Scheme of Work 2010 / 2011
THINK ACTIVE! WHAT ARE THE LEARNERS DOING?
Module / Unit Title:
A2 Human Biology
Prepared by:
Sue Brown
Lesson Duration:
Three sessions – one 2 hour and 2 x
1.5 hours.
Start Date:
9th September 2009
End Date:
28th May 2010
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Course Overview:
This course is taught by Sue Brown in 5 hours per week.
Each section represents one week of three lessons.
Learning Outcomes:
Learners need to be coached in exam technique and Practical
skills as well as acquiring knowledge and understanding of the
different topics.
Assessment Details:
HBIO4 will be examined on Monday 24th January 2011. (1.30pm)
HBIO5 will be examined on Wednesday 22nd June 2011. (1.30pm)
HBIO6 is the Coursework – this will be carried out in Spring Term.
Any AS unit re-sits are possible in January and/or June.
Date
What topic(s) and
learning objectives
will be covered?
What will learners do?
How will learning be
checked?
ECM
13/9/10
One 2 hour lesson for
Induction to A2
Subject ILPs.
(one 2 lesson)
Identify need for ALS.
Agree a plan to re-sit
Coursework unit.
Begin recap of
structure of DNA and
RNA.
Discussions about re-sits and
expectations for the A2 year.
Mini test on AS topics.
ECM 5
(achieving
– careers
& HE
progressio
n)
20/9/10
Identify free time on timetables
for ALS.
Q & A to individuals.
Fun Recap of DNA structure
using “DNA Millionnaire” game
on power point.
3.4.3. The management
structure of cells – DNA
and protein synthesis
Be able to describe
protein synthesis, to
include the transcription
of DNA, processing of
mRNA, and the roles of
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Sheet to
capture
free
blocks for
ALS.
Independen
t Learning/
Homework
Revision of
AS topics –
initially of
DNA & RNA
structure in
prep for next
week’s topic.
Mini white
boards
PROTEIN
SYNTHESIS.
Be able to explain that
the genetic code is a
triplet, universal, nonoverlapping and
degenerate code
What
resource
s are
needed?
Subject
ILPs for
A2 year.
Note down the 3 characteristics
of the Genetic code with
explanations and learn these for
test next week.
Use ‘constructivist’ method to
work out how it might happen –
in groups of 2 or 3. Use
drawings to speculate.
Whole group to compare ideas
Individually – write
description of
transcription in own
words as if a six mark
exam question.
(SB to collect & mark)
Do same for translation.
(SB to collect & mark)
Facilitating around room
Protein
synthesis
booklets.
ECM 5 –
improving
exam
technique
Animation
on
Blackboar
d under
HBIO4.
Revise AS
material on
basics of
how genes
make
proteins.
mRNA, tRNA and
ribosomes in translation
Hand out Protein
Synthesis booklets to
further summarise.
Recap and overlay this
topic which many find
difficult to understand.
and then see actual process by
watching animation on
Blackboard. Followed by
discussion and questions to
clarify.
and confirming answers.
Teacher facilitates
asking Q & A.
Exam Qs on
Protein
Synthesis.
Complete gaps in protein
synthesis booklet in class.
In groups of 2 or 3, recap topic
by making posters to explain
Protein Synthesis to class. Use
a real DNA code to demonstrate
which polypeptide chain would
be produced by using the table of
codes in the booklet to practice
understanding of this.
Describe own poster to
peers (teacher facilitates
by asking stretching
questions).
ECM 4 –
positive
contributio
n.
Small groups gather around each
table to hear and comment on
the explanation. Peer evaluation
– adding more comments and
correcting any mistakes.
GENE REGULATION



Understand that the
protein formed could be
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Recap: characteristics of the
genetic code.
Hand in protein synthesis
homework.
Prepare
the 4
actual
DNA
codes to
use for
each
group.
Bb site
ECM 3
(enjoying)
Fun recap: Singalong a Protein
Synthesis
27/9/10
Poster
paper,
glue, card,
scissors,
felt tip
pens.
Marking of protein
synthesis homework
questions.
Write lists individually
Mini white
boards
Must do 1- 4,
Should do 5,
6 and 7.
Could do 8.
an enzyme, a receptor
or a structural protein



Be able to understand
that transcription of
specific genes is
regulated.
Be able to explain how
increased methylation of
the DNA or decreased
acetylation of associated
histones represses
transcription.
Be able to explain that
some substances bind
to receptor molecules
inside the cytoplasm,
using the steroid
hormone testosterone
as an example of how it
forms a complex with its
receptor that initiates
transcription
Understand that gene
mutation can lead to the
formation of a nonfunctional protein, using
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Write down as many examples of
proteins as you can think of.
Share with group on whiteboard.
Then categorise into types on
board by Q & A. Write down the
summary.
from previous
knowledge.
Q & A of examples put
onto board and Qs to
individuals to categorise.
ECM 4 –
positive
contributio
n
Textbooks
Comprehension exercise - make
notes in own words from 75 & 76.
Include testosterone and methyl
& acetyl groups.
SB to facilitate and ask
Qs as they do this.
5 Q test at start of
lesson 2.
Recap test on acetylation and
methylation.
Produce diagrammatic
summary to make more
sense of this.
Relate to new information and
current research on Epigenetics.
Show website: www.epigenome.eu
Produce annotated drawings to
represent how hormones can
switch genes on and trigger
transcription.
Q & A to relate back to
protein structure and
importance of shape
(receptors).
Link to AS by Q & A about cystic Mini-test about
fibrosis to check re-call and apply symptoms and causes of
new knowledge.
Cystic Fibrosis.
Complete
notes on
gene
regulation
and
summarise
for
homework.
Prepared
test.
Link set
up to
website to
show
class.
ECM 1 –
being
healthy –
re lifestyle
& disease.
Visit
www.epigeno
me.eu to
investigate
more about
Epigenetics.
Revise
Cystic
Fibrosis (as
an example
of genes
going wrong)
Revise
Cancer from
the CFTR protein in
cystic fibrosis as an
example.
CANCER
Be able to recall the
differences between
benign and malignant
tumours from their AS
study
Study skills –
questioning shock
headlines. Is data
valid?
Give examples of
recent news items to
discuss.
04/10/1
0

Be able to explain the
role of tumour
suppressor genes and
oncogenes in controlling
the cell cycle
AS.
Write down the difference
between malignant and benign
tumours.
Further Q & A to recap
AS level of knowledge
on metastasis etc.
Individually list 5 and
List as many causes of cancer as read out one each by
possible. At least 5 each – then
directed Q & A.
add to board list for class to
share.
Discussion of causes –
Class discussion of the causes of are they proven by valid
various cancers resulting in each research etc.
student choosing a possible
cause and effect to research for
homework.
Recap:
Clarify roles of these genes
under normal conditions – make
extra notes on this to build on
AS.
Be able to explain how
abnormal methylation of
tumour suppressor
genes and oncogenes
can lead to the
development of tumours
Apply knowledge from last week
to predict effect of methylation
and acetylation.
