AS and A Level

Biology A
Biology B (Advancing Biology)
Helping you make the most of the new approach –
a brief guide to our exciting new specifications
for first teaching in September 2015

ocr.org.uk/alevelbiology
What the reform means for you

What the reform means for you

In February 2013 the Secretary of State for Education, • Changes to current assessments
Michael Gove, asked Ofqual to implement changes Removal of January examination series
leading to new A Levels. The Government has stated that (from September 2013)
the purpose of taking A Levels is primarily for entry to There’s now only one examination series each year
university and that some changes are needed so students for AS and A2 units. Students in England, Wales and
are better prepared to start their university course. Northern Ireland will only be able to sit OCR AS and A2
We now know that, for first teaching in September 2015, we’ll exams in the June examination series. These changes
have reformed A Levels in named subjects including Biology, apply to all OCR A Level qualifications, including Applied
followed by more subjects for first teaching a year later. A Levels.
We’ve been busy developing specifications to engage • Coursework
and enthuse you and your students, and we’re working Schools and colleges are still able to complete
hard to create high-quality resources. This summary coursework at any time during the academic year to the
brochure introduces you to the new AS and A Level Biology requirements of the specification.
qualifications and shows you how we can help make the
transition easier.

A Level timeline
First teaching of new A Levels in Art and Design, First teaching of new A Levels in Ancient
Business, Computer Science, Economics, English Languages, Dance, Design and Technology,
Literature, English Language, English Language Drama, Further Maths, Geography, Maths,
and Literature, History, Science (Biology, Chemistry, Modern Foreign Languages, Music,
Psychology, Physics) and Sociology Physical Education and Religious Studies

Sept June Sept June

2015 2016 2016 2017

First exams for new AS qualifications in Art and First exams for new A Levels in Art and Design, Business,
Design, Business, Computer Science, Economics, Computer Science, Economics, English Literature, English
English Literature, English Language, English Language, English Language and Literature, History, Science
Language and Literature, History, Science (Biology, (Biology, Chemistry, Psychology, Physics) and Sociology
Chemistry, Psychology, Physics) and Sociology
First exams for new AS qualifications in Ancient Languages,
Dance, Design and Technology, Drama, Further Maths,
Geography, Maths, Modern Foreign Languages, Music,
Physical Education and Religious Studies

2 ocr.org.uk/alevelbiology
What the reform means for you

• Northern Ireland and Wales • Proposed changes for AS Levels

While the Northern Ireland and Welsh governments are The new AS Level qualifications, for first teaching
still to provide information on their plans, OCR’s current in September 2015, won’t count towards the final
position is that since September 2013, there’ll now be grade of an A Level, but will be separate, stand-
only one examination series each year for both AS alone qualifications in their own right. The new AS
and A2 units. Students in Wales and Northern Ireland qualifications will remain broadly at their current
will only be able to sit OCR current AS and A2 Level standard. In some subjects, it may be appropriate for the
exams in the June examination series. For more AS to be designed to be co-taught with the first year of
details about changes to current A Levels, go to the A Level. The first assessment of the new AS Levels is
ocr.org.uk/alevelreform. planned for June 2016.
• A Levels from 2015 – linear assessment
New A Levels will be fully linear so assessment of a
student’s knowledge and understanding of the whole
course takes place at the end of two years of study.
(There’ll be no exams in January.) The first assessment of
two-year courses that start in September 2015 will be in
June 2017. It’s proposed that the first assessment of the
new AS qualification will take place in June 2016.

First teaching of new A Levels and stand-

alone AS Levels in a range of further
subjects. (Ofqual is consulting in May 2014
on the principles for other subjects to be First exams for new A Levels
included as A Levels) in a range of further subjects

Sept June June

2017 2018 2019

First exams for new A Levels in Ancient Languages,

Dance, Design and Technology, Drama, Further Maths,
Geography, Maths, Modern Foreign Languages, Music,
Physical Education and Religious Studies
First AS exams in a range of further subjects

3 ocr.org.uk/alevelbiology
Why choose OCR?

Why choose OCR? Meet the team

Choose OCR and you’ve got the reassurance that you’re We have a dedicated team of people working on our new
working with one of the UK’s leading awarding bodies. AS and A Level Biology qualifications:
Our new AS and A Level Biology qualifications have been Steve Evans Assistant Head of General
developed in consultation with teachers, employers and Qualifications Reform and
higher education to provide students with qualifications Head of Science Development
that are relevant to them and meet their needs.
Katherine Hands-Taylor Subject Specialist,
We’re part of the Cambridge Assessment Group, Europe’s
A Level Biology
largest assessment agency and a department of the
University of Cambridge. Cambridge Assessment plays Sarah Old Subject Specialist,
a leading role in developing and delivering assessments A Level Biology
throughout the world, operating in over 150 countries. Find out more about our Science team at
We work with a range of education providers, including ocr.org.uk/scienceteam.
schools, colleges, workplaces and other institutions in
both the public and private sectors. Over 13,000 centres
Have any questions and want to talk to us?
choose our A Levels, GCSEs, and vocational qualifications
Want to find out more?
including Cambridge Nationals, Cambridge Technicals and
To find out more about our AS and Level Science
Cambridge Progression.
developments (or to learn more about upcoming
We believe in developing specifications that help you developments for GCSE Sciences for first teaching
bring the subject to life and inspire your students to from September 2016), you can:
achieve more. They’re designed to be straightforward and
–– Visit ocr.org.uk/science for the latest
accessible, so you can tailor the delivery of the course to
information on our new qualifications
suit your students’ needs.
–– Sign up for email updates at ocr.org.uk/
updates
–– Follow us on Twitter – @ocr_science
–– Email us at [email protected]
–– Join our OCR Science Community (http://
social.ocr.org.uk/groups/science) – there’s a
specific discussion forum for ‘GCSE and A Level
Reform Science’
–– Read our termly newsletter, Science Spotlight, at
ocr.org.uk/sciencespotlight
–– Call us on 01223 553998.

