Teaching scheme - Pearson Schools and FE Colleges ... · OCR Scheme of Work topic outlines ... F214 Communication, homeostasis and energy 4.1.1 Communication ... Teaching scheme ...
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1. Responses to changes in environment – external and internal
2. Need for communication system
3. Cell signalling 4. Need for homeostasis 5. Stimulus–response
pathway 6. Negative feedback 7. Positive feedback 8. Need for temperature
regulation 9. Temperature regulation in
endotherms 10. Temperature regulation in
ectotherms 11. Control of temperature
regulation
Students should be able to: • Outline the need for communication systems
within multicellular organisms – with reference to the need to respond to changes in the internal and external environment, and to coordinate the activities of different organs.
• State that cells need to communicate with each other via a process of cell signalling.
• State that neuronal and hormonal systems are examples of cell signalling.
• Define the terms: negative feedback; positive feedback; and homeostasis.
• Explain the principles of homeostasis in terms of receptors, effectors and negative feedback.
• Describe the physiological and behavioural responses that maintain a constant core body temperature in ectotherms and endotherms – with reference to peripheral temperature receptors, the hypothalamus and effectors in skin and muscles.
F214 Communication, homeostasis and energy 4.1.1 Communication – chemical and electrical
6. Effects of myelination and saltatory conduction
Students should be able to: • Outline the roles of sensory receptors in
mammals in converting different forms of energy into nerve impulses.
• Describe, with the aid of diagrams, the structure and functions of sensory and motor neurones.
• Describe and explain how the resting potential is established and maintained.
• Describe and explain how an action potential is generated.
• Interpret graphs of the voltage changes taking place during the generation and transmission of an action potential.
• Describe and explain how an action potential is transmitted in a myelinated neurone – with reference to the roles of voltage-gated sodium ion and potassium ion channels.
F214 Communication, homeostasis and energy 4.1.1 Communication – chemical and electrical
communication 4.1.2 Nerves – sensory receptors, action potential and
Practical activity 1: To observe and make annotated diagrams of the pancreas Practical activity 3: Investigating glucose concentration in mock urine
OCR Scheme of Work topic outlines
1. The endocrine system and differences with exocrine glands
2. Structure and action of hormones on target cells
3. Action and effects of adrenaline
4. Structure and function of the adrenal glands
5. Structure and function of the pancreas
6. Control of blood glucose concentration
7. Control of insulin secretion 8. Diabetes 9. Function of the heart 10. Control of heart rate
Students should be able to: • Define the terms: endocrine gland; exocrine
gland; hormone; and target tissue. • Explain the meaning of the terms: first
messenger; and second messenger – with reference to adrenaline and cyclic AMP (cAMP).
• Describe the functions of the adrenal glands. • Describe, with the aid of diagrams and
photographs, the histology of the pancreas, and outline its role as an endocrine and exocrine gland.
• Explain how blood glucose concentration is regulated – with reference to insulin, glucagon and the liver.
• Outline how insulin secretion is controlled – with reference to potassium channels and calcium channels in β cells.
• Compare and contrast the causes of type I (insulin-dependent) and type II (non-insulin- dependent) diabetes mellitus.
• Discuss the use of insulin produced by genetically modified bacteria and the potential use of stem cells to treat diabetes mellitus.
• Outline the hormonal and nervous mechanisms involved in the control of heart rate in humans.
F214 Communication, homeostasis and energy 4.1.2 Nerves – role of synapses in the nervous system,
frequency of impulse transmission and the function of neurones
4.1.3 Hormones – specific hormones and their actions, histology of the pancreas, regulation of blood glucose, control of insulin, type I and type II diabetes and the use of insulin
Practical activity 2: To observe and make annotated diagrams of the kidney
OCR Scheme of Work topic outlines
1. Structure of the kidney 2. Structure and function of
the nephron 3. Ultrafiltration 4. Selective reabsorption 5. Reabsorption of water 6. Osmoregulation 7. Kidney failure and
treatment 8. Testing for pregnancy and
misuse of anabolic steroids
Students should be able to: • Describe, with the aid of diagrams and
photographs, the histology and gross structure of the kidney.
• Describe, with the aid of diagrams and photographs, the detailed structure of a nephron and its associated blood vessels.
• Describe and explain the production of urine, with reference to the processes of ultrafiltration and selective reabsorption.
• Explain, using water potential terminology, the control of the water content of the blood, with reference to the roles of the kidney, osmoreceptors in the hypothalamus, and the posterior pituitary gland.
