Teaching scheme - Pearson Schools and FE Colleges ... · OCR Scheme of Work topic outlines ... F214 Communication, homeostasis and energy 4.1.1 Communication ... Teaching scheme

Teaching scheme

Week 1 Weekly learning outcomes Student book links Practical activity links

• 1.1.1 • 1.1.2 • 1.1.3

OCR Scheme of Work topic outlines

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

communication

© Pearson Education Ltd 2009 This document may have been altered from the original 1

Teaching scheme


• 1.1.4 • 1.1.5 • 1.1.6


1. Sensory receptors 2. Polarisation and

depolarisation 3. Sensory and motor

neurones 4. Resting potential,

generator potential and action potential

5. Transmission of action potentials

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

resting potential


Teaching scheme


• 1.1.7 • 1.1.8


1. Existence of gaps between neurones

2. Structure of a synapse 3. Neurotransmitters 4. Transmission across a

synapse 5. Wider roles of synapses 6. Limitations of action

potentials in carrying information

7. Frequency of transmission of action potentials

8. Myelination and non-myelination – effects on transmission

Students should be able to: • Describe, with the aid of diagrams, the

structure of a cholinergic synapse. • Outline the role of transmitters in the

transmission of action potentials. • Outline the roles of synapses in the nervous

system. • Outline the significance of the frequency of

impulse transmission. • Compare and contrast the structure and

function of myelinated and non-myelinated neurones.

F214 Communication, homeostasis and energy 4.1.2 Nerves – transmission of action potential,

cholinergic synapse, and neurotransmission


Teaching scheme


• 1.1.9 • 1.1.10 • 1.1.11 • 1.1.12

Practical activity 1: To observe and make annotated diagrams of the pancreas Practical activity 3: Investigating glucose concentration in mock urine


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


Teaching scheme


• 1.2.1 • 1.2.2 • 1.2.3

Practical activity 4: Investigating urea concentration using urease


1. Excretion 2. Why is excretion

necessary? 3. Gross structure and

histology of the liver 4. Liver function 5. Urea formation 6. Detoxification

Students should be able to: • Define the term: excretion. • Explain the importance of removing metabolic

wastes, including carbon dioxide and nitrogenous waste from the body.

• Describe, with the aid of diagrams and photographs, the histology and gross structure of the liver.

• Describe the formation of urea in the liver – including an outline of the ornithine cycle.

• Describe the roles of the liver in detoxification.

F214 Communication, homeostasis and energy 4.2.1 Excretion – excretion, histology and structure of

the liver, formation of urea and detoxification


Teaching scheme


• 1.2.4 • 1.2.5 • 1.2.6 • 1.2.7 • 1.2.8

Practical activity 2: To observe and make annotated diagrams of the kidney


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


Teaching scheme


• 1.4.1 • 1.4.2 • 1.4.3


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


Teaching scheme


• 1.4.4 • 1.4.5

1.4.6 • 1.4.7 •


1. Structure of the mitochondrion

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


Teaching scheme

proton gradients and ATP synthase. • State that oxygen is the final electron acceptor

in aerobic respiration. • Evaluate the experimental evidence for the

theory of chemiosmosis. • Explain why the theoretical maximum yield of

ATP per glucose molecule is rarely, if ever, achieved in aerobic respiration.


Teaching scheme


• 1.4.8 • 1.4.9

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


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


Teaching scheme


• 1.3.1 • 1.3.2

1.3.3 • 1.3.4 •

Practical activity 5: Extracting chloroplasts using ultracentrifugation Practical activity 6: Using extracted chloroplasts in the Hill reaction


1. Function of photosynthesis as an energy conversion process

2. Structure and function of chloroplasts

3. Photosynthetic pigments 4. Light-dependent stage 5. Light-independent stage

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


Teaching scheme

triose phosphate (TP) – referring also to ribulose bisphosphate (RuBP), ribulose bisphosphate carboxylase (rubisco) and glycerate 3-phosphate (GP).

• Explain the role of carbon dioxide in the light-independent stage.