Be able to explain that
increased oestrogen
Notes on effect of oestrogen and
how tamoxifen works.
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Mini white
boards
ECM 1 &
2: safe &
healthy re
lifestyle
choices
and raising
awareness
of
carinogens
Summarise roles when
working normally.
Research a
chosen type
of cancer
and research
to get data
that shows
causal links.
Mini white
boards
Visit national
Cancer
Institute
website at
Suggest effects using a
flow chart.
Explain in own words
why tamoxifen is
effective.
ECM 1 –
healthy.
Textbook
p78
http://www.c
ancer.gov/ca
ncertopics/u
concentrations are
involved in the
development of some
breast cancers
Be able to evaluate
evidence showing
correlations between
environmental factors
and various forms of
cancer
Be able to explain that
a correlation does not
prove a causal link, and
that further experimental
investigation is required
to establish any causal
link
Use collected data
researched by class to
evaluate more
examples of
correlations.
Subject ILP reviews for
end of September.
11/10/1
0
Recap to date
Enzymes
control the rate
of reactions in cells
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Look at graph showing link
between alcohol & breast cancer
on page 79.
Describe the trends in
the graph.
Answer questions on page 79 of Calculate percentage
textbook. Including data-handling increase in risk.
exercises to calculate percentage
change.
Look at Graphs showing Age
relating to Prostate Cancer and
to Breast Cancer on pages 39
and 40.
nderstanding
cancer/canc
er
ECM 1 & 2
– staying
safe.
Mini white
boards
Evaluate whether this
data proves a cause and
effect.
Draw 3 conclusions from
each graph.
Compare researched data and
analyse and evaluate the data to
draw conclusions. Share
conclusions with whole group
and discuss validity of
conclusions.
Share research data
from homework and
write succinct
statements to draw
conclusions.
Reflect on strengths and
weaknesses to date.
1:1 discussion with teacher about
progress to date and decisions
1:1 discussion about
about January re-sits.
progress and actions to
improve performance.
End of September test covering
all of the above. Written test to
complete under exam conditions.
Mark the 12 question
test.
Photocopi
ed data
brought in
by the
class to
analyse.
ECM 5 –
economic
wellbeing –
aiming for
grades
needed for
HE place.
ECM 5 –
economic
Use info
there to
practise
interpreting
and
criticising
data.
Revise work
done to date.
Paper test
with 12 Qs
including
some data
Understand that
enzymes coded for by
DNA control cellular
Reactions
Be able to explain how
the end-product of a
series of reactions can
influence the reaction by
inhibiting the enzyme, or
repressing transcription
of a gene.
3.4.4. New
genes for old –
recombinant
DNA
Be able to explain how
recombinant DNA is
produced
Understand how
recombinant DNA is
transferred, including
the role of plasmids as
vectors; ligases; and
genetic markers to
identify genetically
modified organisms.
Be able to explain how
sticky ends are
produced


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Recap of Enzymes – state all
Directed Q & A
knowledge of enzymes learned in Gather info by class
AS by directed Q & A.
thought shower onto
board.
Students consider and suggest
ways in which enzymes can be
Suggestions on miniregulated – relate to last week’s
whiteboards.
topic & last year’s info.
Share ideas.
Summarise outcomes as a whole Answer Qs on p81
group.
Then take notes from p80 & 81.
Use ‘constructivist’ method to
work out how this occurs.
Gather ideas and
develop these by Q & A.
Watch animations on
Blackboard.
Complete booklet
questions at intervals.
wellbeing –
aiming for
grades
needed for
HE place.
analysis.
Miniwhiteboar
ds.
Textbooks
Essays on
gene
technology.
ECM 3: fun Textbooks
warm up.
Blackboar
d site.
Gene
technolog
y booklets
Demonstration of techniques
using plasticine.
Explain model of
recombinant DNA to
peers.
ECM 3:
enjoy the
plasticine
Plasticine.
Complete answers to questions
in Gene Technology booklet.
Frequent review.
In a
nutshell
sheets.
Homework
pack on
Gene
Technology
exam
questions
from
Be able to explain how
genes may be isolated
by making the gene in a
‘gene machine’; creating
the gene from mRNA; or
using restriction enzymes
to cut the gene from DNA
18/10/1
0
Posters to summarise.
Explain poster
summaries of
recombinant DNA.
ECM 3 –
most enjoy
posters
Be able to explain the
use of gene probes
Understand the role of
gene libraries
Be able to evaluate
whether selective
breeding is ethically
different from the use of
modern gene
technologies
Be able to describe
how selective breeding
programmes have been
used to create new
strains and species of
crop plants
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Blackboard.
Qs 1, 2, 3, 4
and 6
Exam Qs for homework.
Genetically
modified
organisms
Be able to explain how
the polymerase chain
reaction produces larger
quantities of DNA
Poster
paper &
felt pens.
Textbooks
Watch Bb Animation of PCR
Students research the role of gene
libraries
Watch Bb animation of gel
electrophoresis.
Mini white
boards
Construct a flowchart of
stages of PCR.
Bb
animation
Explain how gene
probes are used to
isolate genes 3 mark Q.
Poster
paper &
pens.
Students research the role of gene
libraries and watch
www.yourgenome.org
Class discussion about selective
breeding and gene technology
Students research new strains and
species of organisms produced
using gene technology, and
evaluate their uses
Discuss ethics of
selective breeding vs
gene technology.
ECM 3 –
enjoy
discussion
Use of
ICT.
Exam Qs for homework.
Homework
pack on
Gene
Technology
exam
questions
from
Blackboard.
Qs 5, 7 and
8.
Be able to describe the
use of gene technology
in producing GM
organisms, to include
herbicide-resistant crop
plants and cattle with
high milk yields
Be able to discuss
moral and ethical issues
relating to the
production of GM
organisms, to include
ownership of genes;
ownership of the
modified organisms;
and financial benefits
25/10/1
0
01/11/1
0
Market place activity to share info
about Selective Breeding,
Students discuss
Human Genome, Malaria
advantages and
vaccines and Uses in Farming.
disadvantages of each
one.
Debate for and against uses of
Gene Technology.
ECM 4 –
making a
contributio Textbooks
n to class
and
knowledge. Internet.
Poster
paper &
pens.
Cary out
research to
prepare for
Debate
either for or
against
Gene
Technology.
Monitor accuracy of
points made in debate.
Encourage
counterarguments.
ECM 3 & 4
Be able to evaluate the
concept of sanctity of
the species
HALF TERM
Genome
projects, what
they tell us and
what they don’t
Know that the human
genome has been
sequenced
Textbooks
Watch “How the Genome was
worked out” animation on Bb &
discuss.
Be aware of non-coding
DNA and regulatory
genes
Research and report on the Human
Genome and its potential uses.
 Vaccines may be
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ECM 3
Explain why the DNA
nucleotide sequences
cannot be translated into a
list of genes coding for
proteins – reference to
non-coding DNA &
regulatory genes
Mini white
boards
Internet.
