KS4 BIOLOGY SCHEME OF WORK

AQA GCSE SCIENCE BIOLOGY UNIT 1 B1a

B1.1.2 - HOW OUR BODIES DEFEND THEMSELVES AGAINST INFECTION
FIRST 13 LESSONS SHOULD BE TAUGHT IN YEAR 9!?
Lesso
n
1

Learning Objectives
Microorganisms that
cause infectious disease
are called pathogens.
Bacteria and viruses may
reproduce rapidly inside
the body and may produce
poisons (toxins), which
make us feel ill. Viruses
damage cells in which they
reproduce.
The body has different
ways of protecting itself
against pathogens
When growing microbes
the lid of the Petri dish
should be secured with
adhesive tape to prevent
microorganisms from the
air contaminating the
culture.
In schools and college
laboratories, cultures
should be incubated at a
maximum temperature of
25oC to prevent the growth
of pathogens in industry,

Possible Learning Activities

Assessment
Opportunities

Students to think of 3 main causes of death when given outline table from years
1900 to 2000. Link to discussion as to why causes of death have changed.

Could also get students to shout out names of illnesses/ailments/diseases and list
on different halves of board as transmissible and non-transmissible.
Discussion with class about bacteria and viruses, some but not all cause disease
and these are pathogens http://www.cellsalive.com/howbig.htm, use of website to
compare relative sizes.
Will need some brief notes on what bacteria/viruses (pathogens) are to cover
lesson objectives.
Sheet on how do microbes get into the body (Boardworks also good here)
http://www.abpischools.org.uk/page/modules/infectiousdiseases_pathogens/patho
gens8.cfm?coSiteNavigation_allTopic=1 this site has some good info on bacteria
and viruses and a nice animation on how viruses infect cells and multiply.
There is a couple of good board works presentations on microbes that can be
used here or throughout this unit of lessons.
Also TEXTBOOKS Nelson 30-33
- Longman 8-9

Page 1

higher temps can produce

a more rapid growth rate.

Set up agar plates to grow bacteria (and fungi) and look at in a few days suggest
dividing into 4 using thumb print, thumb print + tissue and 2 surfaces via cotton
bud swabs. Worthwhile discussing here why we secure lid and grow at 25 oC link
to work done in year 8.

Page 2

Lesso
n
2

Learning Objectives
The body has different
ways of protecting itself
against pathogens.
White blood cells help to
defend against pathogens:
by ingesting pathogens
by producing antibodies
which destroy particular
bacteria or viruses
by producing antitoxins,
which counteract the
toxins (poisons) released
by pathogens.
The immune system of
the body produces specific
antibodies to kill a
particular pathogen. This
leads to immunity from
that pathogen. In some
cases dead or inactivated
pathogens stimulate
antibody production. If a
large proportion of the
population is immune to a
pathogen, the spread of
the pathogen is very much
reduced.

Possible Learning Activities

Assessment
Opportunities

May be able to look at and discuss agar plates this lesson, or may have to wait
until next lesson or 2.
Short clip on spread of epidemics, see resources folder may be useful to
stimulate discussion, link in to last lessons work on microbes causing disease.
Discussion and pictures of white blood cells, what they are and how they fight
disease.
Explain how white blood cells target particular pathogens, bringing in terms such
as antigens, antibodies, phagocyte, lymphocyte, toxin, and antitoxin.

The body fights

back worksheet
13.15

Good animation on 21st C science software in keeping healthy B2 section called

fighting infection round 2.
Lots of different worksheets available here, depending on ability of class.
Animation shown on bbc site of both phagocytes and lymphocytes
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinf
ectionrev4.shtml
Board works programme defence against disease may be worth using here.
Also TEXTBOOKS Longman 10-11
- Nelson 32-33
Concept map to add explanations to the links shown between key words
(worksheet available).
Or
In small groups, discuss a particular disease (such as influenza,) and act out the
process of how the person became ill, what happened inside his/her body to fight
the infection, how the person recovered.
Or
Class discussion about how we could manage without an immune system

Page 3

Lesso
n
3

Learning Objectives

Possible Learning Activities

Semmelweiss recognised
the importance of hand
washing in the prevention
of spreading some
infectious diseases. By
insisting that doctors
washed their hands before
examining patients, he
greatly reduced the number
of deaths from infectious
diseases in his hospital.