• State that TP (and GP) can be used to make carbohydrates, lipids and amino acids. State that most TP is recycled to RuBP.•


Teaching scheme


• 1.3.5 • 1.3.6

1.3.7 • 1.3.8 •

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


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


Teaching scheme


• 2.1.1 • 2.1.2 • 2.1.3 • 2.1.4


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


Teaching scheme


• 2.1.5 • 2.1.6 • 2.1.7


1. Enzyme induction 2. Structure of an operon 3. How does an operon work? 4. Drosophila development 5. Genetic control of

development 6. Apoptosis 7. Apoptosis and

development

Students should be able to: • Explain the genetic control of protein

production in a prokaryote using the lac operon.

• Explain that the genes that control the development of body plans are similar in plants, animals and fungi – with reference to homeobox sequences.

• Outline how apoptosis (programmed cell death) can act as a mechanism to change body plans.

F215 Control, genomes and environment 5.1.1 Cellular control – genetic control of protein

production, genetic control of body plans and apoptosis and body plans


Teaching scheme


• 2.1.8 • 2.1.9

Practical activity 17: Observing meiosis in locust testes


1. Need for meiosis 2. Stages of meiosis 3. Meiosis and variation 4. Causes of variation

Students should be able to: • Describe, with the aid of diagrams and

photographs, the behaviour of chromosomes during meiosis and the associated behaviour of the nuclear envelope, cell membrane and centrioles.

• Know the names of the main stages (but not sub-stages) of meiosis.

• Explain how meiosis and fertilisation can lead to variation.

• Explain the terms: allele; locus; and crossing-over.

F215 Control, Genomes and Environment 5.1.2 Meiosis and Variation – behaviour of

chromosomes, variation and terminology


Teaching scheme


• 2.1.10 • 2.1.11 • 2.1.12

Practical activity 18: Genetic crosses using Drosophila


1. Explain the terms: genotype; phenotype; dominant; recessive; codominant; and linkage.

2. Introduce conventions associated with genetic diagrams for simple monohybrid crosses.

3. Genetic diagrams for linked and sex-linked genes

4. Genetic diagrams for codominant alleles

Students should be able to: • Explain the terms: genotype; phenotype;

dominant; recessive; codominant; and linkage. • Use genetic diagrams to solve problems

involving sex linkage. • Use genetic diagrams to solve problems

involving codominance.

F215 Control, genomes and environment 5.1.2 Meiosis and variation – terminology, genetic

diagrams, sex linkage and problem solving


Teaching scheme


• 2.1.13 • 2.1.14 • 2.1.15 • 2.1.16


1. Epistasis 2. Types of interaction

between loci 3. Examples of epistatic

problems and prediction of phenotypic ratios

4. Chi-squared test

Students should be able to: • Describe the interactions between loci

(epistasis). • Predict phenotypic ratios in problems involving

epistasis. • Use the chi-squared test to test the

significance of the difference between observed and expected results – the formula for χ2 will be provided.

F215 Control, genomes and environment 5.1.2 Meiosis and variation – epistasis, phenotypic ratio

problems, predicted phenotypic ratios and the chi-squared test


Teaching scheme


• 2.1.17 • 2.1.18


1. Continuous and discontinuous variation

2. Genetic basis for continuous and discontinuous variation

3. Genotype, environment and variation

4. Variation and selection 5. Population genetics 6. Measuring allele

frequencies 7. Hardy–Weinberg principle

Students should be able to: • Describe the differences between continuous

and discontinuous variation. • Explain the basis of continuous and

discontinuous variation – with reference to the number of genes that influence the variation.

• Explain that both genotype and environment contribute to phenotypic variation (no calculations of heritability are expected).

• Explain why variation is essential for selection. • Use the Hardy–Weinberg principle to calculate

allele frequencies in populations.

F215 Control, genomes and environment 5.1.2 Meiosis and variation – continuous and

discontinuous variation, phenotypic variation, variation in selection and the Hardy–Weinberg principle


Teaching scheme


• 2.1.19 • 2.1.20 • 2.1.21


1. Stabilising and directional selection

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


Teaching scheme


• 2.2.1 • 2.2.2 • 2.2.3


1. What are clones? 2. Asexual reproduction 3. Vegetative propagation –

natural 4. Vegetative propagation –

artificial 5. Tissue culture 6. Cloning animals 7. Non-reproductive cloning

Students should be able to: • Describe the production of natural clones in

plants using the example of vegetative propagation in elm trees.

• Describe the production of artificial clones of plants from tissue culture.

