Year 9 Science 9B5: Microbes, disease and drugs Home-Learning Challenge

Transcription

1 Year 9 Science 9B5: Microbes, disease and drugs Home-Learning Challenge Name: Form:

2 9B5 Module Overview and Home-Learning Subject: Science - Biology Year: 9 Half-Term: 1, 2 or 3 Topic: Microbes, disease, drugs Module Overview: Pathogens Body s defence Aseptic techniques Vaccinations Dangers and effects of cannabis and alcohol Exploring addiction Assessment: 1. Completion of an extended written task. This will take place in lessons and will be assessed based on the quality of the writing as well as the scientific content. Students will be given formative feedback on this piece of work and will be expected to re-draft it based on the feedback. 2. An end of module test involving short answers to exam questions related to the topics studied in the module. Students will be given the date of this test in advance by their teacher and will be expected to revise for it independently (see attached revision list). Home-Learning: Completion of tasks: All students are expected to complete the bronze level tasks. These are designed to consolidate students knowledge of the key concepts met in the unit. Students who complete the all the bronze level tasks to a suitable standard will be rewarded with one house point. We would expect most students to attempt the silver level tasks. These tasks are designed to deepen the students understanding of the concepts met in the unit. Students who complete the all the silver level tasks to a suitable standard will be rewarded with two house points. We would expect some students to attempt the gold level tasks. These tasks are designed to challenge the students and extend their knowledge beyond what they may have learnt in class. Students who complete the all the gold level tasks to a suitable standard will be rewarded with three house points. Students are expected to be familiar with all the key words listed in the glossary but completion of the definitions is optional. A bonus house point will be awarded to students who complete the definitions.

3 Tasks: Task Challenge Level Task detail Outcome Date 1 Bronze Types of pathogens questions on pathogens and from the periodic table. Completion of task sheet 1 2 Bronze Edward Jenner and vaccination questions on Edward Jenner and vaccinations. Completion of task sheet 2 3 Bronze Drug definition identifying drug key words with the descriptions. Completion of task sheet 3 4 Silver Childhood diseases answer the questions using the table provided. Completion of task sheet 4 5 Silver Bacteria in milk? analysing data bacteria in milk Completion of task sheet 5 6 Silver 7 Gold 8 Gold Killing bacteria: answer the questions linked the work of Alexander Fleming. Measles vaccination Analyse and answer the questions linked to the graph provided.. Modern day epidemics internet research on how to prevent the epidemic of one disease. Completion of task sheet 6 Completion of an annotated timeline following instructions on task sheet 7 Completion of task sheet 8 9 Gold Key Words Glossary Driving under the influence reading and comprehension task. At the back of the booklet is a list of key words for the module with space to write in definitions completion is optional but students should be familiar with these words and their definitions. Completion of task sheet 9 Optional completion of glossary definitions Resources to help complete the tasks: CGP Revision Guide

4 Task Sheet 1 (Bronze Challenge): Types of pathogen 1 Match the names to their correct description. You can either draw lines between them or colour code them. Louis Pasteur Another name for microorganisms. microorganisms microbes bacteria viruses fungi Yeast is a single-celled one. Some are made of long threads. Showed, in 1881, that food goes bad because 'germs' we can't see land on it. The proper name for the tiny living things sometimes called 'germs'. Single-celled organisms. Smaller than bacteria. They are not made of cells. 2 Here are some products. antibiotics can of beer bread Quorn yoghurt biscuits cola cheese wine A Find the products that are made using fungi. Colour them green. B Find the products that are made using bacteria. Colour them blue. C Find the products that are made without using bacteria or fungi. Colour them red

5 Task Sheet 2 (Bronze Challenge): Edward Jenner and Vaccinations 1 Use words from this list to fill in the gaps. immune antibodies vaccination smallpox immunised a An injection of dead microbes into your body so that you make antibodies is called. b If the live microbes infect your body, the are ready to fight them. You have been disease because you are now. You won t get the c to vaccination. to it. has been wiped out completely all over the Earth, thanks 2 Edward Jenner made an important discovery. Here is the story of his discovery. The story is all muddled up! Number them in order. a Edward Jenner took some pus from some cowpox sores on a milkmaid s hands. b Edward Jenner called his discovery vaccination. c Edward Jenner put some pus from smallpox sores into James Phipps. James didn t get smallpox. d Edward Jenner put the pus from the cowpox into James Phipps. James got cowpox, and he got better quickly.

