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Syllabus
Cambridge International AS & A Level
Biology 9700
Use this syllabus for exams in 2022, 2023 and 2024.
Exams are available in the June and November series.
Exams are also available in the March series in India only.

Version 2
Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024.

3 Subject content

Candidates for Cambridge International AS Level should study topics 1–11.

Candidates for Cambridge International A Level should study all topics.

The AS Level learning outcomes are assumed knowledge for the A Level components.

Teachers should refer to the social, environmental, economic and technological aspects of biology wherever
possible throughout the syllabus. Some examples are included in the syllabus and teachers should encourage
learners to apply the principles of these examples to other situations introduced in the course.

Teachers should illustrate concepts and content with examples taken from a wide range of organisms.

Everything we know about biology has been learned through practical investigation. Learners also find practical
work motivating and interesting, and it can help them to understand abstract theoretical concepts. Cambridge
International expects that practical activities will underpin the teaching of the whole syllabus.

The syllabus content for practical skills is in the Practical assessment section.

Teachers should ensure that candidates are prepared for the assessment of theory learning outcomes and practical
skills.

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to support
your learners' study. These should be appropriate for the learners' age, cultural background and learning context as
well as complying with your school policies and local legal requirements.

AS Level subject content

1 Cell structure
All organisms are composed of cells. Knowledge of the structure and function of cells underpins much of biology.
The fundamental differences between eukaryotic and prokaryotic cells are explored and provide useful biological
background for the topic on Infectious diseases (Topic 10). Viruses are introduced as non-cellular structures,
which gives candidates the opportunity to consider whether cells are the basic unit of life.
The use of light microscopes is a fundamental skill that is developed in this topic and applied throughout several
other topics of the syllabus.
1.1 The microscope in cell studies Learning outcomes
Candidates should be able to:
1 make temporary preparations of cellular material suitable for
viewing with a light microscope
2 draw cells from microscope slides and photomicrographs
3 calculate magnifications of images and actual sizes of
specimens from drawings, photomicrographs and electron
micrographs (scanning and transmission)
4 use an eyepiece graticule and stage micrometer scale to make
measurements and use the appropriate units, millimetre (mm),
micrometre (µm) and nanometre (nm)
5 define resolution and magnification and explain the differences
between these terms, with reference to light microscopy and
electron microscopy

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1.2 Cells as the basic units of living Learning outcomes

organisms Candidates should be able to:
1 recognise organelles and other cell structures found in
eukaryotic cells and outline their structures and functions,
limited to:
• cell surface membrane
• nucleus, nuclear envelope and nucleolus
• rough endoplasmic reticulum
• smooth endoplasmic reticulum
• Golgi body (Golgi apparatus or Golgi complex)
• mitochondria (including the presence of small circular DNA)
• ribosomes (80S in the cytoplasm and 70S in chloroplasts
and mitochondria)
• lysosomes
• centrioles and microtubules
• cilia
• microvilli
• chloroplasts (including the presence of small circular DNA)
• cell wall
• plasmodesmata
• large permanent vacuole and tonoplast of plant cells
2 describe and interpret photomicrographs, electron micrographs
and drawings of typical plant and animal cells
3 compare the structure of typical plant and animal cells
4 state that cells use ATP from respiration for energy-requiring
processes
5 outline key structural features of a prokaryotic cell as found in a
typical bacterium, including:
• unicellular
• generally 1–5 µm diameter
• peptidoglycan cell walls
• circular DNA
• 70S ribosomes
• absence of organelles surrounded by double membranes
6 compare the structure of a prokaryotic cell as found in a typical
bacterium with the structures of typical eukaryotic cells in
plants and animals
7 state that all viruses are non-cellular structures with a nucleic
acid core (either DNA or RNA) and a capsid made of protein,
and that some viruses have an outer envelope made of
phospholipids

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

2 Biological molecules
This topic introduces carbohydrates, lipids and proteins: organic molecules that are important in cells. Nucleic
acids, another class of biological molecule, are covered in Topic 6. All of these molecules are based on the
versatile element carbon. This topic explains how carbohydrates, lipids and proteins, which have a great diversity
of function in organisms, are assembled from smaller organic molecules such as glucose, amino acids, glycerol
and fatty acids.

The emphasis in this topic is on the relationship between molecular structures and their functions. Some of these
ideas are continued in other topics, for example, the functions of haemoglobin in gas transport in Transport in
mammals (Topic 8), phospholipids in membranes in Cell membranes and transport (Topic 4) and antibodies in
Immunity (Topic 11).

Life as we know it would not be possible without water. Understanding the properties of this extraordinary
molecule is an essential part of any study of biological molecules. Some of the roles of water are in this topic,
others are in Topics 4, 7, 8, 12, 13 and 14.
2.1 Testing for biological molecules Learning outcomes
Candidates should be able to:
1 describe and carry out the Benedict’s test for reducing sugars,
the iodine test for starch, the emulsion test for lipids and the
biuret test for proteins
2 describe and carry out a semi-quantitative Benedict’s test on
a reducing sugar solution by standardising the test and using
the results (time to first colour change or comparison to colour
standards) to estimate the concentration
3 describe and carry out a test to identify the presence of
non-reducing sugars, using acid hydrolysis and Benedict’s
solution
2.2 Carbohydrates and lipids Learning outcomes
Candidates should be able to:
1 describe and draw the ring forms of α-glucose and β-glucose
2 define the terms monomer, polymer, macromolecule,
monosaccharide, disaccharide and polysaccharide
3 state the role of covalent bonds in joining smaller molecules
together to form polymers
4 state that glucose, fructose and maltose are reducing sugars and
that sucrose is a non-reducing sugar
5 describe the formation of a glycosidic bond by condensation,
with reference to disaccharides, including sucrose, and
polysaccharides
continued

