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Teacher Resource Bank
GCE Human Biology
Schemes of Work
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
SCHEMES OF WORK
CONTENTS
Page
Unit 1: The body and its diseases.
3-11
Unit 2: Humans – their origins and adaptations.
Unit 4: Bodies and cells in and out of control.
Unit 5: The air we breathe, the water we drink,
the food we eat.
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Copyright © 2008 AQA and its licensors. All rights reserved.
1
3.1.1. We are
what we eat – a
balanced diet
3.1.1. We are
1-2
3-4
2
Teaching topic
Week
Understand what is meant by
glycaemic index and glycaemic
load
Understand the link between
processed foods and the
increase in obesity and type 2
diabetes
Understand the role of gut
bacteria, including vitamin K
production
Understand what is meant by
an isotonic sports drink, and
their value to athletes.
•
•
•
•
Student contributions to
discussions
Students write a
magazine article
EITHER informing the
public why they should
reduce their
consumption of
processed foods OR by
a supermarket
executive, explaining
why processed foods
can be a healthy option
for consumers
Students evaluate their own diet for the past week, perhaps
using a computer program
Examining dietary advice leaflets produced by supermarkets,
and examine food labelling. Class discussion of which labels
are most informative.
Given the structure of glucose, students sketch out how
Discussion of nutritional value of school meals and
encouraging young people to eat healthily. Finding relevant
newspaper articles on supersizing, increase in childhood
obesity, and obesity in the population as a whole.
Consideration of the role of government in education – to
inform personal choice; in legislation; school dinners.
Students research probiotic yogurt drinks. Discussion on how
an investigation could be designed to test the claims made by
manufacturers of these products.
Students research (internet , newspapers etc) the evidence
that increased consumption of processed food leads to
obesity and type 2 diabetes
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Student models and
Students discuss how to
plan an investigation to
see whether there is a
link between eating
processed foods and
obesity or type 2
diabetes, including
limitations of the
investigation
Student presentations
Students research dietary advice using the internet
Students research different diet plans, including the GI diet
and Atkins, in preparation for a class discussion
Assessment
Learning activities
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that carbohydrates
Understand why current dietary
advice is that a healthy diet
should be high in fruit and
vegetables, but low in salt and
fat
•
•
Know the roles of fibre, water,
carbohydrates, fats, proteins,
vitamins and mineral salts in a
balanced diet
•
Learning outcomes – students
should
UNIT 1: THE BODY AND ITS DISEASES
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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what we eat –
what is food?
Understand that proteins are
made of amino acids linked
together by condensation
reactions.
Understand that the overall
shape of a protein (its tertiary
structure) is held together by
weak bonds, such as hydrogen
and ionic bonds, as well as
stronger disulphide bridges
Understand that fats are made
of glycerol and fatty acids
Chromatography and
calculation of Rf values may be
used to identify the
components of a mixture
•
•
•
•
Students could investigate sugars in isotonic drinks using
quantitative benedict’s test, introducing the idea of serial
dilutions and standard curves.
Students use simple food tests to identify components of food
Students use chromatography, eg to identify the amino acids
in a mixture
http://www.prezziesplus.co.uk/stocking-fillers-over-threepounds/tangle.html
Models of proteins using Tangle toys
Students make models of proteins to understand their threedimensional structure
maltose can be formed
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand how glucose
molecules may link together to
form the disaccharide, maltose,
and polysaccharides such as
starch, glycogen and cellulose
by condensation reactions
•
include monosaccharides, such
as glucose
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
3
Student practical reports
Student practical skills
assessed during
practical
Students complete
questions on a
worksheet
response to class
activities
4
5-6
3.1.2. Enzymes
Be able to explain how
enzymes lower the activation
energy needed for a reaction to
occur by forming enzymesubstrate complexes
Be able to explain the lock and
key and induced fit theories of
enzyme action
Be able to explain the effect of
temperature, pH and substrate
concentration on the effect of
an enzyme-catalysed reaction
Be able to explain why humans
can digest starch but not
cellulose
Be able to explain the causes
and symptoms of lactose
intolerance
Be able to explain why
enzymes are important in
medicine and analysis.
Be able to explain why people
with CF need to take enzymes
before meals, and how
pancreatic enzyme
replacement therapy is used.
Be able to explain how
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Demonstration of glucose meter as used by diabetics
Students research medical uses of enzymes, and produce a
poster or presentation of their findings
Students research how lactose-reduced milk is produced for
cats
Investigations using enzymes, eg the effect of pH or
temperature on the digestion of starch using amylase. Can be
used to develop skills in using pipettes and colorimeters if
starch test is used to determine the amount of substrate
broken down. Also introduce the idea of control experiments
and the use of buffers to control pH. (see practical skills at
end of unit)
Animations from internet to show that induced fit may be a
better model e.g.
http://www.phschool.com/science/biology_place/labbench/lab
2/induced.html
Use models made from bath sponges to show the lock and
key theory of enzyme action
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that enzymes are
proteins
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Data-handling questions.
Student posters or
presentations
Student practical reports
Student practical skills
assessed during
practical
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7-8
3.1.3. Cystic
fibrosis
Understand that efficient gas
exchange requires a large
surface area, short diffusion
pathway and a large
concentration gradient
Understand the role of the
diaphragm and intercostal
muscles in ventilation, and
relate ventilation to maintaining
a large concentration gradient
Understand the role of mucus
(produced by goblet cells) and
ciliated epithelial cells in
removing bacteria and dirt from
lungs
Know the structure and
function of goblet cells and
ciliated epithelial cells, to
include ribosomes for protein
synthesis, endoplasmic
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Labelling diagrams
Students examine cells, e.g. cheek cells and examine
electronmicrographs of cells
Look at microscope slides of epithelium
Labelling diagrams
Dissection of lungs
Balloon model of lungs
Copyright © 2008 AQA and its licensors. All rights reserved.
Show knowledge of the
structure and function of the
lungs – trachea, bronchi,
bronchioles, alveoli
•
NB This section is useful for How
Science Works – applying scientific
knowledge
pancreatitis affects the
distribution of digestive
enzymes.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Written homework
questions
Summary poster
Questions and answers
5
6
9 - 10
3.1.3. Cystic
fibrosis
Understand how thick mucus
can lead to lung infections
Explain how thick mucus
impairs efficient gas exchange
Know the fluid-mosaic structure
of cell membranes
Understand how diffusion and
active transport take place
across membranes
Understand how osmosis
occurs across cell membranes,
using water potential
terminology
Understand how a faulty CFTR
protein affects the water
potential of mucus in the
respiratory tract
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Practical investigation involving water potential, eg change in
mass of potato discs when placed in salt solutions of different
concentrations
Use animations from web sites to look at cell membrane
structure and how substances pass across them
Students produce an information leaflet for parents who have
a child with CF
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that CF is a
respiratory disorder in which
thick mucus builds up in the
lungs
•
reticulum, Golgi body to modify
proteins and produce mucus,
mitochondria for aerobic
respirationand vesicles.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Practical report
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Assessment of practical
skills
Student leaflet
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11-12
3.1.4.
Microorganisms
– bacterial
diseases
Know the cause, symptoms
and control of Salmonella food
poisoning
Know the cause, symptoms
and control of tuberculosis.
