4.3 Interactions with the environment 4.3.1 Lifestyle and health Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop Scientific Communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.3.1.1 Health can be defined as 'a state of physical, mental and social well-being' and not merely the absence of disease. Factors including diet, stress and life situations can affect both physical and mental health. Diseases have symptoms that stop the body from working as normal. Communicable (infectious) diseases are caused by microorganisms called pathogens. They may infect plants as well as animals and are spread by direct contact, by water or by air. Non-communicable diseases, such as heart disease, cancer and diabetes, are the leading cause of death in the world. Explain how diet, stress and life situations can affect physical and mental health. Give examples of communicable and non-communicable diseases. 1 Discuss factors that can affect health and how to lead a healthy lifestyle. List symptoms of five infectious diseases. Are there any symptoms common to all? Suggest and discuss the human and financial cost of these non-communicable diseases on individuals, communities, nations and globally. What do these words have in common – rust, mildew, blight, canker, scab? Collect, present and analyse data about health risks and diseases, looking for correlations. Take temperatures. Look at thermometer calibrations. Discuss accuracy, measurement uncertainty and the range the true value will lie within and how to calculate this. Students research 'St. Anthony's fire' – prevalent in the Middle Ages. Is 'Ash dieback' the only threat to trees in the UK?
carcinogens and ionising radiation as risk factors in cancer. change, eg smoking, alcohol, diet or exercise. WS 1.5 Interpret data about risk factors, or about differences in the incidence of diseases in different parts of the world. WS 1.4 Explain the human and financial cost of these diseases to an individual, a local community, a nation or globally. Construct and interpret frequency tables and diagrams, bar charts and histograms. MS 2g Use a scatter diagram to identify a correlation between two variables. 4.3.1.3 In coronary disease layers of fatty material build up inside the coronary arteries, narrowing them. This reduces the flow of blood through the coronary arteries, resulting in a lack of oxygen for the heart muscle. This can lead to a heart attack. Statins are widely used to reduce blood cholesterol Describe problems associated with the heart and explain how they can be treated. Evaluate the use of drugs, mechanical devices and transplants to treat heart problems, including religious and ethical issues. 1 Watch video clip about coronary heart disease. Discuss the different types of heart problems that can occur and how they are treated coronary arteries, heart attack, faulty valves, hole in the heart, drugs, transplants, artificial hearts and replacement valves. Produce a Demo: Calculate the rate of water flow through tubing. Evaluate the use of models to represent blocked arteries. Provide a variety of sources heart disease to enable students to decide to what degree the Artificial heart and valves if available otherwise show illustrations. Demo: rigid, transparent tubing – one left open and the other partially blocked with wax
WS 1.3 Evaluate methods of treatment bearing in mind the benefits and risks associated with the treatment. 4.3.1.4 Homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes. Homeostasis is important because it maintains optimal conditions for enzyme action and all cell functions. Control of blood glucose concentration, control of body temperature and control of water levels in the human body are examples of homeostasis. An organism maintains homeostasis by monitoring its internal conditions and responding appropriately Explain what homeostasis is and why it is important. Describe examples of conditions that need to be controlled. Describe the of the nervous system and the endocrine system in homeostasis. Describe the main components of a control system and their functions. 1 Discussion starters: ‘What happen if…’ eg ‘you didn’t drink enough water, ate too many sweets.’ Use examples of diseases that can be controlled, eg diabetes, dehydration, gout. Draw a flow diagram to show the main components of a control system and with the function of each component. Colour code and annotate given diagrams of body with functions related to homeostasis. Students make a model to demonstrate maintaining equilibrium, eg a mobile with suspended figures which can be moved to balance the arms. Research and discuss: What is the role of the brain in homeostasis? What is the temperature of your skin? organs and organ systems are involved in homeostasis?
