Topic 7 FOCUS QUESTIONS

Less
on
Area of
specifcation
covered
Links
with past
topics
GCSE/AS
level
Focus questions
(green !ore
challenging" red
closed questions/less
challenging#
$isconceptions %e&
voca'ular&
1 3. describe the structure and
function of sensory, relay
and motor neurones
including the role of
Schwann cells and
myelination
14. The way in which
muscles, tendons, the skeleton
and ligaments interact to
enable movement, including
antagonistic muscle pairs,
extensors and flexors;
!S" #$
antagonistic
pairp.%1,
ligaments,
&oints, muscles,
synovial fluid
p.1'(%)
p.%*(%$ Torn
ligaments and
tendons + ,-!"
treatments.
.owever, in /%,
focus is on
surgery.
0!S" Separate
Science
Textbook1
() *hat connects the
!uscle to the 'one+
,) E-plain wh& !uscles
occur in antagonistic
pair)
.) *hat is a /oint+
0) *hat is a s&novial /oint+
1) 2hat are the roles of the different
structures in the synovial &oint3
2) 2hat is a cruciate ligament3
3) !an - explain the benefits of
keyhole surgery to repair
damaged cruciate
ligaments3
4) explain the benefits of
keyhole surgery over
previous treatments
/lways define antagonistic
pair according to !S"
knowledge which means
they will miss marks.
4ust explain 5% as+
muscles cannot
extend themselves
antagonistic muscle
allows control of
movement
muscle,
antagonistic pair,
joint, synovial
joint, tendon
ligament,
synovial fuid,
cartilage,
extensor, fexor,
ball and socket
joint, gliding
joint, pivot joint,
hinge joint,
cruciate
ligament,
keyhole surgery
2 14.
the contraction of skeletal
muscle in terms of the sliding
,ecap 6esson 1
4yofibril
structure,
S5A65E6
() E-plain wh& two sets of
the iris !uscles need to
'e antagonistic)
7ften confuse the roles of
different parts in sliding
filament theory
muscle, sliding
filament theory,
actin, myosin,
1
Topic 7 FOCUS QUESTIONS
filament theory, including the
role of actin, myosin,
troponin, tropomyosin,
calcium ions 0!a
%8
1, /T9 and
/T9ase.
1'.
The structure of a muscle fibre
/ction of /ctin
and 4yosin
filaments.
/T9 : &ob /S
#iology
Topic % ;nit 1
0covered under
function of
mitochondria1
.ydrolysis :
definition
covered in /S
#iology Topic 1
;nit 1
,) *hat is the !&of'ril
and sarco!ere !ade up
of+
.) Are sarco!eres
arranged hori7ontall& or
verticall&+
0) 8dentif& the di9erences
'etween actin and
!&osin fla!ents
1) *hat is the : line+
6. What is the difference
in arrangement of actin and myosin
filaments when muscle is RELAXED
and FULLY CONRACED?
7. Relate these diagrams to
explain the length of
muscle when muscle is
contracted and relaxed
e.g. Muscle contracted,
it looks shorter
because...
. !hat is the role of actin,
myosin, troponin,
tropomyosin, calcium
ions, "#$ and "#$ase in
sliding %lament theory&
'. !hat is di(erence
-n particular that !a%8 ions
attaches to troponin
molecule to move it which
means tropomyosin binding
sites will be exposed
4yosin heads bind with
actin forming cross bridges
making /T9
tro!onin,
tro!omyosin,
calcium ions,
A", A"ase,
contraction
%
Topic 7 FOCUS QUESTIONS
between "#$ and
"#$ase&
)*.+xplain skeletal muscle
contraction using the
sliding %lament theory
and ensuring you
include the roles of
actin, myosin, troponin,
tropomyosin, calcium
ions, "#$ and "#$ase
3a+b
Forme
rly
Lesso
3+4
,ou
will
%nd )
double
lesson
is not
enoug
h to
ensure
every
pupil
has
achiev
ed
1!.
