Science scheme of work Biology Year 11 Autumn 2020

Timing Lesson objectives Lesson information Guidance and revision Extension activitiesWeek 1 B7.1: Describe where hormones are produced

and how they are transported from endocrine glands to their target organs including the pituitary gland, thyroid gland, pancreas, adrenal glands, ovaries and testes. B7.9: Explain the importance of maintaining a

constant internal environment in response to internal and external change

B7.13: Explain how the hormone insulin controls blood glucose concentration

B7.14: Explain how blood glucose concentration is regulated by glucagon

B7.15: Explain the cause of type 1 diabetes and how it is controlled

Boys will learn the areas of the body that include the immune system and recognise the glands that produce the hormones, the hormones that are produced and their target organs. These include:-Pituitary gland in the brain which produces the hormones FSH, LH and ADHThyroid gland in the neck which produced thyroxine The adrenal glands which produce adrenalinThe pancreas which produces insulin and glucagonThe ovaries which produces oestrogen and the testes which produce testosterone.They should understand that hormones are chemical messengers which act on target organs and are carried through the blood stream.Boys should understand blood glucose regulation including the fact that insulin lowers blood glucose levels by converting glucose to glycogen which is stored in the liver and muscle tissue and that glucagon raises blood glucose levels by converting glycogen back to glucose.They should also understand that type 1 diabetes is genetically passed on and is treated by insulin injections as well as lifestyle changes to diet and exercise

Video on endocrine systemhttps://www.youtube.com/watch?v=x0g9wYz15bY

blood glucose regulation

video blood glucose regulationhttps://www.youtube.com/watch?v=UznxKiHrNx4

Research the causes and treatment of type 1 diabetesWorksheet

Preparation for next lessonResearch and videohttps://www.diabetes.org.uk/diabetes-the-basics

Week 2 B7.2: Explain that adrenalin can be controlled by a negative feedback mechanism and is produced by the adrenal glands to prepare the body for fight or flight, including:a) increased heart rateb) increased blood pressurec) increased blood flow to the musclesd) raised blood sugar levels by stimulating the liver to change glycogen into glucose

B7.3: Explain how thyroxine controls metabolic rate as an example of negative feedback, including:a) low levels of thyroxine stimulates production of TRH in hypothalamusb) this causes release of TSH from the pituitary glandc) TSH acts on the thyroid to produce thyroxine

Boys learn the action of the other hormones as outlined in the learning outcomes for both adrenalin and thyroxine.They understand that Type 2 diabetes can be caused by the body cells becoming resistant to insulin so it will no longer lower blood glucose levels. Type 2 diabetes can be controlled by medication (usually orally taken) and by diet and exercise. Boys need to understand the link between obesity and diabetes and interpret data regarding this correlationThe hormones of the menstrual cycle and their interactions need to be clearly understood.FSH causes the ovum to develop in the ovaryThis causes the ovaries to produce oestrogen

Video thyroxine and adrenalinhttps://www.youtube.com/watch?v=zxHan5ygCKcAdrenalin

Menstrual cycle

Worksheet on thyroxineInterpret a graph of the

menstrual cycle to explain the hormonal changes.

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Science scheme of work Biology Year 11 Autumn 2020

d) when thyroxine levels are normal thyroxine inhibits the release of TRH and the production of TSH B7.16: Explain the cause of type 2 diabetes and

how it is controlled B7.17: Evaluate the correlation between body

mass and type 2 diabetes including BMI and waist:hip calculations using the BMI equation:

B7.4: Describe the stages of the menstrual cycle including the roles of the hormones oestrogen and progesterone, in the control of the menstrual cycle

B7.7: Evaluate hormonal and barrier methods of contraception B7.5: Explain the interactions of

oestrogen, progesterone, FSH and LH in the control of the menstrual cycle, including the repair and maintenance of the uterus wall, ovulation and menstruation

B7.6: Explain how hormonal contraception influences the menstrual cycle and prevents pregnancy

B7.8: Explain the use of hormones in Assisted Reproductive Technology (ART) including IVF and clomifene therapy

which caused the lining of the uterus to build upHigh levels of oestrogen causes a surge of LH which causes ovulationAfter ovulation the corpus luteum releases progesterone which maintains the lining of the uterus.High levels of progesterone and oestrogen inhibit the release of FSH.An understanding of how the hormones FSH and LH can be used to treat infertility in females during clomifene therapy.Also an understanding of the way the hormones oestrogen and progesterone are used in hormonal contraception.

Clomifene therapy videohttps://www.youtube.com/watch?v=bcoJlC858xU

evaluate information on the different types of contraception available.

