Name:_____________________________ YEAR 9 BIOLOGY - Magna Academy

Year 9 Biology - Unit 6

INFECTION AND RESPONSE MASTERY BOOKLET
Lesson 1: Communicable Diseases
Grade Outcomes KEY WORDS
To be able to:
7-9 • Suggest how communicable diseases may be spread and suggest Health
links between lifestyle and health. Communicable
• Identify whether a correlation is positive, negative or zero. diseases
Knowledge needed to get there: Non-communicable
• Define communicable and non-communicable diseases diseases
Correlation
• Identify factors affecting health
• Describe trends in data

Key Knowledge – Health and disease

⮚ Health can be defined as the state of physical and mental well-being.

⮚ Communicable diseases are diseases that are transmitted from one person to another and are
caused by microorganisms called pathogens (such as viruses and bacteria – we will look at these
in detail later). The common cold and Salmonella are examples of communicable diseases.
⮚ Non-communicable diseases, such as asthma and heart disease, are not transmitted from
person-to-person. These include genetic diseases such as cystic fibrosis.
⮚ Other factors, including diet, stress and life situations can have a significant effect on both
physical and mental health. (Sometimes these factors can be difficult or impossible to control!)
o Defects in the immune system mean that an individual is more likely to suffer from
infections and other diseases.
o Viruses living in cells can be the trigger for cancers.
o Immune reactions initially caused by a pathogen can trigger allergies such as skin rashes
and asthma.
o Severe physical ill health can lead to depression and other mental illness.

Mastery Questions Set 1

1. What is health?
2. State two differences between communicable and non-communicable diseases.
3. Give two factors other than disease that can affect your health.
4. Sort the following diseases into communicable and non-communicable diseases: heart disease, the
common cold, cystic fibrosis, asthma, influenza (flu), measles, breast cancer, HIV, arthritis, diabetes, Ebola.
5. True or false: Only non-communicable diseases can be fatal. Explain your answer.
Key Knowledge- Reading graphs and correlations

⮚ Risk factors for diseases can be studied by collecting data about the incidence of disease in a population.
⮚ To understand a graph you should make sure you read the graph title and both of the axis labels.
⮚ You may also be asked the describe the trend shown in a graph. This describes how the data changes.
⮚ When data is presented in a scatter graph, we can describe if two variables are correlated.
⮚ A positive correlation is where as one variable INCREASES, the other variable also INCREASES.
⮚ A negative correlation is shown in data where as one variable INCREASES, the other DECREASES.
⮚ If the data closely follows the line of best fit, there is a strong correlation between the variables. If the
data is more spread out, there is only a weak correlation.
⮚ If there is no clear pattern, there is zero correlation between the variables.
⮚ A positive correlation does NOT prove that a risk factor causes a disease, only that there is a link.
Sometimes that link may be caused by an unknown third factor.

Positive correlation Negative correlation Zero correlation

Mastery Questions 2

Q1.
The photograph below shows bacteria that have developed resistance to antibiotics.
They are called MRSA bacteria.

                    

(a)     When MRSA bacteria reproduce, they pass on their resistance to antibiotics to
the next generation.

          What part of a cell passes on information?

...........................................................
1 mark

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 (b)     MRSA bacteria can cause serious infections in people who are ill in hospital.
The bacteria can live on a healthy person’s skin or in their lungs without causing
any harm.

          Use this information to fill in the table below.

Suggest two ways MRSA bacteria can be spread from person to person.
Suggest how the spread of the bacteria can be prevented for each method.
 
  method of spread method of prevention
1    

2    

2 marks

(c)     People can be vaccinated against some diseases caused by bacteria or viruses.

          Describe how vaccination prevents a person getting a disease.

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
3 marks
maximum 6 marks

Q2.
3
 The bar chart below shows how the number of cigarettes smoked is linked to the
percentage of deaths from heart disease in the total male population.

(a)     Use the information in the bar chart to write two conclusions about the
relationship between smoking and the number of male deaths from heart
disease.

1. ....................................................................................................................

........................................................................................................................

2. ....................................................................................................................

........................................................................................................................
2 marks
Deliberate practice – Exam-style questions

Obesity is a factor that affects Coronary Heart Disease (CHD).

(a)     What is meant by obesity?