Couple of different sheets to recap understanding of the immune system also

available.

To relate the contribution

of Semmelweiss in
controlling infection to
solving modern problems
with the spread of infection
in hospitals.

Review agar plates set up in lesson 1 if not done last lesson. This would be useful
as this will fit into work on Semmelweiss.

Assessment
Opportunities
Past questions
available.

Discussion of Ignaz Semmelweiss with class and his work.

This lesson may work well as research on computers if a room is available?
Mini powerpoint to help discussion and couple of sheets available to go with
powerpoint (sheets have either Foundation or Higher ability questions on).
There is also an extract (and questions) from Semmelweiss diary sheets
available.
Longman pages 8-9
Nelson page 31
Couple of past questions available as plenary/homework?

Page 4

Lesso
n
4

Learning Objectives
Some medicines,
including painkillers, help
to relieve the symptoms of
infectious disease, but do
not kill the pathogens.
Antibiotics, including
penicillin, are medicines
that help to cure bacterial
disease by killing infective
bacteria inside the body.
Antibiotics cannot be
used to kill viral
pathogens, which live and
reproduce inside cells. It is
difficult to develop drugs
which kill viruses without
also damaging the body
tissues. It is important that
specific bacteria should be
treated by specific
antibiotics. The use of
antibiotics has greatly
reduced deaths from
infectious bacterial
diseases.
to explain how the
treatment of disease has
changed as a result of
increased understanding
of the action of antibiotics
and immunity.

Possible Learning Activities

Assessment
Opportunities

Pathogens word search to get students started and recap some terms/work done
so far.
Pretend to feel unwell (or get student to) i.e. hot water bottle/scarf. Show
class/student, bottle of cough medicine, aspirins or paracetamol, throat sweets
and some prescription antibiotics. Can use pictures from different medicines
powerpoint (on system).
Discuss what should be given to the patient and why.
Discussion and notes on painkillers and how they act.
Discussion of antibiotics and how they act. Page 34-35 in Nelson and 12-13 in
Longman.
Set up agar plates with penicillin discs. Will need to order bacteria (M.luteus)
seeded agar plates and penicillin (and possibly other) antibiotic discs. Can be
looked at next lesson or so? Clear area around disc shows that the antibiotic kills
the bacteria. There is also a powerpoint image of this that may be useful in this
lesson or next.
It is probably worth discussing in this lesson how the agar plates are produced
key points being that the Petri dishes and agar must be sterile at very start before
bacteria spread onto (by technicians).
Drugs against disease worksheet (B1a: 18).
Recap how viruses work/cause illness and lead into discussion of why it is difficult
to kill viruses possible link from website from lesson 1.
Next lesson will be looking at antibiotic resistance, can ask students if they have
heard of suberbugs or MRSA. Brief discussion in advance of lesson 5. Can get
them to research for hwk.

Page 5

Lesso
n
5

Learning Objectives
Overuse and
inappropriate use of
antibiotics has increased
the development of
antibiotic resistant strains
of bacteria.
Many strains of bacteria,
including MRSA have
developed resistance to
antibiotics as a result of
natural selection. To
prevent further resistance
arising it is important to
avoid over-use of
antibiotics.
Mutations of pathogens
produce new strains.
Antibiotics (and
vaccinations) may no
longer be effective against
a new resistant strain of
the pathogen. The new
strain will then spread

