Science Unit 4 Biology 2014-2015 KS4 Medium term overview
Module Title:
Module Length:
BTEC First Award in Principles of Applied Science
Unit 4: Biology and or environment
30 guided learning hours
Overall aims of the scheme:
Learning aim A: Investigate the relationships
that different organisms have with each other
and with their environment
Learning aim B: Demonstrate an
understanding of the effects of human activity
on the environment and how these effects
can be measured
Learning aim C: Explore the factors that
affect human health
Inclusion: gifted and talented, SEN, EAL
 SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can
evidence level 1 work
 G&T:
1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
 EAL:
1. Use of visual aids- PP slides, images,
Core activities:
Learning aim A:
2A.P1
1. Use images on a PowerPoint® and ask learners to point out
key characteristics e.g. skin colour, height, tattoos. Link to
genetic and environmental characteristics.
2. Paired exercise – teachers give each pair of learners some
cards each showing different characteristics. Learners to group
into genetic, environmental or both.
http://www.s-cool.co.uk/gcse/biology/genes-andgenetics/revise-it/variation - review of genetic and
environmental characteristics.
3. Review work carried out for Unit 1 (A.7 to A.9) to reinforce
understanding of the role and genes and re-introduce Punnett
squares.
4 Show learners images of two fictitious parents. Learners draw
genetic diagrams and/or Punnett squares to illustrate genetic
inheritance of specific characteristics such as eye/hair/skin
colour.
5. Learners use the pictures to list characteristics of the parents
that are influenced by the environment e.g. scars, tattoos.
Edexcel exam board
ICT Links:
a) Developing skills in Independent research
b) Developing skills in specific research criteria
c) Understanding what plagiarism is
Developing skills in referencing research
resources- web sites correctly
Research: using links identifies in core activities
Research: different inherited diseases
Research types of natural selection
Research the causes of acid rain and its effects
on the environment.
Literacy and Learning:
Learning through talk:
Comparing genetic diagrams, and impacts ion
genetic engineering
Discussion on timeline showing evolution
2A.M1
1. Teachers give a simple introduction to natural selection could
involve the study of short and long-necked giraffes.
2. Learners draw a fictitious timeline, including pictures and
genetic diagrams where appropriate to show how the species
evolved long necks over a period of time. The key details of
natural selection could be used to annotate the timeline
2A.D1
Discussion on different environments and species
ability to adapt to survive
Discussion on the five kingdoms
Discuss and collaborate on producing ideas about
the ways that humans affect the Earth, and the
plant/animal species. How our actions have
changed the earth
Small/large group activities – practical
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Syllabus References:
practical work
2. Emphasis on key words use and
meanings
3. Availability of a dictionary
4. Use of Google translate
 PP:
1. Regular assessment of student
progress
2. Encouragement in class activities
 LAC:
1. Use of Collins differentiated work
tasks available
 Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities
Assessment for Learning Opportunities:
1. Students have targets which they know
and understand
2. Students know regularly at what level they
are working in relation to these targets
3. Students know how they can improve their
working at level so as to achieve their targets
4. The students have access to level/grade
descriptors, e.g. in their books or on
classroom walls, and they understand them,
and there is reference to them within lessons
5. There are exemplars of good work
available of different types which we can
show to students and which, in particular,
illustrate level/grade requirements
6. Schemes of work/lesson plans all make
1. Learners use the example of giraffes or other examples such
as the peppered moth or an extinct species to produce a
presentation which evaluates the role of genes and the
environment on the survival of species.
2.http://www.biologycorner.com/worksheets/pepperedmoth.html
- an interactive activity which illustrates how different
populations of peppered moth change depending on
environmental factors and predation.
2A.P3
1. Learners are introduced to different environments – this can
be carried out as a brainstorm activity or as an outdoor practical
activity which is extended by learners listing the types of
organisms found in each environment.
2.Learners group organisms depending on their feeding
relationships
2A.M2
1. Learners produce display work that shows how food chains
interlink to form food webs.
2. Learners annotate food webs to give details of how
organisms show interdependence. Further research using ICT
will provide examples other than feeding relationships e.g.
humans use some plants to produce medicines. Learners add
these details to their display work or present their findings on
interdependence as a separate poster or information booklet.