Understand that antibiotics can
be used to treat bacterial
disease, for example by
preventing cell wall synthesis
and protein production
Be able to evaluate the
evidence for the links between
the use of antibiotics and the
development of MRSA and
other resistant bacteria.
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Students carry out a practical to find the effect of antibiotics
on bacteria, using a lawn of bacteria and an antibiotic
multodisc, This is an opportunity to learn aseptic technique
(see practical requirements at end of unit)
Students research the links between the use of antibiotics
and the development of MRSA and other resistant bacteria.
They could look at correlations and epidemiological data –
note that how resistance arises is not required
Students produce information posters to inform the public
about the cause, symptoms and control of TB.
Students investigate food hygiene regulations to avoid the
spread of Salmonella, and produce an information leaflet to
explain the biological reasons for these rules
Students analyse data about incidence and causes of TB or
Salmonella.
Students examine electronmicrographs of prokaryotic cells
Copyright © 2008 AQA and its licensors. All rights reserved.
Know the structure of a
bacterial cell, including the cell
wall, plasma membrane,
genetic material, plasmid,
capsule, ribosome and
flagellum.
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
7
Data-handling questions
Student practical reports
Assessment of student
practical skills
Student posters/leaflets
Students make models
of a prokaryotic cell
3.1.5. How the
body fights
infectious
disease
14 - 15
8
3.1.4. Viruses
13
•
•
•
Students examine a test kit involving monoclonal antibodies,
eg a pregnancy test kit
Copyright © 2008 AQA and its licensors. All rights reserved.
antibodies may be acquired
naturally through the placenta
and via lactation, as well as
Be able to describe the process Students prepare an information leaflet for new mothers to
explain the benefits of breast feeding
of phagocytosis and the
subsequent destruction of
Students research the risks and benefits of mass vaccination
ingested pathogens
programmes and evaluate data about this
Be able to describe the role of
Students carry out a role-play between a health visitor and a
T-cells and B-cells in the
parent of a young baby who is concerned about getting the
response to antigens
baby vaccinated
Be able to describe the role of
plasma cells and memory cells The MMR issue and the proposal that chicken pox vaccine
will be included
in producing the primary and
secondary response
Students research the uses of monoclonal antibodies in
medicine
Be able to explain how
Students make summary posters to explain how the immune
system works.
•
Be able to explain why
antibiotics are ineffective
against viruses
•
How Science Works: discussion about how
public/government policy affects public perceptions and
understanding of science, and how education can lead to
informed personal choices.
Know what is meant by an
antigen and antibody
Be able to explain the
development of the symptoms
of AIDS, how HIV is spread,
and how it is controlled
•
Student posters/leaflets/
Students make an information leaflet/poster/presentation
about HIV to inform the public
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Student answers to
questions on a
worksheet
Student leaflet
Student responses to
data handling questions
Student posters
Student involvement in
role play
Presentations
Student models
Students make a model of HIV
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Be able to describe the
structure of the human
immunodeficiency virus (HIV)
and its replication
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Be able to evaluate data
relating to the risks and
benefits of mass vaccination
programmes
Be able to describe the use of
monoclonal antibodies to target
specific substances and cells
Be able to describe how a
therapeutic drug can be
attached to a monoclonal
antibody to target a specific cell
type
Be able to describe the use of
monoclonal antibodies in
medical diagnosis and testing
for hCG in pregnancy test kits.
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Students carry out a practical simulation of testing for a
disease using monoclonal antibodies (but using chemical
solutions instead)
Use of SAPS ELISA kit (although this tests for Botrytis) The
SAPS ELISA kit can be obtained from Robert Burns, Scottish
Agricultural Science Agency (SASA), Monoclonal Antibody
Unit, 1 Roddinglaw Road, Edinburgh EH12 9FJTel: 0131 244
8911 Fax: 0131 244 8987 Email:
[email protected]
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain how
vaccines containing attenuated
or dead microorganisms, or
isolated antigens, may be used
as the basis for vaccines.
•
artificially. This is called
passive immunity.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
9
10
15 -16
Cardiovascular
disease
3.1.6. The heart
Be able to explain the pressure
and volume changes in the
heart, and associated valve
movements, during the cardiac
cycle
Understand how myogenic
stimulation of the heart results
in a subsequent wave of
electrical activity.
Be able to describe the roles of
the sinoatrial node (SAN),
atrioventricular node (AVN)
bundle of His and the Purkyne
fibres in coordinating the
cardiac cycle.
Understand the use of artificial
pacemakers to regulate heart
activity.
Know the difference in
structure between an artery
and a vein
Be able to describe how
atheroma develops
Be able to explain the causes
of deep vein thrombosis and
ways in which the risk of DVT
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Students evaluate data about the causes and incidence of
heart disease
Students make a poster about coronary heart disease and its
treatment that could be used to inform patients in hospital
who are being treated for heart disease
How Science Works: Students research information on DVT,
its causes and prevention and use this to prepare an
information leaflet for people going on long-haul flights
Animations from the internet can be used to understand how
coronary heart disease develops, and how it can be treated
Students look at sections of arteries and veins under the
microscope
Students research pacemakers, using the internet and other
sources
Studying a graph of pressure changes in the heart during the
cardiac cycle, and working out when the valves open and
close
Heart dissection
Examining models of the heart
Labelling diagrams
Copyright © 2008 AQA and its licensors. All rights reserved.
Know the gross structure of the
heart and be able to relate this
to its function
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student responses to
data-handling questions
Student posters
Student leaflets on DVT
Student-produced
research
Student responses to
data handling questions
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Oedema
Be able to explain how
angioplasty, coronary by-pass
surgery and beta-blockers may
be used to treat coronary heart
disease
Be able to evaluate evidence
that links lifestyle to the
incidence of cardiovascular
disease
Be able to explain that
individual cells in tissues and
organs require nutrients and
oxygen from the blood, and
need to dispose of metabolic
wastes.
Be able to describe the
structure of a capillary and how
tissue fluid is formed
Be able to describe how tissue
fluid exchanges substances
with individual cells and returns
to the circulatory system
Be able to explain that oedema
results from a build-up of tissue
fluid
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Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain the causes
of a myocardial infarction and
its effects on heart muscle
•
developing may be reduced
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
11
3.2.1. Nucleic
acids – the
keys to life
1-2
12
Teaching
topic
Week
Be able to describe the
structure of RNA in terms of a
single polynucleotide strand;
ribose replacing deoxyribose;
and uracil replacing thymine.
Understand that DNA is genetic
material
Be able to describe the
differences between DNA and
RNA
Understand that nucleic acids
determine the sequence of
amino acids in proteins
Understand that RNA is a
copied section of DNA used in
protein synthesis.
