YEAR 11- Biology Term 1 plan

Transcription

1 YEAR 11- Biology Term 1 plan Week Topic Learning outcomes 1&2 Coordination and response Reflex arc Define sense organs as groups of receptor cells responding to specific stimuli: light, sound, touch, temperature and chemicals. The human eye and pupil reflex Describe the structure and function of the eye, including accommodation and pupil reflex. 3 Hormones Adrenalin and its effects on organs Distinguish between rods and cones, in terms of function and distribution. Distinguish between voluntary and involuntary actions Define a hormone as a chemical substance, produced by a gland, carried by the blood, which alters the activity of one or more specific target organs and is then destroyed by the liver. State the role of hormone adrenaline in chemical control of metabolic activity, including increasing the blood glucose concentration and pulse rate. Give examples of situations in which adrenaline secretion increases. Compare nervous and hormonal control systems 4 Homeostasis Define homeostasis as the maintenance of a constant internal environment. Identify, on a diagram of the skin: hairs, sweat glands, temperature receptors, blood vessels and fatty tissue. Describe the maintenance of a constant body temperature in humans in terms of insulation and the role of temperature receptors in the skin, sweating, shivering, vasodilation and Vasoconstriction of arterioles supplying skin surface capillaries and the coordinating role of the brain. Explain the concept of control by negative feedback. Describe the control of the glucose content of the blood by the liver, and by insulin and glucagon from the pancreas.

2 5 Tropic Responses Define and investigate geotropism and phototropism. Explain the chemical control of plant growth by auxins including geotropism and phototropism. 6 Drugs Define a drug as any substance taken into the body that modifies or affects chemical reactions in the body. Describe the medical use of antibiotics for the treatment of bacterial infections. Explain why antibiotics kill bacteria but not viruses. Describe the effects of the abuse of heroin: a powerful depressant, problems of addiction, severe withdrawal symptoms and associated problems such as crime and infection e.g. HIV. 7 Reproduction Asexual reproduction Describe the effects of excessive consumption of alcohol: reduced self- control, depressant, effect on reaction times, damage to liver and social implications. Describe the effects of tobacco smoke and its major toxic components (tar, nicotine, carbon monoxide and carbon particles) on the gas exchange system. Define asexual reproduction as the process resulting in the production of genetically identical offsprings from one parent. Describe asexual reproduction in bacteria, spore production in fungi and tuber formation in potatoes. Discuss the advantages and disadvantages to a species of asexual reproduction. Sexual reproduction Define sexual reproduction. Discuss the advantages and disadvantages to a species of sexual reproduction.

3 8 Sexual reproduction in plants Describe the structure and functions of the flower of a named dicotyledonous plant. Understand that pollination is the transfer of pollen from an anther to a stigma. Name agents of pollination. Distinguish between self-pollination and cross-pollination. Discuss the implications to a species of self-pollination and cross pollination. Compare the different structural adaptations of insect-pollinated and wind pollinated flowers. 9 Sexual reproduction in plants continued Describe the: growth of the pollen tube, process of fertilization, formation of seed and fruit, structure of a non-endospermic fruit. Understand that dispersal of seeds and fruits is the carriage of these away from the parent plant. Describe, using named examples, seed and fruit dispersal by wind and animals. 10 Sexual reproduction in humans Compare male and female gametes in terms of size, numbers and mobility. Describe the menstrual cycle in terms ofchanges in the uterus and ovaries. Explain the role of hormones in controlling the menstrual cycle (including FSH, LH, progesterone and oestrogen) Outline sexual intercourse and describe Fertilization. Outline early development of the zygote. 11 Sexual reproduction continued Outline the development of the fetus. Describe the function of the placenta, umbilical cord, amniotic sac and amniotic fluid. Describe the ante-natal care of pregnant women including special dietary needs and maintaining good health. Outline the processes involved in labour and birth. Describe the advantages and disadvantages of breast-feeding compared with bottlefeeding using formula milk.

4 12 Ante- natal care Sex hormones Describe the ante-natal care of pregnant women including special dietary needs and maintaining good health. Outline the processes involved in labour and birth. Describe the advantages and disadvantages of breast-feeding compared with bottlefeeding using formula milk. Describe the roles of testosterone and oestrogen in the development and regulation of secondary sexual characteristics at puberty. Describe the sites of production and the roles of oestrogen and progesterone in the menstrual cycle and in pregnancy. 13 Methods of birth control Outline the following methods of birth control: natural (abstinence, rhythm method) chemical (contraceptive pill, spermicide) mechanical (condom, diaphragm, femidom, IUD) surgical (vasectomy, female sterilisation) Outline artificial insemination and the use of hormones in fertility drugs, and discuss their social implications Sexually transmissible diseases Describe the symptoms, signs, effects and treatment of gonorrhea. Describe the methods of transmission of human immunodeficiency virus (HIV), and prevention. Outline how HIV affects the immune system in a person with HIV/AIDS.