2A.P2
1. Introduce learners to the five kingdoms using a PowerPoint®
presentation with pictures that give examples of organisms from
each group. Learners work in pairs to place each organism into
one of the five kingdoms, giving a reason for their answer. This
work could be adapted where each group of learners is given a
list of organisms to research with the aim of classifying them
depending on their characteristics
2. Results are collated and pooled so that details of all
classification groups are covered.
3. Review Key Stage 3 knowledge of the vertebrate groups
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investigations- developing team work
Use of roles within groups
Learning from text:
Use research and put information into own words
Use of text books for research- students to gather
appropriate information they required
Use of library books
Use of Principles Of science text books
Learning through writing:
Presenting work as: reports, leaflets, newspaper
articles, posters
Numeracy Links:
 Calculating using Punnett squares to
illustrate genetic inheritance of specific
characteristics
 different populations of peppered moth
 writing word equations then symbol
equations then balancing them
 Calculating averages from practical results
from
 Construct graphs lined/ bar/ curves from
Cross-Curricular Links:
Geography: looking at different areas within the
country, then different countries environments the
changing of some environments through human
actions.
specific reference to AFL
7. Learning objectives are differentiated and
levelled/graded
8. Lesson observations show that each
teacher is in “AFL mode”, i.e. always
discussing their work with students and
helping them see how they can improve in
terms of level/grade descriptors and
achieving targets.
9. There is evidence that teachers have the
skill of asking the students the type of
questions, both individually and to the whole
class, that enables them to understand how
they can progress, and where relevant lead
them to see how they can move on to achieve
higher levels/grades.
10. There is evidence that both peer and self
assessment relating to the learning objectives
are occurring in lessons as appropriate
11. There is the evidence of AFL comments
in the marking of students’ work.
12. AFL is also being used to adjust schemes
of work, lesson plans and overall teaching in
the light of analysis of the ascertained
responses of students
Student Leadership Opportunities:
Group work roles- manager/ leader during
practical activities
Organising a small group for a presentation
to the class on
Extension/Enrichment Opportunities:
Working at the higher distinction grades, to
evaluate, synthesise learning
using flash cards and mini whiteboards which learners can use
to categorise the organism on the cards that are shown by the
teacher.
4. Learners construct a board game that focuses on the main
characteristics of the vertebrate groups (reproduction methods,
oxygen absorption methods and thermoregulatory processes).
The game may include pictures of the vertebrates that could be
‘bonus squares’ for example with questions and answers also
relating to classification groups.
Learning aim B:
2B.P3
The following video clip
http://www.bbc.co.uk/learningzone/clips/rainforest-destructionkalimantan-indonesia-and-costa-rica/3096.html - short video clip
showing deforestation in Indonesia to make way for farming
practices.
Art/Design
Making a board game of vertebrates and
invertebrates
History local environment –- past present and
future of the environment how it has changed over
time, linked to the adaptation of different species to
survive
Learners construct a poster or a PowerPoint® presentation
which gives details of the different human activities that affect
an ecosystem.
2B.M3 2B.D2
1. Learners analyse secondary data on pollutants such as
sulphur dioxide or carbon dioxide and write a conclusion to
explain how continued emissions will impact on living organisms
and ecosystems in the long-term. This work could be
incorporated into the work carried out for B.1d where learners
analyse data related to transport emissions.
2. Learners extend the work carried out for B.1a, b and c by
focusing on how transportation affects ecosystems. Learners
produce a report on secondary data showing how the use of
transport has increased over the years and how this impacts on
living organisms.
3. Show video clip:
http://www.youtube.com/watch?v=UGqZsSuG7ao&feature=relat
ed: simple overview of the effects of eutrophication. Learners to
construct an annotated poster to show the cause and effect of
eutrophication.
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Local environment and how we can contribute to
improving our environment and how this can be
managed in a sustainable way.
WrL / Enterprise:
SMSC
Natural and made-made selection- ethical issues
surrounding selective breeding for e.g. horse
racing, dog shows, cows for milk yields
Newspaper article on explaining chances of
5. Learners to research the reason for using pesticides and the
effects on food chains and the environment. Learners present
their finding in a presentation or report.
2B.P4
Video clip http://www.bbc.co.uk/learningzone/clips/reducing-airpollution-from-traffic/1578.html - highlights the problems of
pollution from transport.