Week 3 B7.10B: Explain the importance of homeostasis, including:a) thermoregulation – the effect on enzyme activity…

B7.11B: Explain how thermoregulation takes place, with reference to the function of the skin, including:a) the role of the dermisb) the role of the epidermisc) the role of the hypothalamus

B7.12B: Explain how thermoregulation takes place, with reference to:a) shiveringb) vasoconstrictionc) vasodilation b) osmoregulation – the effect on animal cells B7.18B: Describe the structure of the urinary

system B7.21B: Describe the treatments for kidney

failure, including kidney dialysis and organ donation

Boys should be able to define homeostasis as the maintenance of a constant internal environment to enable conditions to be optimum of enzyme action.Understanding of the role of the skin including sweating removing heat by evaporation, shivering raising body temperature by the friction of muscles, vasodilation and vasoconstriction where the narrowing or widening of blood vessels near the surface of the skin cause heat to be removed or retained.Boys should explain that osmoregulation is the regulation of water levels in the body and this is controlled by the hormone ADH and the kidneys.They should understand the structure of the kidney and of the small structures inside the kidneys called nephrons. They should understand ultrafiltration, selective reabsorption and urine formation within the nephron.

Homeostasis

Video on sweatinghttps://ed.ted.com/lessons/why-do-we-sweat-john-murnan

osmoregulationhttps://www.youtube.com/watch?v=3eRZ_DQbWRg

Homeostasis

Label the diagram

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Science scheme of work Biology Year 11 Autumn 2020

B7.22B: State that urea is produced from the breakdown of excess amino acids in the liver B7.19B: Explain how the structure of the

nephron is related to its function in filtering the blood and forming urine including:a) filtration in the glomerulus and Bowman’s capsuleb) selective reabsorption of glucosec) reabsorption of water

B7.20B: Explain the effect of ADH on the permeability of the collecting duct in regulating the water content of the blood

They should accept that treatments for kidney disease may be a compromise due to the lack of available donation organs and that dialysis has a huge impact on the lifestyle of the patient. They should also understand how a dialysis machine works to clean the blood.Boys will also carry out a kidney dissection to look at the surface structure of the kidney

the structure of the

nephron

kidney revision

Week 4 B8.1: Describe the need to transport substances into and out of a range of organisms including oxygen, carbon dioxide, water, dissolved food molecules, mineral ions and urea

B8.2: Explain the need for exchange surfaces and a transport system in multicellular organisms including the calculation of surface area:volume ratio

B8.3: Explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries B8.4B: Describe the factors affecting the rate of

diffusion, including surface area, concentration gradient and diffusion distance

B8.5B: Calculate the rate of diffusion using Fick’s law:rate of diffusion ∝ (surface area × concentration difference) / thickness of membrane

Boys will learn how the lungs and associated structures allow for diffusion to be maximised. The should recognise that the alveoli contribute to oxygen absorption and the removal of carbon dioxide by having a thin membrane, large surface area and a good capillary network.Boys should be able to calculate surface area to volume ratios from given data.They should be able to apply Fick’s law to the rate of diffusion of substances in the lungs.

Alveoli diagram

Ficks law explainedhttps://www.youtube.com/watch?v=tDsK0eyuhAkcalculation of surface area to volume

Extension of fick’s law

Calculation surface are to volume ratio

Week 5 B8.7: Explain how the structure of the blood vessels is related to their function

B8.6: Explain how the structure of the blood is related to its function:a) red blood cells (erythrocytes)b) white blood cells (phagocytes and

Boys should understand the structure and function of the blood including red blood cells to carry oxygen, white blood cells to produce antibodies and engulf and ingest microorganisms, platelets which help with clotting and plasma which is the liquid part of

Bloodhttps://www.youtube.com/watch?v=kuoMTGgKjIU

Describe the pathway of blood through the heart from when it enters through the vena cava to when it leaves through the aorta.

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Science scheme of work Biology Year 11 Autumn 2020

lymphocytes)c) plasmad) platelets B8.8: Explain how the structure of the heart

and circulatory system is related to its function including the role of the major blood vessels, the valves and the relative thickness of chamber walls

B8.12: Calculate heart rate, stroke volume and cardiac output, using the equation cardiac output = stroke volume × heart rate

the blood which carries dissolved substances.They should be able to give the flow of blood through the heart from where deoxygenated blood enters the right atrium through the vena cava into the right ventricle then through the pulmonary artery to the lungs back to the heart through the pulmonary vein into the left atrium then the left ventricle and to the body through the aorta.They should understand that valves I the heart prevent the backflow of blood and that the left side of the heart is thicker than the right side as it needs to pump oxygenated blood around the body.A heart dissection will help with the understanding of heart structureCalculation of cardiac output including using graphical data must be understood.

structure function of the hearthttps://www.youtube.com/watch?v=EtLP6iWTTGc

Worksheet

cardiac output

Week 6 B8.9: Describe cellular respiration as an exothermic reaction which occurs continuously in living cells to release energy for metabolic processes, including aerobic and anaerobic respiration

B8.10: Compare the process of aerobic respiration with the process of anaerobic respiration

B8.11: Core practical: Investigate the rate of respiration in living organisms

Boys will learn the differences between aerobic and anaerobic respiration, understanding that aerobic respiration occurs all the time and involves oxygen and glucose forming carbon dioxide and water with the release of energy. Anaerobic respiration gives extra energy when needed and is the conversion of glucose into lactic acid with a small release of energy.They will carry out a core practical on the rate of respiration using living organisms in respirometers and interprets and analyse data based on these experiments.They should understand that respiration occurs mainly in the mitochondria.

