tell you all the ways in which the body helps to prevent the spread of
disease
- washing hands before eating removing microbes from the skin
-covering your mouth when you cough or sneeze to top microbes going into
the air
-cooking food thoroughly to kill any microbes in the food
-covering cuts while they heal to stop microbes entering e.g plaster.
-washing to help stop the growth of microbes on the body.
I can state that vaccination is when dead or weakened microbes are injected
into the body
to make us immune to dangerous microbes.
I can tell you about the work that Alexander Flemming did with penicillin
I can tell you about the work of Edward Jenner in finding a cure for smallpox
I can list some diseases that are caused by bacteria e.g. whooping cough,
pneumonia
and tetanus.
I can list diseases caused by viruses e.g. Flu, German measles, mumps and
chicken pox
I can list diseases caused by fungi e.g. athletes foot and thrush.
The Human Body

I can describe a cell as the most basic unit of life

I can identify an animal cell and plant cell, and can state the differences
between them

I can label cell structures correctly e.g. nucleus, cytoplasm, cell
membrane, cell wall, vacuole and chloroplasts.

I can describe the functions of the main parts of a cell

I can name some specialised cells and state their functions

I can define the words cell, tissue, organ and organ system and name
some examples

I can describe the functions of the main body organs

I can follow the passage of oxygen from the air to the blood.

I can follow the passage of carbon dioxide from the blood to the air.

I can state the function of the heart and blood vessels.

I can name and identify the main blood vessels

I can label parts of the breathing system and circulatory system
Biodiversity

I can choose sampling methods to use for a variety of types of organism in
each habitat, including quadrats, pitfall traps, sweep nets and Tullgren
funnels.

I can use keys to identify some local animals and plants.

I can explain how some animals and plants are adapted to life in their
habitats by describing important features or identifying them in diagrams

I can use bar charts to describe biodiversity and discuss possible reasons
for differences between habitats
Photosynthesis

I can show that during photosynthesis leaves use up carbon dioxide, produce
oxygen and store starch.

I can show that photosynthesis requires light and chlorophyll.

I can use a word equation to summarise the process of photosynthesis.

I can explain the importance of photosynthesis in food chains.

I can explain the importance of photosynthesis for the human food supply.

Climate change
I can describe the composition of the atmosphere and explain the
importance of greenhouse gases for life on earth.

I can identify the processes that add and remove carbon dioxide from the
atmosphere and describe how human activity has increased the release of
carbon dioxide into the atmosphere.

I can describe how we can use evidence such as tree rings and historical
records of flowering times to find out about temperatures in the past.

I can describe some possible effects of climate change.

I can describe some possible ways of reducing future climate change and for
coping with any changes that may happen.
Body in Balance
Understand the importance of a balanced diet to keeping the body in balance.
Describe the parts of a balanced diet and explain the importance of each part.
Describe how food we have eaten reaches the cells of our bodies.
Explain the importance of controlling blood sugar and describe the role of
insulin in this process.
Explain the results of experiments on energy in food.
Know the skin is the largest organ in the body and it links the body to the
outside world.
Understand the structure of the skin and how it works to keep our bodies in
balance.
Understand how the body can maintain a constant core temperature, no matter
how active we are, in a wide range of outside temperatures
Explain the role of the skin and hypothalamus in controlling body temperature.
Understand how the body can maintain a safe concentration of water in its
tissues even if we have to sweat and in spite of changes in what we eat and
drink.
Describe how the body can gain and lose water.
Explain the results of osmosis experiments and why the concentration of water
in our tissues is important.
Know the structure of the urinary system and the function of each part.
Describe what happens to blood as it passes through the kidneys.
Explain how the kidneys can adjust water balance by producing more or less
urine, and describe the role of ADH in the control system for this process.
Fertilisation, development and DNA
I can state that human males produce sex cells called sperm and human
females produce sex cells called eggs.
I can label and describe the structures and functions of the main parts
of the reproductive organs i.e. ovary, testes, vagina, penis, uterus, oviduct
and sperm.
I can state that both sex cells only contain half the genetic information
of a normal body cell.
I can describe the fertilization process as the fusing of an egg and a
sperm so it has a complete set of genetic information to make a complete
individual.
I can describe how a fertilised egg divides to form 2 cells; they divide to
form 4 cells and so on until you have a ball of cells called an embryo.
I can describe how cells in different regions become specialised and form
different organs with specific functions.
I can label and describe the functions of the: placenta, amniotic fluid and
umbilical cord.
I can state that food and oxygen pass across the placenta into the blood
of the foetus.
I can state that waste and carbon dioxide pass from the foetus through
the placenta to the blood of the mother.
I can explain how toxins can travel through the placenta along the
umbilical cord to the embryo/foetus.
I can explain how the embryo is more sensitive to damage than an adult.
I can describe how some toxins such as cigarette smoke, alcohol and some
drugs can harm a developing foetus.
I can describe how some viruses can cause damage to a developing embryo
e.g. german measles.
I can state that DNA contains the instructions for life and reproduction.
I can state that DNA is found in the nucleus of every cell.
I can describe how genes control specific characteristic in an individual.
I can state that a gene is a piece of DNA.
I can demonstrate how DNA can be isolated in soft fruit.
I can explain that every individual has a unique combination of genes.
Plant Power
I can name the parts of a seed and explain their functions
I can describe the life cycle of a flowering plant and explain how plants produce
seeds
I can explain how the food store in a seed was made
I can demonstrate the requirements for seed germination and explain why they
are necessary
I can describe how a seed germinates and grows into a seedling
I can explain the changes in mass as a seed germinates and grows into a seedling
I can name some chemical elements essential for plant growth and explain how
they can be provided
I can demonstrate the effects of nutrient deficiency on plant growth
I can demonstrate how to sow seeds, prick out and pot on seedlings
I can demonstrate how to propagate plants using cuttings
I can explain how plants can also reproduce asexually using runners, tubers and
bulbs
I can distinguish between sexual and asexual reproduction and compare their
advantages and disadvantages I can give examples of plants that can be grown
using seeds, runners, tubers and bulbs, and describe their commercial uses
I can compare the advantages and disadvantages of these propagation methods
I can describe how some local crops are grown and used
Human Impact on the Environment
I can define the meaning of the word Biome; give examples stating the effect
of abiotic and biotic factors and human impact
I can describe predator/ prey cycles using named examples.
I can describe predator/prey adaptations and use them to design a predator or
prey
I can define the word population, give examples stating the advantages/
disadvantages of living in a population and explain the importance of
monitoring populations
I can describe growth curves in terms of lag phase, log phase, stationary phase
(including carrying capacity) and death phase.
I can describe physical and behavioural adaptations of plant and animals and
explain how these help them survive in their environment including hot and cold
climates.
I can describe the impact of the following on the earth: pollution; acid rain;
CFC’s; agricultural chemicals; pesticides; deforestation; greenhouse gases; global
warming.
I can explain bioaccumulation.
I can give examples of alternatives to pesticides e.g. biological control methods.
I can give examples of the use of indicator species in monitoring pollution.
I can give examples of natural disasters and describe their impact.
I can describe the Nitrogen cycle, in terms of Decomposition, Nitrogenfixation, Denitrification., Nitrification.