___________________________________________________________________

___________________________________________________________________
(1)

4
(b)     The graph shows how the percentages of obese men and women in the UK changed
between 1994 and 2004.

  

(i)      Describe how the percentage of obese women changed between 1994 and 2004.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii)     The percentage of obese men changed between 1994 and 2004.

Suggest two reasons for this change.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

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(c)     The chart below is published by the British Heart Foundation. It shows how death from
CHD is related to a number of different factors.

Each factor is represented by a circle.

The bigger the circle, the more people are affected by the factor.

(i)      What is the main factor causing death from CHD?

______________________________________________________________
(1)

(ii)     Estimate the percentage of deaths from CHD related to high blood pressure.

_________________________ %
(1)

(iii)    The data are shown as overlapping circles instead of a bar chart. The
percentages of deaths related to the different factors add up to more than 100%.

What does this tell you about some of the people who died from CHD?

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

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Lesson 2: Viral diseases
Grade Outcomes KEY WORDS
To be able to:
• Explain how measles, HIV and tobacco mosaic virus are spread,
7-9 how they affect the infected organism and how they can be treated
Pathogen
or prevented.
Virus
• Explain why viral infections are often more difficult to prevent and Transmission,
treat than bacterial infections. Measles
Knowledge needed to get there: HIV
• Recall the definition of pathogen. Tobacco mosaic virus
• Recall the different ways pathogens may be transmitted from one organism to
another.
• Describe in detail examples of viral diseases, their symptoms, and how they are
spread.

REVISION TIP!

For your GCSE biology exam, you are expected to know about seven specific diseases that occur in plants and
animals in detail. These are: MEASLES, HIV, TOBACCO MOSAIC VIRUS, SALMONELLA, GONORRHOEA, ROSE
BLACK SPOT and MALARIA. You should be able to describe the symptoms of each disease, how they are
transmitted, and also explain how the spread of these diseases can be reduced or prevented. After learning about
each disease, remember to complete the disease summary table on Pages 3-4. The summary table is a helpful
revision tool to keep useful information all in one place and allow you to compare the different diseases more
easily.

Key knowledge – Examples of viral diseases in animals

⮚ Pathogenic viruses infect cells because they depend on their host to provide the conditions and nutrients to
rapidly make many more copies of themselves.
⮚ Viruses are so small that they live and reproduce inside cells. New copies of the virus are released by bursting
the cell, resulting in cell damage.
⮚ This cell damage, as well as how the body tries to get rid of the virus, causes the symptoms of viral diseases.
⮚ As viruses live inside cells, it is difficult to develop medicines that kill viruses without also damaging the body’s
tissues.
⮚ Antibiotics cannot kill viral pathogens.

Measles

Measles is an unpleasant viral disease showing symptoms of fever and a red skin rash.
Although most infections pass after 7 to 10 days, measles is a serious illness that can be
fatal if complications arise. For this reason most young children are vaccinated against
measles. The measles virus is spread by inhalation of droplets from sneezes and coughs.

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HIV

Human immunodeficiency virus (HIV) initially causes a flu-like illness which goes away after a few days. However,
unless successfully controlled with antiretroviral drugs, the virus continues to attack the body’s white blood cells
and immune system. Late stage HIV infection, also called AIDS, occurs when the body’s immune system becomes
so badly damaged it can no longer deal with other infections or cancers, which can then be fatal. HIV is spread by
sexual contact or exchange of body fluids such as blood which occurs when drug users share needles. Someone
who is infected with the HIV virus is called HIV positive.

Mastery Questions Set 1

1) How do viruses cause damage to cells?

2) Why is it difficult to treat viral diseases with medicine?
3) A student affected with measles comes into school. Briefly explain how other students and people in the
local community may also be suffering from measles one week later.
4) How can the spread of measles be prevented?
5) What type of drug can be used to control HIV?
6) What system in the body does HIV attack?
7) Give two ways HIV can be spread from person to person.

Key knowledge – Example of viral diseases in plants

Tobacco mosaic virus (TMV)

Tobacco mosaic virus (TMV) is a widespread plant pathogen

affecting many species of plants including tobacco and
tomatoes. It gives a distinctive ‘mosaic’ pattern of
discolouration on the leaves which affects the growth of the
plant due to lack of photosynthesis. TMV is very easily
transmitted to healthy plants through direct contact with an
infected leaf, and the virus can be carried on the bodies of
insects and the surfaces of gardening tools. There is no
treatment for plants infected with tobacco mosaic virus.