Be able to evaluate evidence
that DNA is the genetic material
Understand that genes are
sections of DNA which contain
coded information that
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Synoptic link to cystic fibrosis
Students look at examples of a faulty enzyme interrupting a
metabolic pathway, eg PKU
Students relate the role of RNA to the structure of a protein covered
in module 1
Students list the differences between DNA and RNA
Synoptic link to protein structure
How Hershey and Chase used phages to show that DNA and not
protein is the genetic material
Students research the story of Watson and Crick, Wilkins and
Franklin in determining the structure of DNA (or watch the old BBC
video of Life Story if an old copy is available in the department) and
discuss this in terms of how science works
Evaluating evidence that DNA is the genetic material
Students make simple models of DNA
Looking at models of DNA
Extracting own DNA and inserting it in a pendant http://www.ncbe.reading.ac.uk/NCBE/MATERIALS/DNA/dnapenda
nt.html
Extracting DNA from onions, kiwi fruit, peas etc. see
http://www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/PRACBIOTEC
H/oniondna.html
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to describe the
structure of DNA in terms of the
components of its nucleotides;
the sugar phosphate backbone;
base-pairing and hydrogen
bonding.
•
Learning outcomes. Students
should
Learning activities
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
UNIT 2: HUMANS – THEIR ORIGINS AND ADAPTATIONS
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Written homework
questions
Student contribution to
class discussion
Questions and
answers
Assessment
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Semiconservative
replication of
DNA
Know that enzymes are
proteins whose synthesis is
controlled by DNA. They control
metabolic pathways and thus
influence the phenotype of an
organism.
Be able to relate the structure
of DNA and RNA to their
functions
Understand the relationship
between genes, proteins and
enzymes.
Be able to describe the semiconservative replication of DNA
including the role of DNA
polymerase
Understand that DNA
replication occurs in interphase
Be able to analyse and interpret
experimental evidence for the
semi-conservative replication of
DNA
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Students evaluate evidence for semi-conservative replication of
DNA, eg Meselson-Stahl experiment
Use of animations from the internet to demonstrate DNA replication
Use of two long zip fasteners of different colours to demonstrate
semi-conservative replication
Copyright © 2008 AQA and its licensors. All rights reserved.
Know that genes exist in
different forms called alleles
which are positioned in the
same relative position (locus)
on homologous chromosomes
•
determines the nature and
development of organisms
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Student answers to
data analysis
questions
13
14
3-4
Cancermitosis in and
out of control
3.2.2. Cell
division –
growth and
repair
Be able to recognise and name
each stage of mitosis from
diagrams and photographs.
•
Student discussion about legality of cigarette smoking, eg should
we make smoking illegal, or the value of recent legislation to limit
smoking in public places.
Students examine data relating genetic and environmental factors
to the incidence of cancer
How Science Works: Students make an information leaflet to go in
doctors’ surgeries, to explain what cancer is and how it can be
treated successfully if it is detected early
Use of animations, video and photographs from the internet to
examine tumours and how they grow
Students use pipe cleaners and beads to make models of the
stages of mitosis
Students sequence photographs of mitosis and annotate them
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to describe the main
characteristics of tumours and
tumour cells
Be able to explain the
behaviour of chromosomes and
chromatids during the stages of
mitosis
•
•
Be able to explain that all the
cells in the body contain the
same alleles because they all
grow from a single fertilised cell
(zygote) by mitosis.
•
Know that mitosis is involved in
asexual reproduction in some
species.
Understand that in mitosis, the
cell divides to produce two new
cells, each containing an exact
copy of the DNA of the parent
cell.
•
•
Understand that DNA is
replicated during interphase of
the cell cycle
Know that mitosis increases cell Make a root tip squash to see the stages of mitosis
numbers and is used for tissue
Look at video clips of mitosis and photographs
repair
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student answers to
data handling
questions
Student leaflets
Accuracy of student
models and
sequencing
Practical report
Assessment of
practical skills
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Sex and cell
division meiosis
Understand that cell division is
controlled by genes
Understand that chemical
carcinogens and radiation may
damage DNA and cause
mutations in the genes
controlling growth
Understand that tumour cells
fail to respond to normal growth
regulating processes
Know that cancer cells undergo
metastasis and invade other
organs
Know that tumour suppressor
genes prevent tumour growth
(note that molecular and
cellular details are not required)
Be able to evaluate data
relating environmental factors
to the incidence of cancer
Be able to interpret data
showing the occurrence of
cancer and links with possible
causal factors, both genetic and
environmental
Be able to discuss the moral
and ethical issues associated
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Reinforce the idea that offspring inherit one allele of each gene
from each parent.
Students make a leaflet or information poster to explain how
Down’s Syndrome arises
Students look at simple animations to understand meiosis (details
of the stages of meiosis are not required)
How Science Works: Consideration of government policy on
smoking
http://www.cancerscreening.nhs.uk/bowel/
Proposal to issue home-testing kits for colon cancer. Discussion to
include the problem of false positives and false negatives.
Ethical issues relating to screening for cancer
Students discuss whether smokers should be forced to give up
smoking before receiving medical treatment, eg for lung cancer.
Discussion about value of possible testing for predisposition
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to distinguish between
benign and malignant tumours
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Student summary of
Student answers to
questions on
worksheet
15
Student contribution to
class discussion
16
Know that during meiosis the
diploid number of
chromosomes (2n) is reduced
to the haploid number (n)
Know that when the gametes
fuse at fertilisation to form a
zygote, the diploid number is
restored. This enables a
constant chromosome number
to be maintained from
generation to generation.
Know that sometimes errors
occur in the process of meiosis,
leading to inherited conditions
Be able to explain how nondisjunction leads to Down’s
Syndrome
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•
Copyright © 2008 AQA and its licensors. All rights reserved.
Know that during meiosis in
humans, cells containing pairs
of homologous chromosomes
divide to form gametes
containing one chromosome
from each homologous pair
•
with the legality of cigarette
smoking and the treatment of
diseases related to smoking
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student leaflet or
poster
meiosis
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5-7
Theories of
Lamarck and
Darwin
3.2.3. Where
we fit in the
world – what’s
in a name?
Be able to explain that a
species is a group of similar
organisms able to reproduce to
give fertile offspring
Be able to classify Homo
sapiens in terms of the
taxonomic hierarchy of
kingdom, phylum, class, order,
family, genus, species.
Know that originally
classification systems were
based on observable features,
but more recent approaches
draw on a wider range of
evidence to clarify phylogenetic
relationships between
organisms
Describe how biochemical,
anatomical, embryological,
immunological and behavioural
evidence is used in
classification.
Be able to evaluate the theories
of Lamarck and Darwin
Understand that individuals
within a species may show a
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Students interpret data and unfamiliar information to explain how
natural selection produces change in a population, eg copper
tolerance in grasses, warfarin resistant rats, peppered moths.
Could limit this to antibiotic resistance in bacteria.
Students work in groups to imagine Darwin was alive today, and
produce a blog of his views on natural selection. They then write a
virtual dialogue between Darwin and a fundamental creationist who
has read the blog.
Students make a ‘storyboard’ to explain the differences between
Lamarck’s and Darwin’s theories
Work of Kew Gardens to use DNA sequencing to classify
organisms – see http://www.kew.org/barcoding/index.html
Students evaluate data involving biochemical, anatomical,
embryological, immunological and behavioural evidence and use
this to assess the relationships between different organisms.