when these conditions deviate from their optimal state. These automatic control systems may involve nervous responses or chemical responses. Many of the processes are coordinated by hormones. 4.3.1.5 Blood glucose concentration is monitored and controlled by the pancreas. If the blood glucose concentration is too high, the pancreas produces the hormone insulin, which causes glucose to move from the blood into the cells. In liver and muscle cells excess glucose is converted to glycogen for storage. (HT only) If the blood glucose concentration is too low, the pancreas produces glucagon, which causes glycogen to be converted into Describe how blood glucose concentration is monitored and controlled. Explain when insulin is produced and how it helps to control blood glucose levels. Describe glycogen as a stored carbohydrate. (HT only) Explain when glucagon is produced by the pancreas and its effect on blood glucose levels. 1 What disease can cause glucose in urine? Research and produce a report to explain the cause, effects, treatment and problems associated with Type 1 diabetes. is a good resource. Interpret data on glucose tolerance tests in healthy people and diabetics. Research the work of Banting and Best. Watch video clip about Banting and Best. practical – investigating sugar levels in urine. Demo: how doctors used to diagnose diabetes by tasting fake then test with Benedict’s solution and glucose test strips. Evaluate the methods. Demo materials: weak tea samples with and without glucose glucose test strips Benedict’s solution water bath. Banting and Best:
glucose and released into the blood. (HT only) Explain how insulin and glucagon work together to control blood glucose levels. Research how treatment of diabetes has developed including use of human insulin produced by bacteria, current research into pancreas cell transplants and stem cell research (links with 4.3.3.9 Stem cells). 4.3.1.5 cont. Type 1 diabetes is a disorder in which the pancreas fails to produce sufficient insulin. It is characterised by uncontrolled high blood glucose levels and is normally treated with insulin injections. In Type 2 diabetes the body cells no longer respond to insulin produced by the pancreas. A carbohydrate controlled diet and an exercise regime are common treatments. Obesity is a risk factor for Type 2 diabetes. Explain the effects, treatment and problems associated with Type 1 diabetes. Interpret glucose tolerance test results. Evaluate modern methods of treating diabetes. Explain the cause, treatment and problems associated with Type 2 diabetes. Compare the causes, and treatments of Type 1 and Type 2 diabetes. 1 Discuss the causes, treatment and problems associated with Type 2 diabetes. Compare Type 1 and Type 2 diabetes and present the information in a suitable format. Watch a video animation about Type 1 and Type 2 diabetes.
involved in maintaining the uterus lining. the uterus during the second half of the cycle. (HT only) explain the interaction between these hormones in the control of the menstrual cycle. discussion about the reliability of research. 4.3.1.7 Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception. These include: oral contraceptives that contain hormones injection, implant or skin patch of slow release progesterone barrier methods such as condoms and diaphragms intrauterine devices, spermicidal agents abstaining from intercourse when an egg may be in the oviduct surgical methods of male and female sterilisation. Describe hormonal and non-hormonal methods of contraception. Explain how hormonal and non-hormonal contraceptives work. Evaluate the use of each method of contraception. 1 Watch BBC video clip about history of contraception for women (contains distressing scene). Discuss issues raised. Look at an exhibition of hormonal and non-hormonal contraceptives. Complete a summarising: method of action hormone name how they work advantages disadvantages. Produce a report for a teen magazine on the advantages and disadvantages of different types of contraceptives. Consider personal, social, economic and ethical implications of contraceptive use. Study contraceptives in an exhibition and evaluate the different types. Exhibition materials can be obtained from the .
Alpha decay causes the atomic number to decrease by two units and the mass number by four units. There is no change in mass number during beta decay but the atomic number increases by one unit. Students are not required to recall these two examples. The emission of a gamma ray does not cause the mass or the charge of the nucleus to change. and charges change when it undergoes alpha and beta decay. 4.3.2.3 Radioactive is random, so it is not possible to predict which individual nucleus will decay next. But with a large enough number of nuclei it is possible to predict how many will decay in a certain amount of time. The half-life of a radioactive isotope is the average time it Describe the process of radioactive decay as being a random event analogous to flipping lots of coins – not knowing which coins will fall on heads but knowing about half of them will on any given throw. 1 Plot a of throw against decay. Use the graph to calculate the half-life of the Skittles. MS 4a Determine the half-life of a radioactive isotope from given information. Students can use Skittles or M&Ms to calculate the half-life. Ask students to throw out a cupful of sweets and count the ones with the letter uppermost. Count and remove these. Throw the Ask students to calculate the half-life of a radioactive source from a decay curve of a radioactive element.