Learners work in small groups to write down their ideas on
the advantages and disadvantages of using fertilisers on
crops. Each group to present one idea to the rest of the
class.
http://www.youtube.com/watch?v=McfARs9PnbM&feature=relat
ed
http://www.youtube.com/watch?v=QhlXNjpI5A4&feature=relate
d – shows the effects of the excessive use of DDT from the
early 1940s. Write short report on their findings
2B.P5
1. Learners carry out practical work on the distribution of lichens
in the local environment or use secondary data that is provided
by the teacher. Learners make conclusions on the level of
sulphur dioxide in the area.
2. Learners test the oxygen concentration of a pond or river and
make conclusions on the data collected. Learners discuss how
the distribution of organisms is influenced by the level of oxygen
in the water.
3. Learners take photographs of limestone buildings or collect
data from research using ICT. Learners make conclusions from
their observations about the level of pollutants in the area.
2B.P6 2B.M4
1. Discuss the purpose of recycling schemes and other ‘green’
initiatives operating in the local area e.g. bags for life.
2.Learners construct questionnaires in preparation for guest
speakers from the local council (environmental department) and
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inheriting some diseases. Or measures we can
take to improve our environment
Acid rain and its effects on the environment. as
man-made effects
Responsible industry –an article about our use of
other species on Earth for our use/ pleasure/ food.
Humane ways e.g. of animal testing
from a local supermarket who can discuss the reasons, failures
and successes of local recycling schemes as well as initiatives
such as ‘bags for life’.
2B.D3
Learners use information from questionnaires and other notes
taken during presentations to construct a report.
2B.P6
1. Video clip:
http://www.bbc.co.uk/learningzone/clips/lonesome-george-thelast-surviving-pinto-tortoise/6570.html - showing a tortoise
breeding programme to save the species from extinction.
2. Learners visit a zoo or other animal centre that carries out
conservation work or research conservation work using ICT.
Learners to collect information on the different types of
conservation work carried out and use this to construct an
information leaflet.
2B.M4
Introduce learners to renewable energy resources:
http://www.youtube.com/watch?v=q_fvbO2VXjc – a short
overview of solar, wind and hydro energy.
2B.D3
Learners complete a presentation which gives details of how a
local supermarket is helping to conserve the environment by
using solar cells and wind turbines, selling local, organic
produce and long-life bags.
Learning aim C:
2C.P1
Show learners images of bacteria and viruses with examples of
some diseases that they cause.
Learners construct a poster to compare the ways in which
bacteria and viruses cause illness
2C.P2
Introduction to vaccination:
http://www.bbc.co.uk/learningzone/clips/true-stories-edwardjenner/13410.html - a story of how a vaccine was developed
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against smallpox
2C.M3
Learners to research the MMR vaccine and produce a leaflet
explaining how it works, its advantages and possible side
effects
2C.D1
Evaluate the use of vaccination programs in the treatment and
prevention of childhood illnesses
2C.P2
Learners to carry out practical activity on the effect of antibiotics
on bacterial growth.
2C.M1
Learners analyse data on the incidence of MRSA or XDR-TB.
http://www.who.int/tb/challenges/mdr/xdr/en/index.html provides
a good starting point for information on XDR-TB .
2C.D1
Learners to complete leaflet from lesson 14 by adding details on
the use of antibiotics to treat bacterial disease.
2C.P3
1. Brainstorm how lifestyle choices can cause ill health.
2. Learners research the effects of lifestyle choices on health.
3. Learners produce a flipchart or a series of cards on the
different factors that can cause non-infectious disease and their
effects on the body.
2C.M2
1.Quiz to reinforce key terms learnt in Unit 1
2.http://www.bbc.co.uk/learningzone/clips/mutations-andgenetic-diseases/10653.html - shows how cystic fibrosis is
inherited.
3.Paired exercise (teacher led) – Learners study a family tree
Quiz to reinforce key terms learnt in Unit 1 recap and
answer questions related to the inheritance of a disease.
4. Learners research genetic disease and produce a report
containing an annotated family pedigree which shows the
inheritance of a particular genetic disorder.
2C.D1
Learners take the role of a genetic advisor and produce an
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information leaflet that gives advice to a married couple, both of
whom have parents carrying the same genetic disorder.
