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Nursery · Reception · Years 1–13Live online support
Biological explanations connect a structure or process to its function. Use the question's evidence and distinguish a mechanism from a simple description of a pattern.
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Match practice to your actual course
The curriculum spans ages 3–16 and six Areas of Learning and Experience. Progression steps are reference points, not rigid year-group targets. GCSE reform is phased by subject and cohort; confirm the specification and exam year. Ask about language-of-instruction availability. Nursery · Reception · Years 1–13. Your school’s subject choices, topic sequence and assessment tasks determine the detailed plan. The practice set below samples cells, inheritance and evidence; it is not a complete syllabus or an official exam paper.
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Prepare a useful question for your tutor
Bring one attempted question and show your working or first draft. Explain what you tried and where the reasoning stopped. Together, identify whether the difficulty is assuming dominant means common or a missing prerequisite, then try a fresh problem independently.
Understand it. Try it. Review it.
Put your biology learning into practice.
Worked example · Cells, inheritance and evidence
Two heterozygous parents have genotype Bb. What is the chance of bb offspring?
Each parent can pass B or b.
The combinations are BB, Bb, Bb and bb.
One of four combinations is bb: probability 1/4 for each offspring under this model.
Common mistakes to check
Assuming dominant means common
Changing more than one experimental variable at once
Preview the worksheet