Possible Learning Activities

Assessment
Opportunities

Starter:
Ask students for common diseases and put into 2 columns, caused by Bacteria or
Viruses.
Show students some info on superbugs and ask to write down whet they mean,
can use newspaper articles or websites e.g.
http://news.bbc.co.uk/1/hi/health/2572841.stm
Look over plates produced last lesson or maybe next lesson!
Recap antibiotics and how they work using powerpoint Mutation in bacteria to
bring in antibiotic resistance.
Text books reasonably good on this topic: Longman 38-39 and Nelson 14-15
Body Defences worksheet available B1a: 17
Arms Race worksheet B1a: 19 to talk about MRSA and its spread
Possibly use epidemics clip from lesson 2 if not covered then. Can use this as
discussion in relation to consequences of mutation leading to epidemics.

Page 6

more rapidly because

people are not immune to
it and there is no effective
treatment.
The development of
antibiotic-resistant strains
of bacteria necessitates
the development of new
antibiotics.
EXTRA
UNDERSTANDING
NEEDEDFOR HIGHER
TIER - SEE SYLLABUS
to evaluate the
consequences of
mutations of bacteria and
viruses in relation to
epidemics and pandemics.
Lesso
n
6+7

Learning Objectives
People can be
immunised against a
disease by introducing

Present list of following to students (power point available) and discuss with them
whether or not each is a good idea, with reasons to back up their decision:
1.
2.
3.
4.
5.

Chickens raised in barns are given antibiotics in their feed.

If you have a cold you should go to the doctors for some antibiotics.
In some countries, antibiotics can be bought over the counter
Milking cows may have tubes of antibiotics placed in their udders.
Some chopping boards have antibiotics/antibacterial substances built into
them.

Possible Learning Activities

Assessment
Opportunities

Students to list the vaccinations they have had. Has any student had a special
vaccination to visit a particular country?
Try to write a sentence or two to explain how they work.

Page 7

small quantities of dead or

inactive forms of the
pathogen into the body
(vaccination). Vaccines
stimulate the white blood
cells to produce antibodies
that destroy the
pathogens. This makes the
person immune to future
infections by the
microorganism, because
the body can respond by
rapidly making the correct
antibody, in the same way
as if the person had
previously had the
disease. An example is the
MMR vaccine used to
protect children against
measles, mumps and
rubella.

Video 93 or videoserver microbes and health good video to watch and a nice
summary as well as info about vaccines
(Otherwise - Watch CD ROM cartoon about Edward Jenner and vaccinations.)

MMR research into

pros and cons of
the vaccine.

Explain how vaccines work, possible use of notes/diagrams also Longman 21 st 4041 and Nelson 16-17.
Plenty of different worksheets available, including role play /scenario sheets to
help discuss advantages/disadvantages of vaccination.
Worksheet B1a: 20 Vaccinations sheet
13.16 helping the body fight back worksheet.
Possibly worthwhile looking into the MMR debate with class. Lots of good info
including audio of parent and doctor views etc on bbc website, although looks a
little longwinded!!
http://www.bbc.co.uk/sn/tvradio/programmes/horizon/mmr_prog_summary.shtml

Evaluate the advantages

and disadvantages of
being vaccinated against a
particular disease.
Some of the lessons described in this SOW may take mare than their allotted hour there should be scope for a lesson or two
extra to tie up loose ends, or if earlier lessons take more time than expected. There are also a number of other useful videos,
although the students may already have seen these in Year 8.

STUDENTS WILL ALSO NEED TO SEND SOME TIME DISCUSSING SETTING UP OF AGAR PLATES AND HOW THIS SHOULD
BE DONE SEE LESSON 1 FOR FOR SYLLABUS POINTS (Nelson pages 36-37 and Longman 18-19)

KS4 BIOLOGY SCHEME OF WORK

YEAR 9 GCSE B1.1.1 DIET AND EXERCISE
Page 8

Lesso
n
8

Learning Objectives

Possible Learning Activities

B1.1.1
Diet and exercise
(a) A healthy diet contains
the right balance of the
different foods you need
and the right amount of
energy. Carbohydrates, fats
and proteins are used by
the body to release energy
and to build cells. Mineral
ions and vitamins are
needed in smaller amounts
for healthy functioning of
the body. A person is
malnourished if their diet is
not balanced. This may
lead to a person being
overweight or underweight.
An unbalanced diet may
also lead to deficiency
diseases or conditions such
as Type 2 diabetes.