Mastery Questions Set 2

1) Name one species of plant that can be infected with the tobacco mosaic virus.
2) Describe the appearance of a plant infected with TMV.
3) What organelle in a plant cell is the site of photosynthesis?
4) Explain why a plant affected by the tobacco mosaic virus cannot grow as well as a healthy plant.

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 Type of
Disease Transmission / how to prevent spread Symptoms Treatments?
pathogen
 Type of
Disease Transmission / how to prevent spread Symptoms Treatments?
pathogen

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11
Deliberate practice – Exam-style questions

Q1. Viruses and bacteria cause diseases in humans.

(a)     Draw a ring around the correct word to complete the sentence.
 
    algae.

  Organisms that cause disease are called pathogens.

    vaccines.

(1)

                            This notice is from a doctor’s surgery.

 
Unfortunately,
  antibiotics
will NOT get
rid of your flu.

(c)     (i)      Why will antibiotics not get rid of flu?

______________________________________________________________

______________________________________________________________
(1)
Q2. Tobacco mosaic virus (TMV) is a disease affecting plants.
The diagram below shows a leaf infected with TMV.

 
© Nigel Cattlin/Visuals Unlimited/Getty Images                                                  

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 (a)     All tools should be washed in disinfectant after using them on plants infected with TMV.

Suggest why.

___________________________________________________________________

___________________________________________________________________
(1)
(d)     TMV can cause plants to produce less chlorophyll.
This causes leaf discoloration.
Explain why plants with TMV have stunted growth.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Mark ______ / 7

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Lesson 3: Bacterial diseases
Grade Outcomes KEY WORDS
To be able to:
Bacteria
7-9 • Explain in detail how methods to control the spread of salmonella
Salmonella
and gonorrhoea work.
Gonorrhoea
• Explain why antibiotic resistance is a concern for scientists. Antibiotics
Knowledge needed to get there: Antibiotic resistance
• Describe in detail examples of bacterial diseases, their symptoms, how they are Strain
spread and how they are controlled.
• Describe how antibiotics can be used to control bacterial infections.
• State what is meant by antibiotic resistant bacteria.

Watch the video on the PowerPoint and answer the following questions:

1. Write down two examples of bacteria that can cause foodborne illnesses.

2. What are the three ideal conditions for bacteria to multiply quickly?

3. Why is it important to cook food thoroughly, even if it has been frozen?

4. What are the 4 C’s to help prevent food poisoning?

Key knowledge – Examples of bacterial diseases

⮚ Bacterial diseases are caused by bacteria infecting the body and reproducing exponentially. Each time bacteria
reproduce by binary fission, the number of cells doubles. Generation time between bacteria can vary, but
some strains will double every 12 minutes!
⮚ The symptoms of these diseases are caused by the toxins (poisons) some bacteria release that damage tissues
and make us feel ill.
⮚ There are not many bacterial diseases of plants, and many only affect tropical species.
⮚ The development of antibiotics has been crucial in treating bacterial infections. Antibiotics kill bacteria or stop
them from growing without harming animal cells.

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Remember to complete the summary table on Page 4!

Salmonella
Salmonella food poisoning is spread by bacteria ingested in food, or
on food prepared in unhygienic conditions. In the UK, poultry (e.g.
chickens and ducks) are vaccinated against Salmonella to control
the spread when eating eggs. Fever, abdominal cramps, vomiting
and diarrhoea are caused by the bacteria and the toxins they secrete. Symptoms only last for a few days so
antibiotics are not usually prescribed.

Gonorrhoea
Gonorrhoea is a sexually transmitted disease (STD) with symptoms of a thick yellow or green discharge from the
vagina or penis and pain on urinating. It is caused by a bacterium and was easily treated with the antibiotic
penicillin until many resistant strains appeared. Gonorrhoea is spread by sexual contact. The spread can be
controlled by treatment with antibiotics or the use of a barrier method of contraception such as a condom.

Mastery questions

1) State two symptoms of Salmonella food poisoning.