Students classify Homo sapiens
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that classification is
a means of organising the
variety of life based on
relationships between
organisms
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
17
Student contribution to
class discussion
Student answers to
data handling
questions
Students’ contribution
to group activity
Student storyboards
Student answers to
questions
Student evaluation of
data
18
Once there
were other
humans
Be able to explain how
Students build up a timeline showing the different hominids and any
evolutionary change over a long associated cultural artefacts
period of time has resulted in a
great diversity of forms among
Examination of replica fossil skulls if possible
living organisms
Examination of a modern human skeleton to understand features
Be able to explain how the
that are evidence of upright posture
fossil record provides evidence
for the process of evolution
Use of skulls (animal or human) to measure cranial capacity using
sand and measuring cylinders
Understand that fossil evidence
Examination of photographs of fossils and artefacts
can be dated by stratigraphy,
potassium-argon and carbon
How Science Works: reliability of evidence and methodology, and
dating
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•
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain how natural
selection and isolation may
result in changes in the allele
and phenotype frequency, and
lead to reproductive isolation
and the formation of new
species
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Be able to interpret data and
use unfamiliar information to
explain how natural selection
may produce change within a
population
This section can be worked into the human evolution story and
taught using human examples
Students look at pro-creation websites and pro-Darwin websites
(could look at the Church of the Flying Spaghetti Monster at
http://www.venganza.org/ but be sensitive to students with
particularly firm religious beliefs before using it)
Students explain how new species can arise, eg Darwin’s finches
•
wide range of variation;
predation, disease and
competition result in differential
survival and reproduction; so
that those individuals with a
selective advantage are more
likely to survive, reproduce and
pass on their alleles to the next
generation.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student contribution to
class discussion
Student contribution to
group work
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Show knowledge of the hominid
chronology including
Australopithecus, Homo
erectus, Homo habilis, Homo
neanderthalensis and Homo
sapiens.
Be able to describe the major
physical characteristics of early
hominids limited to evidence for
upright posture and cranial
capacity
Be able to understand evidence
of diet in early hominids
Understand that there are
different interpretations of
limited evidence, as exemplified
by Ramapithecus
Understand that cultural
evolution accompanied physical
change, including the
development of stone tools; the
control of fire; and the
interpretation of archaeological
evidence and possible uses of
artefacts
Understand the principal
characteristics of the huntergatherer way of life limited to
•
•
•
•
•
•
evaluation of limited evidence/data.
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to analyse, interpret
and evaluate evidence for and
against the theory of evolution
•
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20
8-10
Adaptations
to vigorous
exercise
Adaptations
of form
3.2.4.
Adaptations
to a way of
life – Human
adaptations
When supplied with suitable
information, be able to evaluate
adaptations of humans to their
environment and the
contributions of these
adaptations to increased
survival
Be able to explain the
advantages of the following
anatomical adaptations to
humans: bipedalism, opposable
thumb; skin colour; surface
area to volume ratios of
humans in different climates.
Be able to evaluate how
anatomical adaptations
contribute to survival
Be able to explain the
advantages of physiological
•
•
•
•
Student evaluation of data relating to changes in heart rate and
breathing rate
Students investigate how heart rate and breathing rate change
during exercise (see practical requirements at the end of the unit)
Students look at photographs of humans adapted to different
climates, eg Inuit, Negro, and discuss the adaptations they show
Students use sticky tape to bind their thumb to the adjacent finger
and then attempt different activities such as writing, using different
kinds of tools, picking up objects. Discussion on the benefits of an
opposable thumb.
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that humans have
adaptations to their
environment and their way of
life. These adaptations increase
the probability of survival in
their environment; successful
reproduction; and successful
reproduction by their offspring.
•
the size and structure of
groups; the range about a
home base; division of labour;
and group co-operation.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student design of
investigation and
discussion of its
Student contribution to
discussion
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Be able to explain the role of
the medulla in the brain and the
receptors in the lungs, aortic
bodies and carotid bodies in the
response of the breathing
system to increased muscular
activity
Be able to explain the role of
the medulla, pressure receptors
and chemoreceptors in the
walls of the aorta and carotid
sinuses in the control of the
heart rate and the response of
the heart to increased muscular
activity
Explain that cardiac output is
the product of heart rate and
stroke volume
Be able to explain the changes
in cardiac output with exercise
Be able to describe the
changes in energy sources
used by muscles during
exercise: glucose, glycogen
and triglycerides as sources of
•
•
•
•
•
Students discuss the contribution of different energy sources and
aerobic and anaerobic respiration to different sporting activities
such as a sprint, marathon running etc.
Discussion of data about how stroke rate and cardiac output
change during training
Calculations of cardiac output and heart rate
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain the control of
ventilation in humans, including
the role of the medulla in the
brain and the stretch receptors
in the lungs in the maintenance
of breathing
•
adaptations in humans
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Student contribution to
discussion
Student answers to
data handling
questions
limitations
22
11
Adaptations
of behaviour
Be able to describe the fate of
lactate
Understand the role of
haemoglobin in the carriage of
oxygen
Understand that people who
live at high altitude have
adaptations in terms of red
blood cells and haemoglobin
Be able to evaluate how
physiological adaptations
contribute to survival, when
supplied with suitable
information
Be able to evaluate the
advantages of behavioural and
•
•
•
•
•
Students research a variety of parasites and work out what they all
have in common.
Students try to teach another student a skill without using
language, eg making a note on a musical instrument, checking the
oil on a car and then evaluate the benefits of language
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain muscle
fatigue in terms of increase in
blood lactate and decrease in
blood pH
•
•
Student discussion of contribution of training at altitude for athletes
Be able to compare aerobic and and the illegal use of EPO and blood doping
anaerobic respiration as
Students evaluate unfamiliar data and information
sources of ATP for muscle
contraction, in terms of
Students look at photographs of expressions and see if they can
amounts of energy released
identify the emotion expressed
and products
energy for muscle contraction,
and ATP as the immediate
energy source. Note that no
details of respiration are
required.
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Student response to
data handling activities
Student contribution to
discussion
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Our parasites
are adapted
to us and our
domestic
animals
Understand how parasites have
evolved adaptations to their
environment and way of life,
and be able to describe the
principal adaptations of
parasites. (Just as humans
have evolved adaptations to
their environment, parasites
have also done so – but we are
their environment)
Be able to describe how
Toxocara is adapted to life as a
human parasite
Be able to describe how
parasites are adapted to
survive in the hostile
environment within the host;
have reduced locomotory and
other structures; and have
modified reproduction and life
cycles associated with infecting
a new host.
When supplied with suitable
•
•
•
•
Copyright © 2008 AQA and its licensors. All rights reserved.
When supplied with suitable
information, evaluate how
behavioural adaptations
contribute to survival
•
sociological adaptations of
humans: communication using
facial expressions;
development of language
during childhood; and extended
childhood.