4 ocr.org.uk/alevelbiology
Introducing… AS and A Level Biology A

Introducing…
AS and A Level Biology A
AS and A Level Biology B (Advancing Biology)
(from September 2015)
Our vision • Carefully designed assessments (straightforward to use
Our vision for Science is to create specifications with for all centre types, large to small)
content that will be up to date, scientifically accurate, • Well-laid-out specifications and question papers
developed by subject experts, and allow clear progression • Friendly and prompt support from our team of
pathways (from GCSE to AS/A Level through to higher Subject Specialists
education, or to other post-16 courses and employment). • Quality resource materials that help support a variety of
Courses will provide a rewarding experience across good teaching approaches, drawing on expertise from
the ability range, genuinely challenging the most able across the subject community.
students. The assessment burden will be reduced as much
We’re striving for good science that’s straightforward
as possible through:
and engaging to teach with fair, challenging and relevant
assessment that works well in centres and promotes
practical activity.

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Progression pathways

Progression pathways
We offer a range of qualifications across Key Stages 4 and 5: from Entry Level Science to AS and A Levels in a range of
sciences. There are clear progression routes from one end of the ability range to the other. At each stage, the qualifications
provide students with the foundations to progress to the next with confidence.

AS and A Levels
GCSE Separate Science Sciences
(Biology, Chemistry, Physics) Applied Science
Biology A
Biology B
(Advancing Biology)
Chemistry A
GCSE Science
Chemistry B (Salters)
Key Stage 3 + Additional Science
Geology
(+ Further Additional Science)
Human Biology
Physics A
Physics B
(Advancing Physics)
AS Science
Entry Level Science
Extended Project
Qualification

For more information about these qualifications, see ocr.org.uk/science.

6 ocr.org.uk/alevelbiology
Why choose OCR AS and A Level Biology courses?

Why choose OCR AS and A Level

Biology courses?
These new AS and A Level courses build on our existing We appreciate one size doesn’t fit all so we will offer two
popular Biology qualifications. More students take A Level suites of qualifications in each science. Here’s a brief look
Biology, Chemistry and Physics with OCR than with any at the two Biology specifications:
other awarding organisation in England (2013 entry data). A specification – a content-led approach. Biology A
This has given us a good understanding of the challenges provides a flexible approach to teaching. The specification
involved with offering practical science subjects across the is divided into topics, each covering different key concepts
full range of centres (from very large to very small). of biology. Teaching of practical skills is integrated with
We’ve based the redevelopment of our A Level Sciences the theoretical topics and they’re assessed through
on our understanding of what works well in centres and the written papers. For A Level only, the Practical
we’ve updated areas of content and assessment where Endorsement will also support the development of
improvements could be made. We’ve undertaken a practical skills.
significant amount of consultation through our Science B specification – a context-led approach. Students
forums (which include representatives from learned study biology using a context-based approach. Ideas are
societies, higher education (HE), teaching and industry) introduced within relevant and interesting settings that
and through focus groups with teachers. Our papers help students to anchor their conceptual knowledge of
and specifications have been trialled in centres during the range of biological topics required at A Level. Practical
development to make sure that they work well for all skills are embedded within the specification and students
centres and students. are expected to carry out practical work in preparation for
The content changes are an evolution of our current a written examination that will specifically test these skills.
offering and will be familiar to centres already following Key features of both specifications:
our courses, but are also clear and logically laid out for
• Clear layout of the specification to help you see
centres new to OCR, with assessment models that are
what’s required
straightforward to administer. We’re working closely
• Co-teachable AS
with teachers and HE representatives to provide high-
quality support materials to guide you through the • Teaching of practical skills integrated with the
new qualifications. theoretical topics and assessed both through written
papers and, for A Level only, the Practical Endorsement
• Terminal assessments, available in June only (from June
2016 for AS, from June 2017 for A Level).

7 ocr.org.uk/alevelbiology
AS and A Level Biology A: course overview

AS and A Level Biology A:

course overview
Biology A is split into six modules: Modules 1 to 4 constitute At AS Level:
the stand-alone AS Level qualification; Modules 1 to 6, • AS Papers 1 and 2 can assess any content from
combined with the Practical Endorsement, constitute the full Modules 1 to 4.
A Level. The modules can be summarised as:
At A Level:
• Module 1: Development of practical skills – this module
• A Level Paper 1 assesses the content from
underpins the whole of the specification, and covers the
Modules 1, 2, 3 and 5
practical skills that students should develop throughout
• A Level Paper 2 assesses the content from
the course. The practical skills in this module can be
Modules 1, 2, 4 and 6
assessed within written examinations and (for A Level
only) within the Practical Endorsement. • A Level Paper 3 assesses the content from Modules 1 to 6.
• Module 2: Foundations in biology – covering concepts
required throughout the remaining modules.
• Modules 3 and 4: AS topics.
• Modules 5 and 6: A Level topics.