6 Task Sheet 3 (Bronze Challenge): Drug definition 1 Look at this list of drugs. alcohol cocaine caffeine aspirin heroin nicotine cannabis antibiotics a Colour the recreational drugs in blue. b Colour the medical drugs in green. c Colour the illegal drugs in red. 2 Draw lines to match the words to the descriptions. drug A drug that you want more of when its effects have worn off. addictive drug This drug makes you feel happy. It is very addictive and can make you lose consciousness or even die. side effects A substance that changes how your body works, or how you think and feel. alcohol This drug makes you happy but confused, or see things that aren' t there. It also causes bronchitis, lung cancer and mental problems. heroin This drug can make you feel more confident. It can also make you feel sleepy. You can lose your sense of balance and have slurred speech. It slows your reactions down. It can damage your liver and brain, and can cause cancer. cannabis Things that happen that aren' t the main reason people take the drug.

7 Task Sheet 5 (Silver Challenge): Childhood diseases The table below gives information about a number of different diseases. Look at the information in the table and answer the questions opposite. Illness Symptoms and effects Transmission Where found How often caught? Chickenpox Itchy spots and mild Contact with International Once fever for days. infected Good recovery person Rubella Rash and slight fever. Contact with International Usually Can cause brain damage infected once to unborn babies person Mumps Painful swellings in neck Contact with International Once and groin. Can cause infected sterility in adult men person Yellow fever Fever/head and stomach Mosquito All hot Once pain/vomiting. Potentially bites countries, fatal especially Africa and India Tetanus Muscle paralysis. From soil and International Once Potentially fatal animal dung Malaria Fever and shivering. May Mosquito Tropical From every cause death if not bites from a areas, infected treated in time mosquito especially bite carrying the Africa parasite Meningococcal Fever. Inflammation of Coughs and International Once meningitis brain tissue. Potentially sneezes from fatal infected people

8 Look at the information in the table about childhood illnesses. a Lucy is going to Africa for her family holiday. Her doctor advises her to get vaccinated before she goes. For which diseases has Lucy probably already been vaccinated?. b i Which other diseases would it be sensible to be vaccinated for, before she goes to Africa? Explain why. ii Why has Lucy not been vaccinated against these diseases before?. c Two of the diseases are usually protected against in a single vaccination, in the UK. This also protects against a third childhood illness. What is the third illness? (Hint: ask an adult at home what MMR stands for.). d For one of the diseases in the table a vaccination is not possible. Which one?

9 Task Sheet 6 (Silver Challenge): Bacteria in milk g The table below gives information about a number of different elements. Look at the information in the table and answer the questions opposite. 1 Natalie counted the bacteria in some milk left in a warm place. The number of bacteria doubled every 30 minutes. Copy and complete the results chart below Time (hours) Number of bacteria i Draw a graph of Natalie s results on graph paper opposite. ii Describe the relationship between the rate at which bacteria increase and time. iii Each bacterium divides every 30 minutes. Explain why the graph is not a straight line. iv Why would it be very hard to use this type of graph to estimate the number of bacteria in Natalie s milk after 24 hours?

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11 Task Sheet 7 (Silver Challenge): Killing bacteria Dr Fleming s patient, Joan, had a lung infection. Dr Fleming sent samples of her phlegm to the hospital laboratory. In the lab, the scientists grew the bacteria on agar plates. In the middle of each plate they put one drop of antibiotic solution. They used a different antibiotic on each plate. Look at the diagrams. They show the lab results after two days. The spots show where the antibiotic drop was put. The shaded areas show where bacteria have grown. A B C D E a Which antibiotics could Dr Fleming prescribe for his patient? b Which antibiotic would be best? Explain why? c Which antibiotics should Dr Fleming avoid?. d Joan is allergic to antibiotic B but not to the others. It causes a very itchy rash all over her body. Normally it is given as a course of tablets lasting for seven days. i Which antibiotic should Dr Fleming use instead?. ii Why will Dr Fleming prescribe a 14-day course of this antibiotic?