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Student presentations
24
13 - 14
Making other
species work
for us
3.2.5. We
have changed
and are
changing our
environment –
the
development
of settled
communities
Know that the landscape and
ecosystems in the UK are the
result of human activities
Be able to explain how
deforestation produced arable
and grazing land
Understand how the New
Forest was created, and the
effects of draining wetlands
Be able to evaluate the
influence human activities have
had on the landscape, when
provided with appropriate
information
Understand how the cultivation
of crops and the domestication
of animals have led to surplus
food and the establishment of
larger settlements
Be able to explain how
selective breeding has led to
the development of cereals,
dogs and cattle
Be able to evaluate the impact
of human activities on
•
•
•
•
•
•
•
Students visit a local nature reserve to assess the impact of
humans on their environment
Students make summary posters to explain selective breeding
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Student presentations
Students research a project, eg reforestation or wetland draining,
and prepare a presentation to other students
Student posters
Student answers to
data handling
questions
Talk by a local countryside ranger or field visit
Students evaluate data
Student contribution to
class discussion
Examining maps of the UK showing vegetation at different times in
the past
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand the evidence for
early farming
•
information, evaluate the
adaptations of a parasite to its
human host.
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15-16
Revision
•
•
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that humans have
affected, and are altering, their
environment and that of other
organisms. This is changing
selection pressure and affecting
evolution.
biodiversity and the
environment
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3.4.1. IVF –
reproduction
and
contraception
1
26
Teaching
topic
Week
•
•
•
Students observe stages of meiosis and compare them with mitosis
Students produce summary posters
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
Use of models and video to show these events
Learning activities
Copyright © 2008 AQA and its licensors. All rights reserved.
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
material between
embryo and mother.
Understand the
Learning outcomes. Students
should
UNIT 4: BODIES AND CELLS IN AND OUT OF CONTROL
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Written homework
questions
Student posters
Questions and
answers
Assessment
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IVF
•
•
•
•
•
•
•
•
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 waoman whose oviducts are
blocked as a result of sexually transmitted diseases acquired through
previous promiscuity; etc.
Role play of doctor at IVF clinic and couple seeking help
Discussion of social impact of contraception in the UK
Students prepare leaflets to explain different forms of contraception to
clients at a family planning clinic
How Science Works: how basic research into the mechanism of control of
the menstrual cycle eventually led to the development of the contraceptive
pill
Copyright © 2008 AQA and its licensors. All rights reserved.
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
different forms of
contraception
Be able to evaluate
evidence about the
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student
contribution to
discussion or role
play
Student
contribution to
discussion
Student leaflet
28
•
•
•
Copyright © 2008 AQA and its licensors. All rights reserved.
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
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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4-5
3
Genetic
counselling
and Mendelian
inheritance
the effects of
diseases and
ageing
3.4.2. Growing
up, growing old
– patterns of
human growth
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
•
•
•
•
Students identify inherited conditions
Class discussion – perhaps role play of a primary Health Trust discussing
strategies to plan for the future
Students research incidence of these diseases with age
Data analysis
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.
Students plot graphs and explain their shape
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to describe the
pattern of growth of the
whole body,
reproductive organs and
brain from infancy to
childhood
•
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Student response
to class
discussion and
role play
Student research
Student answers
to data-handling
questions
Student analysis
of data
Questions and
answers
30
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
•
•
•
•
Students investigate data from genetic crosses and explain why they only
approximate to Mendelian ratios – to include human pedigrees
Nature’s dice available from the NCBE at Reading University
http://www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/dice.html
NOWGEN offer resources and practical activities
http://nowgen.org.uk/page/index.php?sid=4
Students prepare a leaflet to inform pregnant women about the possible
dangers of a rhesus negative woman having a rhesus positive baby
Students predict results of genetic crosses
Copyright © 2008 AQA and its licensors. All rights reserved.
Be aware that many
conditions needing
treatment, or with the
potential to need
treatment, are inherited
•
and treating diseases
associated with old age
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student
calculations
involving chisquared
Student produced
leaflet
Student work on
genetic crosses
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Variation in the
next
generation
Sex-linked
conditions and
their
inheritance
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
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
•
•
•
•
•
•
•
Students study human pedigrees involving sex linkage, eg Queen Victoria’s
family tree and haemophilia
Students research Duchenne muscular dystrophy
Students solve genetic problems involving sex linkage
There are simulations available for Drosophila
http://www-saps.plantsci.cam.ac.uk/prac_activ.htm
Students could carry out (or use secondhand data from) Mendelian crosses
with a suitable organism, eg fast-growing brassicas or Drosophila – analyse
results using chi-squared. Teachers need to be aware that these crosses
can take some time to set up and to get results. Refer to SAPS for rapid
cycling brassicas.
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.
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.
Students investigate ways in which embryos are screened
Role-play between a genetic counsellor and parents who are at risk of
having a baby with a particular condition such as CF
Talk by a genetic counsellor
Students apply chi-squared test to genetic cross data
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to apply the chisquared test to establish
the significance of any
differences from
predicted ratios
•
Mendelian ratios
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Student data
handling
31
Student
contribution to
class discussion
and role play
32
Where
variation
comes from
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
alleles
Be able to explain how
deletion and substitution
are causes of point
mutations
•
•
•
•
•
•
CD-rom of Mitosis and Meiosis demystified – see
http://www.eti.uva.nl/products/catalogue/cd_detail.php?id=187
Analyse data about possible genetic predisposition to develop a disease or
disorder, e.g. women with the BRCA1 or BRCA2 allele.
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.
Copyright © 2008 AQA and its licensors. All rights reserved.
Know that features
showing discontinuous
variation are categoric
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student data
analysis
Student data
handling
Student research
Student answers
to problems
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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
•
•
•
•
Students evaluate data from twin studies to assess the relative effects of
genes and the environment, including the limitations of such studies
Students research prader-Willi syndrome
Use beads to model random fertilisation and observe new combinations of
alleles
Use pipe cleaner or plasticine models to explain crossing over and
independent assortment
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that, in
meiosis, crossing over
and independent
assortment lead to new
combinations of alleles
•
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Student
evaluation of data
34
8-9
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
mRNA, tRNA and
ribosomes in translation
Understand that the
protein formed could be
an enzyme, a receptor
or a structural protein
Be able to understand
that transcription of
specific genes is
regulates
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
Be able to explain how
increased methylation of
•
•
•
•
•
Website of Epigenome Network of Excellence has many articles and links
Students produce models to explain gene regulation
Students make models to explain protein synthesis and present them to the
rest of the class
Use of animations and video clips, perhaps from the internet
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain that
the genetic code is a
triplet, universal, nonoverlapping and
degenerate code
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student-produced
models
Student produced
models
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Enzymes
control the rate
of reactions in
cells
DNA and
cancer
Be able to recall the
differences between
benign and malignant
tumours from their AS
study
Be able to explain the
role of tumour
suppressor genes and
oncogenes in controlling
the cell cycle
Be able to explain how
abnormal methylation of
tumour suppressor
genes and oncogenes
can lead to the
development of tumours
Be able to explain that
increased oestrogen
concentrations are
involved in the
development of some
breast cancers
•
•
•
•
See weblink above
Talk by visiting speaker from a local university or hospital
Data-handling exercises
Students research specific topics, eg how tamoxifen is useful in treating
breast cancer
www.epigenome.eu
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that gene
mutation can lead to the
formation of a nonfunctional protein, using
the CFTR protein in
cystic fibrosis as an
example
•
the DNA or decreased
acetylation of
associated histones
represses transcription
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Student answers
to data-handling
questions
Student answers
to questions on a
worksheet
36
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
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.