2) What does the Salmonella bacterium produce that causes these symptoms?
3) Explain why it is important for poultry to be vaccinated against the Salmonella bacterium.
4) State two symptoms of gonorrhoea in men.
5) Name the antibiotic that was originally used to treat people infected with gonorrhoea.
6) Explain why this antibiotic is no longer effective.
7) Suggest one way that that a person suffering from gonorrhoea can prevent transmitting the disease to
someone else.
EXTENSION: In the early 1900’s 30% of all deaths in the USA were due to infectious diseases. Today this has
decreased to approximately 3%. However, the majority of deaths still caused by viruses. Suggest reasons for this
decrease and why death rates are still higher for viral diseases than bacterial diseases.

Key knowledge – Antibiotic resistance

⮚ 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.
⮚ However, bacteria can evolve to develop resistances to specific antibiotics – the antibiotics are unable to kill
the bacteria and can no longer be used to treat the bacterial infections.
⮚ You will learn about this in more detail in your Evolution topic later this year.
⮚ For now it is important to understand that antibiotic resistance is a concern to scientists because it means
previously treatable infections can potentially be very harmful, even fatal.
⮚ MRSA is an example of a type of bacteria that has evolved antibiotic resistance.
⮚ To reduce the rate of development of antibiotic resistant strains:
o Doctors should not prescribe antibiotics inappropriately, such as treating non-serious or viral
infections
o Patients should complete their course of antibiotics so all bacteria are killed and none survive to
mutate and form resistant strains
o Antibiotics used in agriculture (e.g. given to farm animals) should be restricted.

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Deliberate practice

Read the information in the box and then answer the questions below.

1. Name the family of bacteria MRSA belongs to. (1 mark)

2. What is MRSA? (2 marks)
3. How did the number of deaths from MRSA change between 1999 and 2003? (1 mark)
4. Which part of MRSA mutates? (1 mark)
5. Explain why it is important to complete a course of antibiotics. (2 marks)
6. Why is MRSA a problem in hospitals? (1 mark)
7. How can MRSA be treated? (1 mark)
8. Suggest two ways hospitals can prevent the spread of MRSA among their patients. (2 marks)

Mark: ____ / 11

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Lesson 4: Fungal and protist diseases
Grade Outcomes KEY WORDS
To be able to:
7-9 • Explain how rose black spot affects the growth of a plant. Fungus
• Evaluate the different methods of preventing the spread of Protist
malaria. Rose black spot
Knowledge needed to get there: Malaria
• Describe diseases caused by fungi and protists and ways they can be controlled. Parasite
Vector
• Define what is meant by a vector
• Link ways of controlling the spread of malaria to specific parts of the protist’s life
cycle.

Remember to complete the summary table on Page 4!

Key knowledge – Example of a disease caused by protists

Malaria

The pathogens that cause malaria are parasitic protists called

Plasmodium. The malarial protist has a life cycle that includes
the mosquito. Malaria causes recurrent (repeating) episodes
of fever when the protist reproduces in the human liver and
damages red blood cells, which can be fatal. The spread of
malaria is controlled by preventing the vectors, mosquitos,
from breeding (for example using insecticides) and by using
mosquito nets to avoid being bitten.

TASK:

1. The diagram shows the lifecycle

of mosquitoes. The mosquitos
lay their eggs on the surface of
stagnant (still) water.

17
Use the lifecycle to help draw four lines to link the control method to the explanation(s) of why it works.

Control method Reason

Kills adult mosquitoes
Draining stagnant pools of water
Kills larvae
Spraying pools of water with
insecticides
Prevents larvae from breathing
Spraying pools of water with oil
Removes surface to lay eggs on

2. Describe how malaria is spread between people. (2 marks)

3. Explain how the use of nets can prevent the spread of malaria. (1 mark)

4. In countries with a high incidence of malaria, insecticides such as DDT have been sprayed into lakes and
ponds.

a Explain why this helps to stop the spread of malaria. (3 marks)

b Suggest a problem this may cause to local wildlife or humans living in the
area. (1 mark)

5. Some people who travel to countries where malaria is widespread may be bitten
by a mosquito and become infected with malaria. If the infected person returns to
the UK, do you think he or she should be kept away from other people
(quarantined)? Explain your reasoning. (3 marks)

Key knowledge – Examples of diseases caused by fungi

Rose black spot

Rose black spot is a fungal disease where purple or black spots

develop on leaves, which often turn yellow and fall off the plant
early. It affects the growth of the plant as photosynthesis is reduced. It
is spread in the environment by water or wind carrying fungal
spores to infect a new plant. Rose black spot can be treated by using
fungicides and/or removing and destroying the affected leaves.