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2.2 Carbohydrates and lipids Learning outcomes

continued Candidates should be able to:
6 describe the breakage of a glycosidic bond in polysaccharides
and disaccharides by hydrolysis, with reference to the
non-reducing sugar test
7 describe the molecular structure of the polysaccharides starch
(amylose and amylopectin) and glycogen and relate their
structures to their functions in living organisms
8 describe the molecular structure of the polysaccharide cellulose
and outline how the arrangement of cellulose molecules
contributes to the function of plant cell walls
9 state that triglycerides are non-polar hydrophobic molecules
and describe the molecular structure of triglycerides with
reference to fatty acids (saturated and unsaturated), glycerol
and the formation of ester bonds
10 relate the molecular structure of triglycerides to their functions
in living organisms
11 describe the molecular structure of phospholipids with reference
to their hydrophilic (polar) phosphate heads and hydrophobic
(non-polar) fatty acid tails
2.3 Proteins Learning outcomes
Candidates should be able to:
1 describe and draw the general structure of an amino acid and
the formation and breakage of a peptide bond
2 explain the meaning of the terms primary structure, secondary
structure, tertiary structure and quaternary structure of proteins
3 describe the types of interaction that hold protein molecules in
shape:
• hydrophobic interactions
• hydrogen bonding
• ionic bonding
• covalent bonding, including disulfide bonds
4 state that globular proteins are generally soluble and have
physiological roles and fibrous proteins are generally insoluble
and have structural roles
5 describe the structure of a molecule of haemoglobin as an
example of a globular protein, including the formation of its
quaternary structure from two alpha (α) chains (α–globin), two
beta (β) chains (β–globin) and a haem group
6 relate the structure of haemoglobin to its function, including
the importance of iron in the haem group
7 describe the structure of a molecule of collagen as an example
of a fibrous protein, and the arrangement of collagen molecules
to form collagen fibres
8 relate the structures of collagen molecules and collagen fibres
to their function

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2.4 Water Learning outcomes

Candidates should be able to:
1 explain how hydrogen bonding occurs between water molecules
and relate the properties of water to its roles in living organisms,
limited to solvent action, high specific heat capacity and latent
heat of vaporisation

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 Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

3 Enzymes
Enzymes are essential for life to exist. The mode of action of enzymes and the factors that affect their activity
are explored in this topic. Prior knowledge for this topic is an understanding that an enzyme is a biological
catalyst that increases the rate of a reaction and remains unchanged when the reaction is complete.

There are many opportunities in this topic for candidates to gain experience of carrying out practical
investigations and analysing, interpreting and evaluating their results.
3.1 Mode of action of enzymes Learning outcomes
Candidates should be able to:
1 state that enzymes are globular proteins that catalyse reactions
inside cells (intracellular enzymes) or are secreted to catalyse
reactions outside cells (extracellular enzymes)
2 explain the mode of action of enzymes in terms of an active site,
enzyme–substrate complex, lowering of activation energy and
enzyme specificity, including the lock-and-key hypothesis and
the induced-fit hypothesis
3 investigate the progress of enzyme-catalysed reactions by
measuring rates of formation of products using catalase and
rates of disappearance of substrate using amylase
4 outline the use of a colorimeter for measuring the progress of
enzyme-catalysed reactions that involve colour changes
3.2 Factors that affect enzyme Learning outcomes
action Candidates should be able to:
1 investigate and explain the effects of the following factors on
the rate of enzyme-catalysed reactions:
• temperature
• pH (using buffer solutions)
• enzyme concentration
• substrate concentration
• inhibitor concentration
2 explain that the maximum rate of reaction (Vmax) is used to
derive the Michaelis–Menten constant (Km), which is used to
compare the affinity of different enzymes for their substrates
3 explain the effects of reversible inhibitors, both competitive and
non-competitive, on enzyme activity
4 investigate the difference in activity between an enzyme
immobilised in alginate and the same enzyme free in solution,
and state the advantages of using immobilised enzymes

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

4 Cell membranes and transport

The fluid mosaic model, introduced in 1972, describes the way in which biological molecules are arranged to
form cell membranes. The model continues to be modified as understanding improves of the ways in which
substances cross membranes, how cells interact and how cells respond to signals. The model also provides the
basis for our understanding of passive and active movement of molecules and ions between cells and their
surroundings, cell-to-cell interactions and long-distance cell signalling.

Investigating the effects of different factors on diffusion, osmosis and membrane permeability involves an
understanding of the properties of phospholipids and proteins covered in Biological molecules (Topic 2).
4.1 Fluid mosaic membranes Learning outcomes
Candidates should be able to:
1 describe the fluid mosaic model of membrane structure with
reference to the hydrophobic and hydrophilic interactions that
account for the formation of the phospholipid bilayer and the
arrangement of proteins
2 describe the arrangement of cholesterol, glycolipids and
glycoproteins in cell surface membranes
3 describe the roles of phospholipids, cholesterol, glycolipids,
proteins and glycoproteins in cell surface membranes, with
reference to stability, fluidity, permeability, transport (carrier
proteins and channel proteins), cell signalling (cell surface
receptors) and cell recognition (cell surface antigens – see
11.1.2)
4 outline the main stages in the process of cell signalling leading
to specific responses:
• secretion of specific chemicals (ligands) from cells
• transport of ligands to target cells
• binding of ligands to cell surface receptors on target cells
4.2 Movement into and out of cells Learning outcomes
Candidates should be able to:
1 describe and explain the processes of simple diffusion,
facilitated diffusion, osmosis, active transport, endocytosis and
exocytosis
2 investigate simple diffusion and osmosis using plant tissue and
non-living materials, including dialysis (Visking) tubing and agar
3 illustrate the principle that surface area to volume ratios
decrease with increasing size by calculating surface areas and
volumes of simple 3-D shapes (as shown in the Mathematical
requirements)
4 investigate the effect of changing surface area to volume ratio
on diffusion using agar blocks of different sizes
continued

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4.2 Movement into and out of cells Learning outcomes

continued Candidates should be able to:
5 investigate the effects of immersing plant tissues in solutions
of different water potentials, using the results to estimate the
water potential of the tissues
6 explain the movement of water between cells and solutions in
terms of water potential and explain the different effects of the
movement of water on plant cells and animal cells (knowledge
of solute potential and pressure potential is not expected)