The overall reaction of
aerobic respiration as
splitting of the respiratory
substrate (e.g. glucose) to
release carbon dioxide and
reuniting of hydrogen with
atmospheric oxygen with the
release of a large amount of
energy; how phosphorylation
of ADP reuires energy and
how hydrolysis of ATP
provides an
accessible supply of energy for
biological processes; the roles of
glycolysis in aerobic and
anaerobic respiration, including
the phosphorylation of hexoses,
the production of /T9, reduced
coen<yme and pyruvic acid
#4 /erobic
respiration and
/naerobic
respiration :
what it is and
conditions
re=uires,
differences in
both chemical
reactions and
where it takes
place
/S #iology
Topic > +
structure and
function of
mitochondrion
() *here does aero'ic
respiration take place+
,) *hat is aero'ic
respiration ; s&!'ol
equation+
.) *h& is aero'ic
respiration known as
car'oh&drate o-idation+
0) *h& is aero'ic
respiration actuall& a
series of che!ical
reactions and not one
che!ical reaction+
1) 8s A5< !olecule an
energ& store or energ&
carrier+
2) *rite the equation for
A5< h&drol&sis and A5<
for!ation)
3) E-a!ples of 'iological
!olecules that can 'e
used as respirator&
su'strate+
/ll misconception comes
from understanding the
breakdown and rebuilding o
molecules in glycolysis and
its purpose
-ts very chemistry based.
Spend time and break it
down.
;se plasticine models
/nd some toothpricks to
build them
aero#ic
res!iration,
anaero#ic
res!iration,
glycolysis,
decar#o$ylation
,
dehydrogenation
, su#strate
le%el
!hos!horylation,
A", AD", "i,
Lin& reaction,
're#(s
cycle, O$idati%e
!hos!horylation,
>
Topic 7 FOCUS QUESTIONS
unders
tandin
g
Topic 1 +
examples of
respiratory
substrate
4) *h& is gl&col&sis called
sus'strate level
phosphor&lation+
=) >ow !an& A5<
!olecules are !ade and
used up in gl&col&sis+
(?)*hat is the net nu!'er
of A5< !olecules !ade
in gl&col&sis+
(()>ow !an& p&ruvate
!olecules are !ade at
end of gl&col&sis+
(,)!hat molecule stores the
high-energy electrons .and
hydrogen/ removed from
glucose in glycolysis&
(.)!hy can glycolysis be
described as anaerobic&
(0)!hat are advantages and
disadvantages of
glycolysis&
electron
trans!ort chain
4 1".
The role of the #rebs cycle in
the complete oxidation of
glucose and formation of
carbon dioxide 0!7%1, /T9,
reduced ?/@ and reduced
A/@ 0names of other
compounds are not re=uired1
and respiration is a many(
stepped process with each step
controlled and catalysed by a
specific intracellular en<yme;
/S #iology
Topic > +
structure and
function of
mitochondrion
/% Topic $
6esson >a8b
Topic $
() *hat is a !eta'olic
pathwa&+
,) *hat !olecule can
regulate these t&pe of
reactions+
.) >ow do en7&!es
regulate these t&pe of
reactions+
0) 8n the c&cle" wh& has
the @u!'er of car'on
ato!s in the co!pound
decreased '& ( car'on
ato!+
1) *hat is this process of
"asier !oncept to
understand.
Students do not have to
know names of !arbon
compound in the cycle.
#est Strategy(
"xplain cycle. 6ots of /A6(
see 9revious column
@ifferentiated task(
!yru%ate,
en)ymes, 're#(s
cycle, co*en)yme
A,
decar#o$ylation,
dehydrogenation,
hydrogenation,
hydrolysis,
condensation
reaction,
!hos!horylation,
4
Topic 7 FOCUS QUESTIONS
re!oval of car'on
dio-ide called+ *here in
the %re'As c&cle+
2) *hat are the roles of
@AB and FAB+
3) 8f >&drogen is re!oved
fro! a co!pound" what
is the process called+
*here in the %re'As
c&cle+
4) >ow !an& A5<
!olecules are
generated+ *here in
the %re'As c&cle+
=) *hat is na!e of en7&!e
that helps to
regenerate 0C to 2C
co!pound in %re's
c&cle+
(?)8n ( turn of %re's c&cle"
su!!arise how !an&
A5<" CC," 6educed @AB
and FAB are generated+
(()For ever& ( glucose
!olecule" su!!arise
how !an& A5<" CC,"
6educed @AB and FAB
are generated in %re's
c&cle+
See folder de!hos!horylation
,
acetate,
trans!orter,
mitochndrial
matri$,
mitochondrial
mem#rane,
electron
acce!tors, Lin&
reaction
! 1".
the synthesis of /T9 by
oxidative phosphorylation
associated with the electron
/S #iology
Topic > +
structure and
function of
() *hich ke&words can
descri'e A5< for!ation
and h&drol&sis+
,) *hat does
phosphor&lation !ean+
5uestions usually arise in 4(
* mark =uestions which
students often find hard. -t is
usually to do with literacy.