• Discuss the advantages and disadvantages of plant cloning in agriculture.

• Describe how artificial clones of animals can be produced.

• Discuss the advantages and disadvantages of cloning animals.

• Outline the differences between reproductive and non-reproductive cloning.

F215 Control, genomes and environment 5.2.1 Cloning in plants and animals – production of

natural clones, production of artificial clones, advantages and disadvantages of cloning and reproductive and non-reproductive cloning


Teaching scheme


• 2.2.4 • 2.2.5 • 2.2.6 • 2.2.7

Practical activity 20: Investigating population growth Practical activity 21: The effect of antibacterial agents on bacterial growth Practical activity 22: Investigating immobilised pectinase Practical activity 23: Investigating immobilised lipase


1. What is biotechnology? 2. Examples of biotechnology

processes 3. Use of microorganisms in

biotechnology 4. Population growth of

microorganisms 5. Fermentation 6. Metabolism and

metabolites 7. Commercial applications of

biotechnology 8. Asepsis 9. Enzymes and

biotechnology 10. Immobilising enzymes

Students should be able to: • State that biotechnology is the industrial use

of living organisms (or parts of them) to produce food, drugs or other products.

• Explain why microorganisms are often used in biotechnological processes.

• Describe and explain, with the aid of diagrams, the standard growth curve of a population of microorganisms in a closed culture.

• Describe the differences between primary and secondary metabolites.

• Compare and contrast the processes of continuous and batch culture.

• Explain the importance of manipulating the growing conditions in a fermentation vessel in order to maximise the yield of product required.

• Explain the importance of asepsis in the manipulation of microorganisms.

• Describe how enzymes can be immobilised. • Explain why immobilised enzymes are used in

large-scale production.

F215 Control, genomes and environment 5.2.2 Biotechnology – industrial use of living organisms,

microorganisms, primary and secondary metabolites, continuous and batch culture, maximisation of product yield, asepsis and immobilised enzymes

5.2.3 Genomes and gene technologies – sequencing the genome, electrophoresis, DNA probes and the polymerase chain reaction


Teaching scheme


• 2.2.8 • 2.2.9 • 2.2.10

Practical activity 19: DNA electrophoresis


1. Outline techniques involved when working with DNA

2. Genome sequencing 3. Comparative gene

mapping 4. Electrophoresis 5. Probing DNA 6. Polymerase chain reaction

(PCR)

Students should be able to: • Outline the steps involved in sequencing the

genome of an organism. • Outline how gene sequencing allows for

genome-wide comparisons between individuals and species.

• Outline how DNA fragments can be separated by size using electrophoresis.

• Describe how DNA probes can be used to identify fragments containing specific sequences.

• Outline how the polymerase chain reaction (PCR) can be used to make multiple copies of DNA fragments.

F215 Control, genomes and environment 5.2.3 Genomes and gene technologies – sequencing

the genome, recombinant DNA, genetic engineering, restriction enzymes, plasmids and ligase and vectors and DNA fragments


Teaching scheme


• 2.2.11 • 2.2.12 • 2.2.13 • 2.2.14


1. What is engineering? 2. How to do genetic

engineering 3. Why do genetic

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


Teaching scheme


• 2.2.15 • 2.2.16


1. Gene therapy 2. Somatic cell gene therapy

and germline gene therapy 3. Xenotransplantation 4. Ethics

Students should be able to: • Explain the term: gene therapy. • Explain the differences between somatic cell

gene therapy and germline gene therapy. • Outline how animals can be genetically

engineered for xenotransplantation. • Discuss the ethical concerns raised by the

genetic manipulation of animals (including humans), plants and microorganisms.

F215 Control, genomes and environment 5.2.3 Genomes and gene technologies – genetic

engineering Golden RiceTM and gene therapy


Teaching scheme


• 2.3.1 • 2.3.2 • 2.3.3 • 2.3.6


1. Components of an ecosystem

2. Dynamics of an ecosystem 3. Energy and food chains 4. Efficiency of energy

transfer 5. Measuring efficiency 6. Improving primary

productivity 7. Improving secondary

productivity 8. Decomposition and

recycling materials in an ecosystem

9. Nitrogen cycle

Students should be able to: • Define the term: ecosystem. • State that ecosystems are dynamic systems. • Define the terms: biotic factor; and abiotic

factor using named examples. • Define the terms: producer; consumer;

decomposer; and trophic level. • Describe how energy is transferred through

ecosystems. • Outline how energy transferred between

trophic levels can be measured. • Discuss the efficiency of energy transfers

between trophic levels. • Explain how human activities can manipulate

the flow of energy through ecosystems. • Describe the role of decomposers in the

decomposition of organic material. • Describe how microorganisms recycle

nitrogen within ecosystems.