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

5 The mitotic cell cycle

When body cells reach a certain size they divide into two cells. Nuclear division occurs first, followed by division
of the cytoplasm. The mitotic cell cycle of eukaryotes involves DNA replication followed by nuclear division. This
ensures the genetic uniformity of all daughter cells.
5.1 Replication and division of nuclei Learning outcomes
and cells Candidates should be able to:
1 describe the structure of a chromosome, limited to:
• DNA
• histone proteins
• sister chromatids
• centromere
• telomeres
2 explain the importance of mitosis in the production of
genetically identical daughter cells during:
• growth of multicellular organisms
• replacement of damaged or dead cells
• repair of tissues by cell replacement
• asexual reproduction
3 outline the mitotic cell cycle, including:
• interphase (growth in G1 and G2 phases and DNA replication
in S phase)
• mitosis
• cytokinesis
4 outline the role of telomeres in preventing the loss of genes
from the ends of chromosomes during DNA replication
5 outline the role of stem cells in cell replacement and tissue
repair by mitosis
6 explain how uncontrolled cell division can result in the
formation of a tumour
5.2 Chromosome behaviour in Learning outcomes
mitosis Candidates should be able to:
1 describe the behaviour of chromosomes in plant and animal
cells during the mitotic cell cycle and the associated behaviour
of the nuclear envelope, the cell surface membrane and the
spindle (names of the main stages of mitosis are expected:
prophase, metaphase, anaphase and telophase)
2 interpret photomicrographs, diagrams and microscope slides of
cells in different stages of the mitotic cell cycle and identify the
main stages of mitosis

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6 Nucleic acids and protein synthesis

Nucleic acids have roles in the storage and retrieval of genetic information and in the use of this information
to synthesise polypeptides. DNA is the molecule of heredity and is an extremely stable molecule that cells
replicate with great accuracy. The genetic code explains how the sequence of nucleotides in DNA and
messenger RNA (mRNA) determines the sequence of amino acids that make up a polypeptide. In eukaryotes
this involves the processes of transcription in the nucleus to produce mRNA, followed by translation in the
cytoplasm to produce polypeptides.
6.1 Structure of nucleic acids and Learning outcomes
replication of DNA Candidates should be able to:
1 describe the structure of nucleotides, including the
phosphorylated nucleotide ATP (structural formulae are not
expected)
2 state that the bases adenine and guanine are purines with a
double ring structure, and that the bases cytosine, thymine and
uracil are pyrimidines with a single ring structure (structural
formulae for bases are not expected)
3 describe the structure of a DNA molecule as a double helix,
including:
• the importance of complementary base pairing between the
5′ to 3′ strand and the 3′ to 5′ strand (antiparallel strands)
• differences in hydrogen bonding between C–G and A–T base
pairs
• linking of nucleotides by phosphodiester bonds
4 describe the semi-conservative replication of DNA during the
S phase of the cell cycle, including:
• the roles of DNA polymerase and DNA ligase (knowledge
of other enzymes in DNA replication in cells and different
types of DNA polymerase is not expected)
• the differences between leading strand and lagging strand
replication as a consequence of DNA polymerase adding
nucleotides only in a 5′ to 3′ direction
5 describe the structure of an RNA molecule, using the example
of messenger RNA (mRNA)
6.2 Protein synthesis Learning outcomes
Candidates should be able to:
1 state that a polypeptide is coded for by a gene and that a gene
is a sequence of nucleotides that forms part of a DNA molecule
2 describe the principle of the universal genetic code in which
different triplets of DNA bases either code for specific amino
acids or correspond to start and stop codons
continued

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6.2 Protein synthesis continued Learning outcomes

Candidates should be able to:
3 describe how the information in DNA is used during
transcription and translation to construct polypeptides,
including the roles of:
• RNA polymerase
• messenger RNA (mRNA)
• codons
• transfer RNA (tRNA)
• anticodons
• ribosomes
4 state that the strand of a DNA molecule that is used in
transcription is called the transcribed or template strand and
that the other strand is called the non-transcribed strand
5 explain that, in eukaryotes, the RNA molecule formed following
transcription (primary transcript) is modified by the removal
of non-coding sequences (introns) and the joining together of
coding sequences (exons) to form mRNA
6 state that a gene mutation is a change in the sequence of
base pairs in a DNA molecule that may result in an altered
polypeptide
7 explain that a gene mutation is a result of substitution or
deletion or insertion of nucleotides in DNA and outline how
each of these types of mutation may affect the polypeptide
produced

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 Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

7 Transport in plants
Flowering plants do not have compact bodies like those of many animals. Leaves and extensive root systems
spread out to obtain the light energy, carbon dioxide, mineral ions and water that plants gain from their
environment to make organic molecules, such as sugars and amino acids. Transport systems in plants move
substances from where they are absorbed or produced to where they are stored or used.
7.1 Structure of transport tissues Learning outcomes
Candidates should be able to:
1 draw plan diagrams of transverse sections of stems, roots and
leaves of herbaceous dicotyledonous plants from microscope
slides and photomicrographs
2 describe the distribution of xylem and phloem in transverse
sections of stems, roots and leaves of herbaceous
dicotyledonous plants
3 draw and label xylem vessel elements, phloem sieve tube
elements and companion cells from microscope slides,
photomicrographs and electron micrographs
4 relate the structure of xylem vessel elements, phloem sieve
tube elements and companion cells to their functions
7.2 Transport mechanisms Learning outcomes
Candidates should be able to:
1 state that some mineral ions and organic compounds can be
transported within plants dissolved in water
2 describe the transport of water from the soil to the xylem
through the:
• apoplast pathway, including reference to lignin and
cellulose
• symplast pathway, including reference to the endodermis,
Casparian strip and suberin
3 explain that transpiration involves the evaporation of water
from the internal surfaces of leaves followed by diffusion of
water vapour to the atmosphere
4 explain how hydrogen bonding of water molecules is involved
with movement of water in the xylem by cohesion-tension in
transpiration pull and by adhesion to cellulose in cell walls
5 make annotated drawings of transverse sections of leaves from
xerophytic plants to explain how they are adapted to reduce
water loss by transpiration
6 state that assimilates dissolved in water, such as sucrose and
amino acids, move from sources to sinks in phloem sieve tubes
7 explain how companion cells transfer assimilates to phloem
sieve tubes, with reference to proton pumps and cotransporter
proteins
8 explain mass flow in phloem sieve tubes down a hydrostatic
pressure gradient from source to sink