Diet and Exercise Recap of work on balanced diet from Year 8

Show powerpoint, first slide image of people taken with a thermal imaging
camera. Ask them why the person is hotter than their surroundings. Draw out the
idea that we use food to provide heat energy in our cells. Second slide two
plates of food. Ask students which would give the most energy and why. Link to
balanced diet and recap 7 constituents and what each is needed for. Images of
malnourished people both starving and obese.

Assessment
Opportunities
Worksheets can be
used

Can discuss deficiency diseases (generalised) and Type 2 diabetes if time.

Balanced diet question sheet from B1 printed resources 1.1b
2 further possible sheets on network one on obesity and one on not enough food
either or both can be used in class or for homework or next lesson.
Also textbooks ok, Longman pages 4-5 and Nelson pages 24-25

Page 9

Lesso
n
9

Learning Objectives
B1.1.1
Diet and exercise (cont)
(b) A person loses mass
when the energy content of
the food taken in is less
than the amount of energy
expended by the body.
Exercise increases the
amount of energy
expended by the body.
(c) The rate at which all the
chemical reactions in the
body are carried out (the
metabolic rate) varies with
the amount of activity you
do and the proportion of
muscle to fat in your body.
It may be affected by
inherited factors.

Possible Learning Activities

Assessment
Opportunities

Continue discussion/work from last lesson about energy content of food and what
happens if we consume too much/too little.
Introduce the idea of metabolic rate. Draw a spider diagram of factors that can
affect the metabolic rate e.g. life style (exercise), genes, age.
Sheet B1a 7, Diet and energy (graph and questions)
Discuss why you get hungrier and eat more if you do a lot of hard manual work or
exercise compared to if you sit around all day.
Healthy eating sheet 1.1c from B1 printed resources
Also textbooks ok, Longman pages 4-5 and Nelson pages 24-25

(e) People who exercise

regularly are usually
healthier than people who
take little exercise.

Page 10

Lesso
n
10

Learning Objectives

Possible Learning Activities

Diet and exercise (cont)

Show students powerpoint of children who are malnourished (saved on file). Ask
them to suggest why the children dont get enough food. Bring in the idea of
people in affluent countries being malnourished because of social pressure to be
thin and to diet (slide 2). Show them packaging from slimming products such as
slim fast and discuss the contents (slide 3). Do they think that these products
provide a balanced diet?

(d) Inherited factors also

affect our health; for
example cholesterol level.
Not Enough Food
to evaluate information
about the effect of food on
health.
to evaluate information
about the effect of lifestyle
on development of disease.
to evaluate claims made
by slimming programmes
and slimming products.

Assessment
Opportunities
Some past
questions on
slimming
programme
evaluation etc mix
of F and H

Discuss slimming products/plans with class and their views.

Slimming plans 1.2a from B1 printed resources.
Information from Longman pages 6-7 and Nelson 26-27
Cholesterol: Why is fast food supposed to be bad for you?
Class vote: is cholesterol good or bad? Discuss cholesterol good/bad with class
and possibly LDL/HDL although this level of detail not needed in B1. Link with
heart disease and inheritance.
Cholesterol and health Nelson 28-29
1.2c sheet from B1 printed resources or 1.2d both cholesterol sheets
Other ideas?
Divide the class into groups; ask them to produce magazine type articles of one
page each describing what obesity is and what health problems it is linked with.
Include suggestions that could be made to a persons lifestyle to reduce the
amount of excess weight they carry and improve mobility. (Ask the pupils to put
together a short presentation on the dangers of obesity using Powerpoint.)
Ask them to write some bullet point suggestions for a person who is obese to
reduce their weight and alleviate the symptoms they experience due to their
obesity.

