4th Sep '25

Schemes of Work

B1
- B1.3
  - Lesson 01 - What are the levels of organisation? Lesson Plan Lesson Title
    - Cells are the basic building blocks of all living organisms.
      - Suggested Activity:
        http://www.htwins.net/scale2/
        Equipment Required:
        x
    - A tissue is a group of cells with a similar structure and function.
    - Organs are aggregations of tissues performing specific functions.
    - Organs are organised into organ systems, which work together to form organisms.
    - Students should be able to develop an understanding of size and scale in relation to cells, tissues, organs and systems.
      - Suggested Activity:
        https://www.youtube.com/watch?v=IYSlId-Ri7Q
        
        Use examples from the digestive system to go from cell to organ system, giving the role of each part.
        http://www.siumed.edu/~dking2/erg/gicells.htm
        e.g. goblet cells in small intestine http://www.siumed.edu/~dking2/erg/gicells.htm#goblet
  - Lesson 02 - What is the role of the digestive system? Lesson Plan Lesson Title
    - The digestive system is an example of an organ system in which several organs work together to digest and absorb food.
      - Suggested Activity:
        Identify the organs of the digestive system, the order and the role of each organ and which enzymes are created in each.
    - Students should be able to relate knowledge of enzymes to Metabolism.
    - The products of digestion are used to build new carbohydrates, lipids and proteins. Some glucose is used in respiration.
    - Bile is made in the liver and stored in the gall bladder.
    - [Bile] is alkaline to neutralise hydrochloric acid from the stomach.
    - [Bile] also emulsifies fat to form small droplets which increases the surface area.
    - The alkaline conditions and large surface area increase the rate of fat breakdown by lipase.
      - Suggested Activity:
        Describe the role of bile in aiding digestion.
        Explain why emulsifying fats makes digestion more effective
        E/W - Describe how a burger is broken down into fatty acids, glycerol, amino acids and sugars in the blood.
  - Lesson 03 - Required Practical - Food Tests Lesson Plan Lesson Title
    - Required Practical 4 - Food Tests (AT skills 2,8)
      - Suggested Activity:
        Foods to be tested
        pestle & mortars
        filter paper
        conical flasks
        test tubes
        Benedicts soln, iodine,
        Biuret soln
        Ethanol (fats)
        kettles
        Pipettes
        Forceps
        10ml cylinders
        SUDAN lll DOESNT WORK- USE ETHANOL
        Equipment Required:
        Foods to be tested
        pestle & mortars
        filter paper
        conical flasks
        test tubes
        Benedicts soln, iodine,
        Biuret soln,
        Ethanol (fats)
        kettles
        Pipettes
        Forceps
        10ml cylinders
        SUDAN lll DOESNT WORK- USE ETHANOL
  - Lesson 04 - How do enzymes aid in digestion? Lesson Plan Lesson Title
    - Students should be able to describe the nature of enzyme molecules and relate their activity to temperature and pH changes.
    - Students should be able to carry out rate calculations for chemical reactions.
    - Enzymes catalyse specific reactions in living organisms due to the shape of their active site.
    - Students should be able to use the ?lock and key theory? as a simplified model to explain enzyme action.
    - Students should be able to recall the sites of production and the action of amylase, proteases and lipases.
      - Suggested Activity:
        Demo: how the rate of the catalase reaction can be measured using a gas syringe or inverted cylinder of water and timer to prepare for the Required practical next lesson.
    - Students should be able to understand simple word equations but no chemical symbol equations are required.
    - Digestive enzymes convert food into small soluble molecules that can be absorbed into the bloodstream.
    - Carbohydrases break down carbohydrates to simple sugars.
    - Amylase is a carbohydrase which breaks down starch.
    - Proteases break down proteins to amino acids.
    - Lipases break down lipids (fats) to glycerol and fatty acids.
      - Suggested Activity:
        Describe the role of different enzymes in the digestive system including the substrates and products as well as their locations in the body.
        Explain why pepsin (protease) works in the stomach but trypsin (from the small intestine) wouldn't and vice versa
  - Lesson 05 - Required Practical - Enzymes and pH Lesson Plan Lesson Title
    - Required Practical 5 - pH and Enzyme Action (Continuous Sampling Technique) (AT skills 1,2,5,8)
      - Suggested Activity:
        Amylase soln 1%
        starch soln 1%,
        iodine soln
        water bath 40c 2 racks
        thermometers
        stopclock
        pipettes
        10ml cylinders
        spotting tiles
        test tubes
        pH Range (4, 7, 9)
        