Research on
recommende
d websites.
produced against
pathogens using the
proteome of simpler
organisms.
08/11/1
0
Understand the work of
the Sanger Institute in
producing a vaccine
against Plasmodium
3.4.5. Drugs can affect
how we perceive the
world around us –
neurones and nerve
impulses
Be able to describe the
structure of myelinated
sensory and motor
neurones
Understand the role of
the neurone membrane
in maintaining a resting
potential;
initiating an action
potential and its
all-or-nothing nature;
and the passage of an
action potential along
non-myelinated and
myelinated axons
resulting in nerve
impulses.
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Students look at the information
available on the website of the
Sanger Institute at
Discussion of outcomes.
http://www.sanger.ac.uk/humgen/
Watch introductory animation on Bb.
Discuss CNS and PNS and the
circuit of connections.
Assess prior learning
using mini whiteboards.
Mini white
boards
Write down 6 receptors.
Model of
spinal
cord in
spine.
Complete pages 3 & 4 of
Nervous system booklet.
Nervous
system
booklet.
Show model of spinal cord.
Students make models of neurones
using plasticine and drinking straws
– particularly useful to show how
Schwann cells form the myelin
sheath
Students describe the
differences between
sensory and motor as
asked by Q & A.
ECM 3
(enjoy
using
plasticine)
Plasticine
& drinking
straws.
Show the Animations on Bb – Action
Complete pages 5, 6 & 7
Potential 1 & 2 and channel gates.
of booklet.
Homework:
Students produce summary
information on a revision poster.
Dominoes to illustrate the wave of
depolarisation passing along a
nerve axon.
Dominos
Explain summary
posters to each other.
ECM 4
Discuss threshold re all
or nothing.
Nervous
System exam
pack Q 1 & 2.
Understand the nature
and importance of the
refractory period in
producing discrete
nerve impulses
Understand the
relationship between
intensity of stimulation,
size of generator
potential and frequency
of action potentials
15/11/1
0
Use movement of cardboard ions on
posters to explain why there has to
be a refractory period.
Suggest and then discuss how
intensity is conveyed in small
groups.
Show and explain their
moving models to
explain refractory period.
Complete pages 8, 9 &
10.
Synapses where
neurones
communicate
Homework:
Nervous
system
booklet.
Watch animation of synapse on Bb.
Be able to describe the
structure of a synapse
as revealed by the
electron microscope
Be able to describe the
sequence of events
involved in the action of
a cholinergic synapse
and a neuromuscular
junction
Make a poster to show structure.
Use cardboard ions to demonstrate
changes during and after synaptic
transmission.
Make moving models
with ions to show action
at synapse & describe
this.
ECM 3
ECM 4
Summarise as a 6 mark
exam Q and peer mark.
Perception and
Drugs
Be able to describe the
effect of drugs on a
synapse
Show useful website for effect of
various drugs on the brain.
Be able to predict and
http://faculty.washington.edu/chudle
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emicrograp
hs of
synapse.
Exam
question
pack on the
Nervous
System Qs
3, 4 & 5.
Must, Should, Could on
page 17 of booklet:
Produce a report
summarising effects of
ECM 1
Students
research the
effect of drugs
on the
nervous
system, e.g.
using the
neuroscience
explain the effects of
specific drugs on a
synapse, when provided
with information
r/neurok.html
drugs on the brain
for kids
website
Be able to understand
the functioning of the
nervous system, in
order to appreciate the
processes between
sensation, the detection
of stimuli, and
perception due to
processing and
interpretation by the
brain
Be able to use their
knowledge of the
functioning of the
nervous system to
explain how drugs can
influence the functioning
of the brain and so
affect mood and
perception of reality
Be able to explain that
LSD and cocaine affect
the actions of
monoamine
transmitters; marijuana
binds to THC receptors,
and nicotine binds to
nicotinic receptors in the
brain and sympathetic
ganglia
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Students compare different parts of
the skin in terms of sensitivity to
stimuli (apply two points of a pair of
dividers or one end to the skin, and
the student has to say whether they
can detect one or two points)
Students
research the
effect of drugs
on the
nervous
system, e.g.
using the
neuroscience
for kids
website at
http://faculty.
washington.e
du/chudler/ne
urok.html
22/11/1
0
The EYE
Perceptions and the Brain
Be able to describe the
structure of a human
eye and its transmissive
and refractive properties
in focusing an image on
the retina
Be able to explain the
role of rod cells and
cone cells in effecting
monochromatic and
trichromatic vision
Understand that the
absorption of light by
rhodopsin produces a
chemical change
leading to the creation
of a generator potential
(details of
hyperpolarisation are
not required)
Be able to explain how
the connections
between sensory cells
and the neurones of the
optic nerve allow
sensitivity and acuity of
vision
Describe how the nerve
pathways from the eye
to the brain (optic nerve,
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See Neuroscience for kids website
http://faculty.washington.edu/chudle
r/smartd.html
Video 44 – New Living Body –
Senses (4.04 – 5.44)
Video C11b includes
Video:‘Nerves at Work’ (429)
Dissection of an eye
Investigation of models
Model of
the eye.
Label the eye diagram.
Draw in lines of light to
show refraction.
Video of
Nerves at
Work.
Exam Q. on visual acuity
and retinal convergence.
Eye for
dissection.
Labelling diagrams
Use of graphs showing wavelengths
of light detected by the different
cones to predict the colour
perceived by the brain
Colourblindness test cards or
website such as
http://www.toledobend.com/colorblin
d/Ishihara.html
Explain summation of
nerve impulses to reach
threshold.
Test
cards.
Students compare their ability to
read a newspaper in bright and dim
light
Investigation of optical illusions
Students research these theories
and present their findings
Range of
optical
illusions.
Homework:
Exam
question
pack on
Receptors.
optic chiasma, lateral
geniculate nucleus,
demonstrate
lateralisation and
localisation of function
in the brain
Students handle data based on
unfamiliar information
Write a summary of top
down vs bottom up
perception theory.
Understand the role of
the brain in visual
perception
Produce a report of
effects of drugs on the
brain.
Understand, in outline,
the ‘top down’ and
‘bottom up’ theories of
visual perception
Bb site
showing
effects of
difffernt
drugs on
the brian
(Mouse
game).
Produce a
report of
effects of
drugs on the
brain.
Be able to predict and
explain the effects of
specific drugs on
perception, when
provided with
information
29/11/1
0
3.4.6. Fight or
flight – anger
and fear
Understand that the
nervous and hormonal
systems work together
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Poster
paper.
Discussion about how people react
to threatening situations to describe
the flight or flight response
Pens.
