Biology B

Suggested practical and research activities to select from

Assessable learning outcomes

Foundation Tier only: low demand

 Explain why blood in arteries is under pressure:

• due to contraction of heart muscles

• so that it reaches all parts of the body.

Visit a fitness centre, or have a visit from a

representative and prepare a report on an individual fitness programme, including how ICT is used in assessing and monitoring fitness.

Use websites to plan for a lower cholesterol intake. Produce a poster or leaflet encouraging a healthy lifestyle to reduce the risk of heart disease.

Recognise that the risk of developing heart disease can be increased by a number of factors, to include:

• high blood pressure

• smoking

• eating high levels of salt

• eating high levels of saturated fat.

Describe how cholesterol can restrict or block blood flow in arteries by forming plaques.

Analyse data that show the changing incidence of heart disease in the UK.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Recall that blood pressure measurements consist of diastolic and systolic data in mmHg.

Describe the factors that increase blood pressure:

• being overweight

• stress

• high alcohol intake

• smoking.

Describe the factors that decrease blood pressure:

• regular exercise

• balanced diet.

Explain the possible consequences of having high blood pressure.

Explain the possible consequences of having low blood pressure.

Explain the difference between fitness (the ability to do physical activity) and health (free from disease).

Analyse the results of different ways of measuring

fitness (strength, stamina, flexibility, agility, speed and cardiovascular efficiency).

Explain how smoking increases blood pressure:

• carbon monoxide reduces the oxygen-carrying

capacity of the blood so heart rate increases to

compensate

• nicotine increases heart rate.

Explain how diet can increase the risk of heart

disease to include:

• saturated fats leading to a build up of cholesterol (a plaque) in arteries

• high levels of salt elevating blood pressure.

Interpret data showing possible links between

the amount of saturated fat eaten, the build up

of cholesterol plaques and the incidence of heart

disease.

Explain why carbon monoxide reduces the carrying capacity of red blood cells, using the idea that it combines with the haemoglobin preventing the oxygen transport.

Explain how narrowed coronary arteries, together with a thrombosis, increase the risk of a heart attack.

Suggested practical and research activities to select from

Assessable learning outcomes Foundation Tier only: low demand

Compare the nutritional value of various breakfast

cereals.

Record a day’s food intake and calculate the total

energy intake.

Investigate energy content in various foods.

Carry out simple food tests on a variety of food types.

Explain why a balanced diet should include:

• protein

• carbohydrates and fats

• minerals (limited to iron)

• vitamins (limited to vitamin C)

• fibre

• water.

Use ICT tasks, including video clips, to research

countries having food emergencies and facing

starvation.

Calculate personal estimated average daily

requirement (EAR) for protein.

Record a day’s food intake and calculate the amount of protein.

Calculate a Body Mass Index (BMI) and use provided information to make a decision as to what it indicates.

Interpret simple data on diet.

Explain why:

• a high protein diet is necessary for teenagers

• in many parts of the world diets are deficient in

protein.

Recall that proteins are only used as an energy

source when fats or carbohydrates are unavailable.

Recall that being very overweight (obese) is linked to increased health risks, to include arthritis, heart disease, diabetes and breast cancer.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Recall that:

• carbohydrates are made up of simple sugars

such as glucose

• fats are made up of fatty acids and glycerol

• proteins are made up of amino acids.

Explain how a balanced diet will vary depending on age, gender, activity, religion, personal choice (to include vegetarians and vegans) and medical issues (to include food allergies).

Describe the storage of biological molecules, to

include:

• carbohydrates are stored in the liver as glycogen or converted to fats

• fats are stored under the skin and around organs as adipose tissue

• proteins are not stored.

Explain why protein deficiency (kwashiorkor) is

common in developing countries, limited to:

• overpopulation

• limited investment in agricultural techniques.

Calculate the estimated average daily requirement (EAR) for protein using the formula:

EAR in g = 0.6 × body mass in kg Calculate the Body Mass Index given the formula: BMI = mass in kg/(height in m)2 and use it as a guide to understand the terms underweight, normal, overweight and obese.

Explain how low self-esteem, poor self-image and

desire for perfection can lead to a poor diet and the increased risks involved.

Explain why vegetarians need to eat proteins from a wide range of sources compared to people who eat proteins of animal origin.