2C.P3
Brainstorm factors that contribute to a healthy lifestyle. Learners
to research the benefits of exercise and draw up an exercise
regime for two different people, giving reasons for including
specific exercise routines e.g. strengthening exercises, flexibility
exercises, aerobic exercises.
Week
1-2
Learning Objectives
2A.P1 Describe the role of
genes and the environment in
variation.
2A.M1 Explain the role of genes
and the environment in evolution.
Tasks
Differentiation
Watch the video of non-identical discuss in pairs how genes
and the environment influence individual characteristics
Using learning from unit 1 on genes and DNA and the video,
complete the discussion sheet of variations due to genes and
due to environmental factors.
Complete a table with clear headings to show the differences
between genetic and environmental factors
Explain in a short report how variation in characteristics can be
caused by genetic mutation
Research natural selection and evolution complete the writing
frame research sheet
Using the evidence from the above research construct a
timeline:
Millions of
years ago
hundreds of
thousands of
Years ago
thousands of
Years ago
Present day
Insert pictures or diagrams onto the timeline showing the
gradual change in the neck length of giraffes
Add information about natural selection to the timeline.
Explain how this process caused the gradual change in the
neck length of the giraffe
Investigate and complete a laboratory report on eye colour,
height range, and tongue rolling, gather data from all your
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A1.1
Identify different ways organisms vary and how this
variation occurs. Distinguishing between genetic
characteristics and environmental ones. (Not
expected to describe) submitted evidence can be
presented as a table.
2A,M1.
Developing skills in interpretation of data, use of
key terminology to explain and reason.
2A.D1 Evaluate the impact of
genes and the environment on
the survival or extinction of
organisms.
3-4
2A.P2 Describe how
characteristics are used to
classify organisms.
2A.P3 Describe the different
ways in which organisms show
interdependence.
2A.M2 Discuss the factors that
affect the relationship between
different organisms.
class. Complete graphs of the results and analysis.
state if the above factors investigated are environmental or
genetic
Describe how height may be influenced by the way you live
your life
Explain why identical twins that are separated at birth show
different characteristics when they reach adulthood
Describe some of the ways the twins might differ from each
other
Research information about how scientists think that humans
have evolved over millions of years
Evaluate evidence scientists have for human evolution
Define the key words; vertebrates and invertebrates.
Draw a table headings plants, vertebrates and invertebrates
identify examples of species
In pairs choose two different habitats research examples of
species in the habitats classify them as plants, vertebrates
Invertebrates
Draw two food chains and food webs using the above research
outline in a few sentences examples of the predator-prey
relationships in your food webs
Discuss the factors that affect the relationship between the
different organisms in the food webs Describe how this could
influence a population of a particular species to increase or
decrease.
Describe the different ways in which the organisms show
interdependence
Using your table above to identify the characteristics of the five
vertebrate and seven invertebrate groups
Construct a board game based on the characteristics of either
the vertebrate or invertebrate groups Take a photograph of you
board game
Write an instruction leaflet describing the rules of your game
and how it should be played
Research and discuss characteristics of species that can be
used to identify organisms collected in pitfall traps
Use this information to construct two branching identification
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2A.D1
To use mathematical skills using graphs, to
evaluate data on genetics environmental verses
natural inherited characteristics
A1.2
Pick out key characteristics of organisms and use
these to classify organisms into appropriate groups.
Expected to show evidence of main characteristics
of the five kingdoms, vertebrates and invertebrates.
To give examples of organisms in each group by
construction of and use of keys and food
chains/food webs
A1.3
Construct food chains and food webs
2A.M2. 2A.D1
Apply learning to evaluate the impact of genes and
the environment on the survival or extinction of
organisms
key showing at least five organisms
a. Complete a leaflet with examples of why organisms less
adapted to their environment are less likely to survive due to
competition for resources predation and environmental
influences
b. Write a newspaper article to show how over time organisms
with favourable adaptations will increase in population
numbers compared to organisms without adaptation may
become extinct, give examples of species
2A.D1 Evaluate the impact of
genes and the environment on
the survival or extinction of
organisms.
5-6
2B.P4 Identify human activities
that affect an ecosystem.
Research the five kingdoms and describe the characteristics
shown by organisms in the five kingdoms. Add the information
to your board game leaflet
Research different ways living things are dependent on each
other and outline the potential impact this could have on
population numbers.