Module 2
Foundations in biology

AS Paper 1 AS Paper 2
Breadth in biology Depth in biology
Development of practical skills

Module 4
Module 3
Biodiversity,
Exchange and
Module 1

evolution and
transport
disease

Module 5 Module 6
Communications, Genetics,
homeostasis and evolution and
energy ecosystems

A Level Paper 1 A Level Paper 2

Biological processes Biological diversity

A Level Paper 3
Unified biology

A Level Practical
Endorsement

8 ocr.org.uk/alevelbiologya
AS and A Level Biology A: course overview

Biology A – AS (H020) / A Level (H420)

Module 1 – Development of practical skills in biology

Skills of planning, implementing, analysis and evaluation

Module 2 – Foundations in biology

Includes:
Cell structure; Biological molecules; Nucleotides and nucleic acids; Enzymes; Biological membranes; Cell division,
cell diversity and cellular organisation

Module 4 – Biodiversity, evolution

Module 3 – Exchange and transport
and disease

Includes: Includes:
• Exchange surfaces • Communicable diseases, disease
• Transport in animals prevention and the immune system
• Transport in plants. • Biodiversity
• Classification and evolution.

Module 5 – Communications, Module 6 – Genetics, evolution and

homeostasis and energy ecosystems

Includes: Includes:
• Communication and homeostasis • Cellular control
• Excretion as an example of • Patterns of inheritance
homeostatic control • Manipulating genomes
• Neuronal communication • Cloning and biotechnology
• Hormonal communication • Ecosystems
• Plant and animal responses • Populations and sustainability.
• Photosynthesis
• Respiration.

9 ocr.org.uk/alevelbiologya
AS and A Level Biology A: course overview

AS Level Biology A: assessment overview – first exam June 2016

AS Biology A
ASSESSMENT OVERVIEW
Paper Marks Duration Weighting
Paper 1 Breadth in biology 70 1 hr 30 mins 50%
Section A Multiple choice 20
Section B Structured questions 50
covering theory and
practical skills

Paper 2 Depth in biology 70 1 hr 30 mins 50%

Structured questions and extended 70
response questions, covering theory and
practical skills

A Level Biology A: assessment overview – first exam June 2017

A Level Biology A
ASSESSMENT OVERVIEW
Paper Marks Duration Weighting
Paper 1 Biological processes 100 2 hr 15 mins 37%
Section A Multiple choice 15
Section B Structured questions 85
and extended
response questions
covering theory and
practical skills
Paper 2 Biological diversity 100 2 hr 15 mins 37%
Section A Multiple choice 15
Section B Structured questions 85
and extended
response questions
covering theory and
practical skills

Paper 3 Unified biology 70 1 hr 30 mins 26%

Structured questions and extended 70
response questions covering theory and
practical skills

Non-exam Practical endorsement for biology Pass/Fail Non-exam Reported

assessment See pages 28 and 29. Teacher–assessed 0 assessment separately
component common to Biology A
and Biology B (Advancing Biology).
Candidates complete a minimum of
12 practical activities to demonstrate
practical competence. Performance
reported separately to the A Level grade.
Moderation details still to be confirmed by
Ofqual at the time of going to press

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What stays the same, what changes?

What stays the same, what changes?

AS Level
CHANGES OVERVIEW
WHAT STAYS THE SAME? WHAT CHANGES? WHY IS IT CHANGING?
Structure and The standard of the papers is the Two mandatory papers rather New regulatory requirements
assessment same as for the current AS than two mandatory papers allow a maximum of only two
plus coursework papers for AS

3 hours of AS examination New regulatory requirement

time versus 2 hour 45 for a minimum AS assessment
minutes currently time of 3 hours

Equal weighting of both To allow for assessed grades

AS papers in cases where scripts
go missing for whatever
reason or where candidates
are eligible for special
consideration

AS no longer counts towards New regulatory requirements

the A Level (stand–alone) don’t allow AS to count
towards A Level. We’ve
designed our AS to be fully
co-teachable with the first
year of our A Level course

No coursework New regulatory requirements

don’t allow coursework at
AS. Practical skills will be
tested within the question
papers. (NB: the Practical
Endorsement is part of
A Level only)

Content The actual content remains broadly Content has been revised To meet new requirements
similar to the current specification where necessary to update it or in response to stakeholder
feedback

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What stays the same, what changes?

What stays the same, what changes?

A Level
CHANGES OVERVIEW
WHAT STAYS THE SAME? WHAT CHANGES? WHY IS IT CHANGING?
Structure and Standard of A Level is as now Three mandatory papers New regulatory requirements
assessment plus a Practical Endorsement allow a maximum of only
rather than four mandatory three papers for A Level
papers plus coursework

6 hours of A Level New regulatory requirement

examination time versus 5 for a minimum A Level
hour 45 minutes currently assessment time of 6 hours

At least 15% of the New regulatory requirement,

question paper assessment no current required
covers knowledge and weighting
understanding of practical

10% of the question New regulatory requirement

paper assessment covers in response to stakeholder
mathematical skills concerns about the level of
mathematical demand in
current Science A Levels

AS papers do not count New regulatory requirements

towards the A Level; students don’t allow AS to count
sitting the AS and the A Level towards A Level. We’ve
will sit five papers not four designed our AS to be fully
as currently co-teachable with our A Level

Practical Endorsement New regulatory requirement.

(replacement for current See pages 28 and 29
coursework) doesn’t count
towards the A Level but is
reported alongside it

Content The actual content remains broadly Content has been revised To meet new requirements
similar to the current specification where necessary to update it or in response to stakeholder
feedback

12 ocr.org.uk/alevelbiologya
Biology A sample assessment materials

Biology A sample assessment materials

(Subject to accreditation)

New AS sample questions

Selected from across both AS sample papers
1. Fig. 1.1 shows an animal cell.