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8 Transport in mammals
As animals become larger, more complex and more active, transport systems become essential to supply
nutrients to, and remove waste from, individual cells. Mammals are far more active than plants and require
much greater supplies of oxygen. This is transported by haemoglobin inside red blood cells.
8.1 The circulatory system Learning outcomes
Candidates should be able to:
1 state that the mammalian circulatory system is a closed double
circulation consisting of a heart, blood and blood vessels
including arteries, arterioles, capillaries, venules and veins
2 describe the functions of the main blood vessels of the
pulmonary and systemic circulations, limited to pulmonary
artery, pulmonary vein, aorta and vena cava
3 recognise arteries, veins and capillaries from microscope
slides, photomicrographs and electron micrographs and make
plan diagrams showing the structure of arteries and veins in
transverse section (TS) and longitudinal section (LS)
4 explain how the structure of muscular arteries, elastic arteries,
veins and capillaries are each related to their functions
5 recognise and draw red blood cells, monocytes, neutrophils and
lymphocytes from microscope slides, photomicrographs and
electron micrographs
6 state that water is the main component of blood and tissue
fluid and relate the properties of water to its role in transport
in mammals, limited to solvent action and high specific heat
capacity
7 state the functions of tissue fluid and describe the formation of
tissue fluid in a capillary network
8.2 Transport of oxygen and carbon Learning outcomes
dioxide Candidates should be able to:
1 describe the role of red blood cells in transporting oxygen and
carbon dioxide with reference to the roles of:
• haemoglobin
• carbonic anhydrase
• the formation of haemoglobinic acid
• the formation of carbaminohaemoglobin
2 describe the chloride shift and explain the importance of the
chloride shift
3 describe the role of plasma in the transport of carbon dioxide
4 describe and explain the oxygen dissociation curve of adult
haemoglobin
5 explain the importance of the oxygen dissociation curve at
partial pressures of oxygen in the lungs and in respiring tissues
6 describe the Bohr shift and explain the importance of the Bohr
shift

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8.3 The heart Learning outcomes

Candidates should be able to:
1 describe the external and internal structure of the mammalian
heart
2 explain the differences in the thickness of the walls of the:
• atria and ventricles
• left ventricle and right ventricle
3 describe the cardiac cycle, with reference to the relationship
between blood pressure changes during systole and diastole and
the opening and closing of valves
4 explain the roles of the sinoatrial node, the atrioventricular
node and the Purkyne tissue in the cardiac cycle (knowledge of
nervous and hormonal control is not expected)

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9 Gas exchange
The gas exchange system is responsible for the uptake of oxygen into the blood and the excretion of carbon
dioxide. An understanding of this system shows how cells, tissues and organs function together to exchange
these gases between the blood and the environment.
9.1 The gas exchange system Learning outcomes
Candidates should be able to:
1 describe the structure of the human gas exchange system,
limited to:
• lungs
• trachea
• bronchi
• bronchioles
• alveoli
• capillary network
2 describe the distribution in the gas exchange system of
cartilage, ciliated epithelium, goblet cells, squamous epithelium
of alveoli, smooth muscle and capillaries
3 recognise cartilage, ciliated epithelium, goblet cells, squamous
epithelium of alveoli, smooth muscle and capillaries in
microscope slides, photomicrographs and electron micrographs
4 recognise trachea, bronchi, bronchioles and alveoli in
microscope slides, photomicrographs and electron micrographs
and make plan diagrams of transverse sections of the walls of
the trachea and bronchus
5 describe the functions of ciliated epithelial cells, goblet cells and
mucous glands in maintaining the health of the gas exchange
system
6 describe the functions in the gas exchange system of cartilage,
smooth muscle, elastic fibres and squamous epithelium
7 describe gas exchange between air in the alveoli and blood in
the capillaries

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10 Infectious diseases
The infectious diseases studied in this topic are caused by pathogens that are transmitted from one human host
to another. Some, like Plasmodium that causes malaria, are transmitted by vectors, but there are many other
methods of transmission, such as through water and food or during sexual activity. An understanding of the
biology of the pathogen and its mode of transmission is essential if the disease is to be controlled and ultimately
prevented.
10.1 Infectious diseases Learning outcomes
Candidates should be able to:
1 state that infectious diseases are caused by pathogens and are
transmissible
2 state the name and type of pathogen that causes each of the
following diseases:
• cholera – caused by the bacterium Vibrio cholerae
• malaria – caused by the protoctists Plasmodium falciparum,
Plasmodium malariae, Plasmodium ovale and Plasmodium
vivax
• tuberculosis (TB) – caused by the bacteria Mycobacterium
tuberculosis and Mycobacterium bovis
• HIV/AIDS – caused by the human immunodeficiency virus
(HIV)
3 explain how cholera, malaria, TB and HIV are transmitted
4 discuss the biological, social and economic factors that need to
be considered in the prevention and control of cholera, malaria,
TB and HIV (details of the life cycle of the malarial parasite are
not expected)
10.2 Antibiotics Learning outcomes
Candidates should be able to:
1 outline how penicillin acts on bacteria and why antibiotics do
not affect viruses
2 discuss the consequences of antibiotic resistance and the steps
that can be taken to reduce its impact

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11 Immunity
An understanding of the immune system shows how cells and molecules function together to protect the body
against infectious diseases and how, after an initial infection, the body is protected from subsequent infections
by the same pathogen. Phagocytosis is an immediate non-specific part of the immune system, while the actions
of lymphocytes provide effective defence against specific pathogens.
11.1 The immune system Learning outcomes
Candidates should be able to:
1 describe the mode of action of phagocytes (macrophages and
neutrophils)
2 explain what is meant by an antigen (see 4.1.3) and state the
difference between self antigens and non-self antigens
3 describe the sequence of events that occurs during a primary
immune response with reference to the roles of:
• macrophages
• B-lymphocytes, including plasma cells
• T-lymphocytes, limited to T-helper cells and T-killer cells
4 explain the role of memory cells in the secondary immune
response and in long-term immunity
11.2 Antibodies and vaccination Learning outcomes
Candidates should be able to:
1 relate the molecular structure of antibodies to their functions
2 outline the hybridoma method for the production of
monoclonal antibodies
3 outline the principles of using monoclonal antibodies in the
diagnosis of disease and in the treatment of disease
4 describe the differences between active immunity and passive
immunity and between natural immunity and artificial
immunity
5 explain that vaccines contain antigens that stimulate immune
responses to provide long-term immunity
6 explain how vaccination programmes can help to control the
spread of infectious diseases

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A Level subject content

12 Energy and respiration
Energy is a fundamental concept in biology. All living organisms require a source of cellular energy to drive their
various activities. All organisms respire by using enzyme-catalysed reactions to release energy from energy-rich
molecules such as glucose and fatty acids and transfer that energy to ATP. ATP is the universal energy currency
of cells. In eukaryotes, aerobic respiration occurs in mitochondria.