Page 11

YEAR 9 GCSE B1.2.1 THE NERVOUS SYSTEM

Lesso
n
11

Learning Objectives

Possible Learning Activities

B1.2.1 The nervous

system
(a) The nervous system
enables humans to react to
their surroundings and
coordinate their behaviour.

Starter:
Juggle (or get a pupil to or carry out an activity) then discuss how
movements are coordinated. Note key points e.g. brain and nerves.
Get pupils to touch a particular word in their book and think about sense
organs and muscles working together.

Discuss nervous system with class and purpose of it. Bring in the idea of CNS and
nerves.
Detection of stimuli by receptors. Illicit from them 5 sense organs then link to the
stimuli we can detect/respond to (8 stated in syllabus). (Possible use of boxes with
objects inside to touch- if someone wants to make some
Hair pin touch receptor experiment, detection of 2 or 1 point use skin as a sense
organ sheet and questions ALSO HAIRPINS NEEDED.

(b) Receptors detect

stimuli, which include light,
sound, changes in position,
chemicals, touch, pressure,
pain and temperature.
(c) Light receptor cells, like
most animal cells have a
nucleus, cytoplasm and cell
membrane.
(d) Information from
receptors passes along
cells (neurones) in nerves
to the brain. The brain
coordinates the response.

Assessment
Opportunities
Homework:

Nelson page 46-47, Longman page 20-21.

Nerve cells, types of and transmission of electrical impulse through them.
Plenary:
B1a.2 receptors worksheet, matching receptors to sentences, (may take 10 mins
plus discussion time).
Comparison of animal cell with nerve cell, either get students to draw or produce
table?

Page 12

Lesso
n
12

Lesso
n
13

Learning Objectives

Possible Learning Activities

The nervous system

(cont) (d) Reflex actions
are automatic and rapid.
They often involve sensory,
relay and motor neurones.
(e) The role of receptors,
sensory neurones, motor
neurones, relay neurones,
synapses and effectors in
simple reflex actions.

Get class in and getting ready to work then surprise them e.g. pop balloon
Make a list of your senses
Suggest how you could find the temperature of water without using a
thermometer
Discuss, diagrams and notes on 3 types of neurons see powerpoint. Also note
and discuss pathway of a nerve impulse (stimulus receptor coordinator
effector response) and give examples of to work out. E.g. Antelope spots
cheetah etc.
Reflex actions, knee jerk response/light shining in eye. Explain reasons for and
diagram(s) of, pathway needed. Some images in collins whiteboard resources, or
powerpoint (neurones)
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemr
ev3.shtml (shows nice animation of reflex action). Also page 21 on Longman
and 49 in Nelson.
Simple reflex arc diagram and nervous system diagram worksheet to complete.
Pop balloon again to compare responses.
Think up own stimulus for partner and then rest of class to deduce pathway.

Learning Objectives

Possible Learning Activities

Carry out reaction time

experiment.

Reaction time animation from www.echalk.co.uk .

Be able to use knowledge

to carry out and draw
conclusions of reaction time
experiment.

Measuring reaction time experiment, dropping ruler.

Use of sheet B1a.3
Synapses structure and role, should be able to link this with reaction time.
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemr
ev2.shtml (nice synapse animation)

Role of synapses in nerve

impulse transmission.

Assessment
Opportunities
Homework:
Reflex action past
question/questions
.

Assessment
Opportunities
F past question
and H past
question on reflex
actions

Write 5 questions that could form part of a test on the work from these three
lessons.

THE ABOVE LESSONS SHOULD HAVE BEEN TAUGHT IN YEAR 9.