5 YEAR 11- Biology Term 2 plan Week Topic Learning outcomes Week Inheritance 17.2 Chromosomes, genes and proteins Define inheritance, chromosome, genes and alleles. Describe the inheritance of sex in humans with reference to XX and XY chromosomes. Explain that the sequence of bases in a gene is the genetic code for putting together amino acids in the correct order to make a specific protein. Explain that DNA controls cell function by controlling the production of proteins. Explain how a protein is made. Explain that all body cells in an organism contain the same genes. Define a haploid nucleus and diploid nucleus. State that in a diploid cell, there is a pair of each type of chromosome and in a human diploid cell there are 23 pairs Week & 17.4 Mitosis and Meiosis Define mitosis and state the role of mitosis in growth, repair of damaged tissues, replacement of cells and asexual reproduction. State that the exact duplication of chromosomes occurs before mitosis Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can become specialised for specific functions. Define meiosis and State that meiosis is involved in the production of gametes. Explain how meiosis produces variation by forming new combinations of maternal and paternal chromosomes

6 Week Monohybrid Inheritance Define genotype, phenotype, homozygous and heterozygous. State that a heterozygous individual will not be pure-breeding. Define dominant and recessive. Interpret pedigree diagrams for the inheritance of a given characteristic. Use genetic diagrams to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1:1 and 3:1 ratios. Use Punnett squares in crosses which result in more than one genotype to work out and show the possible different genotypes Explain how to use a test cross to identify an unknown genotype Explain co-dominance by reference to the inheritance of ABO blood groups. Define a sex-linked characteristic as a characteristic in which the gene responsible is located on a sex chromosome. Describe colour blindness as an example of sex linkage. Use genetic diagrams to predict the results of monohybrid crosses involving co-dominance or sex linkage and calculate phenotypic ratios

7 Week Variation Define variation Distinguish between phenotypic variation and genetic variation. Describe continuous and discontinuous variations with examples. State examples for continuous and discontinuous variations. Record and present the results of investigations into continuous and discontinuous variation. State that phenotypic variation is caused by both genetic and environmental factors. State that discontinuous variation is mostly caused by genes alone, e.g. A, B, AB and O blood groups in humans. Describe the symptoms of sickle-cell anaemia Explain how a change in the base sequence of the gene for haemoglobin results in abnormal haemoglobin and sickle-shaped red blood cells Use genetic diagrams to show how sickle-cell anaemia is inherited State that people who are heterozygous (Hb S Hb A ) for the sickle-cell allele have a resistance to malaria Explain the distribution of the sickle-cell allele in human populations with reference to the distribution of malaria. Week Adaptive Features Define adaptive feature Interpret images or other information about a species to describe its adaptive features. Define fitness as the probability of an organism surviving and reproducing in the environment in which it is found Explain the adaptive features of hydrophytes and xerophytes to their environments Week Selection Describe artificial selection and its importance. Define natural selection. Describe variation and competition. Assess the importance of natural selection. Describe the development of strains of antibiotic resistant bacteria as an example of natural election Energy flow State that the Sun is the principal source of energy input to biological systems. Describe the non-cyclical nature of energy flow.

8 Week 7 Food chains and food webs Define food chain Explain why food chains usually have fewer than five trophic levels. Define food web. Explain why there is an increased efficiency in supplying green plants as human food and that there is a relative inefficiency, in terms of energy loss, in feeding crop plants to animals. Define the terms: producer, consumer, herbivore, carnivore, decomposer, ecosystem and trophic level Describe energy losses between trophic levels. Draw, describe and interpret pyramids of biomass and numbers. Week Nutrient cycle Describe the carbon and the water cycles. Describe the nitrogen cycle in terms of: decomposition, nitrogen fixation, nitrification and de-nitrification. Discuss the effects of the combustion of fossil fuels and the cutting down of forests on the oxygen and carbon dioxide concentrations in the atmosphere. Week Population size Define population State the factors affecting the rate of population growth for a population of an organism. Identify the lag, exponential (log), stationary and death phases in the sigmoid population growth curve. Describe the increase in human population size and its social implications Interpret graphs and diagrams of human population growth.

9 Week 10 & 11 Biotechnology and Genetic engineering State that bacteria are useful in biotechnology and genetic engineering. Discuss why bacteria are useful in biotechnology and genetic engineering. Describe the role of anaerobic respiration in yeast during production of ethanol for biofuels Describe the role of anaerobic respiration in yeast during bread-making Investigate and describe the use of pectinase in fruit juice production Investigate and describe the use of biological washing powders that contain enzymes. Investigate and explain the use of lactase to produce lactose-free milk Describe the role of the fungus Penicillium in the production of the antibiotic penicillin Explain how fermenters are used in the production of penicillin. Define genetic engineering. State examples of genetic engineering. Outline genetic engineering using bacterial production of a human protein as an example. Discuss the advantages and disadvantages of genetically modifying crops, such as soya, maize and rice.

10 YEAR 11- Biology Term 3 plan Week Topic Learning outcomes Week 1-2 Disease & Immunity Define pathogen, transmissible disease, active immunity, and passive immunity. State that antibodies lock on to antigens leading to direct destruction of pathogens. Explain how each pathogen has its own antigens. Explain that active immunity is gained after an infection by a pathogen, or by vaccination. Explain the process of vaccination. State that the body has defenses. State that memory cells are not produced in passive immunity. Explain the importance of passive immunity for breast-fed infants. State that some diseases are caused by the immune system targeting and destroying body cells, limited to Type 1 diabetes. Week 3-5 Revision YR 10 Topics and YR 11 Topics As the syllabus content has been revised and updated to modernise and improve the relevance of the syllabus, go over the syllabus and revise the important topics and the new topics to syllabus. Revise and practice past year exams Explain the difficult and major concepts.