Mastery Questions

1) Describe the appearance and what happens to the leaves of a plant infected with rose black spot.
2) A gardener notices that one of his rose plants is infected with rose black spot. State one way that the
fungus could spread to other rose plants in his garden.
3) What is a fungicide?
4) What other plant disease affects the growth of plants such as tomatoes?

18
 5) Explain if using fungicide would be an effective treatment against the disease you named in question 4.

Exam tip!
You have now covered all seven diseases you are expected to know in detail for this topic in
your exam. Make sure you can recall the details about the pathogen responsible,
symptoms, transmission and treatment of each disease.
However, you may also be asked to apply your knowledge to an unfamiliar disease you have
not heard of before. If this happens, do not panic! Think about what you already know about
diseases with the same pathogen or transmission method and link it to the new information
given in the question.

Deliberate practice – Exam-style questions

Q1. Lungworm is an infection. Lungworm can kill dogs. It is caused by a small worm. The diagram below
shows the lifecycle of the lungworm.

 
Dog © Eriklam/iStock/Thinkstock, snail © Karandaev/iStock/Thinkstock

(a)     What type of organism is represented by the snail in the lifecycle of the lungworm?
 
Tick one box.  

Fungus

Parasite

Protist

Vector

(1)
(b)     Suggest how the spread of the lungworm disease can be prevented.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

19
 ___________________________________________________________________
___________________________________________________________________
(3)
(c)     Malaria is a disease spread by mosquitoes.
Describe two ways to control the spread of malaria.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)

Q2. Human papillomavirus (HPV) is a sexually transmitted infection linked to the development of
cervical cancer in women.
(a)     Name another sexually transmitted disease caused by a viral pathogen.
___________________________________________________________________
(1)
(b)     Explain why prescribing an antibiotic would not cure HPV.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)

Q3. Read the information about the development of a vaccine against malaria.

Scientists have removed two important genes in a malaria parasite. This

malaria parasite causes the type of malaria most deadly to humans. When the
genes are removed the malaria parasite stays in the liver infection phase,
stopping the parasite spreading to the blood stream where the parasite can
cause severe disease and death.
Scientists are using the genetically modified malaria parasites to develop a
vaccine against malaria. Similar vaccines have been tested in mice and
produce 100 per cent protection against malaria infection. Scientists hope that
the vaccine will produce similar results in humans.
Although two genes have been removed, the parasite is alive and able to
stimulate the body’s protective immune system to recognise malaria parasites
coming into the body. Scientists think the weakened parasites used in the
vaccine will not become harmful again because the genes have been removed
from the genetic material and the parasite could not recreate the gene.

20
 Evaluate the use in humans of the new vaccine against the malaria parasite.

You should include at least one advantage and one disadvantage of using a vaccine to
treat malaria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Mark: _____ / 12

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Lesson 5: Human defence systems
Grade Outcomes KEY WORDS
To be able to:
• Explain in detail how antibody production fights pathogens with Pathogen
7-9 reference to antigens. Cilia
• Compare how non-specific defences and specific immune Phagocytosis
responses work to protect the body from diseases. Ingestion
Knowledge needed to get there: Antibody
• State the human body defence mechanisms and describe how they stop the entry Antitoxin
Antigen
of pathogens.
• Describe the role of white blood cells in the defence against disease, including
antibody and antitoxin production, and phagocytosis.

Key knowledge – Non-specific defences

⮚ The body has a number of different ways in which to protect itself against pathogens.
⮚ Each method of defence can work against any pathogen, so they are called non-specific defences.

Method of defence How it works

Tears Enzymes in tears destroy microorganisms.

Nasal hairs filter the air you breathe in, trapping particles that may contain
Nose pathogens in a sticky liquid called mucus. The trapped pathogens are removed
when you blow (or pick!) your nose.
Secrete mucus from specialised goblet cells to trap pathogens inhaled from the air,
as well as being lined with cells that have tiny hair-like projections called cilia. The
Trachea & bronchi
cilia beat to move the mucus away from the lungs back up to the back of the throat
where it can be swallowed.