The practical activities in this topic give opportunities for candidates to plan investigations, analyse and interpret
data and evaluate experimental procedures and the quality of the data collected.
12.1 Energy Learning outcomes
Candidates should be able to:
1 outline the need for energy in living organisms, as illustrated
by active transport, movement and anabolic reactions, such as
those occurring in DNA replication and protein synthesis
2 describe the features of ATP that make it suitable as the
universal energy currency
3 state that ATP is synthesised by:
• transfer of phosphate in substrate-linked reactions
• chemiosmosis in membranes of mitochondria and
chloroplasts
4 explain the relative energy values of carbohydrates, lipids and
proteins as respiratory substrates
5 state that the respiratory quotient (RQ) is the ratio of the
number of molecules of carbon dioxide produced to the number
of molecules of oxygen taken in, as a result of respiration
6 calculate RQ values of different respiratory substrates from
equations for respiration
7 describe and carry out investigations, using simple
respirometers, to determine the RQ of germinating seeds or
small invertebrates (e.g. blowfly larvae)
12.2 Respiration Learning outcomes
Candidates should be able to:
1 State where each of the four stages in aerobic respiration occurs
in eukaryotic cells:
• glycolysis in the cytoplasm
• link reaction in the mitochondrial matrix
• Krebs cycle in the mitochondrial matrix
• oxidative phosphorylation on the inner membrane of
mitochondria
2 outline glycolysis as phosphorylation of glucose and the
subsequent splitting of fructose 1,6-bisphosphate (6C) into
two triose phosphate molecules (3C), which are then further
oxidised to pyruvate (3C), with the production of ATP and
reduced NAD
3 explain that, when oxygen is available, pyruvate enters
mitochondria to take part in the link reaction
continued

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12.2 Respiration continued Learning outcomes

Candidates should be able to:
4 describe the link reaction, including the role of coenzyme A in
the transfer of acetyl (2C) groups
5 outline the Krebs cycle, explaining that oxaloacetate (4C) acts
as an acceptor of the 2C fragment from acetyl coenzyme A to
form citrate (6C), which is converted back to oxaloacetate in a
series of small steps
6 explain that reactions in the Krebs cycle involve decarboxylation
and dehydrogenation and the reduction of the coenzymes NAD
and FAD
7 describe the role of NAD and FAD in transferring hydrogen to
carriers in the inner mitochondrial membrane
8 explain that during oxidative phosphorylation:
• hydrogen atoms split into protons and energetic electrons
• energetic electrons release energy as they pass through
the electron transport chain (details of carriers are not
expected)
• the released energy is used to transfer protons across the
inner mitochondrial membrane
• protons return to the mitochondrial matrix by facilitated
diffusion through ATP synthase, providing energy for ATP
synthesis (details of ATP synthase are not expected)
• oxygen acts as the final electron acceptor to form water
9 describe the relationship between the structure and function of
mitochondria using diagrams and electron micrographs
10 outline respiration in anaerobic conditions in mammals (lactate
fermentation) and in yeast cells (ethanol fermentation)
11 explain why the energy yield from respiration in aerobic
conditions is much greater than the energy yield from
respiration in anaerobic conditions (a detailed account of the
total yield of ATP from the aerobic respiration of glucose is not
expected)
12 explain how rice is adapted to grow with its roots submerged
in water, limited to the development of aerenchyma in roots,
ethanol fermentation in roots and faster growth of stems
13 describe and carry out investigations using redox indicators,
including DCPIP and methylene blue, to determine the effects
of temperature and substrate concentration on the rate of
respiration of yeast
14 describe and carry out investigations using simple respirometers
to determine the effect of temperature on the rate of
respiration

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 Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

13 Photosynthesis
Photosynthesis is the energy transfer process that is the basis of nearly all life on Earth. It provides energy
directly or indirectly to all the organisms in most food chains. In eukaryotes, the process occurs within
chloroplasts. Candidates should apply their knowledge of plant cells from Cell structure (Topic 1) and leaf
structure from Transport in plants (Topic 7) while studying photosynthesis. Various environmental factors
influence the rate at which photosynthesis occurs.

The practical activities in this topic give opportunities for candidates to plan investigations, analyse and interpret
data and evaluate experimental procedures and the quality of the data that they collect.
13.1 Photosynthesis as an energy Learning outcomes
transfer process Candidates should be able to:
1 describe the relationship between the structure of chloroplasts,
as shown in diagrams and electron micrographs, and their
function
2 explain that energy transferred as ATP and reduced NADP from
the light-dependent stage is used during the light-independent
stage (Calvin cycle) of photosynthesis to produce complex
organic molecules
3 state that within a chloroplast, the thylakoids (thylakoid
membranes and thylakoid spaces), which occur in stacks called
grana, are the site of the light-dependent stage and the stroma
is the site of the light-independent stage
4 describe the role of chloroplast pigments (chlorophyll a,
chlorophyll b, carotene and xanthophyll) in light absorption in
thylakoids
5 interpret absorption spectra of chloroplast pigments and action
spectra for photosynthesis
6 describe and use chromatography to separate and identify
chloroplast pigments (reference should be made to Rf values in
identification of chloroplast pigments)
7 state that cyclic photophosphorylation and non-cyclic
photophosphorylation occur during the light-dependent stage
of photosynthesis
8 explain that in cyclic photophosphorylation:
• only photosystem I (PSI) is involved
• photoactivation of chlorophyll occurs
• ATP is synthesised
9 explain that in non-cyclic photophosphorylation:
• photosystem I (PSI) and photosystem II (PSII) are both
involved
• photoactivation of chlorophyll occurs
• the oxygen-evolving complex catalyses the photolysis of
water
• ATP and reduced NADP are synthesised
continued