O$idati%e
!hos!horylation+
,nner
mitochondrial
B
Topic 7 FOCUS QUESTIONS
transport chain in
mitochondria, including the
role of chemiosmosis and
/T9ase
mitochondrion
/% Topic $
6esson >a8b, 4
Topic $
.) *hat does o-idative
!ean+
0) *hat does Do-idative
phosphor&lationA !ean+
1) *here does o-idative
phosphor&lationA take
place+
6 .At complex 1 protein molecule,
NADH rea!s down to NAD, H",
electrons. What is the name of
the reaction ta!ing place here?
#. At complex $ protein molecule,
%ADH rea!s down to %AD, H",
electrons. What is the name of
the reaction ta!ing place?
&.. 'his is an electron transport
chain, (ust li!e you saw in )*
stage of +hotosynthesis. ,o, as
electrons
mo-e down the electron transport
chain, what do they release?
.. What is released in step /, can
e used to transport H" ions
across the *00. What method of
transport
is this?
11. A uild up of H"ions here
means it sets up an
They find it difficult to
connect that if oxygen is not
present than ,educed A/@
and ?/@ cannot be
oxidised and therefore
?/@ and A/@ will not be
regenerated to use again in
glycolysis and krebs cycle.
/gain, a lot of !hemistry,
so needs to be broken down
so that students can
remember the logical order
in explaining events during
oxidative phosphorylation.
mem#rane, conc
gradient, Acti%e
trans!ort, A"
synthase, A",
AD", final
electron
acce!tor,
electron
trans!ort chain
*
Topic 7 FOCUS QUESTIONS
2electrochemical gradient.2 What
does it mean?
11.At the last electron acceptor,
3H""3e4"5
$

446 H
$
5. 5xygen here
is a final electron acceptor. What
is the purpose of 5xygen here?
1$.H" ions mo-e down the
gradient through the A'+
synthase en7yme. *t loses some
energy to form a ond
etween AD+ and +i to form A'+.
'his is !nown as oxidati-e
phosphorylation. What does this
mean?
Aor 5 *(1%, related to flipchart task
"
$espir
a%io
re&ie'
Ca (se %)is lesso *or
re&ie'. +epe,s o class
ee,s.
7
CO$E
-$.C
TIC.L
1!.
Describe how to investigate
rate of respiration practically.
6esson >(B
/% #iology
Topic $
() *hat is the purpose of
soda li!e+
Q2 Why did the liquid move? Explain in
detail what happens to the oxygen
molecules, the
carbon dioxide molecules and the
pressure in the tube.
Q3 It would have been better to set up a
second, control tube that did not contain
living organisms but had everything else
Start the practical very early
into the lesson as it will take
the whole double.
,e=uest @erek to set up gas
syringes and instruct him
what time you need him. .e
will need to be present the
$
Topic 7 FOCUS QUESTIONS
the same.
a What could cause a movement of the
liquid in the control tube towards the
respirometer?
b What could cause a movement of the
liquid in the control tube away from the
respirometer?
c What could you do to correct your
estimate of oxygen uptake if the liquid in
the control had moved?
Q4 a uggest why a range of mean
oxygen uptake results are obtained by
the class.
b uggest what could be done to reduce
the range of results, making the results
more precise.
whole lesson.
-t is very straightforward.
.owever, difficult to work
out percentage gases, so
best to ask them to predict
what will happen to rate of
breathing in pure 7% and
after pure !7%. They should
&ustify their prediction and
write what they found out.
reat experiment to focus
on writing their evaluation.
/ 1".
the fate of lactate after a
period of anaerobic respiration
in animals.
/% #iology
Topic $ 6esson
>a8b
#4
Aermentation
() >ow is lactate for!ed+
,) E-plain wh& lactate
'uild up can disrupt
en7&!e action)
.) E-plain e-&gen de't)
0) At the start of e-ercise"
where does our 'od&
gets its energ& fro!+
>ow+
1) State which energ&
s&ste!
a# a cheetah will use in
its sprint to catch
pre&
'# wilde'eest will use
during the !a/orit&
of its !igration)
O$ygen de#t,
hydrogen ions
conc, !-,
fermentation,
creatine
!hos!hate,
instant energy,
A"."C system
C
Topic 7 FOCUS QUESTIONS
0
-rac%ic
al
base,
1/.