Fig. 1.1

1. Which row describes the correct sequence of organelles involved during the production and secretion of a protein
from this cell?
(A) S, K, L, J (B) T, K, L, J (C) T, M, L, J (D) S, T, K, L

Your answer

13 ocr.org.uk/alevelbiologya
Biology A sample assessment materials

2. Amylase is an enzyme that breaks down starch into maltose.

(a) A student investigated the breakdown of starch into maltose. The results are shown in Fig 2.1.

100

80

60
maltose
concentration
(mmol dm-3)

40

20

0
0 1 2 3 4 5 6 7 8 9 10

time (min)
Fig. 2.1

(i) Calculate the rate of maltose production over the first 30s. Show your working and use appropriate units.

(b) The student then investigated the effect of pH on the activity of the amylase.
• Tubes containing starch and amylase were set up in a range of pH buffer solutions.
• A small sample of the solution was removed and tested for the presence of starch at 20s intervals.
• The procedure was repeated three times and a mean was calculated for each pH.
The student presented the results in Table 2.1.

pH 4 5 6 7 8 9
mean amylase activity (% of maximum) 27 68 96 100 50 29

Table 2.1

14 ocr.org.uk/alevelbiologya
(Subject to accreditation)

(c) (iv) The student concluded that the optimum pH for amylase was pH 7.

A teacher made the following statement: “The results in Table 2.1 provide only weak support for the conclusion that the
optimum pH for amylase is pH 7.0”

Evaluate the statement and suggest an improvement to the student’s procedure that would support their conclusion
more strongly.
Evaluation...
Improvement...

New A Level sample questions

Selected from across all three A Level sample papers
(Subject to accreditation)

1. Cells require vitamins and minerals in order to function correctly. These vitamins and minerals need to cross the
plasma membrane.
Vitamins are either fat soluble or water soluble. Vitamins A, D, E and K are fat soluble.
Which of the following combinations enter a cell by facilitated diffusion?

A vitamin A and calcium ions C vitamin C and calcium ions

B vitamin C and calcium atoms D vitamin A and calcium atoms

phloem sieve
Your answer tube

2. (b) Assimilates are loaded into the phloem at the ‘source’

and then transported to the ‘sink’.
(ii) Fig. 2.1 is a diagram that represents the loading of companion
sucrose into the phloem at the ‘source’. cell

sieve
plate
With reference to Fig. 2.1, explain the process of the
loading of sucrose into the phloem and its movement
Fig 2.1
in the phloem.

15 ocr.org.uk/alevelbiologya
(Subject to accreditation)

3. The graph shows a population of yeast and a unicellular organism, Paramecium, grown in a fermentation chamber.

yeast
Paramecium
number of
organisms

time

Which one of the following statements best describes the relationship between the two organisms?
A The Paramecium and yeast populations are complementary to each other.
B The yeast thrives in the relationship at the expense of the Paramecium population.
C The Paramecium feeds on the yeast and reduces the number in the yeast population.
D The two populations are in equilibrium and stable due to a type of negative feedback.

4. A pig farmer crossed one group of pigs, heterozygous for both traits, with another group homozygous recessive for
both traits. The farmer expected to get roughly equal numbers of each of the four possible mixtures of tail and skin
phenotype. The results that actually occurred are shown in Table 4.1.

Phenotype Observed, O Expected, E

Curly pink 20 26
Curly black 30 26
Straight pink 21 26
Straight black 33 26

Table 4.1

(i) The farmer thought from these results that the two genes might be autosomally linked. Calculate χ2. (You may wish to
use Table 4.1 to write figures for steps in your calculation process.)

χ2 =∑ (O – E)2
E
Answer

16 ocr.org.uk/alevelbiologya
(Subject to accreditation)

5. The European corn borer moth, Ostrinia nubilalis, is a pest of agriculture. Its larvae develop inside maize stems and eat
the contents, weakening the stems so that the plants collapse.
The bacterium Bacillus thuringiensis (“Bt”) produces a protein that poisons the larvae of moths and butterflies. This protein
can be isolated from cultures of Bt and packaged in fluids to be sprayed on the surface of plants.
The gene coding for the toxic protein has also been isolated. It has been incorporated into a genetically-modified strain of
maize called Bt corn. This makes the plant tissues poisonous to the corn borer moth.

(a) Consider the statement:

“Genetically-modified plants and animals should be classed as new species”.

Outline one experiment or investigation that would provide evidence to support or contradict the statement.

6. The effect of wave action on the height of the shells of the dog whelk (Nucella lapillus)
was investigated by comparing an exposed shore and a sheltered shore.
(Data on the effect of wave action on dog whelk shells is given)
Use the data and graph to discuss any correlation between the height of the
whelk shell and the type of shore.

Suggest explanations for your findings.