• Outline the problems that arise from kidney failure and discuss the use of renal dialysis and transplants for the treatment of kidney failure.
• Describe how urine samples can be used to test for pregnancy and to detect the misuse of anabolic steroids.
F214 Communication, homeostasis and energy 4.2.1 Excretion – histology of the kidney, structure of
the nephron, production of urine, control of water content of the blood, kidney failure and dialysis and urine tests
1. What is respiration? 2. What is energy and why do
we need it? 3. Where does energy come
from? 4. Role of ATP 5. Overview of the stages of
respiration 6. Role of coenzymes 7. Glycolysis
Students should be able to: • Outline why plants, animals and
microorganisms need to respire – with reference to active transport and metabolic reactions.
• Describe, with the aid of diagrams, the structure of ATP.
• State that ATP provides the immediate source of energy for biological processes.
• Explain the importance of coenzymes in respiration – with reference to NAD and coenzyme A.
• State that glycolysis occurs in the cytoplasm of cells.
• Outline the process of glycolysis, beginning with the phosphorylation of glucose to hexose bisphosphate, splitting hexose bisphosphate into two triose phosphate molecules and further oxidation to pyruvate, producing a small yield of ATP and reduced NAD.
• State that during aerobic respiration in animals, pyruvate is actively transported into mitochondria.
F214 Communication, homeostasis and energy 4.4.1 Respiration – respiration in organisms, ATP,
coenzymes in respiration, glycolysis and aerobic respiration
2. Structure of the mitochondrion related to function
3. Distribution of mitochondria 4. Link reaction 5. Krebs cycle 6. Oxidative phosphorylation
and chemiosmosis 7. Evaluating the evidence for
chemiosmosis
Students should be able to: • Explain, with the aid of diagrams and electron
micrographs, how the structure of mitochondria enables them to carry out their functions
• Outline the link reaction with reference to decarboxylation of pyruvate to acetate and the reduction of NAD, and state that it takes place in the mitochondrial matrix.
• Explain that coenzyme A carries acetate from the link reaction to the Krebs cycle.
• State that the Krebs cycle takes place in the mitochondrial matrix.
• Outline the Krebs cycle with reference to the formation of citrate from acetate and oxaloacetate, and the reconversion of citrate to oxaloacetate (names of intermediate compounds are not required).
• Explain that during the Krebs cycle, decarboxylation and dehydrogenation occur, NAD and FAD are reduced, and substrate level phosphorylation occurs.
• Outline the process of oxidative phosphorylation – with reference to the roles of electron carriers, oxygen and mitochondrial cristae.
• Outline the process of chemiosmosis – with reference to the electron transport chain,
F214 Communication, homeostasis and energy 4.4.1 Respiration – structure of mitochondria, the link
reaction, Krebs cycle, oxidative phosphorylation, chemiosmosis, oxygen as an electron receptor and theoretical yield of ATP
Practical activity 10: Determining the respiration rate in maggots and germinating seeds using respirometers Practical activity 11: Determining the respiratory quotient (RQ) of germinating seeds Practical activity 12: Investigating dehydrogenase activity in anaerobic respiration of yeast Practical activity 13: To investigate the effect of substrate on yeast respiration Practical activity 14: The effect of temperature on yeast respiration Practical activity 15: The effect of ethanol on yeast respiration Practical activity 16: Comparing anaerobic and aerobic respiration
OCR Scheme of Work topic outlines
1. Glycolysis as a common factor to aerobic and anaerobic respiration
2. Effect of lack of oxygen 3. Lactate fermentation 4. Alcoholic fermentation 5. Define the term: respiratory
substrate. 6. Energy values of different
substrates
Students should be able to: • Explain why anaerobic respiration produces a
much lower yield of ATP than aerobic respiration.
• Compare and contrast anaerobic respiration in mammals and in yeast.
• Define the term: respiratory substrate. • Explain the difference in relative energy values
of carbohydrate, lipid and protein respiratory substrates.
F214 Communication, homeostasis and energy 4.4.1 Respiration – anaerobic respiration in mammals
and yeast, respiratory substrate and relative energy values
Students should be able to: • Define the terms: autotroph; and heterotroph.