•
•
•
Talk by visiting speaker from a local university or hospital
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to evaluate
evidence showing
correlations between
environmental factors
and various forms of
cancer
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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10 - 11
Genetically
modified
organisms
3.4.4. New
genes for old –
recombinant
DNA
Be able to explain the
use of gene probes
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
Be able to explain how
sticky ends are
produced
Be able to explain how
the polymerase chain
reaction produces larger
quantities of DNA
Understand how
recombinant DNA is
transferred, including
the role of plasmids as
vectors; ligases; and
genetic markers to
identify genetically
modified organisms.
Understand the role of
gene libraries
•
•
•
•
•
•
Class discussion about selective breeding and gene technology
Students research the role of gene libraries
Students make a display about gene technology that would be suitable for
display in a supermarket to inform the public about GM organisms
http://www.ncbe.reading.ac.uk/NCBE/MATERIALS/DNA/ctpcrmodule.html
Students carry out PCR using water baths or visit a local venue where PCR
workshops are available
Demonstration of techniques using plasticine
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain how
recombinant DNA is
produced
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student produced
article
Student
presentations
based on
research
Student
contribution to
class discussion
Student report
produced as a
result of research
Student
contribution to
display
38
Genome
projects, what
they tell us and
what they don’t
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
Be able to evaluate the
concept of sanctity of
the species
Know that the human
•
•
•
DNA barcoding at Kew Gardens http://www.kew.org/barcoding/
Students look at the information available on the website of the Sanger
Institute at http://www.sanger.ac.uk/humgen/
How Science Works: how scientific knowledge informs public policy and
influences public opinion
Students write a newspaper article about the moral and ethical issues
relating to the production of GM organisms
Students research new strains and species of organisms produced using
gene technology, and evaluate their uses
Copyright © 2008 AQA and its licensors. All rights reserved.
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 describe how
selective breeding
programmes have been
used to create new
strains and species of
crop plants
•
•
Be able to evaluate
whether selective
breeding is ethically
different from the use of
modern gene
technologies
•
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Questions and
answers
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12 - 14
3.4.5. Drugs
can affect how
we perceive
the world
around us –
neurones and
nerve impulses
Dominoes to illustrate the wave of depolarisation passing along a nerve
axon or use Guinness advert at
http://www.youtube.com/watch?v=oiZuTkAk2js
Students make models of neurones, perhaps using plasticine and drinking
straws – particularly useful to show how Schwann cells form the myelin
sheath
Students research the production of the Plasmodium vaccine by the Sanger
Institute
Students research the benefits of sequencing genomes
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand the role of
the neurone membrane
in maintaining a resting
•
Understand the work of
the Sanger Institute in
producing a vaccine
against Plasmodium
•
Be able to describe the
structure of myelinated
sensory and motor
neurones
Be aware that
determining the genome
of simpler organisms
allows the proteome of
the organism to be
determined, and that
this may allow vaccines
to be produced against
pathogens
•
•
Be aware that the DNA
nucleotide sequences
have been determined,
but this does not
translate into a list of
genes coding for
proteins because there
is non-coding DNA and
there are regulatory
genes
•
genome has been
sequenced
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Student models
39
40
Perception and
drugs
Synapseswhere
neurones
communicate
Understand the
relationship between
intensity of stimulation,
size of generator
potential and frequency
of action potentials
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
Be able to describe the
effect of drugs on a
synapse
•
•
•
•
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 answer questions on the effect of unfamiliar drugs on the synapse
Students research the effect of drugs on the nervous system, e.g. using the
neuroscience for kids website at
http://faculty.washington.edu/chudler/neurok.html
Use of animations and video clips, perhaps from internet
Students examine electronmicrographs of synapses
Students produce summary information on a revision poster
Use of video clips and animations, perhaps from internet
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand the nature
and importance of the
refractory period in
producing discrete
nerve impulses
•
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
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student practical
report
Student answers
to questions
Student posters
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Detecting light
– the eye
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
•
•
•
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to predict and
explain the effects of
specific drugs on a
synapse, when provided
with information
•
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42
Perceiving –
the brain
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,
optic chiasma, lateral
geniculate nucleus,
•
•
•
See Neuroscience for kids website
http://faculty.washington.edu/chudler/smartd.html
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain the
role of rod cells and
cone cells in effecting
monochromatic and
trichromatic vision
Be able to describe the
structure of a human
eye and its transmissive
and refractive properties
in focusing an image on
the retina
•
•
ganglia
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Student
presentations
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15
3.4.6. Fight or
flight – anger
and fear
Be able to predict and
explain the effects of
specific drugs on
perception, when
provided with
information
•
Students compare nervous and hormonal control by producing a table of
comparisons
Discussion about how people react to threatening situations to describe the
flight or flight response
Students handle data based on unfamiliar information
Students research these theories and present their findings
Investigation of optical illusions
Students compare their ability to read a newspaper in bright and dim light
Colourblindness test cards or website such as http://www.toledobend.com/colorblind/Ishihara.html
Use of graphs showing wavelengths of light detected by the different cones
to predict the colour perceived by the brain
Labelling diagrams
Investigation of models
Dissection of an eye
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that the
nervous and hormonal
systems work together
to produce coordinated
responses to stimuli
which we perceive as
threatening or
frightening
Understand, in outline,
the ‘top down’ and
‘bottom up’ theories of
visual perception
•
•
Understand the role of
the brain in visual
perception
•
visual cortex)
demonstrate
lateralisation and
localisation of function
in the brain
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contribution to
discussion
43
Student answers
to data handling
questions
44
The role of the
nervous
system
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
general role of the
sympathetic and
parasympathetic
components of the
autonomic nervous
system and their
•
•
•
•
Annotation of suitable diagrams
Annotate diagrams showing effects of sympathetic and parasympathetic
systems on various organs
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain the
roles of the
hypothalamus,
sympathetic nervous
system and adrenal
gland in bringing about
the fight or flight
response
•
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Student answers
to questions on a
worksheet
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Muscle
contraction
The role of the
hormonal
system
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
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
•
•
•
•
Annotate diagrams
Students make paper models to understand the sliding filament theory – can
be done using bendy drinking straws
Students examine electron micrographs of muscle tissue
Given a picture of a joint, students predict the position of antagonistic
muscle pairs used to move the joint
Whilst looking at diagrams of antagonistic muscle pairs, students try the
movements and feel which muscles are contracting in their own body
Copyright © 2008 AQA and its licensors. All rights reserved.
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)
•
antagonistic effects
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Student ability to
appreciate
antagonistic
muscle pairs
46
16
hypothermia
3.4.7.
Hypothermia
and diabetes –
Homeostasis
Understand that
hypothermia is a
condition in which body
temperature falls below
•
Negative feedback diagrams
Discussion of central heating being controlled by a thermostat to explain the
principles of homeostasis and negative feedback
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand the principle
of negative feedback
and its role in restoring
systems to their original
levels
Be able to describe the
structure, location and
general properties of
slow and fast skeletal
muscle fibres
•
•
Understand that
muscles are effectors
•
Understand that
physiological control
systems operate in
humans to maintain the
internal environment
within restricted limits.
This is homeostasis.