7. Describe how the students could improve the accuracy of their data.

17 ocr.org.uk/alevelbiologya
New course – AS and A Level Biology B (Advancing Biology): overview

New course –
AS and A Level Biology B (Advancing Biology):
overview
Biology B (Advancing Biology) is a new qualification for The A Level specification emphasises the development of
OCR. It’s been designed as an alternative approach to biological literacy skills, which are assessed at the end of
OCR Biology A and fully meets all of the criteria for A Level the course using an Advance Notice article.
Biology, as determined by the Department for Education These skills will be assessed in a specially designed written
(DfE) and Ofqual. Advancing Biology, like our other ‘B’ paper at the end of the A Level course which is built upon
specifications, is designed to give students relevant and features of a popular pilot run for OCR Chemistry between
interesting contexts in which to set their study of complex 2006 and 2008.
biological ideas. For example, they consider cell structure
Advancing Biology is split into five modules:
and function in the context of the blood and the cells
Modules 1 to 3 constitute the stand-alone AS Level
found in it, and photosynthesis in the context of food
qualification; Modules 1 to 5, combined with the Practical
production and management of the environment.
Endorsement, constitute the full A Level. Development
Advancing Biology has an emphasis on practical of practical skills (Module 1) underpins the whole of the
skills. There are many opportunities for practical work specification, and covers the practical skills that students
signposted throughout the specification, encouraging should gradually develop through hands-on practical work
the development of hands-on practical skills and problem throughout the course. The practical skills in this module
solving in a practical context. can be assessed within written examinations and (for A
Level only) within the Practical Endorsement.

18 ocr.org.uk/alevelbiologyb
New course – AS and A Level Biology B (Advancing Biology): overview

The modules can be summarised as:

MODULE 1
Practical skills development

MODULE 2 Cells and chemicals Microscopy, cell structure and function

Cells, chemicals for life, transport for life
and gas exchange Water in plants and animals

Proteins and enzymes

Nucleic acids

Transport and gas The structure of the heart and monitoring heart function
exchange systems
Transport systems in mammals and plants

The mammalian gas exchange system

MODULE 3 Cell division and cell The developing cell: cell division and cell differentiation
Cell division, development and development
disease control The developing individual: meiosis, fetal growth and development

The development of species: evolution and classification

Pathogens, immunity Pathogenic epidemiology

and disease control
The immune system

Controlling communicable disease

Non-communicable The cellular basis of cancer and treatment

diseases
Respiratory diseases and treatment

MODULE 4 Energy metabolism Cellular respiration

Energy, reproduction and and exercise
populations Metabolism and exercise

Reproduction Fertility and contraception

Assisted reproduction

The effects of ageing on the reproductive system

Food production and Photosynthesis, food production and the management of the environment
populations
The impact of population increase

MODULE 5 Genetics in the 21st Patterns of inheritance

Genetics, control and homeostasis century
Population genetics and epigenetics

Genetic technologies

Nervous control The nervous system and the identification and consequences of damage

Modifying visual function

The effects of ageing on the nervous system

Homeostasis The principles and importance of homeostasis

The homeostatic control of blood glucose and the management of diabetes

Kidney functions and malfunctions

19 ocr.org.uk/alevelbiologyb
AS and A Level Biology B (Advancing Biology)

AS and A Level Biology B (Advancing Biology)

Module 2 Module 3
Cells, chemicals Cell division, AS Paper 1 AS Paper 2
Development of practical skills

for life, transport development and Foundations in biology Biology in depth

and gas exchange disease control
Module 1

Module 4
Module 5
Energy,
Genetics, control
reproduction and
and homeostasis
populations

A Level Paper 1 A Level Paper 2 A Level Paper 3

Fundamentals of biology Scientific literacy in biology Practical skills in biology

A Level Practical
Endorsement

At AS Level: At A Level:
• Papers 1 and 2 can assess any content from • Papers 1, 2 and 3 can assess content from Modules 1 to 5.
Modules 1 to 3. • Paper 1 covers breadth of understanding of concepts
• Paper 1 covers breadth of understanding of concepts. assessed by mainly shorter structured questions.
• Paper 2 assesses the deeper understanding of concepts • Paper 2 covers deeper understanding of concepts
learned during the AS course. assessed by mixtures of short structured questions,
extended response items and more open problem-
solving style questions. This paper includes a pre-
release item aimed at testing skills of scientific literacy
developed during the course.
• Paper 3 has an emphasis on practical skills.

20 ocr.org.uk/alevelbiologyb
AS and A Level Biology B (Advancing Biology)

AS Level Biology B (Advancing Biology): assessment overview – first exam June 2016
AS Biology B (Advancing Biology) (H022)
ASSESSMENT OVERVIEW
Paper Marks Duration Weighting
Paper 1 Foundations in biology 70 1 hr 30 mins 50%
Section A Multiple choice 20
Section B Structured 50
questions, problem
solving, calculations

Paper 2 Biology in depth 70 1 hr 30 mins 50%

Structured questions, extended response 70
questions, problem solving, calculations

A Level Biology B (Advancing Biology): assessment overview – first exam June 2017
A Level Biology B (Advancing Biology) (H422)
ASSESSMENT OVERVIEW
Paper Marks Duration Weighting
Paper 1 Fundamentals of biology 110 2 hr 15 mins 41%
Section A Multiple choice 30
Section B Structured 80
questions, problem
solving, calculations

Paper 2 Scientific literacy in biology 100 2 hr 15 mins 37%

Structured questions, extended response 100
questions, problem solving, calculations,
scientific literacy

Paper 3 Practical skills in biology 60 1 hr 30 mins 22%

Structured questions, extended response 60
questions, problem solving, calculations

Non-exam Practical Endorsement Pass/Fail Non-exam Reported

assessment See pages 28 and 29. Teacher–assessed 0 assessment separately
component common to Biology A
and Biology B (Advancing Biology).
Candidates complete a minimum of
12 practical activities to demonstrate
practical competence. Performance
reported separately to the A Level grade.
Moderation details still to be confirmed by
Ofqual at the time of going to press

21 ocr.org.uk/alevelbiologyb
What stays the same, what changes?

What stays the same, what changes?