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

13.1 Photosynthesis as an energy Learning outcomes

transfer process continued Candidates should be able to:
10 explain that during photophosphorylation:
• energetic electrons release energy as they pass through
the electron transport chain (details of carriers are not
expected)
• the released energy is used to transfer protons across the
thylakoid membrane
• protons return to the stroma from the thylakoid space by
facilitated diffusion through ATP synthase, providing energy
for ATP synthesis (details of ATP synthase are not expected)
11 outline the three main stages of the Calvin cycle:
• rubisco catalyses the fixation of carbon dioxide
by combination with a molecule of
ribulose bisphosphate (RuBP), a 5C compound, to yield two
molecules of glycerate 3-phosphate (GP), a 3C compound
• GP is reduced to triose phosphate (TP) in reactions involving
reduced NADP and ATP
• RuBP is regenerated from TP in reactions that use ATP
12 state that Calvin cycle intermediates are used to produce other
molecules, limited to GP to produce some amino acids and TP
to produce carbohydrates, lipids and amino acids
13.2 Investigation of limiting Learning outcomes
factors Candidates should be able to:
1 state that light intensity, carbon dioxide concentration and
temperature are examples of limiting factors of photosynthesis
2 explain the effects of changes in light intensity, carbon dioxide
concentration and temperature on the rate of photosynthesis
3 describe and carry out investigations using redox indicators,
including DCPIP and methylene blue, and a suspension of
chloroplasts to determine the effects of light intensity and light
wavelength on the rate of photosynthesis
4 describe and carry out investigations using whole plants,
including aquatic plants, to determine the effects of light
intensity, carbon dioxide concentration and temperature on the
rate of photosynthesis

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 Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

14 Homeostasis
Cells function most efficiently if they are kept in near optimum conditions. Cells in multicellular animals are
surrounded by tissue fluid. The composition of tissue fluid is kept constant by exchanges with the blood as
discussed in the topic on Transport in mammals (Topic 8). In mammals, core temperature, blood glucose
concentration and blood water potential are maintained within narrow limits to ensure the efficient operation of
cells. Prior knowledge for this topic includes an understanding that waste products are excreted from the body
and an outline of the structure and function of the nervous and endocrine systems. In plants, guard cells respond
to fluctuations in environmental conditions and open and close stomata as appropriate for photosynthesis and
conserving water.
14.1 Homeostasis in mammals Learning outcomes
Candidates should be able to:
1 explain what is meant by homeostasis and the importance of
homeostasis in mammals
2 explain the principles of homeostasis in terms of internal and
external stimuli, receptors, coordination systems (nervous
system and endocrine system), effectors (muscles and glands)
and negative feedback
3 state that urea is produced in the liver from the deamination of
excess amino acids
4 describe the structure of the human kidney, limited to:
• fibrous capsule
• cortex
• medulla
• renal pelvis
• ureter
• branches of the renal artery and renal vein
5 Identify, in diagrams, photomicrographs and electron
micrographs, the parts of a nephron and its associated blood
vessels and structures, limited to:
• glomerulus
• Bowman’s capsule
• proximal convoluted tubule
• loop of Henle
• distal convoluted tubule
• collecting duct
6 describe and explain the formation of urine in the nephron,
limited to:
• the formation of glomerular filtrate by ultrafiltration in the
Bowman’s capsule
• selective reabsorption in the proximal convoluted tubule
7 relate the detailed structure of the Bowman’s capsule and
proximal convoluted tubule to their functions in the formation
of urine
8 describe the roles of the hypothalamus, posterior pituitary
gland, antidiuretic hormone (ADH), aquaporins and collecting
ducts in osmoregulation
continued

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

14.1 Homeostasis in mammals Learning outcomes

continued Candidates should be able to:
9 describe the principles of cell signalling using the example of the
control of blood glucose concentration by glucagon, limited to:
• binding of hormone to cell surface receptor causing
conformational change
• activation of G-protein leading to stimulation of adenylyl
cyclase
• formation of the second messenger, cyclic AMP (cAMP)
• activation of protein kinase A by cAMP leading to initiation
of an enzyme cascade
• amplification of the signal through the enzyme cascade
as a result of activation of more and more enzymes by
phosphorylation
• cellular response in which the final enzyme in the pathway
is activated, catalysing the breakdown of glycogen
10 explain how negative feedback control mechanisms regulate
blood glucose concentration, with reference to the effects of
insulin on muscle cells and liver cells and the effect of glucagon
on liver cells
11 explain the principles of operation of test strips and biosensors
for measuring the concentration of glucose in blood and urine,
with reference to glucose oxidase and peroxidase enzymes
14.2 Homeostasis in plants Learning outcomes
Candidates should be able to:
1 explain that stomata respond to changes in environmental
conditions by opening and closing and that regulation of
stomatal aperture balances the need for carbon dioxide
uptake by diffusion with the need to minimise water loss by
transpiration
2 explain that stomata have daily rhythms of opening and closing
3 describe the structure and function of guard cells and explain
the mechanism by which they open and close stomata
4 describe the role of abscisic acid in the closure of stomata
during times of water stress, including the role of calcium ions
as a second messenger

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 Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

15 Control and coordination

All the activities of multicellular organisms require coordinating, some very rapidly and some more slowly. The
nervous system and the endocrine system provide coordination in mammals. Coordination systems also exist in
plants.
15.1 Control and coordination in Learning outcomes
mammals Candidates should be able to:
1 describe the features of the endocrine system with reference to
the hormones ADH, glucagon and insulin (see 14.1.8, 14.1.9 and
14.1.10)
2 compare the features of the nervous system and the endocrine
system
3 describe the structure and function of a sensory neurone and a
motor neurone and state that intermediate neurones connect
sensory neurones and motor neurones
4 outline the role of sensory receptor cells in detecting stimuli and
stimulating the transmission of impulses in sensory neurones
5 describe the sequence of events that results in an action
potential in a sensory neurone, using a chemoreceptor cell in a
human taste bud as an example
6 describe and explain changes to the membrane potential of
neurones, including:
• how the resting potential is maintained
• the events that occur during an action potential
• how the resting potential is restored during the refractory
period
7 describe and explain the rapid transmission of an impulse in a
myelinated neurone with reference to saltatory conduction
8 explain the importance of the refractory period in determining
the frequency of impulses
9 describe the structure of a cholinergic synapse and explain how
it functions, including the role of calcium ions
10 describe the roles of neuromuscular junctions, the T-tubule
system and sarcoplasmic reticulum in stimulating contraction in
striated muscle
11 describe the ultrastructure of striated muscle with reference to
sarcomere structure using electron micrographs and diagrams
12 explain the sliding filament model of muscular contraction
including the roles of troponin, tropomyosin, calcium ions and
ATP
15.2 Control and coordination in Learning outcomes
plants Candidates should be able to:
1 describe the rapid response of the Venus fly trap to stimulation
of hairs on the lobes of modified leaves and explain how the
closure of the trap is achieved
2 explain the role of auxin in elongation growth by stimulating
proton pumping to acidify cell walls
3 describe the role of gibberellin in the germination of barley (see
16.3.4)

