[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208021-en":3,"doc-seo-208021-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208021,2336477974920,"Mimi","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",4,"Exam","Edexcel GCSE Separate Science - Biology Checklist","Study-focused checklist covering all units of the Edexcel GCSE (9-1) Separate Science course, structured for tracking progress across Years 9, 10, and 11. The Biology sections break learning into clear objectives covering microscopes and resolution, cell structures and specialised cells, bacteria, enzymes and nutrition, food tests and calorimetry, enzyme action and activity, and the transport of substances through diffusion, osmosis, and active transport.","This checklist includes all units for the Edexcel GCSE (9-1) Separate Science Course. Please ask your teachers about which units have been covered in Years 9, 10 and 11. You can also access the individual unit checklists [from](from www.revise4science.weebly.com)[ ](from www.revise4science.weebly.com)[www.revise4science.weebly.com](from www.revise4science.weebly.com)  \nBIOLOGY  \nSB1 Key Concepts in Biology (Paper 1 and Paper 2)  \nSB1a Microscopes  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- | --- |\n| | Recall what an electron microscope is. | 􀀀 | 􀀀 | 􀀀 |\n| | Recall what is meant by an instrument’s resolution. | 􀀀 | 􀀀 | 􀀀 |\n| | Explain why some cell structures can be seen with an electron microscope but not with alight microscope. | 􀀀 | 􀀀 | 􀀀 |\n| | Calculate total magnification using a formula. | 􀀀 | 􀀀 | 􀀀 |\n| | Calculate sizes using magnifications. | 􀀀 | 􀀀 | 􀀀 |\n| | Interpret the SI prefixes milli- , micro- , nanoand pico- . | 􀀀 | 􀀀 | 􀀀 |\n\nSB1b Plant and animal cells  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- | --- |\n| | Identify the parts of plant and animal cells. | 􀀀 | 􀀀 | 􀀀 |\n| | Recall the parts of plant and animal cells. | 􀀀 | 􀀀 | 􀀀 |\n| | Make drawings of plant and animal cells using a light microscope and identify their parts. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe the functions of the sub-cellular structures commonly found in eukaryotic cells (nucleus, cell membrane, cell wall, chloroplasts, mitochondria and ribosomes) . | 􀀀 | 􀀀 | 􀀀 |\n| | Estimate sizes using microscope fields of view. | 􀀀 | 􀀀 | 􀀀 |\n| | Estimate sizes using scale bars. | 􀀀 | 􀀀 | 􀀀 |\n\nSB1c Specialised cells  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- | --- |\n| | Describe how sperm cells are adapted to their function. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe how egg cells are adapted to their function. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe how ciliated epithelial cells are adapted to their function. | 􀀀 | 􀀀 | 􀀀 |\n| | Draw conclusions about a cell’s function from its adaptations. | 􀀀 | 􀀀 | 􀀀 |\n\nSB1d Inside bacteria  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- | --- |\n| | Identify the common parts of bacteria. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe the functions of common parts of bacteria. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe why bacteria are classified as being prokaryotic. | 􀀀 | 􀀀 | 􀀀 |\n| | Change numbers to and from standard form. | 􀀀 | 􀀀 | 􀀀 |\n| | Compare eukaryotic and prokaryotic cells. | 􀀀 | 􀀀 | 􀀀 |\n\nSB1e Enzymes and nutrition  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- | --- |\n| | State that enzymes are proteins. | 􀀀 | 􀀀 | 􀀀 |\n| | Give examples of enzymes and where they are found in the human body and in other species. | 􀀀 | 􀀀 | 􀀀 |\n| | Recall the subunits from which carbohydrates, proteins and lipids are formed (sugars, amino acids, fatty acids and glycerol) . | 􀀀 | 􀀀 | 􀀀 |\n| | Describe what enzymes do (catalyse the synthesis and breakdown of substances, such as carbohydrates, proteins and lipids, by speeding up the rate of reaction) . | 􀀀 | 􀀀 | 􀀀 |\n| | Define an enzyme as a biological catalyst. | 􀀀 | 􀀀 | 􀀀 |\n| | Explain why catalysis by enzymes is important for life processes (because reactions happen much faster) . | 􀀀 | 􀀀 | 􀀀 |\n\nSB1f Testing foods  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- | --- |\n| | Describe how to test for starch in food. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe how to test for reducing sugars in food. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe how to test for proteins in food. | 􀀀 | 􀀀 | 􀀀 |\n| | Describe how to test for lipids in food. | 􀀀 | 􀀀 | 􀀀 |\n| | Explain how calorimetry can be used to measure the energy in food. | 􀀀 | 􀀀 | 􀀀 |\n| | Evaluate calorimetry tests for accuracy. | 􀀀 | 􀀀 | 􀀀 |\n\nSB1g Enzyme action  \n\n| Step | Learning outcome | Had a look | Nearly there | Nailed it! |\n| --- | --- | --- | --- ","cbCaiarm2m41easH","https://ap.wps.com/l/cbCaiarm2m41easH","pdf",2275480,1,101,"English","en",105,"# Biology\n## SB1 Key Concepts in Biology (Paper 1 and Paper 2)\n## SB1a Microscopes\n## SB1b Plant and animal cells\n## SB1c Specialised cells\n## SB1d Inside bacteria\n## SB1e Enzymes and nutrition\n## SB1f Testing foods\n## SB1g Enzyme action\n## SB1h Enzyme activity\n## SB1i Transporting substances\n## SB2 Cells and control (Paper 1)\n## SB2a Mitosis","[{\"question\":\"What is the purpose of this checklist for Edexcel GCSE Separate Science?\",\"answer\":\"It provides a structured set of learning objectives across all course units so students can track what they have covered and rate progress (e.g., nearly there or nailed it).\"},{\"question\":\"Which Biology topics are covered under SB1 Key Concepts in Biology?\",\"answer\":\"Topics include microscopes and resolution, plant and animal cells, specialised cells, bacteria, enzymes and nutrition, food testing and calorimetry, enzyme action and activity, and transport of substances.\"},{\"question\":\"How are students expected to demonstrate understanding in the checklist?\",\"answer\":\"Each section lists specific learning outcomes, such as explaining key ideas, using models, and calculating measures like magnification, size, or mass changes in osmosis.\"}]","Edexcel GCSE Separate Science - Biology Checklist | 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