IT MAY BE WORTH STARTING YEAR 10 WITH A QUICK RECAP OF SOME OF THE YEAR 9 BIOLOGY
Page 13

Lesso
n
14

Learning Objectives

Possible Learning Activities

B1.2.2
Control in the human
body

Discussion of bodys internal environment and how kept constant. Table of

information (controlling internal conditions sheet) to fill in from discussion or
Nelson book page 54-55 (or Longman22-23).

Internal conditions which

are controlled, include:
- the water content of the body

Cooling down experiment, including graph to complete, sheet available

probably best to use beakers/copper calorimeters, kettles, lots of cotton wool,
sellotape, stop clocks.
Can also use ethanol drops on skin surface to show cooling effect of sweating.
Details not necessary for B1, main reason from practical to help with ISA.

water leaves the body via

the lungs when we breath out
and via the skin when we
sweat, and excess water is lost
via the kidneys in the urine
the ion content of the body

ions are lost via the skin when

we sweat and excess ions are
lost via the kidneys in the
urine
temperature to maintain the

temperature at which enzymes

work best
blood sugar levels to provide

Assessment
Opportunities
Homework:

Questions from Longman or Nelson books

the cells with a constant

supply of energy

Lesso
n
15

Learning Objectives

Possible Learning Activities

(b) Many processes within

the body are coordinated
by chemical substances
called hormones. Hormones
are secreted by glands and
are transported to their
organs by the bloodstream.

Discussion of Hormones. Outline of body picture = Hormones sheet - showing

glands to label with name and function. Will need to use page 50 of Nelson book.
Notes etc on role of hormones. Can compare to nervous system.
There is a powerpoint on hormones to help but this level of detail not needed.
Although probably worth comparing hormone (endocrine) and nervous systems.

(c) Hormones regulate the

functions of many organs
and cells. For example, the

Assessment
Opportunities

Which system sheet - good short questions to compare nervous and hormonal
systems, but may be worth saving until end of lesson?

Page 14

monthly release of an egg

from a womans ovaries
and the changes in the
thickness of the lining of
her womb are controlled by
hormones secreted by the
pituitary gland and by the
ovaries.
(d) Several hormones are
involved in the menstrual
cycle of a woman. Those
hormones involved in
promoting the release of an
egg include:
- FSH, which is secreted by the

Lesso
n
16

Discussion of menstrual cycle and hormone regulation of, use of echalk and
books, Nelson pages 50 to 51 or Longman 24-25. Sheet on Menstrual Cycle useful
will need to add extra info onto diagram, such as days, arrows, and effect on
uterus lining.
Produce a table of hormone involved in menstrual cycle, where produced and
function.
Crossword clues to produce using sheet on Menstrual Cycle.
Plenty of questions in text books.

pituitary gland and causes

eggs to mature in the ovaries,
and also stimulates the ovaries
to produce hormones including
oestrogen
LH which stimulates the
release of eggs from the
ovaries
Oestrogen, which is secreted
by the ovaries and inhibits the
further production of FSH.

Learning Objectives

Possible Learning Activities

The use of hormones in

controlling fertility include:
1) giving oral
contraceptives which
contain hormones to inhibit
FSH production so that no
eggs mature:
- oral contraceptives may

Discuss concept cartoon from powerpoint how students think test tube babies
(IVF) are made.

contain oestrogen and

progesterone to inhibit egg
maturation

Describe IVF to students can use a video such as the following one from youtube
- http://www.youtube.com/watch?v=GeigYib39Rs And pages 52-53 in Nelson and
26-27 in Longman textbooks, answer some questions
Attempt Sheet B1a: 6 on reproductive hormones in groups and discuss opinions.

Assessment
Opportunities
Past questions
available both H
and F on area.

Discussion of oral contraceptives, and their use - questions from textbook

There a number of sheets in the photocopied resources B1 folder around page 30
that may be useful
Page 15

- the first birth-control pills

contained large amounts of

oestrogen. These resulted
in women suffering
significant side effects.
Birth-control pills now
contain a much lower dose
of oestrogen or are
progesterone only
Progesterone-only pills lead
to fewer side effects

Students to come up with 2 to 3 benefits and problems of both IVF and oral
contraceptives.