12 Task Sheet 8 (Gold Challenge): Measles vaccination Measles is a very serious disease. Although most children who catch it recover completely after a few days, sometimes it can result in serious complications such as brain damage or deafness. You are going to study a graph showing how the number of measles infections has changed since vaccination was introduced in Look at the graph. It shows how vaccination has reduced the number of cases of the disease.

13 What was the number of cases of measles in 1962? State what happened to the number of cases of measles after mass vaccination was started. Suggest why the number of cases of measles was dropping before mass vaccination started. Suggest why between 1955 and 1965, the number of cases went up and down so much each year. Measles vaccine is now given as part of the MMR vaccine that also protects against mumps and rubella. Some parents were worried that this triple vaccine can be linked to autism and are not having their children vaccinated. What is autism? Describe the symptoms of mumps and rubella Suggest what could happen to the number of cases of measles in the UK is parents were not having their children have the MMR vaccine..

14 Task Sheet 9 (Gold Challenge): Modern day epidemics You are going to use the Internet to research the causes and possible solutions of some modern-day epidemics and then produce a poster based on your findings. 1. First of all decide which disease you wish to research. Some examples include: AIDS flu (influenza) cholera mumps measles. 2. Decide on which key words you are going to use in your search. For example, you might use: epidemic AIDS (or other named disease) pandemic disease infectious. 3. Start your search, but be selective. Remember you are trying to find out about the causes and solutions. 4. Produce a poster, based on your findings, on the page opposite. Your poster should attempt to explain your findings in a user-friendly way to someone who knew nothing about the disease you have been researching. Tips on producing a good poster Use colour it makes it more eye-catching. Keep it simple too much detail makes it look untidy and cluttered. Stick to a simple message that you want to get across. Use diagrams and drawings to help the reader visualise key topics.

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16 Task Sheet 10 (Gold Challenge): Driving under the influence Read through the text and on the other page draw a spider chart with Driving under the influence at the centre. Highlight the: Effects of driving under the influence Consequences of driving under the influence How to test if someone is driving under the influence. Most people know that driving while under the influence of alcohol is dangerous. It is also common knowledge that if you are found to be over the legal level of alcohol, you can be charged, leading to a driving ban, a fine and a possible prison sentence. Alcohol level in the breath is assessed first using a breathalyser test at the side of the road. If this gives a positive result, the driver is then taken to a police station where breath may be tested again or blood may be tested. The legal limit is 80 mg (milligrams) of alcohol per 100 ml (millilitres) of blood. Alcohol is a depressant drug, which means that it will slow down your body systems, including your ability to react. After consuming alcohol, drivers are also more likely to take risks. There is less awareness about the dangers and the consequences of driving under the influence of other drugs. Driving under the influence of drugs carries the same penalties as drink driving. If a police officer believes that a driver may be under the influence of drugs other than alcohol, they may carry out a field impairment test at the roadside. This involves the driver carrying out five activities that are simple when not under the influence of any drug but difficult after taking drugs. The tests include standing on one leg while counting out loud, touching the tip of the nose with a finger while the eyes are closed and walking toe to heel in a straight line. The description of driving under the influence of drugs does not differentiate between prescription drugs and illegal drugs. It is the responsibility of the driver to ensure that any prescription drugs do not affect their ability to drive safely. In the last 30 years, the number of deaths caused by drink driving has fallen dramatically. However, in 2011, there were still 230 fatalities due to drink driving. It is believed that deaths caused by drug-driving are on the increase. Statistics show that in 2011 drug users were almost twice as likely to drive under the influence than alcohol drinkers. One in five drug users admitted to driving after taking drugs. One in every 100 drug users admitted to driving under the influence almost every day.

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18 Key Words Glossary Microbes, disease and drugs: bacteria virus white blood cell immune system antibody agar petri dish clear zone vaccination

19 Edward Jenner stimulant depressant hallucinogen addiction dependency recreational drug unit of alcohol liver cirrhosis withdrawal