takes for the number of nuclei of the isotope in a sample to halve, or the average time it takes for the count rate from a sample containing a radioactive isotope to fall to half its initial level. Define the term MS 1c, 3d (HT only) Calculate the net decline, expressed as a in a radioactive emission after a given number of half-lives. remaining ones until none are left. 4.3.2.4 Alpha particles are absorbed by just a few millimetres of air or by a thin sheet of paper. Beta particles can pass through air and paper but are completely absorbed by a sheet of metal just a few millimetres thick. Gamma rays pass through most materials easily but are absorbed by a thick sheet of lead or by several metres of concrete. Compare the penetration of the different types of nuclear radiation and their ionising power. 1 Draw a diagram to illustrate the penetration of the different of nuclear radiation and their ionising power. Discuss the alleged alpha (polonium) radiation poisoning of Alexander Litvinenko. Demonstrate the radioactive sources and their penetration into different materials. 4.3.2.5 Irradiation is the process of exposing an object to radiation from an outside source. Irradiation can be Describe the process of irradiation. Describe how radioactive 1 Ask students to work out how they would transport soft fruit for weeks. Depending on the season, have some examples of soft fruit left in a warm cupboard for
reduced by screening the source or moving the object away from it. The irradiated object does not become radioactive. Radioactive contamination is the unwanted presence of a source of radiation inside, or on the surface of, other materials. It is often difficult to remove the contaminating source so that it continues to add to the radiation dose for as long as it emits radiation. contamination can occur. Describe what happens to strawberries are irradiated before sending on a long trip. Determine how irradiating fruit affects the cost of goods and whether there are any risks for the workers and consumers of the irradiation food process. Predict and then research the procedures followed by people dealing with radioactive sources reduces the risk of contamination. Describe how decontamination would take place if a person’s clothes or skin have been contaminated by a radioactive source. Explain why contamination by a highly active alpha source may be a lot more damaging than a low activity gamma source. a week (for raspberries, a couple of days maximum). Students could investigate the length of time soft fruit can survive following various treatments (eg freezing, keeping cold, removing air, etc) and how the fruit survives the treatment. Examine footage from radioactive disasters such as Chernobyl and Fukushima, eg: (3 mins) (8 mins). Students can design protective clothing for use in a nuclear disaster, thinking about types of radiation released and penetration of each type.
4.3.2.6 Ultraviolet (UV) waves, alpha, beta and gamma rays can have hazardous effects on human body tissue. The effects depend on the type of radiation and the size of the dose. Radiation dose (in Sieverts) is a measure of the risk of harm resulting from an exposure of the body to the radiation. Ultraviolet waves, X-rays, alpha, beta and gamma rays are all examples of ionising radiation. They can turn atoms into ions and break up molecules. Ionising radiations can change DNA, causing mutation of genes that may lead to cancer. High energy gamma rays can be used to destroy cancer cells. Describe and explain the effects that gamma, X-rays and ultraviolet radiation have on the body. Explain how the radiation dose that nuclear industry workers are exposed to is measured. Describe how high energy gamma rays can be used to destroy cancer cells. 1 Explain how the radiation dose that nuclear industry workers are exposed to is measured. Explain how a radiation badge detects radiation. Draw conclusions from data about the risks and consequences of exposure to radiation. Describe how ultraviolet radiation from the sun can affect the body and in particular the skin. WS 1.5 Interpret simple measures of risk showing the probability of harm from different types of radiation. WS 1.5 Describe precautions that can be to reduce the risks from ionising radiation. WS 1.5 Is radiation harmful? Does sunbathing cancer? Are sunbeds than sunbathing? How can I reduce the risk of skin cancer? Do people working in a nuclear power station have a greater risk of cancer? Research the radiation dose level people in various professions are exposed to (eg nuclear industry, pilot, science teacher). Plan an investigation to find out which sunscreen is the most effective – probes are available for data loggers to measure the intensity of ultraviolet light. rays,