Understand that the EAR is an estimated daily figure for an average person of a certain body mass.

Explain why the EAR for protein may vary depending on age, pregnancy and lactation.

Suggested practical and research activities to select from

Assessable learning outcomes Foundation Tier only: low demand

Carry out a survey of diseases suffered by candidates in a class or year (limited to flu/colds, athlete’s foot and ‘stomach upsets’) using primary or secondary sources.

Case studies involving malaria.

Recall that infectious diseases are caused by

pathogens (disease-causing microorganisms).

Recall one example of a disease caused by each type of pathogen limited to athlete’s foot (fungi), flu (viruses), cholera (bacteria) and malaria (protozoa).

Describe how the human body is defended against pathogens:

• skin provides a barrier

• blood clotting prevents entry of pathogens

• pathogens are trapped by mucus in airways

• hydrochloric acid in the stomach kills pathogens.

Describe the difference between infectious and noninfectious diseases.

Understand that some disorders have other causes, to include genetic causes.

Chart the immunisation programme recommended in the UK for children up to the age of 16.

Carry out the role-playing exercise and data analysis from SATIS 9: The Chinese Cancer Detectives.

Use a world map to plan holidays and estimate the risk of exposure to diseases such as malaria, cholera, hepatitis, polio and typhoid.

Recall that immunisation (vaccination) gives

protection from certain pathogens.

Describe how pathogens that enter the body are destroyed by the immune system (white blood cells):

• engulfed by white blood cells

• destroyed by antibodies.

Interpret data on the incidence of disease around the world to show links with climate and socio-economic factors.

Explain why new medical treatments/drugs are tested before use.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Recall the meaning of the terms parasite and host

with reference to malaria.

Describe how vectors spread disease:

• limited to mosquito.

Explain how knowledge of the life cycle of a disease and the way in which vectors spread disease can help control infections:

• limited to malaria and the mosquito.

Describe changes in lifestyle and diet which may

reduce the risk of some cancers.

Describe the difference between benign and

malignant tumours.

Interpret data on types of cancer and survival/

mortality rates.

Explain how pathogens cause the symptoms of an

infectious disease by cell damage or by production of toxins.

Recall that antibodies lock on to antigens leading to the death of the pathogens.

Explain the difference between passive (receive

antibodies) and active immunity (make own

antibodies).

Recall the difference between antibiotics and antiviral drugs.

Explain how each pathogen has its own antigens so specific antibodies are needed.

Explain the process of immunisation (vaccination):

• harmless pathogen given which carries antigens

• antigens trigger immune response by white blood cells which produce antibodies

• immunity remains (memory cells produced).

Describe the benefits and risks (possible side effects) associated with immunisation.

Explain the need for careful use of antibiotics to

prevent the increase of resistant strains such as MRSA.

Describe how new treatments are tested using

animals, human tissue and computer models and

understand objections to some forms of testing.

Explain why blind and double blind trials are used in testing new drugs against placebos or the best existing treatment.

Suggested practical and research activities to select from

Assessable learning outcomes Foundation Tier only: low demand

Carry out an experiment to test ranges of vision

using cardboard marked out in degrees or moving

outstretched arms forward.

Demonstrate binocular vision by bringing pencil

points together at arm’s length using one then two

eyes.

Describe how animals detect changes in their

environment (stimuli) using receptors which generate nerve impulses.

Name and locate the main parts of the eye: cornea, iris, pupil, lens, retina, optic nerve and blind spot.

Investigate why some animals have binocular vision and others do not.

Explain the advantages and disadvantages of:

• monocular vision: wider field of view but poorer

judgement of distance

• binocular vision: narrower field of view but better judgement of distance.

Carry out a survey on eye defects (candidates

wearing glasses/contact lens) or use second hand data, in class or year group.

Use colour vision deficiency charts.

Describe the main problems in vision limited to longsight, short-sight and red-green colour blindness.

Carry out an experiment using blunt needles or

forceps to determine the density of nerve endings in different skin areas.

Carry out experiments on reaction times using ICT.

Research allowable reaction times in races.

Name and locate the main parts of the nervous

system, to include:

• the central nervous system (CNS) (brain and

spinal cord)

• the peripheral nervous system.

Describe the nerve impulse as an electrical signal that is carried by nerve cells called neurones.