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

16 Inheritance
Genetic information is transmitted from generation to generation to maintain the continuity of life. In sexual
reproduction, meiosis introduces genetic variation so that offspring resemble their parents but are not identical
to them. Genetic crosses reveal how some features are inherited. The phenotype of organisms is determined
partly by the genes that they have inherited and partly by the effect of the environment. Genes determine how
organisms develop; gene control in bacteria gives us a glimpse of this process in action.
16.1 Passage of information from Learning outcomes
parents to offspring Candidates should be able to:
1 explain the meanings of the terms haploid (n) and diploid (2n)
2 explain what is meant by homologous pairs of chromosomes
3 explain the need for a reduction division during meiosis in the
production of gametes
4 describe the behaviour of chromosomes in plant and animal
cells during meiosis and the associated behaviour of the nuclear
envelope, the cell surface membrane and the spindle (names
of the main stages of meiosis, but not the sub-divisions of
prophase I, are expected: prophase I, metaphase I,
anaphase I, telophase I, prophase II, metaphase II, anaphase II
and telophase II)
5 interpret photomicrographs and diagrams of cells in different
stages of meiosis and identify the main stages of meiosis
6 explain that crossing over and random orientation (independent
assortment) of pairs of homologous chromosomes and sister
chromatids during meiosis produces genetically different
gametes
7 explain that the random fusion of gametes at fertilisation
produces genetically different individuals
16.2 The roles of genes in Learning outcomes
determining the phenotype Candidates should be able to:
1 explain the terms gene, locus, allele, dominant, recessive,
codominant, linkage, test cross, F1, F2, phenotype, genotype,
homozygous and heterozygous
2 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of monohybrid
crosses and dihybrid crosses that involve dominance,
codominance, multiple alleles and sex linkage
3 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of dihybrid crosses
that involve autosomal linkage and epistasis (knowledge of the
expected ratios for different types of epistasis is not expected)
4 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of test crosses
5 use the chi-squared test to test the significance of differences
between observed and expected results (the formula for the
chi-squared test will be provided, as shown in the Mathematical
requirements)
continued

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16.2 The roles of genes in Learning outcomes

determining the phenotype Candidates should be able to:
continued
6 explain the relationship between genes, proteins and phenotype
with respect to the:
• TYR gene, tyrosinase and albinism
• HBB gene, haemoglobin and sickle cell anaemia
• F8 gene, factor VIII and haemophilia
• HTT gene, huntingtin and Huntington’s disease
7 explain the role of gibberellin in stem elongation including
the role of the dominant allele, Le, that codes for a functional
enzyme in the gibberellin synthesis pathway, and the recessive
allele, le, that codes for a non-functional enzyme
16.3 Gene control Learning outcomes
Candidates should be able to:
1 describe the differences between structural genes and
regulatory genes and the differences between repressible
enzymes and inducible enzymes
2 explain genetic control of protein production in a prokaryote
using the lac operon (knowledge of the role of cAMP is not
expected)
3 state that transcription factors are proteins that bind to DNA
and are involved in the control of gene expression in eukaryotes
by decreasing or increasing the rate of transcription
4 explain how gibberellin activates genes by causing the
breakdown of DELLA protein repressors, which normally inhibit
factors that promote transcription

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

17 Selection and evolution

In 1858, Charles Darwin and Alfred Russel Wallace proposed a theory of natural selection to account for the
evolution of species. A year later, Darwin published On the Origin of Species, providing evidence for the way in
which aspects of the environment act as agents of selection and determine which phenotypic forms survive and
which do not. The individuals best adapted to the prevailing conditions are most likely to succeed in the ‘struggle
for existence’.
17.1 Variation Learning outcomes
Candidates should be able to:
1 explain, with examples, that phenotypic variation is due to
genetic factors or environmental factors or a combination of
genetic and environmental factors
2 explain what is meant by discontinuous variation and
continuous variation
3 explain the genetic basis of discontinuous variation and
continuous variation
4 use the t-test to compare the means of two different samples
(the formula for the t-test will be provided, as shown in the
Mathematical requirements)
17.2 Natural and artificial Learning outcomes
selection Candidates should be able to:
1 explain that natural selection occurs because populations
have the capacity to produce many offspring that compete for
resources; in the ‘struggle for existence’, individuals that are
best adapted are most likely to survive to reproduce and pass on
their alleles to the next generation
2 explain how environmental factors can act as stabilising,
disruptive and directional forces of natural selection
3 explain how selection, the founder effect and genetic drift,
including the bottleneck effect, may affect allele frequencies in
populations
4 outline how bacteria become resistant to antibiotics as an
example of natural selection
5 use the Hardy–Weinberg principle to calculate allele and
genotype frequencies in populations and state the conditions
when this principle can be applied (the two equations for the
Hardy–Weinberg principle will be provided, as shown in the
Mathematical requirements)
6 describe the principles of selective breeding (artificial selection)
7 outline the following examples of selective breeding:
• the introduction of disease resistance to varieties of wheat
and rice
• inbreeding and hybridisation to produce vigorous, uniform
varieties of maize
• improving the milk yield of dairy cattle

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17.3 Evolution Learning outcomes

Candidates should be able to:
1 outline the theory of evolution as a process leading to the
formation of new species from pre-existing species over time, as
a result of changes to gene pools from generation to generation
2 discuss how DNA sequence data can show evolutionary
relationships between species
3 explain how speciation may occur as a result of genetic isolation
by:
• geographical separation (allopatric speciation)
• ecological and behavioural separation (sympatric
speciation)