2) giving FSH and LH as a

fertility drug to a woman
whose own level of FSH is
too low to stimulate eggs to
mature, for example in IVF
treatment
- IVF involves giving a
mother FSH and LH to
stimulate the maturation of
several eggs. The eggs are
collected from the mother
and fertilised by sperm
from the father, The
fertilised eggs develop into
embryos. At the stage when
they are tiny balls of cells, 1
or 2 embryos are inserted
into the mothers uterus.

Page 16

Lesso
n
17

Learning Objectives

Possible Learning Activities

B1.2.3
Control in Plants
a) Plants are sensitive to
light, moisture and gravity:
- Their roots grow towards

Lessons 10 (and 11) continue with work covered in Year 9 but in more depth.

light and against the force

of gravity
Their roots grow towards
moisture and in the
direction of the force of
gravity.

b) plants produce
hormones to coordinate
and control growth. Auxin
controls phototropism and
gravitropism (geotropism).
c) the responses of plant
roots and shoots to light,
gravity and moisture are a
result of unequal
distribution of hormones,
causing unequal growth
rates.
d) Plant growth hormones
are used in agriculture and
horticulture as weed killers
and as rooting hormones.

Assessment
Opportunities

You can set up the light box with cress seeds in to observe phototropism and/or
set up petri dishes with cress seeds to look at gravitropism in roots (both take 3 or
4 days for cress to grow). These experiments were however most probably
completed in year 9. Could possibly set up light box a few days before lesson and
use as a starter to generate discussion/recap year 9 work.
Notes and diagrams on effect of plant hormones on growth of seedlings needed
here.
http://www.youtube.com/watch?v=zctM_TWg5Ik possible use of youtube video on
phototropism but gets a little complicated towards end (only 2-3 mins long).
http://www.youtube.com/watch?v=4-2DZo2ppAY&feature=related this video
expands on above and talks about auxins more.
USES of plant hormones to discuss
Page 41 in B1 photocopied resources file Evaluating a weed killer has some
good questions.
Also books Nelson pages 56-57 (and 59) and Longman 28-29 (and 30-31).
May be worth using questions in next lesson also some nice end of chapter
questions, particularly in Nelson book.

Page 17

18

Lesso
n
19

Control in Plants (cont)

You may or may not need this lesson?

Learning Objectives

Possible Learning Activities

B1.3 The Use and Abuse

of Drugs
Scientists are continually
developing new drugs.
When new medical drugs
are devised, they have to
be extensively tested and
trialled before being used.

http://news.bbc.co.uk/1/hi/england/london/4807042.stm This website/page has

info on a drugs trial from 2006 that went wrong

Assessment
Opportunities

http://news.bbc.co.uk/player/nol/newsid_4800000/newsid_4807600/4807612.stm?
bw=bb&mp=wm&news=1&bbcws=1 This is a bbc news video clip from the above
website and can be accessed from the website link. Both are good as a starter to
promote discussion.

Page 18

Drugs are tested in a series

of stages to find out if they
are safe and effective.
New drugs are extensively
tested for toxicity, efficacy
and dose:
- In the laboratory, using
cells, live tissues and live
animals
- In clinical trials involving
healthy volunteers and
patients. Very low doses
of the drug are given at
the start of the clinical
trial. If the drug is found
to be safe, further
clinical trials are carried
out to find the optimum
dose for the drug. In
some double blind trials,
some patients are given
a placebo, which does
not contain the drug.
Neither the doctors nor
the patients know who
has received a placebo
and who has received
the drug until the trial is
complete.