Be able to describe the
roles of actin, myosin,
calcium ions and ATP in
muscle contraction
•
•
Be able to explain the
sliding filament theory of
muscle contraction
•
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Student research
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Diabetes – a
disease of our
times
Be able to describe the
role of positive feedback
as temperature
continues to fall
Be able to describe the
regulation of blood
glucose
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
•
•
•
•
•
•
Students test simulated urine samples (cold tea with glucose added) with
clinistix and Benedicts reagent.
Students analyse data relating to glucose levels, including responses by
individuals to the glucose tolerance test
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
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to explain the
normal processes
involved in
thermoregulation in a
mammal, including the
role of thermoreceptors
in the skin and
hypothalamus
•
35oC and normal
thermoregulatory
mechanisms fail
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Student leaflets
47
Student answers
to data analysis
questions
48
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
•
•
Students discuss government initiatives to reduce the incidence of type 2
diabetes.
Students analyse data relating to the correlation between life-style and the
incidence of type 2 diabetes
Use negative feedback diagram to explain
How Science Works: Students prepare an advisory leaflet about the causes
of type 1 and type 2 diabetes, and how they can be controlled. This should
include the health risks of untreated or undiagnosed diabetes
Copyright © 2008 AQA and its licensors. All rights reserved.
differences between
type 1 and type 2
diabetes and how they
may be controlled by
insulin, changes of diet
and lifestyle
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Student analysis
of data
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3.5.1. Human
impacts on
evolution
1-2
Evolution
Teaching topic
Week
•
•
•
•
•
•
•
•
•
•
Relate natural selection and speciation to evolution of humans as
studied at AS
Open University videos such as Rats and Super Rats
Investigate examples of natural selection in action, eg peppered moth,
warfarin resistance in rats, copper tolerance in grasses
Evaluating data from twin studies to ascertain the contribution of
genetic and environmental factors on phenotype
Learning activities
Copyright © 2008 AQA and its licensors. All rights reserved.
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 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
Be able to describe how
reproductive isolation of
populations can occur
Be able to explain how new
species form by allopatric
and sympatric speciation
Understand that human
Learning outcomes. Students
should
UNIT 5: THE AIR WE BREATH, THE WATER WE DRINK, THE FOOD WE EAT
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Student response
to data handling
Assessment
50
3-4
3.5.2. People
change
communities.
Ecosystems and
the stability of
populations
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
•
•
•
Design a niche – think of a ‘cool’ organism and research all the biotic
Students list physical and chemical factors that may affect organisms
Ecological fieldwork in a local site
Domestic cats – important predators in the UK
Students research specific examples, eg grey squirrel, Japanese
Knotweed etc and prepare presentations
Bioethics Education project website at
http://www.beep.ac.uk/content/127.0.html
Adaptations of various species to urban living, eg foxes
Copyright © 2008 AQA and its licensors. All rights reserved.
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
•
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.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student research
Student work
Fieldwork reports
Student
presentations
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Winners and
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; interand 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
appropriate information, be
able to evaluate evidence
•
•
•
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
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?
and abiotic factors that may affect it
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that, within a
habitat, a species occupies a
niche governed by
adaptation to food availability
and/or prevailing abiotic
conditions
•
of different species form
communities. These
communities are found in a
particular habitat and are
based on dynamic feeding
relationships.
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Student reports
51
52
GM organisms
losers
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
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 large-
•
•
•
•
•
Students investigate the nature reserves and habitats in their own
area.
Bioethics Education project website at
http://www.beep.ac.uk/content/127.0.html
GM Maize with herbicide resistance
Find out where GM soya and maize products are found.
Describe common features of wildlife in urban environments – why are
they survivors?
Compare urban and rural fox populations.
Competition between grey squirrels and red squirrels.
Consideration of widespread conifer plantations; removal of hedges;
drainage of wetlands – how these affect the size of populations due to
their effects on the availability of habitats and niches.
Copyright © 2008 AQA and its licensors. All rights reserved.
Explain that domesticated
and introduced plants and
animals affect natural
ecosystems through
competition with native
species
•
and make balanced
judgements between
meeting human demands
and the need to conserve the
environment.
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Student response
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4–5
3.5.3. Humans’
health can be
affected when
they change their
environment Diet, crops and
food allergies
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
•
•
•
There have also been effects on humans – for example, people with
allergies to the pollen of oil seed rape are at a severe disadvantage.
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.
Students evaluate data
Local countryside ranger visits school to talk to students.
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that there have
been changes in our diet
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
•
•
scale introduction of
genetically modified
organisms, as exemplified by
soya and maize
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53
Student produced
work
54
Allergies
Understand the concept of
hypersensitivity, limited to
hay fever, food allergies,
allergic asthma and hives as
examples of reactions
involving histamine
production
Understand that the allergen
leads to production of IgE
antibody by B cells
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
•
•
•
•
Students investigate the common ingredients of over-the-counter
remedies for the symptoms of allergies.
Find out about the use of an Epipen and prepare an informative
leaflet/poster about its use
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that allergic
responses produce illness,
and that allergens are
antigens that produce an
abnormal immune response
•
and make balanced
judgements about meeting
demands for certain crops
and the impact on human
health and well-being
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leaflet/poster
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Water pollution
and illness
Air pollution and
respiratory
illnesses
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 singlecelled parasite that causes
cryptosporidiosis. A resistant
•
•
•
•
Teacher carries out presumptive coliform test on different samples of
water as a demonstration, eg swimming pool; garden pond; river;
paddling pool.
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
Find out (in outline) how these work to counter anaphylaxis
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that pollution of
water by human activities
can lead to illness
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
•
•
Show knowledge of skin
tests for allergies, the use of
antihistamine to treat
allergies and adrenaline to
treat anaphylaxis
•
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7-8
3.5.4. Human
activities can
damage
ecosystems and
create new ones
Succession of microbeasties – leave a bowl of rainwater in a place
where it can be ignored and sample the microbeasties regularly
Evaluate the benefits of treating sewage and methods.
/cryptosporidiumenglish.pdf
How Science Works: Investigate outbreaks, eg on Anglesey and
subsequent legal actions. See
www.anglesey.gov.uk/upload/public/attachments/51
Examine life cycle diagrams
Find location of Blue Flag beaches and trends in standards.
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that ecosystems
are dynamic systems,
usually moving from
colonisation to climax
communities in a process
When provided with
appropriate information, be
able to evaluate the cost
implications of controlling
water pollution
•
•
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
•
form, the oocyst, is present
in the faeces of infected
animals and humans, and
can infect a new host.
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observations
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Student
contribution to
discussion
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Local wildlife
– succession
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. These sites
can be reclaimed to provide
habitats for flora and fauna,
as exemplified by species in
decline because of
urbanisation and intensive
agriculture
Understand that ecosystems
•
•
•
•
Field visit to a brown field site if there is a suitable site nearby. Local
Research diversity of species in brown field sites – in some towns
these can be a rich place for wildlife
Predict order of colonisation in flooded quarries or sand pits.
Observe a patch of soil in the area, eg where there is an abandoned
building and predict the sequence of colonisation
Copyright © 2008 AQA and its licensors. All rights reserved.