Describe reflex actions as fast, automatic and

protective responses.

Recognise that voluntary responses are under the conscious control of the brain.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Describe the functions of the main parts of the eye:

• cornea – refracts light

• iris – controls how much light enters pupil

• lens – focuses light on to retina

• retina – contains light receptors, some sensitive

to light of different colours

• optic nerve – carries impulses to the brain.

Describe the pathway of light through the eyeball,

being refracted by the cornea and lens and brought to focus on the retina.

Explain how the eye focuses light (accommodation) from near and distant objects.

Explain how binocular vision helps to judge distances by comparing the images from each eye – the more similar the images, the further away the object.

Explain how long and short-sight is caused by the

eyeball or the lens being the wrong shape.

Explain a cause of red-green colour blindness as the lack of specialised cells in the retina.

Explain how long and short-sight can be corrected by corneal surgery or by different lenses in glasses or contact lenses.

Name and locate the parts of a motor neurone: cell body, axon and sheath.

Recall that the nerve impulse passes along the axon of a neurone.

Describe a reflex arc:

stimulus → receptor → sensory neurone → central nervous system → motor neurone → effector → response.

Describe the path taken by a spinal reflex involving

a receptor, sensory neurone, relay neurone, motor

neurone and effector.

Explain how neurones are adapted to their function by their length, insulating sheath and branched endings (dendrites).

Recall that the gap between neurones is called a synapse.

Describe how an impulse triggers the release of a transmitter substance in a synapse and how it diffuses across to bind with receptor molecules in the membrane of the next neurone causing the impulse to continue.

Suggested practical and research activities to select from

Assessable learning outcomes Foundation Tier only: low demand

Arrange a visit from the relevant police departments or rehabilitation centres.

Recognise that drugs can be beneficial or harmful.

Explain why some drugs are only available on

prescription.

Explain the terms: addiction, withdrawal symptoms, tolerance and rehabilitation.

Research the drug testing programmes in sport.

Research and present information about the effects of different drugs on the body.

Describe the general effects of each drug category:

• depressants: slow down brain’s activity

• pain killers: block nerve impulses

• stimulants: increase brain’s activity

• performance enhancers: muscle development

• hallucinogens: distort what is seen and heard.

Carry out the smoking machine experiment to

compare high, medium and low tar brands.

Research a time line of the link between smoking and lung cancer.

Discuss the current anti-smoking laws.

Recall that tobacco smoking can cause emphysema, bronchitis, cancer (mouth, throat, oesophagus and lung) and heart disease.

Describe the effects of:

• carbon monoxide (lack of oxygen, heart disease)

• nicotine (addictive)

• tars (irritant, carcinogenic)

• particulates (accumulation in lung tissue).

Produce a poster to warn drivers about the dangers of drink driving.

Recognise the short term and long term effects of alcohol on the body:

• short term (impaired judgment, balance and

muscle control, blurred vision, slurred speech,

drowsiness and increased blood flow to the skin)

• long term effects (liver and brain damage).

Explain why there is a legal limit for the level of

alcohol in the blood/breath for drivers and pilots.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Explain the basis of the legal classification of drugs:

• Class A being the most dangerous with the

heaviest penalties

• Class C being the least dangerous with the

lightest penalties.

Recall examples of drugs:

• depressants, limited to alcohol, solvents and

temazepam

• pain killers, limited to aspirin and paracetamol

• stimulants, limited to nicotine, ecstasy and

caffeine

• performance enhancers, limited to anabolic

steroids

• hallucinogens, limited to LSD.

Explain the action of depressants and stimulants on the synapses of the nervous system:

• depressants bind with receptor molecules in

the membrane of the next neurone blocking the

transmission of the impulses

• stimulants cause more neurotransmitter to cross the synapse.

Describe how cigarette smoke affects ciliated

epithelial cells lining the trachea, bronchi and

bronchioles.

Explain why damage to ciliated epithelial cells can

lead to a ‘smokers cough’.

Evaluate data on the effects of smoking in

populations (to include, cancer, heart disease,

emphysema and birth weights of babies born to mothers who smoke).

Interpret data on the alcohol content (measured in

units of alcohol) of different alcoholic drinks.

Interpret information on reaction times, accident

statistics and alcohol levels.