Why drugs are tested/ trialled and the basic process from lab testing to discover if
toxic to human testing to see if it has side effects.
Books Nelson pages 62-63, Longman 34-35. Notes/diagrams needed on this
Depending on group size can mimic blind/double blind tests with coca cola/pepsi
or chocolate (eg Cadburys/supermarket own brand) as fun practical.
Discussion of Thalidomide (can use powerpoint here) and what went wrong with
the trialling of this drug. Students will need to make some useful notes/know key
points about this example.
B1a:12 worksheet for groups to sort statements into piles then quick discussion
of.

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d) Thalidomide is a drug that

was developed as a sleeping
pill. It was also found to be
effective in relieving morning
sickness in pregnant women.
However, it had not been
tested for use in pregnant
women.
Unfortunately, many babies
born to mothers who took the
drug were born with severe
limb abnormalities. The drug
was then banned, but more
recently is being used
successfully to treat leprosy
and other diseases.

Question sheet on Leptospirosis from new B1 photocopied resources page 44.

Learning Objectives

Possible Learning Activities

c) Candidates should be
aware of the use of statins
in lowering the risk of heart
and circulatory diseases.

Starter:
Introduce Statins and ask what concerns there may be with them i.e. everyone
could take them if they help reduce cholesterol possible side effect
problems/addiction etc.

B1.3
evaluate the effect of statins
on cardio-vascular disease
evaluate the different types
of drugs and why some people
use illegal drugs for recreation
evaluate claims made about
the effects of prescribed and
non-prescribed drugs on
health
Consider the possible
progression from recreational
drugs to hard drugs

Assessment
Opportunities
Sheet b1a:11,
concept map on
drugs good to
check
understanding.

Students to list 3 useful drugs, 3 illegal drugs and 3 recreational (legal) drugs.
hopefully see that even legal drugs are harmful.
General discussion of what drugs are and students knowledge. Leaflet from
FRANK, see adobe document on system. Students to understand about addiction
and withdrawal symptoms.
Pages 64-67 Nelson
Pages 36-37 Longman
Plenary:
Use of sheet b1a:11 concept map on drugs

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Learning Objectives
to evaluate claims made
about the effect of
cannabis on health and the
link between cannabis and
addiction to hard drugs.
e) Candidates should be aware
of the effects of misuse of
the legal recreational drugs,
alcohol and nicotine.
Candidates should understand
that the misuse of the
illegal recreational drugs
ecstasy, cannabis and heroin
may have adverse effects on
the heart and circulatory
system.

Possible Learning Activities

Funny FRANK clips show all 3 and discuss.

Assessment
Opportunities
Drugs questions F
and H available

Classification of drugs into A, B and C powerpoint. Frank leaflet/adobe file may

help with this.
Can discuss reasons for classifying in different groups and why.
Use of book Longman 38-39, Nelson 68-71.

Worksheet b1a:13 useful as it looks at graphs that students have to analyse.

f) Cannabis is an illegal drug.

Cannabis smoke contains
chemicals which may cause
mental illness in some
people
g) The overall impact of legal
drugs on health is much
greater than the impact of
illegal drugs, because far more
people use them.

Think up arguments for and against NHS spending money on individuals with drug
problems/addictions.
Should cannabis be legalised? sheet from B1 photocopied file page 48 ALSO
Establishing links page 49

h) Drugs change the chemical

processes in peoples bodies
so that they may become
dependent or addicted to
them and suffer withdrawal
symptoms without them.
Heroin and cocaine are very
addictive.

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Learning Objectives
i) There are several types
of drug that an athlete can
use
to enhance performance.
Some of these drugs are
banned by law and some
are legally available on
prescription, but all are
prohibited by sporting
regulations. Examples
include stimulants that
boost
bodily functions such as
heart rate; and anabolic
steroids which stimulate
muscle growth.

Possible Learning Activities

Assessment
Opportunities

Longman pages 40-41

Nelson pages 72-73
Worksheets in photocopied B1 file page 50-52 on steroids and performance
enhancing drugs.

Evaluate the use of drugs to

enhance performance in
sport and to consider the
ethical implications of their
use.

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