1o' &aria%ios i
&e%ila%io a, car,iac
o(%p(% eable rapi,
,eli&ery o* o2y3e %o
%iss(es a, %)e remo&al o*
carbo ,io2i,e
*rom %)em4 icl(,i3 )o'
%)e )ear% ra%e a,
&e%ila%io ra%e
are co%rolle, a, %)e
roles o* %)e car,io&asc(lar
co%rol
ce%re a, %)e &e%ila%io
ce%re.
/S #iology
.ear t Structure
Topic 1 ;nit 1
6esson %8>
!ardiac !ycle
Topic 1 ;nit 1
6esson *
DS> as
exchange
() *hat is aero'ic
capacit&+
,) Can 8 calculate aero'ic
capacit&+
.) *hat is aero'ic ftness+
0) 8s aero'ic capacit& the
'est !easure of ftness+
1) *hat is cardiac output+
2) Can 8 calculate cardiac
output+
3) *hat is the e9ect of
e-ercise on cardiac
output+
4) 8s ever&oneAs Cardiac
Cutput the sa!e+
=) Can 8 e-plain the
'iological !echanis!s
which 'rings a'out the
changes in the
ventilation and cardiac
output+
9ractical is fun(can find
metronome to use online.
/gain =uickly establish and
go into the practical work.
@o set a time.
/sk every group to compare
and answer 5C. Think of
reasons why.
aero#ic ca!acity,
cardiac out!ut,
stro&e %olume,
e$ercise,
calculate
15 17.
Car,iac m(scle is
myo3eic6 %)e ormal
elec%rical ac%i&i%y o*
%)e )ear%4 icl(,i3 %)e
roles o* %)e sioa%rial o,e
7S.N84 %)e
a%rio&e%ric(lar o,e
7.9N8 a, %)e b(,le o*
1is4
/S #iology
!ardiac !ycle
Topic 1 ;nit 1
6esson *
() *h& are cardiac !uscle
cells descri'ed to 'e
D!&ogenicA+
,) Bescri'e and e-plain
the cardiac c&cle)
.) *hat are the roles of
SA@ and AE@+
0) *hat is depolarisation+
1) *h& is it i!portant that
the i!pulse is dela&ed
at AE@+
2) *here is the non
conducting la&er of the
-dea of impulse delay at
/E?
2hat depolarisation is as it
is explained in Topic C and
not in Topic $
Atrial systole,
%entricular
systole,
myogenic, cardiac
cycle, /AN,
A0N, #undle of
-,/, "ur&in1e
fi#res,
de!olarisation
'
Topic 7 FOCUS QUESTIONS
heart+
3) *here are the SA@ and
AE@ located+
11. 17.
)o' %)e
(se o* elec%rocar,io3rams
7EC:s8 ca ai, %)e
,ia3osis o*
car,io&asc(lar ,isease
7C9+8 a, o%)er )ear%
co,i%ios.
/S #iology
!ardiac !ycle
Topic 1 ;nit 1
6esson '
#% !E@ ,isk
factors
/% #iology
Topic $ 6esson
1)
() *hat is an ECG+
,) 8dentif& the <" <6" F6S
and 5 wave on the ECG
trace)
.) 6elate the di9erent
parts on an ECG trace to
events in the cardiac
c&cle)
0) Calculate heart rate
using data fro! an ECG
trace)
1) 8dentif& the following
conditions ('rad&cardia"
tach&cardia and
arrh&th!ias# fro! an
ECG trace)
2) *ith evidence suggest
wh& that ECG trace
shows that the person
is su9ering fro!
'rad&cardia or
tach&cardia)
Students need to be
modelled how to use "!
trace to calculate heart rate
EC2, heart rate,
cardiac cycle, ",
"R, 3R/ and
4a%e of EC2,
#radycardia,
tachycardia,
arrhythmia
12
CO$E
-$.C
TIC.L
1/
1o' %o i&es%i3a%e %)e
e**ec%s o* e2ercise o %i,al
&ol(me a,
brea%)i3 ra%e (si3 ,a%a
*rom spirome%er %races.