Blackboar
Exam pack –
questions on
flight or flight
response.
to produce coordinated
responses to stimuli
which we perceive as
threatening or
frightening
Be able to explain the
roles of the
hypothalamus,
sympathetic nervous
system and adrenal
gland in bringing about
the fight or flight
response
Be able to compare
nervous and hormonal
coordination, and
appreciate why
hormonal control
(especially steroid
hormone control) takes
longer than nervous
control
Understand that stimuli
perceived by the brain
can lead to hormonal
changes that produce
physiological responses
Understand the role of
the hypothalamus in
mediating such
responses
Be able to describe the
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d power
points.
Students compare nervous and
hormonal control by producing a
table of comparisons
Produce a table
comparing hormonal and
nervous responses.
Annotate diagrams showing effects
of sympathetic and parasympathetic
systems on various organs
Give examples of flight
or fight responses.
Annotation of suitable diagrams
Produce a poster
summarising effects of
sympathetic vs
parasympathetic
nervous responses.
general role of the
sympathetic and
parasympathetic
components of the
autonomic nervous
system and their
antagonistic effects
The role of the
hormonal
system
Be able to explain how
the hypothalamus
receives input from the
cerebral cortex; and
sends impulses via the
sympathetic nervous
system to effectors,
which may be muscles
or glands (as
exemplified by the
adrenal glands)
Be able to describe
how
information is
transferred by
hormones released by
endocrine glands which
affect the physiological
activities of target cells
Be able to describe the
physiological actions of
adrenaline
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06/12/1
0
Muscle
Contraction
Be able to describe
movement and
maintenance of posture
in terms of antagonistic
muscle action
Understand the gross
and microscopic
structure of skeletal
muscle, and the
ultrastructure of a
myofibril
Be able to explain the
sliding filament theory of
muscle contraction
Be able to describe the
roles of actin, myosin,
calcium ions and ATP in
muscle contraction
Understand that
muscles are effectors
Be able to describe the
structure, location and
general properties of
slow and fast skeletal
muscle fibres
Label diagrams of
muscle pairs.
Whilst looking at diagrams of
antagonistic muscle pairs, students
try the movements and feel which
muscles are contracting in their own
body
Given a picture of a joint, students
predict the position of antagonistic
muscle pairs used to move the joint
Students examine electron
micrographs of muscle tissue
Students make paper models to
understand the sliding filament
theory – can
be done using bendy drinking
straws
Make models of sliding
filament theory using
straws and describe to
peer group.
Microscop
e slides of
muscle
structure.
Muscles Booklet.
Complete tables and missing
words.
Video 33 – New Living Body –
Muscles(7.03 – 9.03 mins and
12.05-13.35)
Power
point on
muscles.
Pictures of
elbow and
knee
joints.
Annotate diagrams
Make a model of sliding filaments
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Observe e micrographs
of muscle structure and
make observational
notes.
Muscles
booklet.
Make a table to compare
slow twitch and fast
twitch muscles, giving
examples of both.
Video on
Muscles.
Straws to
Homework:
Exam
question
pack on
Muscles.
using straws.
Video A20 New Living body –
Muscles.
13/12/1
0
3.4.1. IVF –
reproduction
and
contraception
Be familiar with the
male and female
reproductive systems in
sufficient detail to
understand: the structure
of the seminiferous
tubules and ovaries; the
roles of mitosis and
meiosis in
spermatogenesis and
oogenesis, emphasising
differences between
spermatogenesis and
oogenesis
Understand the
importance of copulation
and fertilisation –
capacitation, acrosome
reaction, formation of
second polar body,
fusion of nuclei and
formation of a fertilisation
membrane; formation of
the blastocyst and its
implantation;
development of the
placenta – its structure
and role in transfer of
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Use of models and video to show
these events
SSER Powerpoints for Human
Biology ‘Gametes and Fertilisation’
www.sserltd.co.uk The rest of set 8
in this series would be useful for this
topic
Label male and female
diagrams of reproductive
organs.
Produce a table
comparing oogenesis to
spermatogenesis.
Students produce summary posters
Students observe stages of meiosis
and compare them with mitosis
Produce a table to
compare mitosis and
meiosis.
Produce a poster
summarising fertilisation.
make
models of
sliding
filament
theory.
Video.
Booklets
of
reproducti
on.
Homework
pack of
exam
questions on
reproduction.
material between embryo
and mother.
Understand the
processes of birth and
lactation
Describe the hormonal
control of reproduction
in females, including the
role of FSH, LH,
oestrogen and
progesterone in the
menstrual cycle
Describe the role of
hCG and progesterone
in maintaining a
pregnancy
Describe the role of
progesterone and
oxytocin concentrations
in initiating labour
Describe the role of
oxytocin and prolactin in
milk production,
including positive
feedback controlling the
secretion of oxytocin
Understand the role of
hormones in
contraception
Know condoms, IUD,
cap and ‘morning after’
pills as examples of
birth control
mechanisms
Be able to discuss the
ethical and moral issues
relating to the use of
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How Science Works: how basic
research into the mechanism of
control of the menstrual cycle
eventually led to the development of
the contraceptive pill
Students prepare leaflets to explain
different forms of contraception to
clients at a family planning clinic
Discussion of social impact of
contraception in the UK
Role play of doctor at IVF clinic and
couple seeking help
Class discussion on ethical and
moral issues involving IVF – could
also be done as a TV discussion
programme with students in different
roles, e.g. lesbian couple wanting
IVF to have a baby; a woman whose
oviducts are blocked as a result of
sexually transmitted diseases
acquired through previous
promiscuity; etc.
Produce a table
summarising the main
hormones involved in
reproduction, pregnancy
and lactation.
Produce leaflets about
contraception.
Homework
pack of
exam
questions on
contraceptio
n and IVF.
different forms of
contraception
Be able to evaluate
benefits and risks
associated with different
forms of contraception
Know that low sperm
count and blocked
oviducts are causes of
infertility
Describe the use of IVF
to treat women with
blocked oviducts, to
include the use of FSH
to stimulate multiple
ovulation; removal of
the oocytes from the
oviducts; fertilisation;
culture to the 8-16 cell
stage; and reimplantation
of some of the embryos
Be able to discuss the
ethical and moral issues
associated with IVF,
including the fate of
embryos that are not
implanted; their possible
use in scientific
experiments; and the
extent to which IVF
should be available
20/12/1
0
27/12/1
0
04/1/11
Christmas
Christmas
3.4.2. Growing
up, growing old –
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Data analysis of growth.
Data
Genetics
patterns of human growth
the effects of diseases
and ageing
Be able to describe the
pattern of growth of the
whole body, reproductive
organs and brain from
infancy to childhood
Be able to describe
puberty and the
development of
secondary sex
characteristics in males
and females.
Explain the decline in
physiological functions
with age, to include
basal metabolic rate
(BMR); cardiac output;
nerve conduction
velocity; female
reproductive capacity as
a result of changes in
concentrations of
pituitary and ovarian
hormones
Understand that cancer
and Alzheimer’s disease
are associated with old
age
Be able to discuss the
issues facing society in
terms of the increasing
numbers of elderly
people in the population
and treating diseases
associated with old age.
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showing
growth
rates etc.
Students plot graphs and explain
their shape
exam Q
pack.