Explain and evaluate reasons why survival or extinction of
organisms are related to events occurring within a food web
Watch the video on the destruction caused by deforestation.
Discuss human activities that are harming the environment
Complete the discussion sheet with the main points highlighted
Construct a concept map to describe the above and include
conservation techniques of replacement planting and breeding
programmes
Synthesise learning to demonstrate an
understanding of the over time organisms with
favourable adaptations will increase in population
numbers compared to organisms without
adaptation may become extinct, give examples of
species
B1.4
1. Produce a table detailing various human
activities, pollutants produced as a consequence of
the activities and brief details on how the pollutants
affecting the ecosystem.
2B.M3.2B.D2
2B.M3nalyse the effects of
pollutants on ecosystems.
Write a report for a newspaper, reporting on an international
debate about how fertilizers affect ecosystems, and how to
reduce eutrophication in lakes. Research information and
present your article outlining the advantages and
disadvantages of using fertilizers and the causes and effects of
eutrophication
i.
Of using too much fertiliser
ii.
Of using toxic herbicides and pesticides that cause
bioaccumulation and disrupt terrestrial and aquatic
food chains
iii.
Of the increasing demand to grow more food
iv.
Of transporting the food
In other countries where deforestation is taking place to
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Developing skills in using data to explain and back
up ideas scientifically
synthesise learning to demonstrate an
understanding of the effects of pollutants on
ecosystems
interpret data using creative thought, to provide
evidence for testing ideas and developing theories,
to explain the long-term effects of pollutants on
living organisms and ecosystems
provide timber and land to grow food
Research data on different types of pollution caused by
transportation; include air, water and land pollution
Write a report using the information above, include the
following;
a. What gases transport vehicles release
b. The type of pollution the gases cause
c. What is the effect of these polluting gases on
i.
Human health
ii.
The air and land
Other living organisms
2B.D2 Explain the long-term
effects of pollutants on living
organisms and ecosystems.
7-8
2B.P5 Describe how living and
non-living indicators can be used
to measure levels of pollutants.
Research data and evaluate the information on fish farming,
Outline the effect increased human population is having on
modern agricultural practices, in relation to the environment
and living things.
Evaluate the long-term effects of pollutants on living organisms
by researching information on hybrid cars, and other ‘green’
transport. Give the advantages and disadvantages of using the
green transport and hybrid cars as alternatives to petrol. (This
can be added to your report in task 3)
Look at the different pictures of lichen species. Discuss how
different lichen species can be used as living indicators to
measure the level of some pollutants. Make a list of five most
important factors discussed, include their sensitivity to sulfur
dioxide
Use the sample of pond water to identify the different species
observed complete a table showing the results.
Take samples of the water and identify any living organisms
which you find that provide information about the water quality.
If possible take photos of these too.
Test the water for oxygen and nitrate concentration, you should
have been shown this in lessons.
Describe your tests for oxygen nitrate levels and set out the
findings in the report. Add the finding from you oxygen and
nitrate tests and describe the tests you did.
Algae and freshwater shrimps can be used as indicators of
water pollution
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B1.5
Acknowledge of living and non-living indicators
stating what they are. Distinguishing between the
two with examples of each stating
Research and describe a case study on algae and freshwater
shrimps. Use the information to describe how living and nonliving indicators can be used to measure levels of pollution
2B.P6 Describe the different
methods used to help reduce the
impact of human activities on
ecosystems.
9-10
2B.M4 Discuss the advantages
and disadvantages of methods
used to reduce the impact of
human activity on ecosystems.
2B.D3 Evaluate the success of
methods to reduce the impact of
human activity on an ecosystem,
for a given scenario.
10-11
2C.P7 Describe how pathogens
affect human health.
2C.P8 Describe two different
treatment regimes: one used to
prevent a disease and one used
to treat a disease.