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

18 Classification, biodiversity and conservation

Classification systems attempt to order all the organisms that exist on Earth according to their characteristics
and evolutionary relationships with one another. There are opportunities in this topic for candidates to observe
different species in their locality and assess species distribution and abundance. Fieldwork is an important part
of a biological education because it provides opportunities to appreciate and analyse biodiversity, and to study
the interactions between organisms and their environment. The biodiversity of the Earth is threatened by human
activities and climate change. Conserving biodiversity is a difficult task; individuals, local groups, national and
international organisations can all make significant contributions. Candidates should appreciate the threats to
biodiversity and consider some of the steps taken in conservation, both locally and globally.
18.1 Classification Learning outcomes
Candidates should be able to:
1 discuss the meaning of the term species, limited to the
biological species concept, morphological species concept and
ecological species concept
2 describe the classification of organisms into three domains:
Archaea, Bacteria and Eukarya
3 state that Archaea and Bacteria are prokaryotes and that
there are differences between them, limited to differences in
membrane lipids, ribosomal RNA and composition of cell walls
4 describe the classification of organisms in the Eukarya domain
into the taxonomic hierarchy of kingdom, phylum, class, order,
family, genus and species
5 outline the characteristic features of the kingdoms Protoctista,
Fungi, Plantae and Animalia
6 outline how viruses are classified, limited to the type of nucleic
acid (RNA or DNA) and whether this is single stranded or double
stranded
18.2 Biodiversity Learning outcomes
Candidates should be able to:
1 define the terms ecosystem and niche
2 explain that biodiversity can be assessed at different levels,
including:
• the number and range of different ecosystems and habitats
• the number of species and their relative abundance
• the genetic variation within each species
3 explain the importance of random sampling in determining the
biodiversity of an area
4 describe and use suitable methods to assess the distribution and
abundance of organisms in an area, limited to frame quadrats,
line transects, belt transects and mark-release-recapture using
the Lincoln index (the formula for the Lincoln index will be
provided, as shown in the Mathematical requirements)
continued

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18.2 Biodiversity continued Learning outcomes

Candidates should be able to:
5 use Spearman’s rank correlation and Pearson’s linear correlation
to analyse the relationships between two variables, including
how biotic and abiotic factors affect the distribution and
abundance of species (the formulae for these correlations will
be provided, as shown in the Mathematical requirements)
6 use Simpson’s index of diversity (D) to calculate the biodiversity
of an area, and state the significance of different values of D
(the formula for Simpson’s index of diversity will be provided, as
shown in the Mathematical requirements)
18.3 Conservation Learning outcomes
Candidates should be able to:
1 explain why populations and species can become extinct as a
result of:
• climate change
• competition
• hunting by humans
• degradation and loss of habitats
2 outline reasons for the need to maintain biodiversity
3 outline the roles of zoos, botanic gardens, conserved areas
(including national parks and marine parks), ‘frozen zoos’ and
seed banks, in the conservation of endangered species
4 describe methods of assisted reproduction used in the
conservation of endangered mammals, limited to IVF, embryo
transfer and surrogacy
5 explain reasons for controlling invasive alien species
6 outline the role in conservation of the International Union for
the Conservation of Nature (IUCN) and the Convention on
International Trade in Endangered Species of Wild Fauna and
Flora (CITES)

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Cambridge International AS & A Level Biology 9700 syllabus for 2022, 2023 and 2024. Subject content

19 Genetic technology
The discovery in the early 1950s of the structure of DNA by Watson and Crick, supported by the work of
Franklin, Wilkins and Chargaff, and discoveries since, have led to many applications of genetic technology in
areas of medicine, agriculture and forensic science. This topic relies heavily on prior knowledge of DNA and RNA
structure and protein synthesis from the topic on Nucleic acids and protein synthesis (Topic 6).

Candidates will benefit from carrying out practical work using electrophoresis, either with DNA or specially
prepared dyes used to represent DNA.
19.1 Principles of genetic Learning outcomes
technology Candidates should be able to:
1 define the term recombinant DNA
2 explain that genetic engineering is the deliberate manipulation
of genetic material to modify specific characteristics of an
organism and that this may involve transferring a gene into an
organism so that the gene is expressed
3 explain that genes to be transferred into an organism may be:
• extracted from the DNA of a donor organism
• synthesised from the mRNA of a donor organism
• synthesised chemically from nucleotides
4 explain the roles of restriction endonucleases, DNA ligase,
plasmids, DNA polymerase and reverse transcriptase in the
transfer of a gene into an organism
5 explain why a promoter may have to be transferred into an
organism as well as the desired gene
6 explain how gene expression may be confirmed by the use of
marker genes coding for fluorescent products
7 explain that gene editing is a form of genetic engineering
involving the insertion, deletion or replacement of DNA at
specific sites in the genome
8 describe and explain the steps involved in the polymerase chain
reaction (PCR) to clone and amplify DNA, including the role of
Taq polymerase
9 describe and explain how gel electrophoresis is used to separate
DNA fragments of different lengths
10 outline how microarrays are used in the analysis of genomes
and in detecting mRNA in studies of gene expression
11 outline the benefits of using databases that provide information
about nucleotide sequences of genes and genomes, and amino
acid sequences of proteins and protein structures

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19.2 Genetic technology applied Learning outcomes

to medicine Candidates should be able to:
1 explain the advantages of using recombinant human proteins
to treat disease, using the examples insulin, factor VIII and
adenosine deaminase
2 outline the advantages of genetic screening, using the examples
of breast cancer (BRCA1 and BRCA2), Huntington’s disease and
cystic fibrosis
3 outline how genetic diseases can be treated with gene therapy,
using the examples severe combined immunodeficiency (SCID)
and inherited eye diseases
4 discuss the social and ethical considerations of using genetic
screening and gene therapy in medicine
19.3 Genetically modified Learning outcomes
organisms in agriculture Candidates should be able to:
1 explain that genetic engineering may help to solve the global
demand for food by improving the quality and productivity of
farmed animals and crop plants, using the examples of
GM salmon, herbicide resistance in soybean and insect
resistance in cotton
2 discuss the ethical and social implications of using genetically
modified organisms (GMOs) in food production

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