Produce posters to
summarise main
changes at Puberty.
Students carry out horizontal studies
of height, mass, and relative
proportions of different parts of the
body at different ages. Also
comparing sex differences. Students
select appropriate ways of
displaying these data.
Data analysis
Students research incidence of
these diseases with age.
Class discussion – perhaps role
play of a primary Health Trust
discussing strategies to plan for the
future.
Write an essay
describing changes that
occur during ageing.
Discussion about the
increase in the aged
population and social
implications.
Write an
essay
describing
changes that
occur during
ageing.
Be aware that many
conditions needing
treatment, or with the
potential to need
treatment, are inherited
Understand the
meaning of the terms
gene, allele, genotype,
phenotype, dominant,
recessive, homozygous
and heterozygous
Understand that cystic
fibrosis is an example of
monohybrid inheritance,
that sickle cell anaemia
is an example of
codminant alleles; that
ABO blood groups are
an example of
inheritance involving
multiple alleles
Understand the Rhesus
blood groups, and the
potential dangers to a
rhesus negative mother
giving birth to rhesus
positive babies
Be able to give reasons
why experimental results
may only approximate to
Mendelian ratios
Be able to apply the
chi-squared
test to establish
the significance of any
differences from
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Compile a list of main
terms used in genetics
with definitions.
Students identify inherited
conditions.
Students predict results of genetic
crosses.
Students prepare a leaflet to inform
pregnant women about the possible
dangers of a rhesus negative
woman having a rhesus positive
baby.
NOWGEN offer resources and
practical activities
http://nowgen.org.uk/page/index.php
?sid=4
Practice variety of
genetics questions.
Nature’s dice available from the
NCBE at Reading University
http://www.ncbe.reading.ac.uk/NCB
E/PROTOCOLS/dice.html
Students investigate data from
genetic crosses and explain why
they only approximate to Mendelian
ratios – to include human pedigrees
Students apply chi-squared test to
genetic cross data
Role-play between a genetic
counsellor and parents who are at
risk of having a baby with a
particular condition such as CF
Practice at Chi –
squared calculations.
predicted ratios.
Know the role of a
genetic counsellor
Explain how
information from family
history and genetic
screening can be used to
advise parents
Understand the
screening of embryos
Be able to consider the
ethical and moral issues
relating to genetic
counselling
Students investigate ways in which
embryos are screened
How Science Works: discussion
about whether something should be
done, just because it can be done.
For example, should we test for
conditions with no treatment? Who
owns the results of genetic test?
Implications for insurance, etc.
Discussion about ethical and moral
issues relating to genetic
counselling – students could carry
out a role play of a radio interview
between a radio journalist, a parent
seeking embryo screening and a
pro-life activist.
Students could carry out (or use
second hand data from) Mendelian
crosses with a suitable organism, eg
fast-growing brassicas or Drosophila
– analyse results using chi-squared.
Students collect large amounts of
data about a continuous feature, eg
length of index finger. They collect
class data together and plot a
graph. They analyse the data to find
the mean, median, mode and
standard deviation. Analyse data
about possible genetic
predisposition to develop a disease
or disorder, e.g. women with the
BRCA1 or BRCA2 allele.
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Discuss role of genetics
councillor – role play.
Discussion of ethical
issues of genetic
councelling.
10/1011
Understand the roles of
the X and Y
chromosomes in
determining gender
Know that Duchenne
muscular dystrophy is a
sex linked condition
Be able to explain why
sex linked conditions
are rare in women
Know that features
showing discontinuous
variation are categoric
Understand that ABO
blood groups are an
example of discontinuous
variation
Understand that
features showing
continuous variation are
often polygenic. They
often produce a normal
distribution, which can
be described in terms of
mean and standard
deviation.
Understand the
meaning of mode and
median
Be able to evaluate
evidence about possible
genetic predisposition to
develop a disease or
disorder
Understand that gene
mutation produces new
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Students solve genetic problems
involving sex linkage.
More practice at genetic
crosses.
Students research Duchenne
muscular dystrophy
Students study human pedigrees
involving sex linkage, eg Queen
Victoria’s family tree and
haemophilia
CD-rom of Mitosis and Meiosis
demystified – see
http://www.eti.uva.nl/products/catalo
gue/cd_detail.php?id=187
Use pipe cleaner or plasticine
models to explain crossing over and
independent assortment.
Use beads to model random
fertilisation and observe new
combinations of alleles
Students research prader-Willi
syndrome
Students evaluate data from twin
studies to assess the relative effects
Use plastiine to show
how chromosomes
assort independently.
Work out problems
including mutations of
deletion and substitution.
Complete
exam pack
questions
about
inheritance
of mutated
alleles.
17/1/11
alleles
Be able to explain how
deletion and substitution
are causes of point
mutations
Understand that, in
meiosis, crossing over
and independent
assortment lead to new
combinations of alleles
Be able to explain how
random fertilisation
leads to new
combinations of alleles
Understand that genes
interact with the
environment to produce
the phenotype
Be able to describe
Prader-Willi syndrome
and how it produces
heritable changes in
gene function or cell
phenotype without
changes in the genotype
Be able to evaluate
evidence for the relative
influences of genetic
and environmental
factors on phenotype.
3.4.7.
Hypothermia
and diabetes –
Homeostasis
Understand that
physiological control
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of genes and the environment,
including the limitations of such
studies.
Write a summary of how
negative feedback
controls temperature.
Discussion of central heating being
Power
point on
temp
control.
Exam
question
pack on
systems operate in
humans to maintain the
internal environment
within restricted limits.
This is homeostasis.
Understand the
principle
of negative feedback
and its role in restoring
systems to their original
levels
Understand that
hypothermia is a
condition in which body
temperature falls below
thermoregulatory
mechanisms fail
controlled by a thermostat to explain
the principles of homeostasis and
negative feedback
Negative feedback diagrams
Students research advice given to
mountaineers, sailors etc to avoid
hypothermia if they are outdoors in
harsh weather, and work out why
this advice is given
Be able to explain the
normal processes
involved in
thermoregulation in a
mammal, including the
role of thermoreceptors
in the skin and
hypothalamus
Be able to describe the
role of positive feedback
as temperature
continues to fall
Be able to describe the
regulation of blood
glucose
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body temp
regulation
and glucose
regulation.
Students analyse data relating to
glucose levels, including responses
by individuals to the glucose
tolerance test
Power
point on
glucose
regulation.
Use a given scenario to
explain how the body
responds to cold
temperatures.
Given scenario to work
Scenarios
to explain
negative
and
positive
feedback.
Understand the factors
which influence blood
glucose concentration
Understand the role of
hormones in activating
enzymes involved in the
inter-conversion of
glucose and glycogen
Understand the role of
insulin and glucagon in
controlling blood
glucose
Understand the type 1
and type 2
diabetes and how they
may be controlled by
insulin, changes of diet
and lifestyle
Be aware of the health
implications of
undiagnosed or
untreated diabetes
Be able to evaluate
evidence showing
correlations between
life-style and the
incidence of diabetes
24/1/11
Revision
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Students test simulated urine
samples (cold tea with glucose
added) with
clinistix and Benedicts reagent.
out appropriate
responses to low or high
blood sugar levels.