/% #iology
Topic $ 6esson
1)
5+ *hat is a spiro!eter
trace+
6+ *h& can a spiro!eter
trace 'e useful+
7+ *hat data can &ou
o'tain fro! a
spiro!eter trace+
8+ *hat is the purpose of
/ lesson of % parts.
Know how a spirometer
works and know how to
extract data to make
calculations from a
spirometer trace.
idal %olume,
#reathing rate,
minute %olume,
%ital ca!acity,
residual %olume
1)
Topic 7 FOCUS QUESTIONS
soda li!e in the
spiro!eter+
9+ Bescri'e how &ou would
use a spiro!eter to
!easure a personAs
vital capacit&)
:+ *hat are the !eaning
of the ter!sG idal
%olume, #reathing rate,
minute %olume, %ital
ca!acity, residual
%olume;
<+ Can &ou identif& or
calculate the following
ter!s (idal %olume,
#reathing rate, minute
%olume, %ital ca!acity,
residual %olume= fro! the
spiro!eter trace+
>+ "xplain the effects of
exercise on tidal volume and
breathing rate using data
from the spirometer trace.
Know how a spirometer
works
1. 2atch video(stop
and ask 5uestions
know how to extract data to
make calculations from a
spirometer trace.
4odel
;se S%S
@o many examples from
exam paper as students can
find determining vital
capacity with trace difficult,
so students must remember
how to do the steps
13 1/.
.ow variations in ventilation
enable rapid delivery of
oxygen to tissues and the
removal of carbon dioxide
from them, including how the
ventilation rate are controlled
/% #iology
Topic $ 6esson
1%
() *here is the ventilation
centre located+
,) *hat is the role of the
ventilation centre+
.) E-plain the !echanis!
'& which inhalation and
e-halation takes place)
Students en&oy this lesson.
et them to make
flowcharts and answer
5uestions
0entilation
centre,
sym!athetic,
!arasym!athetic
ner%e, autonomic
11
Topic 7 FOCUS QUESTIONS
and the roles of the
cardiovascular control centre
and the ventilation centre.
0) *hat detects changes
in the >H con in the
'lood+
1) *h& does 'reathing
deepl& !aintain a steep
CC, conc 'etween
alveolous and 'lood
capillar&+
2) E-plain the changes
that 'ring a'out the
change in ventilation
rate during e-ercise)
ner%ous sytem,
intercostals
muscles, inhale,
e$hale, car#onic
acid,
chemorece!tors,
%entilation,
14 10.
the structural and
physiological differences
between fast and slow twitch
muscle fibres;
/% #iology
Topic $ 6esson
%
Structure of
muscle fibre
5+ Are all !uscle
f'res the sa!e+ 8f I/@"
wh&+
6+ *h& is &our
aero'ic capacit&
di9erent fro!
ever&oneAs else+
7+ Co!pare and
Contrast Slow 5witch
and Fast 5witch f'res
wrt structure" function"
o-&gen uptake and
location)
8+ suggest why 0#
and 1# M1 are
distributed in a certain
http+FFwww.youtube.comFwa
tch3vG,$d!i1r74=4
http+FFwww.youtube.comFwa
tch3vG1SEw1lrlsf5
51 G #- 5;"ST-7?
5>G task using videos
fast t4itch
muscle fi#res,
slo4 t4itch
muscle fi#res,
myoglo#in,
A", anaero#ic
res!iration,
aero#ic
res!iration,
sarco!lasmic
reiculum,
mitochondria,
fatigue
1%
Topic 7 FOCUS QUESTIONS
way in the mackeral.
.hint 2 think how %sh
swim/
9+ E-plain wh& S5
!uscle f'res are
fatigue resistant" 'ut
not F5 !uscle f'res
:+ E-plain wh&
there is less
sarcoplas!ic
reticulu! in S5$F
<+ E-plain wh&
!&oglo'in
advantageous to
S5$F)
1!. 10.
the principle of negative
feedback in maintaining
systems within narrow limits.
25.
The concept of homeostasis
#% 6esson *
.omeostasis,
negative
feedback
!S" #$
Thermoregulati
on
() *hat is
ho!eostasis+
,) *hat is negative
feed'ack s&ste!+
.) *hat is
ther!oregulation+
0) E-plain the e9ect of
actions of the heat
gain and heat loss
centre in
ther!oregulation)
1) E-plain the negative
feed'ack s&ste!
using
Straightforward topic.