Give examples to show that the perceived risk can be very different from the measured risk, especially if the cause of the risk is unfamiliar or invisible. Research how exposure to gamma X-rays and ultraviolet light can cause cell mutations. Research the use of gamma rays in treating cancer. 4.3.2.7 Tumours form when start growing and dividing in an uncontrolled way. Some tumours are benign; they stay in the same place and stop growing before they get too large. Cancer is caused by malignant tumours that are able to invade neighbouring tissues and spread to different parts of the body in the blood so that more tumours start to grow in other parts of the body. Describe some causes of cancer, eg viruses, smoking, alcohol, carcinogens and ionising radiation. Describe the difference between benign and malignant tumours. Explain how cancer may spread from one site in the body to form a secondary tumour in another part of the body. 1 Watch animation about cancer on ABPI site (see resources). Research the causes of cancer and cancer treatment. Explore activities and information on cancer research site. Are benign tumours harmless? Analyse data about cancer from cancer research site. ABPI Resources for Schools – 4.3.3 Preventing, treating and curing diseases
Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop Scientific Communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.3.3.1 Harmful microorganisms (pathogens) that disease can spread: through the air when people cough or sneeze, through food that is contaminated with bacteria through drinking water that is contaminated with microorganisms through contact with other people, or surfaces that infected people have touched by animals that scratch or bite or draw blood . Explain how pathogens can be spread to plants or animals and infection. 0.5 Prepare advice leaflet for a doctors’ surgery explaining how people can reduce their chances of catching diseases. To avoid contracting a disease such as influenza, many people wear face masks. How useful is this method in preventing disease transmission? Students determine the population of bacteria after a period of time, from given information. Students represent these population figures in powers of 10. 4.3.3.2 Salmonella food poisoning is spread by bacteria ingested in food, or on food prepared in unhygienic conditions. abdominal cramps, vomiting and diarrhoea are caused by the bacteria and the toxins they secrete. Salmonella bacteria are killed Describe the symptoms, mode of transmission, prevention and treatment for measles, HIV/AIDS, Salmonella and gonorrhoea. 1 Small group project using ICT, researching to find out about the symptoms, mode of transmission, prevention and treatment for measles, HIV/AIDS, salmonella and gonorrhoea. Carry out research and explain application of science and personal and social implications related to diseases. How can I reduce my risk of contracting food poisoning? ABPI – Resources for Schools Microbiology Online | Society for General Microbiology –
of contraception such as a condom. HIV (Human Immunodeficiency Virus) initially causes a 'flu like illness'. Unless successfully treated with antiviral drugs the virus enters the lymph nodes and attacks the body’s immune cells. Late-stage HIV, or AIDS, occurs when the body’s immune system is no longer able to deal with other infections or cancers. HIV is spread by sexual contact or exchange of body fluids such as blood. 4.3.3.3 The human body defends itself against the entry of pathogens: the skin is a barrier and produces antimicrobial secretions the nose catches particles Describe the body’s first-line defences. 0.5 Post-it on a body outline to recap KS3. Label a diagram to show how the body defends itself against the entry of pathogens.