State that light energy is used during • photosynthesis to produce complex organic molecules. Explai• n how respiration in plants and animals depends upon the products of photosynthesis. State that in plants photosynthesis is a two-• stage process that takes place in chloroplasts. Explain, with the aid of diagrams and electron • micrographs, how the structure of chloroplasts enables them to carry out their functions. Define the term: photosynthetic pigment. •
• Explain the importance of photosynthetic pigments in photosynthesis. State that the light• -dependent stage takes
• Outline how light energy is converted to
•
• how the products of the light--oduce
F214 Communication, homeostasis and energy
place in thylakoid membranes and that the light-independent stage takes place in the stroma.
chemical energy (ATP and reduced NADP) in the light-dependent stage. Explain the role of water in the light-dependent stage. Outlinedependent stage are used in the lightindependent stage (Calvin cycle) to pr
4.3.1 Photosynthesis – autotroph and heterotroph, light energy, products of photosynthesis, chloroplasts, photosynthetic pigments, light-dependent stage, light-independent stage, TP and RuBP
Practical activity 7: The effect of changing light intensity on the photosynthesis rate of Cabomba Practical activity 8: The effect of CO2 on the rate of photosynthesis Practical activity 9: Starch production using the anabolic reaction of starch phosphorylase
OCR Scheme of Work topic outlines
1. What is a limiting factor? 2. Light intensity, temperature
and carbon dioxide concentration as limiting factors
3. Measuring photosynthetic rate
4. Investigating the effect of light intensity, carbon dioxide concentration and temperature on photosynthesis
5. The effect of limiting factors on levels of GP, RuBP and TP
Students should be able to: • Discuss the limiting factors in photosynthesis –
with reference to carbon dioxide concentration, light intensity and temperature. Describe the effect on the rate of • photosynthesis of changing the light intensity. Describe the effect on the levels of glycerate 3-• phosphate (GP), ribulose bisphosphate (RuBP) and triose phosphate (TP) of changing the carbon dioxide concentration, light intensity and temperature.
• Describe how to investigate experimentally the factors that affect the rate of photosynthesis.
F214 Communication, homeostasis and energy 4.3.1 Photosynthesis – limiting factors in
photosynthesis, rate of photosynthesis and light intensity, experimental investigations of photosynthesis, photosynthesis and carbon dioxide concentration and effect of GP, RuBP and TP
1. The gene 2. Genetic code 3. Transcription 4. Translation 5. Mutation 6. Effects of mutation
Students should be able to: • State that genes code for polypeptides,
including enzymes. • Explain the meaning of the term: genetic code. • Describe, with the aid of diagrams, the way in
which a nucleotide sequence codes for the amino acid sequence in a polypeptide.
• Describe, with the aid of diagrams, how the sequence of nucleotides within a gene is used to construct a polypeptide – include the roles of messenger RNA, transfer RNA and ribosomes.
• State that cyclic AMP activates proteins by altering their 3D structure.
• State that mutations cause changes to the sequence of nucleotides in DNA molecules.
• Explain how the mutations can have beneficial, neutral or harmful effects on the way a protein functions.
F215 Control, genomes and environment 5.1.1 Cellular control – genes and polypeptides, genetic
code, nucleotide and amino acid sequences, construction of a polypeptide, AMP and mutations in DNA molecules
2. Genetic drift 3. Isolating mechanisms 4. The biological species
concept 5. The phylogenetic species
concept 6. Compare natural and
artificial selection 7. Artificial selection of the
dairy cow 8. Artificial selection of bread
wheat
Students should be able to: • Explain, with examples, how environmental
factors can act as stabilising or evolutionary forces of natural selection.
• Explain how genetic drift can cause large changes in small populations.
• Explain the role of isolating mechanisms in the evolution of new species – with reference to ecological (geographic), seasonal (temporal) and reproductive mechanisms.
• Explain the significance of the various concepts of the species – with reference to the biological species concept and the phylogenetic (cladistic/evolutionary) species concept.
• Compare and contrast natural selection and artificial selection.
• Describe how artificial selection has been used to produce the modern dairy cow and to produce bread wheat Triticum aestivum.
F215 Control, genomes and environment 5.1.2 Meiosis and variation – environmental factors and
natural selection, isolating mechanisms, genetic drift in small populations, concepts of the species and natural vs artificial selection
engineering? 4. Why use bacteria? 5. Example 1 – insulin 6. Example 2 – Golden
RiceTM
Students should be able to: • Define the term: recombinant DNA. • Explain that genetic engineering involves the
extraction of genes from one organism or the manufacture of genes, in order to place them into another organism such that the receiving organism expresses the gene.