.owever, a lot of students
have forgotten what they
have learned in #% and #$.
hermoregulation
, rece!tors,
homeostasis,
negati%e
feed#ac&,
hy!othalamus,
%asoconstriction,
%asodilation,
shunt %essel,
radiation,
1>
Topic 7 FOCUS QUESTIONS
ther!oregulation as
an e-a!ple)
2) Co!pare and
contrast
vasoconstriction and
vasoldilation
3) *hat is a shunt
vessel+
4) *hat is the role of
h&pothala!us in
ther!oregulation+
=) Bi9erentiate the
wa&s that energ& can
'e transferred)
conduction,
con%ection,
e%a!oration,
stimulates,
inhi#its
1" a,
17.
%).
The concept of homeostasis
and its importance in
maintaining the body in a state
of dynamic e=uilibrium during
exercise, suppression of the
immune system1 and
exercising too little 0increased
risk of obesity, coronary heart
disease 0!.@1 and diabetes1,
recognising correlation and
causal relationships
/% #iology
Topic *
6esson *8$
0?on specific
and Specific
-mmune
,esponse1
() *hat is di9erence
'etween correlation and
causation+
,) <)(4( F3).= *hat does
the data suggest a'out
upper respirator& tract
infections related to
e-ercise+
.) E-plain the di9erences
'etween correlation and
cause using Figure 3)20
p)(4(+
0) *hat is di9erence
'etween specifc and
non specifc i!!une
response+
1) *hat are the roles of T
Diller cells, T helper cells,
phagocytes, # cells3
2) E-plain the di9erence in
Students should review
difference in specific and
non specific response and
roles of T Diller cells, T
helper cells, phagocytes, #
cells
E$ercise,
immunity, non
s!ecific, s!ecific
immune res!onse,
Natural 'iller
cells, !hagocytes,
? cells, hel!er
cells, correlation,
cause
14
Topic 7 FOCUS QUESTIONS
!oderate and vigorous
e-ercise on i!!unit&
3) Suggest wh& !oderate
e-ercise enhances
i!!unit&" whereas
e-cessive e-ercise
suppresses i!!unit&)
4) <)(43 *hat are the
positive 'enefts of
e-ercise+
1/ %1.
two ethical positions relating
to whether the use of
performance(enhancing
substances by athletes is
acceptable; how genes can be
switched on and off by @?/
transcription factors including
hormones.
/S #iology
Topic > 6esson
11 0lac operon1
.ormones #4
() *hat are hor!ones and
where are the& !ade+
,) 6ecall how genes are
switched on and o9
using lac operon as &our
!odel
.) *hat are B@A
5ranscription factors+
0) Co!pare and contrast
steroid and peptide
hor!ones)
1) E-plain how a
5ranscription factor !a&
recognise a particular
stretch of B@A)
2) 0uggest how
erythropoietin .epo/
production might be
shut down when oxygen
levels in the blood are
normal
3) !an - explain how different
type of performance enhacing
drugs 4or&;
hormone, gene
expression, DNA
transcription
factor,
testosterone,
anaolic steroids,
ethics, creatine,
amino acids,
muscle wasting,
eryththropoietin,
hormone, anaemia,
thromosis
1B
Topic 7 FOCUS QUESTIONS
4) +xplain how high levels
of +$3 could result in
thrombosis
=) E-plain the positive
use of E<C)
(?)E-plain how E<C can
'e used to enhance
perfor!ance)
(()Bescri'e the danger
of using E<C to
enhance
perfor!ance)
(,)*hat is testosterone+
(.)E-plain whether
natural or s&nthetic
ana'olic steroids are
!ore e9ective)
(0)E-plain the positive
use of ana'olic
steroids)
(1)E-plain how ana'olic
steroids can 'e used
to enhance
perfor!ance)
(2)*hat is Creatine+
(3)Suggest the 'eneft
and disadvantage of
using Creatine
(4)Suggest wh& creatine
is not 'anned)
(=)!an - outline the ethical
positions of using
1*
Topic 7 FOCUS QUESTIONS
performance enhancing
drugs&
,?)4t is sometimes claimed
that outstanding
athletes are born, not
made. +xplain whether
you agree with this view.
1$