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
•
known as succession
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Waste disposal
should be
environmentally
sustainable
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 field
site
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
•
•
•
•
•
•
Research spread of fireweed or buddleia after World War 2. – or use
knotweed again
Research rare species that survive in cities
Use maps of local area to plot possible corridors
http://www.bath.ac.uk/biosci/biodiversity-lab/consbiol09b.pdf
SLOSS debate – is it better to have a single large or several small
nature reserves?
authority will often be able to help with this.
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that increasing
area by a factor of ten
approximately doubles the
number of species present
•
range in size from the very
small to the very large
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Student
contribution to role
Student
contribution to
discussion
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Understand that
microorganisms decompose
organic remains
Know that anaerobic bacteria
produce methane in landfill
sites, which can be collected
and used as fuel
Understand the Polluter
Pays principle: the polluter
pays for the direct and
indirect environmental
consequences of their
actions
When provided with
•
•
•
•
Observe compost heaps at different stages and what factors affect
rate of decomposition
Local recycling officer is usually willing to come and talk on these
issues.
Design questionnaires to find out how people want to spend money on
dealing with waste.
Make posters to explain the various disposal options to the public.
Compare figures for percentage of waste that gets recycled in different
countries
Role play to explore arguments for and against the building of
incinerators
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand the waste
hierarchy: waste should be
prevented or reduced at
source; waste materials
should be re-used; waste
materials should be recycled
and used as a raw material;
waste that cannot be re-used
should be used as a
substitute for non-renewable
energy sources; and only
waste that cannot be treated
in any of the above ways
should go to landfill
•
most benefit or least damage
to the environment as a
whole, at an acceptable cost
in both the long and the short
term
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Student
observations
59
Student produced
posters/
questionnaires
play
60
12 - 14
3.5.5. Plants can
reduce the
impact of the use
of fossil fuels on
climate change –
carbon footprint
Be able to describe how their
primary contributions are
calculated; how their
secondary contributions are
calculated; how household
contributions can be
•
Research the carbon offsetting done by airlines or bands – evaluate
whether these are genuine and adequate.
Find out how many trees are equivalent to different activities
=9015627&contentId=7029058
ww.bp.com/extendedsectiongenericarticle.do?categoryId
Calculate own carbon footprint and compare it with that people from
other countries eg
Practise cost-benefit analysis studies
Investigate companies that advertise they will take your old item away,
and find out what they do with it
Research explosions from untapped sites
Bury leaf discs in soil in different size mesh to see how quickly the leaf
discs decompose
Copyright © 2008 AQA and its licensors. All rights reserved.
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
•
appropriate information, be
able to evaluate all the cost
implications of pollution.
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Student research
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Plants remove
carbon dioxide
from the
atmosphere
Our climate is
changing
Understand that the climate
of the United Kingdom is
getting warmer, which affects
the distribution of plants and
animals
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
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
•
•
•
•
•
Research changes we may expect to see in native species and
present information as a poster
Investigate phenology data on Kew Gardens website
http://www.kew.org/wild/phenology/
Investigate changes in the environment, eg the sub Arctic mountain
top ecosystem in the Cairngorms is shrinking because of warmer
conditions
Investigate ‘invasions’ from mainland Europe and fears of ‘new’
diseases eg blue tongue
Brainstorm carbon storage options, eg seeding the oceans with iron.
Evaluate different carbon offsetting schemes in terms of cost, benefit
to wildlife and the environment.
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that the burning
of fossil fuels produces
greenhouse gases
•
reduced; and how carbon
emissions can be off-set
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contribution to
discussion
61
62
Biofuels reduce
the use of fossil
fuels
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
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)
Explain how tree-planting is
used to off-set carbon
emissions, and that carbon is
sequestered in the biomass
of trees.
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
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Find out about carbon sources and sinks. Compare different
communities in the UK, eg new forest, mature forest, peat land.
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.
Rate of photosynthesis investigations using Elodea or Cabomba or
algal balls. See SAPS website at http://www-saps.plantsci.cam.ac.uk/
Evaluate the ethical issues associated with vegetarianism and meateating in terms of land used per person and energy efficiency
Investigate the factors that might increase photosynthesis
Copyright © 2008 AQA and its licensors. All rights reserved.
Be able to consider
quantitatively the efficiency
of energy transfer between
trophic levels
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Student research
Student analysis of
data
Student
contribution to
discussion
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Respiration adds
carbon dioxide to
the atmosphere
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
dioxide emissions
Understand that ATP
provides the immediate
source of energy for
biological processes, and
that all cells and organisms
respire
Know that, in respiration
glycolysis is anaerobic and
takes place in the cytoplasm;
the remaining steps take
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Discuss whether biofuels really are carbon neutral when you consider
harvesting, cultivation, transporting them, etc.
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
Investigate the area of land needed to produce any significant amount
of biofuel
Discuss the ethics of growing plants as biofuels when some people do
not have enough food to eat
Design a crop plant for biofuel use (imaginary) – what features would it
have? Present as a poster
Copyright © 2008 AQA and its licensors. All rights reserved.
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
•
fermentation of plant
material, used as a petrol
substitute or additive
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
Student
contribution to
discussion
Student posters
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The ecology of
the skin
3.5.6. People
and their
microorganisms
– the human
ecosystem
Know that the human body
supports populations of
bacteria and fungi
Understand that these
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
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•
Investigate the effect of different antiseptics/face washes on lawns of
Review AS work on probiotic foods
Find out why newborn babies are given an injection of vitamin K
Consider human skin in terms of an ecosystem – synoptic with start of
the unit
Place hand on agar plate and culture microorganisms (subject to
carrying out a suitable risk assessment)
Compare the number of cells in a human with the number of cells of
other organisms living in or on us
Consider specific ecosystems that vary in size
Annotated diagrams of the different stages of respiration
Investigate the factors affecting rate of respiration of any suitable
organism. (See practical requirements at the end of the module)
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that ecosystems
range in size from the very
large to the very small
•
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.
Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student practical
work
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The ecology of
the gut
Know that acne vulgaris is
caused by Propionibacterium
acnes growing in and near
sebaceous glands in the skin
Understand that 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
Be able to analyse and
interpret experimental
evidence from microbial
growth investigations.
Understand that the human
gut supports populations of
bacterial species which form
a bacterial community
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•
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•
•
bacteria
Copyright © 2008 AQA and its licensors. All rights reserved.
Explain that a number of skin
conditions are caused by
bacteria
•
many microorganisms
including Staphylococci,
Micrococci, Corynebacterium
and fungi, such as yeast.
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Antibacterial
resistance
When provided with
appropriate information, 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.
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•
•
Research alternatives to antibiotics, eg bacteriophage treatments
Prepare a leaflet for the general public about ‘Don’t ask for antibiotics’
Research ‘last resort’ antibiotics and the appearance of resistance to
these.
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?
Find out why farmers use antibiotics
The use of antibacterial agents such as bleach and disinfectants in the
home – survey of commonly used active ingredients
Research the different species of bacteria used in probiotic foods
Link between use of antibiotics and diarrhoea
Copyright © 2008 AQA and its licensors. All rights reserved.
Understand that human
actions can change this
community and adversely
affect the functioning of the
gut
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Teacher Resource Bank / GCE Human Biology / Schemes of Work / Version 1.0
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Student research
Student leaflet
Student research