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A Level · Cambridge (CIE) · 9700

Explain resting potential and action potentials

Explain resting potential, depolarisation, repolarisation and restoration during the refractory period.

Section 15.1 · Control and coordination in mammals

Control and coordination in mammals pathway · 15.1

A Level; Cambridge International Biology 9700, 2028–2030. Written answers are self-checked; this is not practical-skills certification.

Before you begin

  • A control pathway links a stimulus, receptor, coordination system and response.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which ion movement causes the rapid depolarising phase?

What you will learn

  • Describe how ion distributions and selective membrane permeability maintain resting potential
  • Explain sodium and potassium movements during an action potential and recovery

Action potential and refractory period

Action potential and refractory periodSchematic membrane-potential trace. Channel opening and closing change ion permeability; the refractory period limits immediate re-excitation and supports one-way propagation.mVTimeRestingNa⁺ entersK⁺ leavesRefractorySchematic trace; not to voltage or time scale
Schematic membrane-potential trace. Channel opening and closing change ion permeability; the refractory period limits immediate re-excitation and supports one-way propagation. Original teaching model.
Model reference
FeatureMeaning
RestingIon gradients and selective permeability maintain a negative interior
DepolarisationVoltage-gated sodium channels open; sodium ions enter
RepolarisationSodium channels inactivate; potassium channels open and potassium ions leave
RefractoryThe membrane recovers before another action potential can occur

Build the mechanism

At rest, the neurone membrane has a potential difference with the inside negative relative to the outside. Sodium–potassium pumps maintain ion gradients by active transport, while selective permeability, including potassium leakage, contributes to the resting potential. When threshold is reached, voltage-gated sodium channels open and sodium enters, depolarising the membrane. Sodium channels then inactivate and potassium channels open; potassium leaves and the membrane repolarises, sometimes briefly hyperpolarising. The refractory period includes recovery of channel states and membrane potential.

Keep the sequence precise

The pump maintains ion concentration gradients over time; it does not create the rapid rising phase of each action potential. Depolarisation is a change towards a less negative interior, while repolarisation restores negativity after the peak.

Pause and explain

Explain why the pump and voltage-gated channels have different roles in an action potential.

Put the idea to work

Worked example

A membrane potential rises sharply after threshold. Identify the main ion movement and channel event.

Show the worked solution
  1. Voltage-gated sodium channels open.
  2. Sodium ions enter the neurone.

Answer Voltage-gated sodium channels open and sodium ions diffuse into the neurone, causing depolarisation.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Describe how a neurone returns towards resting potential after the peak of an action potential.

Give me a hint

Name the first event, then follow each link in order.

Compare my reasoning
  1. Sodium channels inactivate and potassium channels open.
  2. Potassium leaves; channels reset and ion gradients are maintained.

After the peak, voltage-gated sodium channels inactivate and potassium channels open. Potassium ions leave, repolarising the membrane; channels reset and the sodium–potassium pump helps maintain the ion gradients.

Look for these in your work

  • Mechanism stated
  • Steps linked in order
2 · Independent

A graph shows the membrane potential becoming more negative than its resting level briefly. Name this phase and link it to ion movement.

Give me a hint

Use the terms in the question and state what changes.

Compare my reasoning
  1. Potassium permeability can remain high after repolarisation begins.
  2. Continued potassium exit drives the potential below resting level.

This is a brief hyperpolarisation. Potassium channels remain open temporarily, so continued potassium exit makes the inside more negative than the resting level before the membrane recovers.

Look for these in your work

  • Evidence interpreted
  • Biological direction explained
3 · Transfer

Explain why the pump and voltage-gated channels have different roles in an action potential.

Give me a hint

Apply the mechanism to the new context without adding unsupported claims.

Compare my reasoning
  1. Channels allow rapid passive ion movement down gradients.
  2. The pump uses ATP to maintain gradients over time.

Voltage-gated channels produce rapid ion movements that change membrane potential during an action potential. The sodium–potassium pump uses ATP to maintain the underlying ion gradients over time.

Look for these in your work

  • Mechanism applied
  • Limits preserved

Common mistakes

  • Attributing the action-potential peak directly to the sodium–potassium pump
  • Reversing sodium entry and potassium exit
Recall without your notes

What can you explain now?

Which ion movement causes the rapid depolarising phase?

Compare with the explanation

Sodium ions enter

Voltage-gated sodium channels open and sodium enters the neurone.

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Make it stick

Which channel events drive depolarisation and repolarisation?

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Keep learning Biology

Course scope and assessment

Two hundred and fifty-nine new lessons map every published learning outcome in Cambridge International Biology 9700 Topics 1–19 for exams 2028–2030. Each topic lesson includes guided, independent and transfer practice. Fifteen additional practical-assessment lessons provide online preparation for Paper 3 and Paper 5 practical assessment skills. Online Paper 3 lessons cannot provide supervised laboratory competence. Full timed cumulative exam practice and human subject-teacher review remain outstanding, so this is not exam-readiness evidence.

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