AS Level
CHANGES OVERVIEW
WHAT STAYS THE SAME? WHAT CHANGES? WHY IS IT CHANGING?
Structure and Standard of papers is as for Two mandatory papers rather New regulatory requirements
assessment current AS than two mandatory papers allow a maximum of only two
plus coursework papers for AS

3 hours of AS examination New regulatory requirement

time versus 2 hours 45 for a minimum AS assessment
currently time of 3 hours

Equal weighting of both To allow for assessed grades

AS papers in cases where scripts
go missing for whatever
reason or where candidates
are eligible for special
consideration

AS no longer counts towards New regulatory requirements

the A Level (stand–alone) don’t allow AS to count
towards A Level. We have
designed our AS to be fully
co-teachable with the first
year of our A Level

No Advance Notice article Moved to A Level to allow

more scope for breadth in
the biology, and to assess
scientific literacy in more
depth

No coursework New regulatory requirements

don’t allow coursework at AS.
The Practical Endorsement is
part of A Level only

Content As this is a new course, the This course is designed to be

content has been written interesting and challenging
to the new A Level Biology to students and to give
criteria, all set within contexts them applications for their
that will have relevance to biological studies
students

22 ocr.org.uk/alevelbiologyb
What stays the same, what changes?

What stays the same, what changes?

A Level
CHANGES OVERVIEW
WHAT STAYS THE SAME? WHAT CHANGES? WHY IS IT CHANGING?
Structure and Standard of A Level is as now Three mandatory papers New regulatory requirements
assessment plus a Practical Endorsement allow a maximum of only
rather than four mandatory three papers for A Level
papers plus coursework

6 hours of A Level New regulatory requirement

examination time versus 5 for a minimum A Level
hours 45 currently assessment time of 6 hours

At least 15% of the New regulatory requirement,

question paper assessment no current required
covers knowledge and weighting
understanding of practical

10% of the question New regulatory requirement

paper assessment covers in response to stakeholder
mathematical skills concerns about the level of
mathematical demand in
current Science A Levels

AS papers don’t count New regulatory requirements

towards the A Level; students don’t allow AS to count
sitting the AS and the A Level towards A Level. We have
will sit five papers not four as designed our AS to be fully
currently co-teachable with our A Level

Advance Notice article in Included at A Level to allow

Paper 2 more scope for breadth in
the biology, and to assess
scientific literacy in more
depth

Practical Endorsement New regulatory requirement.

(replacement for current See pages 28 and 29
coursework) doesn’t count
towards the A Level but is
reported alongside it
Content As this is a new course, the This course is designed to be
content has been written interesting and challenging
to the new A Level Biology to students and to give
criteria, all set within contexts them applications for their
that will have relevance to biological studies
students

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Biology B (Advancing Biology) sample assessment materials

Biology B (Advancing Biology)

sample assessment materials
(Subject to accreditation)

New AS sample questions

Selected from across both AS sample papers

1. One of the tests carried out in the laboratory involves using a haemocytometer to count the number of erythrocytes in
the blood sample. This can give an indication if an animal is suffering from anaemia.

0.2 mm

0.2 mm

Fig. 1.2

The slide in Fig. 1.2 shows erythrocytes on a haemocytometer produced with a dilution of 1 in 200.
The volume of the haemocytometer chamber shown is 0.1 mm x 0.2 mm x 0.2 mm = 0.004 mm3.
Calculate the number of erythrocytes in 1ml of blood.
Show your working.

Number of erythrocytes

2. Glycogen is a complex carbohydrate found in the liver of mammals.

Which of the statements about glycogen are true?

Statement 1 glycogen contains 1-4 glycosidic bonds between alpha glucose molecules
Statement 2 glycogen contains 1-6 glycosidic bonds between alpha glucose molecules
Statement 3 branches occur within the molecule by the formation of 1-6 glycosidic bonds

A. 1, 2 and 3 C. Only 2 and 3

B. Only 1 and 2 D. Only 1

24 ocr.org.uk/alevelbiologyb
Biology B (Advancing Biology) sample assessment materials

3. The image below shows onion cells at various stages of mitosis.

A

A B

C C

Which cell shows the stage of mitosis in which spindle fibres attach to chromosomes?

4. Leukaemia is a type of blood cancer. Fig. 4.1 shows how the number of cases of leukaemia varies with age at diagnosis.

Using Fig. 4.1, evaluate the effect of ageing and gender as risk factors for leukaemia.

25 ocr.org.uk/alevelbiologyb
(Subject to accreditation)

New A Level sample questions

Selected from across all three A Level sample papers
(Subject to accreditation)

1. The medulla oblongata is a region of the brainstem that regulates the activity of several organs within the human body
by activating either the sympathetic or parasympathetic nervous system.

Which of the following events would result from the action of the medulla oblongata via the sympathetic nervous system?
A. Sweat is produced
B. Heart rate decreases
C. Heart rate increases
D. Ventilation rate decreases

2. The brain tissue of a person who has Alzheimer’s disease is shown to contain neurofibrillary tangles. These are shown in
the micrograph in Fig. 2.1.

neurofibrillary
tangles

Fig. 2.1
Which of the following statements are true?

Statement 1 Neurofibrillary tangles contain β-amyloid protein

Statement 2 Neurofibrillary tangles contain Tau protein
Statement 3 Neurofibrillary tangles are caused by an accumulation of twisted protein fragments inside the neurones

A. 1, 2 and 3
B. Only 1 and 2
C. Only 2 and 3
D. Only 1

26 ocr.org.uk/alevelbiologyb
(Subject to accreditation)

3. All questions in this section are based on the article MYOKINES.

(a) You are told in the article that IL-6 is produced by muscle cells in response to physical exercise.