F215 Control, genomes and environment 5.3.1 Ecosystems – ecosystems, terminology of

ecosystems, energy transfer, human activities and energy flow, decomposers and microorganisms


Teaching scheme


• 2.3.4 • 2.3.5 • 2.3.7 • 2.3.8

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


1. Ecological methods – sampling, quadrats, transects (you may want to intersperse this amongst the other topics at appropriate points in the sequence)

2. Succession 3. Carrying capacity 4. Limiting factors 5. Predators and prey 6. Intraspecific competition 7. Interspecific competition

Students should be able to: • Describe one example of primary succession

resulting in a climax community. • Describe how the distribution and abundance

of organisms can be measured – using line transects, belt transects, quadrats and point quadrats.

• Explain the significance of limiting factors in determining the final size of a population.

• Explain the meaning of the term: carrying capacity.

• Describe predator-prey relationships and their possible effects on the population sizes of both the predator and the prey.

• Explain with examples the terms: interspecific and intraspecific competition.

F215 Control, genomes and environment 5.3.1 Ecosystems – primary succession, climax

community, measuring the distribution and abundance of organisms.

5.3.2 Populations and sustainability – limiting factors in populations, carrying capacity, predator–prey relationships, interspecific and intraspecific competition.


Teaching scheme


• 2.3.9 • 2.3.10 • 2.3.11


1. Sustainability 2. Small-scale management

of timber production 3. Large-scale management

of timber production 4. Why conserve? 5. What does conservation

involve? 6. Development and

conservation in the Galapagos Islands

Students should be able to: • Distinguish between the terms: conservation;

and preservation. • Explain how the management of an ecosystem

can provide resources in a sustainable way – with reference to timber production in a temperate country.

• Explain that conservation is a dynamic process involving management and reclamation.

• Discuss the economic, social and ethical reasons for conservation of biological resources.

• Outline, with examples, the effects of human activities on the animal and plant populations in the Galapagos Islands.

F215 Control, genomes and environment 5.3.2 Populations and sustainability – management of

ecosystems, conservation as a dynamic process, conservation of biological resources, conservation and preservation and the Galapagos Islands


Teaching scheme


• 2.4.1 • 2.4.2 • 2.4.3 • 2.4.4


1. Types of stimuli and response

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


Teaching scheme


• 2.4.5 • 2.4.6 • 2.4.10


1. Why respond to the environment?

2. Structure and function of the cerebrum

3. Structure and function of the cerebellum

4. Structure and function of other brain regions

5. Structure and function of the nervous system

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


Teaching scheme


• 2.4.7 • 2.4.8 • 2.4.9

Practical activity 30: Observing the effect of ATP on muscle contraction


1. Coordination of movement 2. Movement around a joint 3. Neuromuscular junction 4. Types of muscle 5. Sliding-filament model 6. ATP and muscular

contraction

Students should be able to: • Describe how coordinated movement requires

the action of skeletal muscles about joints – with reference to the elbow joint.

• Compare and contrast the action of synapses and neuromuscular junctions.

• Outline the structural and functional differences between: voluntary; involuntary; and cardiac muscle.

• Explain, with the aid of diagrams and photographs, the sliding-filament model of muscular contraction.

• Outline the role of ATP in muscular contraction and how the supply of ATP is maintained in muscles.

F215 Control, genomes and environment 5.4.2 Animal responses – coordinated movement,

synapses vs neuromuscular junctions, structural and functional differences between muscles, the sliding-filament model of muscular contraction and ATP in muscular contraction


Teaching scheme


• 2.4.11 • 2.4.12 • 2.4.13 • 2.4.14

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


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


Documents

Teaching scheme - Pearson Schools and FE Colleges ... · OCR Scheme of Work topic outlines ... F214 Communication, homeostasis and energy 4.1.1 Communication ... Teaching scheme