How Science Works: Students
prepare an advisory leaflet about
the causes of type 1 and type 2
diabetes, and how they can be
controlled.
Health risks of untreated or
undiagnosed diabetes
Use negative feedback diagram to
explain
Students analyse data relating to
the correlation between life-style
and the
incidence of type 2 diabetes
Students discuss government
initiatives to reduce the incidence of
type 2 diabetes.
Mock exam
Mock
Past Exam
exam
papers
31/1/11
HBIO4 EXAM
Monday 25th January
Carry out Coursework
instructions under exam
conditions.
07/2/11
HBIO4 Re-sit coursework
HBIO6 ISA Coursework
Carry out Coursework
instructions under exam
conditions.
14/2/11
3.5.1. Human
impacts on
evolution
Know that evolution
involves a change in the
allele frequency in a
population
Understand that
individuals in a
population of a species
show variation
Understand that
phenotypic variation is
due to genetic factors,
differences in
environmental factors or
a combination of both
Understand that
competition results in
differential survival and
reproduction
Understand that
selection acts on
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Evaluating data from twin studies to
ascertain the contribution of genetic
and environmental factors on
phenotype
papers.
populations
Explain how organisms
with a selective
advantage are
more likely to survive,
reproduce and pass on
their genes to the next
generation
Understand that
selection may result in
changes in the allele and
phenotype frequency in a
population.
Investigate examples of natural
selection in action, eg peppered
moth, warfarin resistance in rats,
copper tolerance in grasses
Open University videos such as
Rats and Super Rats
Be able to describe
how reproductive
isolation of populations
can occur.
Be able to explain how
new species form by
allopatric and sympatric
speciation.
Relate natural selection and
speciation to evolution of humans as
studied at AS
Understand that human
activities have altered
and are altering the
environment of many
organisms, and that this
changes the selection
acting on populations.
This may affect the
evolution of populations
and species.
Adaptations of various species to
urban living, eg foxes
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21/2/11
28/2/11
Half Term
3.5.2. People
Change communities,
Ecosystems and
the stability of
populations
Understand that
humans have introduced
species of plants and
animals into this country.
This has affected the
stability of populations of
native species, the
communities they are
part of and the
ecosystems they live in
Explain that an
ecosystem
comprises living
organisms and the
physical and
chemical factors that
make up their
environment
Understand that a
population is all the
organisms of one
species in a habitat
Understand that
populations of different
species form
communities. These
communities are found in
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Exam board suggestions:
Bioethics Education project website
at
http://www.beep.ac.uk/content/127.0
.html
Students research specific
examples, eg grey squirrel,
Japanese Knotweed etc and
prepare presentations
Domestic cats – important predators
in the UK
Ecological fieldwork in a local site
Students list physical and chemical
factors that may affect organisms
a particular habitat and
are based on dynamic
feeding relationships.
Design a niche – think of a ‘cool’
organism and research all the biotic
and abiotic factors that may affect it
Understand that, within
a habitat, a species
occupies a niche
governed by adaptation
to food availability and/or
prevailing abiotic
conditions
Understand that an
ecosystem supports a
certain size of population
of any one species.
This population size may
vary as a result of the
effect of abiotic factors;
interactions between
organisms; inter and
intra-specific competition;
predation.
Understand that
humans have introduced
species of plants and
animals into this
country. This has
affected the stability of
populations of
native species, the
communities they are
part of and the
ecosystems they live in.
When provided with
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Look at this from the point of view of
a sheep farmer. He only has so
much land. How many sheep can he
keep? What factors will influence
this?
appropriate information,
be
able to evaluate evidence
and make balanced
judgements between
meeting human demands
and the need to conserve
the
environment.
Explain that
domesticated
and introduced plants
and animals affect
natural
ecosystems through
competition with native
species
Students investigate numbers of
imports of plants and animals and
their sources. Eg plants introduced
through soil; accidents; food;
horticulture; garden centres; cut
flowers.
Animals introduced through
accidents, eg Black Widows; food;
pet trade; introduced/released
Be able to describe the
effects of domestic cats,
grey squirrels and
Japanese
Knotweed
Understand that the
growth of the urban
environment
has increased the habitat
and niches for foxes,
rats,
pigeons and other
species of wildlife
When provided with
appropriate information,
be
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Consideration of widespread conifer
plantations; removal of hedges;
able to evaluate the cost
implications of controlling
introduced species
Understand the
meaning of
Environmental Impact
Assessment
Understand the impact
on
communities and
ecosystems of the largescale introduction of
genetically modified
organisms, as
exemplified by soya and
maize
When provided with
appropriate information,
be able to evaluate
evidence and make
balanced judgements
between the need to
meet the demands
for certain crops and the
need to conserve the
environment
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drainage of wetlands – how these
affect the size of populations due to
their effects on the availability of
habitats and niches.
Competition between grey squirrels
and red squirrels.
Compare urban and rural fox
populations.
Describe common features of
wildlife in urban environments – why
are they survivors?
Find out where GM soya and maize
products are found.
GM Maize with herbicide resistance
Bioethics Education project website
at
http://www.beep.ac.uk/content/127.0
.html
Students investigate the nature
reserves and habitats in their own
area.
07/3/11
3.5.3. Humans’
health can be
affected when
they change their
environment Diet, crops and
food allergies
Exam board suggestions
Understand that there
have been changes in
our diet
Know that vegetable
oils are one of the plant
products for which there
has been a large
increase in demand
Understand that these
changes have been
linked to increases in a
range of allergies: nut
allergy and hay fever
When supplied with
appropriate information,
be able to evaluate
evidence judgements
about meeting demands
for certain crops and the
impact on human health
and well-being
Students investigate the reasons
why more oil seed rape has been
planted in the UK, and its use for
vegetable oils and biofuels. They
investigate how this has changed
the environment and the effects it
has had on other organisms.
There have also been effects on
humans – for example, people with
allergies to the pollen of oil seed
rape are at a severe disadvantage.
Find out about the use of an Epipen
Understand that allergic and prepare an informative
leaflet/poster about its use
responses produce
illness, and that allergens
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are antigens that produce
an abnormal immune
response
Understand the
concept of
hypersensitivity, limited to
hay fever, food allergies,
allergic asthma and hives
as examples of reactions
involving histamine
production
Students investigate the common
ingredients of over-the-counter
remedies for the symptoms of
allergies.