Describe how the liver can become damaged as it removes alcohol (cirrhosis), to include:

• enzymes in liver breakdown alcohol

• toxic products of alcohol breakdown cause liver damage

Suggested practical and research activities to select from

Assessable learning outcomes Foundation Tier only: low demand

Discuss automatic control systems in candidates’

lives e.g. central heating, air conditioning, cruise

control in cars, incubators.

Recognise that the body works to maintain steady levels of temperature, water, and carbon dioxide and that this is essential to life.

Carry out an experiment on the changing skin

temperature down an arm or a leg and plot the results accurately on a graph.

Measure body temperature using a range of different procedures.

Discuss the use of thermal first aid blankets after

activities such as marathons.

Produce a poster warning older people about

hypothermia and telling them how to prevent it.

Recall that the core temperature of the human body is normally maintained at approximately 37°C.

Describe appropriate procedures to measure body temperature:

• where (ear, finger, mouth, or anus)

• how (using a clinical thermometer, sensitive strips, digital recording probes, or thermal imaging).

Describe how heat can be gained or retained (by respiration, shivering, exercise, less sweating, less blood flow near skin surface, or clothing).

Describe how more heat can be lost (by sweating, or more blood flow near skin).

Research diabetes and how it can be managed.

www.abpischools.org.uk

Name and locate the pancreas.

Recall that the pancreas produces the hormone

insulin.

Recall that Type 1 diabetes is caused by the failure of the pancreas to produce insulin.

Describe how insulin travels around the body.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Understand that maintaining a constant internal

environment involves balancing bodily inputs and

outputs and is called homeostasis.

Explain why factors are kept at steady levels by

automatic control systems (limited to temperature,

water content and carbon dioxide).

Explain how sweating increases heat transfer to the environment by evaporation of sweat which requires heat, so removing heat from the skin.

Understand that the body temperature of 37°C is

the optimum temperature for the action of many

enzymes.

Describe how high temperatures can cause heat

stroke and dehydration and if untreated, death.

Describe how very low temperatures can cause

hypothermia and if untreated, death.

Explain how vasodilation and vasoconstriction

increase or reduce heat transfer to the environment.

Understand that the body temperature of 37°C is linked to enzyme action.

Explain how blood temperature is monitored by the brain which will bring about temperature control mechanisms via the nervous and hormonal systems.

Recall that insulin controls blood sugar levels.

Explain how Type 2 diabetes can often be controlled by diet but that Type 1 diabetes also needs to be treated by insulin dosage.

Explain why responses controlled by hormones are usually slower than responses controlled by the nervous system.

Explain how insulin helps to regulate blood sugar levels.

Explain how the dosage of insulin needed to be taken by a person with Type 1 diabetes depends upon diet and activity.

Suggested practical and research activities to select from

Assessable learning outcomes Foundation Tier only: low demand

Carry out an experiment to test whether cress

seedlings grow towards light.

Carry out an experiment to test whether bean roots always grow downwards.

Use ICT to watch and compare time lapse videos of plant tropisms.

Recognise that plants as well as animals respond to changes in their environment.

Understand that plant growth (limited to growth of shoots and roots, flowering and fruit ripening) is controlled by chemicals called plant hormones.

Describe an experiment to show that shoots grow towards light.

Understand how growth towards light increases the plant’s chance of survival.

Understand why roots grow downwards.

Take cuttings using rooting powder to encourage root growth.

Research how seedless grapes are produced.

Investigate bananas ripening more quickly if alreadyripened bananas are close by; research why this happens.

Recognise that plant hormones can be used in

agriculture to speed up or slow down plant growth.

Assessable learning outcomes both tiers: standard demand

Assessable learning outcomes Higher Tier only: high demand

Describe shoots as positively phototropic but

negatively geotropic.

Describe roots as negatively phototropic but positively geotropic.

Recall that the group of plant hormones called auxins:

• move through the plant in solution

• are involved in the response to light

(phototropism)

• are involved in the response to gravity

(geotropism).

Interpret data from phototropism experiments in

terms of auxin action:

• auxin made in tip

• unequally distributed in response to light.

Explain how auxin brings about shoot curvature in terms of cell elongation.

Relate the action of plant hormones to their commercial uses:

• selective weedkillers

• rooting powder

• fruit ripening (delay or acceleration)

• control of dormancy.