Role play whether to give your vaccinations. Interpret data about vaccination rates and reported cases of diseases, eg whooping cough, MMR. Spain has had its first case of diphtheria in nearly 30 years – additional example. our body has its own immune system? Should it be made illegal for people to refuse vaccination? Students calculate the percentage of a population that has been vaccinated from data and compare result to data on herd immunity. Has the vaccination programme been effective? 4.3.3.6 Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body. It is important that specific bacteria should be treated by specific antibiotics. The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. However, the emergence of strains of bacteria resistant to Explain how antibiotics treat only bacterial diseases and how this has saved lives. Describe the problems associated with antibiotic resistance. Explain the difficulty in developing drugs that kill viruses without damaging body tissues. 1 This topic links with 4.4.4 (Variation and evolution). Describe the importance of antibiotics and the impact of antibiotic resistance. Explain how this has impacted on cleaning practices in Britain’s hospitals. Research MRSA and C. difficile infections and treatment. Who is responsible for antibiotic resistance? Understand how scientific methods and applications develop over time. Evaluate personal, social and economic implications of antibiotics. Understand how scientific methods and applications develop over time. Evaluate personal, social and Samples of medicine packaging. Cards of common symptoms. BBC Bitesize – BBC Four series –
antibiotics is becoming a serious threat. Antibiotics cannot kill viral pathogens. Painkillers and other medicines are used to treat the symptoms of disease. They do not kill pathogens. Most medicines are mixtures. They are formulations made by mixing the ingredients in carefully measured quantities to ensure that the product has the required properties. One or more of the ingredients may be the drug, such as aspirin, but other ingredients make it easier or more pleasant for a patient to take the drug in solution or as a capsule or tablet. Give examples of painkillers and medicines used to treat symptoms. Interpret data about painkillers and other medicines. Identify formulations given appropriate information. Students do not need to know the names of components in proprietary products. Should the routine use of antibiotics as growth promoters in farm livestock be banned? Suggest what patients, doctors and scientists should do to ensure we will have effective antibiotics in the future. Discussion starter – imagine the world we would live in if antibiotics stopped working. Samples of medicine packaging to stimulate discussion. Role play: Pharmacist/patient giving recommendation based on symptoms (cards prepared or students’ own ideas). symptoms of diseases and medicines used to relieve symptoms and treat disease; names of some antibiotics. Define the mixture economic implications of drugs. Interpret data about antibiotics, painkillers and other medicines. How can pain be measured? Students research how Norway avoids using antibiotics in aquaculture. Students research how Denmark is tackling antibiotic resistance. Students research the role of a variety of inactive ingredients in pharmaceutical drugs, eg: banana, cellulose, oleic acid, potato starch, wax. What properties do capsules or tablets need to have?
drug are given at the start of the clinical trial. If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug. In double-blind trials, some patients are given a placebo, which does not contain the drug. Patients are allocated randomly to groups so that neither the doctors nor the patients know who has received a placebo and who has received the drug until the is complete. research, are published only after evaluation by peer review. This helps to prevent false claims. Examine graphs which represent the placebo effect. Carry out research to answer the question 'Do all drugs have side effects?' How much evidence is sufficient to give a 'yes' or 'no' answer? 4.3.3.8 New medical products have been produced by genetically modifying bacteria. Insulin for the treatment of Type 1 diabetes is produced by cultivating genetically modified bacteria. Sheep and goats have been genetically modified to produce chemicals in their Evaluate the use of gene technology in medicine. Make informed judgements about the economic, social and ethical issues concerning the use of 0.5 This topic links with 4.4.4.6 (Genetic engineering). Produce a leaflet for a doctor’s surgery to explain how human insulin is produced by bacteria and discuss the advantages of this over porcine insulin. Research the use of gene technology in medicine. Students research GM plants and Hepatitis B vaccines. What are the advantages and disadvantages? Students research GM bacteria and human growth hormone or antibiotic production.
Scientists do not yet know how their differentiation is controlled. This means that there is a fear that their ability to proliferate could lead to cancer when they are transplanted into a patient. 4.3.3.10 Different types of disease may interact. Some examples include: 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. Describe examples of how diseases may interact. 0.5 Describe the transmission and treatment of Hepatitis B and C and the link to cancer. Discussion questions: Can your immune system suffer from disease? Why is donated blood screened? What allergies are most common? What is the level of agreement among your sources? Can you find examples of bias? What is an EpiPen® and how is it used? Are teenagers able to their time spent on social media? Investigate vaccines against HPV. Students collect class data on prevalence of allergies: types, medication taken (if any) and frequency of use. Data can be used to calculate percentages/ratios. Students carry out a survey of time spent on social media, time spent socialising face to face, time spent sleeping. Use data to calculate mean, median, mode. Plan an investigation into the effects on the physical and mental
The number of prescriptions for antidepressants has increased over the last 30 years, particularly amongst the elderly. Suggest reasons for this. health of teenagers, of reducing time spent on social media. Include a discussion about quantitative and qualitative data. Students research how to improve mental