Understand that the
allergen leads to
production of IgE
antibody by B cells
Find out (in outline) how these work
to counter anaphylaxis
Know that IgE binds to
mast cells, which
produce histamine when
exposed to the allergen,
and that histamine leads
to symptoms of allergy
Understand that
anaphylaxis is a sudden,
acute reaction to an
allergen. It can involve
oedema in the airways
leading to the lungs, or a
large and sudden fall in
blood pressure
Show knowledge of
skin tests for allergies,
the use of antihistamine
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Use Environment Agency website
http://www.environmentagency.gov.
uk/ and MMU site on air pollution
monitoring at
http://www.ace.mmu.ac.uk/eae/Air_
Quality/Older/Monitoring.html
to treat allergies and
adrenaline to treat
anaphylaxis
When provided with
appropriate information,
be able to evaluate
evidence and make
balanced judgements
about the claims of links
between air pollution
and respiratory illnesses,
including asthma and
bronchitis
Understand that
pollution of water by
human activities can lead
to illness
Show knowledge of
coliform standards
Understand that
coliform bacteria and
faecal streptococci can
be indicators of pollution
by human sewage
Understand that Blue
Flag beaches meet a
water quality test
Understand that
Cryptosporidium is a
single celled parasite that
causes cryptosporidiosis.
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Teacher carries out presumptive
coliform test on different samples of
water as a demonstration, eg
swimming pool; garden pond; river;
paddling pool.
A resistant form, the
oocyst, is present in the
faeces of infected
animals and humans,
and can infect a new
host.
Find location of Blue Flag beaches
and trends in standards.
Examine life cycle diagrams
Know that pollution of
water can occur from
slurries from infected
farm animals.
Sewage discharged into
rivers used for drinking
water abstraction can
carry oocysts released by
infected humans.
When provided with
appropriate information,
be able to evaluate the
cost implications of
controlling water
pollution.
14/3/11
How Science Works: Investigate
outbreaks, eg on Anglesey and
subsequent legal actions. See
www.anglesey.gov.uk/upload/public/
attachments/51
/cryptosporidiumenglish.pdf
Evaluate the benefits of treating
sewage and methods.
3.5.4. Human
activities can
damage
ecosystems and
create new ones
Exam board suggestions:
Understand that
ecosystems are dynamic
systems, usually moving
from colonisation to
climax communities in a
Succession of microbeasties – leave
a bowl of rainwater in a place where
it can be ignored and sample the
microbeasties regularly
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process known as
succession.
Understand that
communities change with
time, because of the
interaction between
species and their
environment.
At each stage certain
species change the
environment so that it
becomes more suitable
for other species.
Observe a patch of soil in the area,
eg where there is an abandoned
building and predict the sequence of
colonisation
Understand that human
activities often produce
bare areas of land and
water.
Know that wasteland is
unmanaged land with
vegetation in the early
stages of succession.
Wasteland includes
corridor habitat, such as
cuttings and
embankments associated
with railway tracks and
Roadsides.
Know that brown-field
sites are sites which have
previously been
developed for human
use.
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Predict order of colonisation in
flooded quarries or sand pits.
These sites
can be reclaimed to
provide habitats for flora
and fauna, as exemplified
by species in decline
because of urbanisation
Research diversity of species in
and intensive agriculture
brown field sites – in some towns
these can be a rich place for wildlife
Understand that
ecosystems range from
very small to the very
large.
Field visit to a brown field site if
there is a suitable site nearby.
Understand that
increasing area by a
factor of ten
approximately doubles
the number of species
present.
Understand that larger
sites are important in
enhancing biodiversity in
the urban environment.
Understand that
corridor habitats are
important because they
are common in the built
environment and allow
for the movement of
plants and animals
between habitats.
Be able to describe one
example of the habitats
on wasteland or a brown
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field site
21/3/11
Be able to describe
techniques used to
measure the biotic and
abiotic factors in an
ecosystem .
Understand the
meaning of Best Practical
Environmental Option
(BPEO) as applied to
waste management.
Understand that the
BPEO is the option which
provides the most benefit
or least damage to the
environment as a whole,
at an acceptable cost in
both the long and the
short term.
Understand the waste
hierarchy: waste should
be prevented or reduced
at source; waste
materials should be reused; waste materials
should be recycled and
used as a raw material;
waste that cannot be reused should be used as a
substitute for nonrenewable energy
sources; and only waste
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Exam board suggestions:
SLOSS debate – is it better to have
a single large or several small
nature reserves?
http://www.bath.ac.uk/biosci/biodiver
sity-lab/consbiol09b.pdf
Use maps of local area to plot
possible corridors
Research rare species that survive
in cities
Research spread of fireweed or
buddleia after World War 2. – or use
knotweed again
Role play to explore arguments for
and against the building of
incinerators
Compare figures for percentage of
waste that gets recycled in different
countries
Make posters to explain the various
disposal options to the public.
that cannot be treated in
any of the above ways
should go to landfill.
Design questionnaires to find out
how people want to spend money
on dealing with waste.
Understand that
microorganisms
decompose organic
remains.
Local recycling officer is usually
willing to come and talk on these
issues.
Know that anaerobic
bacteria produce
methane in landfill sites,
which can be collected
and used as fuel.
Observe compost heaps at different
stages and what factors affect rate
of decomposition
Understand the Polluter
Pays principle: the
polluter pays for the
direct and indirect
environmental
consequences of their
actions.
When provided with
appropriate information,
be able to evaluate all the
cost implications of
pollution.
28/3/11
3.5.5. Plants can
reduce the
impact of the use
of fossil fuels on
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Bury leaf discs in soil in different
size mesh to see how quickly the
leaf discs decompose
Research explosions from untapped
sites
Investigate companies that
advertise they will take your old item
away, and find out what they do with
it.
Practise cost-benefit analysis
studies.
Suggested by exam board:
Calculate own carbon footprint and
compare it with that people from
climate change –
carbon footprint.
Understand that the
carbon footprint is a
measure of the impact
that human activities
have on the amount of
greenhouse gases
produced, measured in
terms of kilograms of
carbon dioxide produced
per year.
Be able to describe
how their primary
contributions are
calculated; how their
Secondary contributions
are calculated; how
household contributions
can be reduced; and how
carbon emissions can be
off-set.
Understand that the
burning of fossil fuels
produces greenhouse
gases.
Understand that the
climate of the United
Kingdom is getting
warmer, which affects the
distribution of plants and
Animals.
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other countries eg
www.bp.com/extendedsectiongeneri
carticle.do?categoryId
=9015627&contentId=7029058
Find out how many trees are
equivalent to different activities
Research the carbon offsetting done
by airlines or bands – evaluate
whether these are genuine and
adequate.
Evaluate different carbon offsetting
schemes in terms of cost, benefit to
wildlife and the environment.
Brainstorm carbon storage options,
eg seeding the oceans with iron.
Investigate ‘invasions’ from
mainland Europe and fears of ‘new’
diseases eg blue tongue
Investigate changes in the
environment, eg the sub Arctic
mountain top ecosystem in the
Cairngorms is shrinking because of
warmer conditions
Investigate phenology data on Kew
Gardens website
http://www.kew.org/wild/phenology/
Research changes we may expect
to see in native species and present
information as a poster
Be able to describe the
effects of climate
warming on the natural
range of species;
breeding seasons; and
the availability of food for
some species at key
times.