(i) Using the data in Table 1.1, determine the mode and mean IL-6 increase after a 1.5 hour cycle ride.

Determine the mode to one significant figure and the mean to three significant figures.

mode mean

(ii) Based on the data in Table 1.1, how valid are the following conclusions?

The duration of exercise affects IL-6 concentration in blood

Cycling has a greater influence than running on IL-6 concentrations.

4. Catalase activity can vary between different tissues within the same organism. A second student carried out an
investigation using catalase from two muscle tissues taken from the same organism.

The results are shown in the Table 4.1 below.

Time for muscle tissue to produce 2cm3 oxygen from hydrogen peroxide
(s)
Chicken leg muscle Chicken wing muscle
1 76 98
2 78 96
3 84 85
4 86 78
5 94 102
6 79 104
7 83 116
8 85 94
9 78 89
10 86 112
Mean ( χ ) 82.9 97.4
SD (s) 5.4 11.7
Variance
(a) Using the data Table 4.1, calculate the variance for each set of data and record your answer in Table 4.1.

27 ocr.org.uk/alevelbiologyb
The Practical Endorsement at A Level – Biology A and Biology B (Advancing Biology)

The Practical Endorsement at A Level

– Biology A and Biology B (Advancing Biology)
Future assessment of practical work across all awarding organisations will be different from that in current qualifications.
The new Practical Endorsement replaces current A Level coursework and has the following common features across
awarding organisations. It:

• Only applies to A Level (AS Biology has no Practical Endorsement)

• Is reported separately from the A Level (as Pass/Fail)
• Is teacher–assessed with common assessment criteria
• Emphasises development of practical skills over the two–year A Level course to a minimum standard of competency (the
‘Pass’, as defined by common assessment criteria)
• Requires a minimum of 12 practical activities to be carried out over the two–year A Level course covering a common core
list of apparatus and technique usage (see Table 1 below).

At the time of going to press, the precise details for moderation/authentication of the Practical Endorsement are still being
confirmed by the Regulator.
OCR has designed the Practical Endorsement to be common to Biology A and Biology B (Advancing Biology). Regardless of
which course students are following, the structure of the Practical Endorsement will be the same.

Use of apparatus and techniques included within the Practical Endorsement.

Overview of expectations common across all awarding organisations. Candidates must:

• Use appropriate apparatus to record a range of quantitative measurements

• Use laboratory glassware apparatus for a variety of experimental techniques to include serial dilutions
• Use a light microscope at high and low power
• Produce scientific drawings from observations
• Use qualitative reagents to identify biological molecules
• Separate biological compounds using thin-layer/paper chromatography/electrophoresis
• Safely and ethically use organisms to measure plant/animal responses and physiological functions
• Use microbiological aseptic techniques
• Safely use instruments for dissection of an animal/plant organ
• Use sampling techniques in fieldwork
• Use ICT such as computer modelling, or data logger to collect data, or use software to process data.

Table 1 Overview of Practical Endorsement requirements for A Level Biology (see the DfE website for the detailed
requirements listed in the A Level Science criteria)

28 ocr.org.uk/alevelbiology
 The Practical Endorsement at A Level – Biology A and Biology B (Advancing Biology)

The items listed within Table 1 have to be covered within the Practical Endorsement through a minimum of 12 practical
activities (again this is set as a common rule across all awarding organisations). OCR’s proposed model for the Practical
Endorsement maps out 12 activities into the categories shown below.

12.
Investigative Research
skills

10. 11.
Investigation Investigation
using a data into the
logger OR measurement of
computer plant or animal
modelling responses

6.
Specific Chromatography 7. 8. 9.
techniques Microbiological Transport in Qualitative
OR
techniques and out of cells testing
electrophoresis

4. 5.
Core 3.
1. 2. Rates of Colorimeter
techniques Sampling
Microscopy Dissection enzyme controlled OR
techniques
reactions potometer

For each group (1–12) above, OCR will create suggested activities for teachers to use. Alternatively, centres can draft their
own activities. Coursework consultancy will be available to support centres drafting their own activities and wishing for
advice on the suitability of their proposed tasks.

29 ocr.org.uk/alevelbiology
Supporting you all the way

Supporting you all the way

We recognise that the introduction of a new specification can bring
challenges for implementation and teaching. Our aim is to help you at
every stage and we’re working hard to provide a practical package of
support in close consultation with teachers and other experts so we can
help you to make the changes.
For a start, we’ll provide a range of high-quality creative resources.
Tailored to the needs of each subject, their focus is on supporting creative
teaching approaches and progression for all students. We see our
resources as a body of knowledge that will grow throughout the lifetime
of the specifications. They’ll be built on the best practice we’ve identified
from our discussions with the teaching community since the reforms were
announced. Please visit our website at ocr.org.uk/reformresources to
take a look at the types of resources on offer.
Along with subject-specific resources, you’ll also have access to a selection
of generic resources that focus on skills development and professional
guidance for teachers. These include the following:
Skills Guides – we’ve produced a set of Skills Guides that aren’t
specific to Biology, but each covers a topic that could be relevant to a
range of qualifications – for example communication, legislation and
research. Download the guides at ocr.org.uk/skillsguides.
Active Results – a free online A Level results analysis service to help
you review the performance of individual students or your whole school.
It provides access to detailed results data, enabling more comprehensive
analysis of results to give you a more accurate measurement of the
achievements of your centre and individual students. For more details,
please refer to ocr.org.uk/activeresults.