Cardiac outputcellular respiration

video respiration practicalhttps://www.youtube.com/watch?v=cBCKedXdFeE

Cellular respiration

Revisionhttps://www.youtube.com/watch?v=Xp0o19gWX7E

Week 7 Exam week followed by feedback on the examinations and lessons learned from taking the examinations

This is vital to start collating evidence for the predicted grades from teachers which will be adjusted following the mock examinations in January

RevisionWhole course revisionhttps://www.youtube.com/

Past paper exam questions and answers can be foundhttps://

Sjenkin Thorpe House School

Science scheme of work Biology Year 11 Autumn 2020

watch?v=LHzJDys-rXo www.physicsandmathstutor.com/biology-revision/gcse-edexcel/

Week 10 B9.16B: Evaluate the use of indicator species as evidence to assess the level of pollution, including:a) polluted water – bloodworm, sludgewormb) clean water – freshwater shrimps, stoneflyc) air quality – different species of lichen, blackspot fungus on rosesB9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including:a) fish farmingb) introduction of non-indigenous speciesc) eutrophicationB9.10: Explain the benefits of maintaining local and global biodiversity including the conservation of animal species and the impact of reforestation

Boys return to unit 9 to complete the course looking at ecosystems. They need to interpret data based on different organisms found in both aquatic and dry environments to inform they how pollution can be monitored and reduced.They will look at different ways in which humans have affected the environment and look at case studies involving the effect of fish-farming and the introduction of non-indigenous species including signal crayfish and cane toads.They need to understand the impact of the build up of nitrates in the environment (eutrophication) due to the overuse of nitrogenous fertilisers.Boys should look at various case studies involving the preservation of animal species due to conservation and reforestation.

Bitesize reviewhttps://www.bbc.co.uk/bitesize/guides/zw4n97h/revision/6fish farminghttps://www.youtube.com/watch?v=jwnMfxDLYpYpollution indicators

eutrophication

Fish farming research

Week 11 B9.11B: Describe the biological factors affecting levels of food security, including:a) increasing human populationb) increasing animal farming and the increased meat and fish consumptionc) the impact of new pests and pathogensd) environmental change caused by human activitye) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputsB9.12: Describe how different materials cycle through the abiotic and biotic components of an

Boys learn both the water cycle and the carbon cycle including:Water cyclePrecipitation; run off, evaporation, transpiration and condensationCarbon cycleRespiration, photosynthesis, decomposition, burning fossil fuelsIn addition to this they need to understand how humans will impact the environment this is completed by looking at case studies of various organisms.

Food securityhttps://www.youtube.com/watch?v=gu2hYxxoMCY

water cyclehttps://www.youtube.com/

Exam questions

Sjenkin Thorpe House School

Science scheme of work Biology Year 11 Autumn 2020

ecosystemB9.14: Explain the importance of the water cycle including the processes involved and the production of potable water in areas of drought including desalinationB9.13: Explain the importance of the carbon cycle including the processes involved and the role of microorganisms as decomposers

watch?v=-AuX_Lkpcy8

carbon cycle

water cycle

Week 12 B9.15: Explain how nitrates are made available for plant uptake including the use of fertilisers, crop rotation and the role of bacteria in the nitrogen cycleB9.17B: Explain the effects of temperature, water content and oxygen availability on the rate of decomposition in food preservationB9.18B: Explain the effects of temperature, water content and oxygen availability on the rate of decomposition in compostingB9.19B: Calculate rate changes in the decay of biological material

Boys will need to be able to explain the various microorganisms involved in the nitrogen cycle includingDecomposers converting urea into ammoniaNitrifying bacteria converting ammonia into nitratesNitrogen fixing bacteria converting nitrogen into nitratesDenitrifying bacteria converting nitrates into nitrogen.Also important is the role of leguminous plants that have a mutualistic relationship with nitrogen fixing bacteria Understanding the process of decay and how to preserve food is also important as is the optimum conditions for forming compost.Rate calculations for decomposition is the mathematical skill required here.

Nitrogen cycle

https://www.youtube.com/watch?v=VQAxPLUCLHk

Decomposition

Nitrogen cycle

Sjenkin Thorpe House School

Science scheme of work Biology Year 11 Autumn 2020

video on core practicalhttps://www.youtube.com/watch?v=zSx83-D-LYE

Week 12 Review of the recent topics with formative assessment to ensure there is a good ability to apply the knowledge.

The use of past paper question, production of revision material for these units.

Revisionhttps://mathsmadeeasy.co.uk/gcse-biology-revision/

https://www.bbc.co.uk/bitesize/examspecs/zcq2j6f

Past papers and answershttps://www.physicsandmathstutor.com/biology-revision/gcse-edexcel/

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