• Describe how sections of DNA containing a desired gene can be extracted from a donor organism using restriction enzymes.
• Explain how isolated DNA fragments can be placed in plasmids – with reference to the role of ligase.
• State other vectors into which fragments of DNA may be incorporated.
• Explain how plasmids may be taken up by bacterial cells in order to produce a transgenic microorganism that can express a desired gene.
• Describe the advantage to microorganisms of the capacity to take up plasmid DNA from the environment.
• Outline the process involved in the genetic engineering of bacteria to produce human insulin.
• Outline how genetic markers in plasmids can be used to identify the bacteria that have taken up a recombinant plasmid.
• Outline the process involved in the genetic engineering of Golden RiceTM.
F215 Control, genomes and environment 5.2.3 Genomes and gene technologies – sequencing
the genome, recombinant DNA, genetic engineering, restriction enzymes, plasmids and ligase, vectors and DNA fragments, transgenic microorganisms and human insulin
Practical activity 25: Quantitative analysis of the effect of an abiotic factor on the distribution of species in a habitat Practical activity 26: Investigating succession in a sand dune using a line transect Practical activity 27: Investigating zonation in a rocky shore
OCR Scheme of Work topic outlines
1. Ecological methods – sampling, quadrats, transects (you may want to intersperse this amongst the other topics at appropriate points in the sequence)
2. Plant growth substances 3. Plant growth 4. Phototropism 5. Shedding leaves 6. Evaluate evidence for the
role of auxins in apical dominance.
7. Evaluate evidence for the role of gibberellins in stem elongation.
8. Commercial uses of plant hormones
Students should be able to: • Explain why plants need to respond to their
environment in terms of the need to avoid predation and abiotic stress.
• Define the term: tropism. • Explain how plant responses to environmental
changes are coordinated by hormones – with reference to responding to changes in light direction.
• Outline the role of hormones in leaf loss in deciduous plants.
• Evaluate the experimental evidence for the role of auxins in the control of apical dominance and the role of gibberellin in the control of stem elongation.
• Describe how plant hormones are used commercially.
F215 Control, genomes and environment 5.4.1 Plant responses – plant responses to the
environment, tropism, hormones in plants, role of auxins and commercial use of hormones
6. Interaction of the nervous system with the endocrine system
7. Fight or flight
Students should be able to: • Describe, with the aid of diagrams, the gross
structure of the human brain and outline the functions of the: cerebrum; cerebellum; medulla oblongata; and hypothalamus.
• Describe the role of the brain and nervous system in coordinated muscular movement.
• Discuss why animals need to respond to their environment.
• Outline the organisation of the nervous system in terms of central and peripheral systems in humans.
• Outline the organisation and roles of the autonomic nervous system.
• State that responses to environmental stimuli in mammals are coordinated by nervous and endocrine systems.
• Explain how in mammals the fight or flight response to environmental stimuli is coordinated by the nervous and endocrine systems.
F215 Control, genomes and environment 5.4.2 Animal responses – structure of the human brain,
the brain in the nervous system, animal responses to the environment, organisation of the nervous system, responses to environmental stimuli in mammals and fight or flight response
synapses vs neuromuscular junctions, structural and functional differences between muscles, the sliding-filament model of muscular contraction and ATP in muscular contraction
Practical activity 28: To investigate the effect of light on the rate of locomotion in blowfly larvae Practical activity 29: To investigate the effect of salt concentration on the behaviour of periwinkles
OCR Scheme of Work topic outlines
1. What is behaviour? 2. Innate behaviour 3. Reflexes, taxes, kinesis 4. Learned behaviour 5. Types of learned behaviour 6. Social behaviour 7. Dopamine and behaviour
Students should be able to: • Explain the advantages to organisms of
innate behaviour. • Describe escape reflexes, taxes and kineses
as examples of genetically determined behaviours.
• Describe the meaning of the term: learned behaviour.
• Describe habituation, imprinting, classical and operant conditioning, latent and insight learning as examples of learned behaviours.
• Describe using one example the advantages of social behaviour in primates.
• Discuss how the links between a range of human behaviours and the dopamine receptor DRD4 may contribute to the understanding of human behaviour.
F215 Control, genomes and environment 5.4.3 Animal behaviour – advantages of innate
behaviour, genetically determined behaviours, learned behaviours, social behaviour in primates and the role of DRD4 in human behaviour