When provided with
appropriate information,
be able to evaluate
evidence of links
between climate
warming and changes in
populations of species in
the UK.
04/4/11
ENERGY TRANSFER IN
ECOSYSTEMS
Understand that
photosynthesis is the
major route by which
energy enters an
ecosystem.
Know that energy is
transferred through the
trophic levels in food
chains and food webs
and is dissipated
Be able to consider
quantitatively the
efficiency of energy
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Exam board suggestions:
Evaluate the ethical issues
associated with vegetarianism and
meat-eating in terms of land used
per person and energy efficiency
transfer between trophic
levels.
PHOTOSYNTHESIS
Understand that, in
photosynthesis, energy is
transferred to produce
ATP and reduced NADP
in the light independent
stage. ATP and reduced
NADP are then used
during the light
independent stage to
incorporate carbon
dioxide into sugars.
Investigate the factors that might
increase photosynthesis
Understand that ATP
synthesis is associated
with the electron transfer
chains in the membranes
of chloroplasts (Details of
electron transport and
biochemical pathways
are not required).
Carry out investigations into factors
affecting rate of photosynthesis (see
practical requirements at end of
module). Relate this to predicted
changes in climate and how this
might affect plants in the UK.
Explain how treeplanting is used to off-set
carbon emissions and
that carbon is
sequestered in the
biomass of trees.
11/4/11
18/4/11
25/4/11
Rate of photosynthesis
investigations using Elodea or
Cabomba or algal balls. See SAPS
website at http://wwwsaps.plantsci.cam.ac.uk
Find out about carbon sources and
sinks. Compare different
communities in the UK, eg new
forest, mature forest, peat land.
Easter
Easter
Bank holiday Monday
and Friday
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Exam board suggestions:
Know that biofuels are
renewable energy
sources: biomass from
fast-growing plants, used
as fuel for burning;
vegetable oils used as
diesel substitute; and
ethanol from the
fermentation of plant
material, used as a petrol
substitute or additive
Understand that the
plants used have to be
grown on a very large
scale to produce
significant reductions in
the use of fossil fuels.
This will have impacts on
the environment, and
also affect the availability
of food for human
consumption
When provided with
appropriate information,
be able to evaluate the
environmental and social
impacts of the use of
biofuels.
When provided with
appropriate information,
be able to evaluate the
impact of the use of
biofuels on national and
global carbon
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Design a crop plant for biofuel use
(imaginary) – what features would it
have? Present as a poster
Discuss the ethics of growing plants
as biofuels when some people do
not have enough food to eat
Investigate the area of land needed
to produce any significant amount
of biofuel
How Science Works: discussion on
the ethics of crops grown by people
in developing countries – food; fuel;
luxuries like tea and
coffee; etc and the resulting impact
on the country’s economy
Discuss whether biofuels really are
carbon neutral when you consider
harvesting, cultivation, transporting
them, etc.
02/5/11
dioxide emissions
Bank holiday Monday.
Respiration adds
carbon dioxide to
the atmosphere
Understand that ATP
provides the immediate
source of energy for
biological processes, and
that all cells and
organisms respire
09/5/11
Exam board suggests:
Investigate the factors affecting rate
of respiration of any suitable
organism. (See practical
requirements at the end of the
module)
Annotated diagrams of the different
Know that, in
stages of respiration
respiration glycolysis is
anaerobic and takes
place in the cytoplasm;
the remaining steps take
place in the mitochondria;
ATP synthesis takes
place in the membranes
of mitochondria; oxygen
is the final electron
acceptor; and that carbon
dioxide is a waste
product of aerobic
respiration.
3.5.6. People
Exam board suggestions
and their
microorganisms
– the human
Ecosystem
Understand that
ecosystems range in size
from the very large to the
very small
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Consider specific ecosystems that
vary in size
Know that the human
body supports
populations of bacteria
and fungi
Understand that
microorganisms carry out
extracellular digestion of
biological molecules;
absorb the products of
digestion; and use these
for their own metabolism.
This can recycle
chemical elements from
human cells.
Know that human skin
supports a community of
many microorganisms
including Staphylococci,
Micrococci,
Corynebacterium and
fungi, such as yeast.
Explain that a number
of skin conditions are
caused by bacteria
Know that acne
vulgaris is caused by
Propionibacterium
acnes growing in and
near sebaceous glands in
the skin
Understand that
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Compare the number of cells in a
human with the number of cells of
other organisms living in or on us
Place hand on agar plate and
culture microorganisms (subject to
carrying out a suitable risk
assessment)
Consider human skin in terms of an
ecosystem – synoptic with start of
the unit
antiseptics and antibiotics
can be used to control
the populations of these
bacteria
When provided with
appropriate information,
be able to evaluate
evidence and make
balanced judgements
between the claims of
makers of different ‘spot
creams’ and antibacterial
soaps.
16/5/11
HBIO1 Resit Monday 16th
May am
Exam board suggestions:
Be able to analyse and
interpret experimental
evidence from microbial
growth investigations.
Find out why newborn babies are
given an injection of vitamin K
Understand that the
human gut supports
populations of bacterial
species which form a
bacterial community

Understand that human
actions can change this
community and adversely
affect the functioning of
the Gut.
Review AS work on probiotic foods
Investigate the effect of different
antiseptics/face washes on lawns of
bacteria
When provided with
appropriate information,
The use of antibacterial agents such
as bleach and disinfectants in the
home – survey of commonly used
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Link between use of antibiotics and
diarrhoea
Research the different species of
bacteria used in probiotic foods
be able to evaluate
evidence and make
balanced judgements
about ‘probiotic’ foods.
Understand that
humans have introduced
large amounts of
antibacterial agents into
the environment of
bacteria.
Be able to explain that
bacteria can evolve
resistance to antibacterial
agents, using MRSA as
an example.
When provided with
appropriate information,
be able to evaluate
evidence relating to the
impact of the widespread
use of antibacterial
agents.
23/5/11
30/5/11
06/6/11
REVISION
HBIO2 Resit Thursday
26th May2011 pm
Half Term
REVISION
13/6/11
REVISION
HBIO4 Re-sit Monday 13th
June 2011 pm
20/6/11
HBIO5 EXAM on
Wednesday 22nd
June 2011 pm
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active ingredients
Find out why farmers use antibiotics
How Science Works: investigate the
advertising of antibacterials for use
in the home, and how they are used.
Are they really needed?
Should their use be confined to
where they are necessary, e.g. in
hospitals?
Research ‘last resort’ antibiotics and
the appearance of resistance to
these.
Prepare a leaflet for the general
public about ‘Don’t ask for
antibiotics’
Research alternatives to antibiotics,
eg bacteriophage treatments
Every Child Matters:
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Describe how Every Child Matters is integrated into the lesson
under the themes:
1. Being Healthy;
2. Staying Safe;
3. Enjoying & Achieving;
4. Making a Positive Contribution;
5. Achieving Economic Wellbeing.