        1. Measure 10 cm3 of starch solution using the 10 cm3 plastic syringe and place into the boiling tube.
        2. Measure 1 cm3 of buffer solution using the 1 cm3 plastic syringe then add this to the starch solution.
        3. Measure 1 cm3 of amylase solution using the 1 cm3 plastic syringe then add this to the test tube.
        4. Place both tubes into the beaker of water to warm up.
        5. Put one drop of iodine solution into each well of the spotting tile.
        6. Add the amylase solution to the starch solution and mix.
        7. Take out a drop of the starch amylase mixture and add to a well in the spotting tile.
        8. Repeat this every 30 seconds until there is no change in colour or 5 minutes has passed.
        9. Repeat steps 1 to 8 for different pH values.
        Equipment Required:
        Amylase soln 1%
        starch soln 1%,
        iodine soln
        water bath 40c 2 racks
        thermometers
        stopclock
        pipettes
        10ml cylinders
        spotting tiles
        test tubes
        Buffer solns. Phs(4, 7, 9)
        Kettles
        Beakers
  - Lesson 06 - How are the heart and the lungs adapted to circulate oxygen and carbon dioxide around the body? Lesson Plan Lesson Title
    - Students should know the structure and functioning of the human heart and lungs
      - Suggested Activity:
        Pluck dissection
        Equipment Required:
        pluck
        dissection kit
        rubber tube for blowing up lungs
    - how lungs are adapted for gaseous exchange.
      - Suggested Activity:
        Describe the movement of gases from the air to the blood.
        Explain the ways in which the lungs are adapted for rapid gas exchange with the blood.
        GF: Compare and contrast the structure and function of lungs to the gills.
    - The heart is an organ that pumps blood around the body in a double circulatory system.
    - The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body.
      - Suggested Activity:
        Heart Dissection
        Equipment Required:
        Class dissection kits hearts for 1 between 2
    - Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required.
      - Suggested Activity:
        Describe the movement of the blood from the lungs to the heart, around the body and back to the lungs.
        Explain the advantages of having a double circulatory system compared to a single circulatory system.
        Explain why the left ventricle muscle is larger than the right ventricle.
    - Knowledge of the lungs is restricted to the trachea, bronchi, alveoli and the capillary network surrounding the alveoli.
    - The natural resting heart rate is controlled by a group of cells located in the right atrium that act as a pacemaker.
    - Artificial pacemakers are electrical devices used to correct irregularities in the heart rate.
      - Suggested Activity:
        Explain how an artificial pacemaker keeps someone alive.
  - Lesson 07 - What are the components and functions of blood? Lesson Plan Lesson Title
    - Blood is a tissue consisting of plasma, in which the red blood cells, white blood cells and platelets are suspended.
    - Students should know the functions of each of these blood components.
    - (WS) Evaluate risks related to use of blood products.
    - Students should be able to recognise different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions.
      - Suggested Activity:
        Describe or match up the components of the blood with the role they have.
    - The body contains three different types of blood vessel:
      ? arteries
      ? veins
      ? capillaries.
    - Students should be able to explain how the structure of these vessels relates to their functions.
    - Students should be able to use simple compound measures such as rate and carry out rate calculations for blood flow.
      - Suggested Activity:
        Compare the structure of the 3 types of vessel.
        Venn Diagram of the 3 types and factors of them e.g: transport blood, wall one cell thick, contains valves, permeable, impermeable etc.
        Explain why the walls of the blood vessels are different by linking their structure to their function.
  - Lesson 08 - How can cardiovascular problems be treated? Lesson Plan Lesson Title
    - Students should be able to evaluate the advantages and disadvantages of treating cardiovascular diseases by drugs, mechanical devices or transplant.
    - In coronary heart disease layers of fatty material build up inside the coronary arteries, narrowing them.
    - The layers of fatty material reduces the flow of blood through the coronary arteries, resulting in a lack of oxygen for the heart muscle.
    - Stents are used to keep the coronary arteries open.
    - Statins are widely used to reduce blood cholesterol levels which slows down the rate of fatty material deposit.
    - In some people heart valves may become faulty, preventing the valve from opening fully, or the heart valve might develop a leak.
    - Students should understand the consequences of faulty valves.
    - Faulty heart valves can be replaced using biological or mechanical valves.
    - In the case of heart failure a donor heart, or heart and lungs can be
      transplanted.
    - Artificial hearts are occasionally used to keep patients alive whilst waiting for a heart transplant, or to allow the heart to rest as an aid to recovery.
      - Suggested Activity:
        Describe the different ways in which CVD can be treated.
        Link the form of treatment to the stage of CVD/condition of patient.
        GF: Evaluate the provision of treatment for CVD compared to education about preventative measures.
  - Lesson 09 - What can affect your health? Lesson Plan Lesson Title
    - Students should be able to describe the relationship between health and disease and the interactions between different types of disease.
    - Health is the state of physical and mental well-being.
    - Diseases, both communicable and non-communicable, are major causes of ill health. Other factors including diet, stress and life situations may have a profound effect on both physical and mental health.
    - Different types of disease may interact. Defects in the immune system mean that an individual is more likely to suffer from infectious diseases
    - Viruses living in cells can be the trigger for cancers.
    - Immune reactions initially caused by a pathogen can trigger allergies such as skin rashes and asthma.
    - Severe physical ill health can lead to depression and other mental illness.
    - Students should be able to translate disease incidence information between graphical and numerical forms, construct and interpret frequency tables and diagrams, bar charts and histograms, and use a scatter diagram to identify a correlation between two variables. (MS)
    - Students should understand the principles of sampling as applied to scientific data, including epidemiological data. (MS)
      - Suggested Activity:
        Explain how physical and mental health can influence each other.
        Explain how infections can lead to other conditions.
  - Lesson 10 - What are risk factors? Lesson Plan Lesson Title
    - Risk factors are linked to an increased rate of a disease.
      They can be:
      ? aspects of a person?s lifestyle
      ? substances in the person?s body or environment.
    - (WS) Interpret data about risk factors for specified diseases.
    - A causal mechanism has been proven for some risk factors, but not in
      others.
      ? The effects of diet, smoking and exercise on cardiovascular disease.
      ? Obesity as a risk factor for Type 2 diabetes.
      ? The effect of alcohol on the liver and brain function.
      ? The effect of smoking on lung disease and lung cancer.
      ? The effects of smoking and alcohol on unborn babies.
      ? Carcinogens, including ionising radiation, as risk factors in cancer.
    - Many diseases are caused by the interaction of a number of factors.
    - Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors.
    - Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. (MS)
    - Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.
      - Suggested Activity:
        Collect, present and analyse data about health risks and diseases, looking for correlations.
        Evaluate the relevance of BMI (possibly against the waist to hip ratio).
  - Lesson 12 - Lesson Plan Lesson Title