B1.6
As a member of the local council’s environment you are
promoting the use of recycling methods
Research and create a booklet describing how recycling and
reusing material helps the environment. The booklet is aimed
at primary school students
Include details about actions students can take within school
Describe how recycling and reusing materials helps the
environment
Encourage the recycling and reusing of materials
2B.M4. 2B. D3
Explain and give some examples of how in the modern age we
waste a lot of resources
Research how recycling and reusing materials has helped the
environment
Discuss recycling schemes in place by Harlow council and if
they are successful. Identify five key points
Evaluate ways these methods might be improved
Research information on:
How bacteria and viruses cause disease give two examples
each of how bacteria, and viruses can be transmitted from
person to person
Name different diseases caused by bacteria and Viruses
present in a table adding how each disease affects human
health. Present your information in either a leaflet or booklet
format
Carry out an investigation the effectiveness of two antibiotics
on a sample of bacteria.
Explain how environmental factors can cause disease
Identify the advantages and disadvantages of the vaccination
programme
Use the above information to present a newspaper article to
describe two different treatment regimes; one used to prevent
a disease and one used to treat a disease
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1. Identify modern methods used to help reduce
human activity impacts on an ecosystem. Be able to
identify types of household materials that can be
recycled and re-used and describe in simple terms
why the methods help reduce the effect of human
activity. Provide evidence of their own experience,
e.g.: reusing plastic bags and naming national
initiatives such as ‘bags for life’ scheme.
synthesise learning to demonstrate an
understanding of the advantages and
disadvantages of methods used to reduce the
impact of human activity on ecosystems, using
reasoned arguments, providing examples
apply learning to evaluate methods of data
collection and consider validity and reliability the
success of methods to reduce the impact of human
activity on an ecosystems, for a given scenario
C1.7
Show evidence to show knowledge of factors that
affect human health.
a. know the effects of at least two pathogens on
human health; one bacterial, and one virus
b. a description of the action of bacteria and viruses
c. give brief details on effects of the above factors
on the body, form; a leaflet or report
C1.8
Evidence is provided of knowledge of use of
vaccinations to prevent disease and use of
antibiotics to treat disease. ( do not need to show
how vaccinations instigated the immune system
response, or how antibiotics work)
a. Evidence needed on personal hygiene and brief
2C.P9 Describe how lifestyle
choices can affect human health.
11-12
2C.M5 Discuss the advantages
and disadvantages of
vaccination programs.
2C.M6 Explain how bacteria can
become resistant to antibiotics
2C.M7 Discuss the advantages
and disadvantages of
vaccination programmes
2C.M7 Explain the use of
pedigree analysis.
2C.D4 Evaluate the use of
pedigree analysis in the
treatment and prevention
illnesses.
Discuss in groups and list some benefits of exercise on health
Complete an information leaflet that describes how lifestyle
choices can affect human health including smoking, diet, and
exercise and drug misuse. Make a leaflet outlining the risks
and dangers of a poor diet, smoking and drug misuse.
Include a section at the end that gives the five best pieces of
advice for a person to remain fit and healthy. selecting three
lifestyle choices that affect health both positively and
negatively
Identify and describe some risk-factors associated with specific
non-infectious disease
Outline the causes of antibiotic resistance including MRSA and
how it affected hospitals across the United Kingdom.
Assess the limitations in the use of antibiotics drawing
conclusions on the most effectiveness a treatment regime, and
how bacteria can become resistant to antibiotics. Outline
possible impacts on future treatments on bacterial infections
Research and explain the use of pedigree analysis to show
how parents who do not have an inherited genetic disease (for
example cystic fibrosis) can still have a child which does
Construct a poster showing:
Examples of vaccination programmes and how they help
prevent disease
Explain the advantages and disadvantages of vaccination
programmes to the health of the human population
Complete a written report to the government and medical
centre doctors: Identify the application of antibiotics and how
they work on the microbes
Use the information gathered in the above tasks to evaluate
the use of antibiotics, and vaccination programmes in the
treatment and prevention of childhood illnesses
Analyse the impact of a vaccination programme to prevent TB
on the incidence of disease.
Evaluate the correlation between certain lifestyle choices and
disease, use researched for example excessive alcohol use
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details on the safe storage and cooking of food
needed, e.g. newspaper article
C1.9
List some benefits of exercise on health
2C. M5. 2C. M6. 2C.M7
Using data research and knowledge gained about
antibiotics their effects on the body related to their
use/overuse. Showing skills in clear reasoning, and
debates all scientific aspects.
2C. D4
Apply learning to methods of data collection and
consider validity and reliability Evaluate the use of
antibiotics, pedigree analysis and vaccination
programmes and the ethical issues involved