30 ocr.org.uk/alevelbiology
Supporting you all the way

Publisher partner resources too

We’re working with Oxford University Press to publish resources for all the new AS and A Level Science specifications for
2015. We’re working together to make sure that our resources embed the fundamental content of each specification, while
delivering the breadth and depth needed to succeed at A Level and beyond. You can find more details about our publisher
partners on our website ocr.org.uk/publishing-partners.

Free updates and support

Oxford University Press is on hand to support you with information, resources and free CPD, all focused on the new A Level
Science specifications. Email [email protected] to receive updates and sample material as soon as it’s available.

To keep in touch with Oxford University Press…

Follow: @OxfordEdScience on Twitter
Visit: www.oxfordsecondary.co.uk/ocrscience
Email: [email protected]

31 ocr.org.uk/alevelbiology
New and exciting mock papers services

New and exciting mock papers services

ExamCreator
Past papers at your fingertips Tests created in ExamCreator are supported by the
We’ve launched an exciting new online past papers original mark scheme and Examiner reports – broken
service, ExamCreator, that enables you to build your own down by individual question. So a mark scheme is
test papers from past OCR exam questions. Test papers created to specifically support a test that’s been built.
can be created either focusing on single topics or made up All the questions are pre-tagged by topic so you don’t
from the full range of topics to produce a complete mock have to review every question to create focused tests
GCSE or A Level exam. on specific topics.

You can print tests you’ve created, use them like We’ve worked with partners ‘The Test Factory’ to build
traditional exam papers or assign them to students to be ExamCreator and we’ll continue to support the system
taken and marked online. Students are sent an email by going forward.
the system, telling them that a test has been assigned
to them and to log in to take the test from any internet- In summary…ExamCreator could help you create
enabled PC. Plus, it could be a great tool for setting end-of-topic tests for Assessment for Learning, make
homework and tracking the outcomes. termly tests to assess retention of knowledge, set mock
examinations or set homework. And remember, it has
You’ll be able to: a built-in reporting system, so could help you track the
progress of individual students or teaching groups.
• Build your own tests using real exam questions
To find out more, the costs and to register as a user, please
• Filter questions by topic, tier, unit, year, etc
see the details at ocr.org.uk/examcreator.
• Select individual questions and sort them to the test
you want
• Print off tests as PDF documents to be taken in normal
exam conditions – you can print off resource booklets,
mark schemes and Examiner’s comments too
• Assign tests online
• Gather students into teaching groups, year groups or
any other combination to make assignment easier
• Mark online tests on-screen and record the results
• Create reports for individual students or whole
teaching groups
• Access full telephone and email user support.

32 ocr.org.uk/alevelbiology
New and exciting mock papers services

Mock exam service

(details to be finalised)
Most A Level Biology students, after 2015, will have
significantly fewer chances to experience full examination
conditions in preparation for their final exams, due to
linearisation and assessment at the end of the course.
You’ll also have fewer opportunities to assess students’
progress under formal examination conditions.
To help fill this gap, we plan to support our A Level
Biology qualifications with a mock examinations service
from April 2016.

The standard service will feature:

• Question papers produced to the same standards as
official A Level papers that will be available to download
from a secure location
• Well-presented, easy-to-interpret mark schemes
• Examiner’s commentary on points to look out for
when marking
• Sample answers with Examiner’s commentary.
We’re planning an enhanced service, including benefits
such as Chief Examiner’s Standardisation Webinars – live
online events hosted by the Chief Examiner providing
more detail of the mark scheme and how to apply it –
helping you standardise your marking to be closer to a
national standard.

33 ocr.org.uk/alevelbiology
Free Biology A Level reform events

Free Biology A Level reform events

They’ll give you the opportunity to speak face-to-
An introduction to the face with our team, and network and discuss teaching

new specifications approaches with colleagues.

In 2015, we’ll also be running a series of events to help you
We’re running events throughout the next academic get ready for first teaching of the reformed qualifications.
year to help you get to grips with the reformed Biology Watch out for details at cpdhub.ocr.org.uk.
qualifications for first teaching in September 2015. To receive more information about dates, both of these
events, and the wide range of locations as we release
Practical events, created with you them, please register for A Level reform email updates at
in mind ocr.org.uk/updates.

These carefully planned events are designed to help

smooth the path to the reformed qualifications and
provide you with an understanding of:
• The new Biology specification content, structure
and assessment
• The differences between the existing and
new specifications
• The resources and support available for Biology.

34 ocr.org.uk/alevelbiology
Working notes

Working notes

35 ocr.org.uk/alevelbiology
 We also have a team committed to supporting you through this time of change. They would
like to hear from you, whether you want to know the bigger picture or what’s happening in a
specific subject area, or would like to tell us what kind of resources you’d like to see.

To stay up to date with all the relevant news about our A Levels from 2015, register for A Level
reform email updates at ocr.org.uk/updates.

Science Community
The social network is a free platform where teachers can engage with each other –
and with us – to share ideas and best practice, offer guidance, and access a range of Science
support materials produced by other teachers. To sign up, go to social.ocr.org.uk.

follow us on

facebook.com/ linkedin.com/ @ocr_exams youtube.com/

ocrexams company/ocr ocrexams

In the meantime if you have any queries, please contact us on 01223 553998
or email us at [email protected].

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. This document contains items which have been sourced from third parties; for a full list of
acknowledgements please contact Brand and Campaign, 9 Hills Road, Cambridge, CB2 1GE. ©OCR 2014 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England.
Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

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