Acid destroys the microorganisms trapped in mucus and most of the pathogens
Stomach acid
you swallow in food and drink.

Phagocytes engulf bacteria to digest and destroy them. Lymphocytes release

White blood cells antibodies to target microorganisms, or release antitoxins (specific immune
response).
Acts as a physical barrier all over your body to prevent pathogens entering and
Skin causing infections. The skin also produces antimicrobial secretions in sweat to
destroy pathogens.
Platelets start the blood clotting process when the skin is damaged or cut, sealing
Platelets (forming
the wound and maintaining the barrier to prevent pathogen entry. The dried blood
scabs)
clot on the surface is known as a scab.

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Progress check:

1. Which are used as defence mechanisms of the human body against disease? Circle the correct answers:

● Cilia

● Mucus

● Blood plasma

● Bile

● Antibodies

2. Match the defence mechanism to where it is found in the human body by linking them.

3. Label the diagram with the missing names of each defence.

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Key knowledge – The immune system

⮚ Some pathogens will beat the first line of defence and get inside the body. The immune system is designed to
destroy any pathogens that enter.
⮚ The immune system consists of white blood cells that move around in your blood and protect you against
disease.
⮚ They do this in three ways:

1. Phagocytosis (ingesting pathogens)

● A phagocyte (type of white blood cell)
detects a pathogen.
● The white blood cell changes shape to
completely surround the pathogen and
ingest it.
● Enzymes inside the cell destroy the
pathogen and digest it.

2. Releasing antitoxins

Some white blood cells release antitoxins that attach to and

counteract (cancel out) the toxins released by pathogenic
bacteria.

3. Releasing antibodies
● Some white blood cells (lymphocytes) produce
proteins called antibodies.
● Pathogens have structures on the surface of their
cells, called antigens. Each type of pathogen has
different antigens.
● When an antibody encounters an antigen it
recognises as a pathogen, the antibody binds to it
and can either attack the pathogen or can stick
groups of pathogens together in clumps, making it
easier for them to be detected and ingested by
other white blood cells.

⮚ Both antitoxins and antibodies are highly specific – they only work against their matching antigen. The white
blood cells that produce them are therefore part of our specific immune response.

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Mastery questions

1) State the three ways white blood cells help to defend against pathogens.
2) Antibodies are highly specific. What does this mean?
3) What non-specific body defence is the main physical barrier to prevent pathogens entering the body?
4) What is the function of cilia in the trachea and bronchi?
5) Doctors will often advise you not to pick at or pull off scabs if the skin underneath them has not fully
healed. Explain why this is good advice to prevent infections.

EXTENSION: Using examples, explain the difference between a non-specific body defence and a specific
immune response.

Deliberate practice – Exam-style questions

Q1. Hepatitis B is a liver disease caused by a virus. The virus is found in body fluids such as blood,
saliva and urine. Diagram 1 shows the structure of the virus in cross section.

Diagram 1

(a)     The human body has several natural defences against viruses. Some of these prevent
viruses from entering the body. Others act once the viruses have entered.

(i)      Diagram 2 shows a white blood cell attacking a group of viruses.

         Complete diagram 2 by drawing the 2nd stage.

1st stage                            2nd stage                                    3rd Stage

Diagram 2
(1)

 
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 (ii)     What type of chemical is released by some white blood cells to attack viruses?

______________________________________________________________
(1)

(b)     Hepatitis B is more likely to be spread among people who share needles when they
inject drugs. Use information given at the beginning of this question to explain why this
is so.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Q2. (a) Describe how the skin helps defend the body against pathogens

___________________________________________________________________

___________________________________________________________________
(2)

(b)     How do structures in the nose help to defend the body against the entry of pathogens?

___________________________________________________________________
(1)

Q3. Describe how the human body works to defend itself against pathogens that have
entered the body. Include details of the body’s defences and the role of the immune
system

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

____________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
26
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Mark _____ / 13

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Lesson 6: Vaccination, antibiotics and painkillers
Grade Outcomes KEY WORDS
To be able to:
7-9 • Explain why, if a large proportion of the population is immunised, the Antibiotic
spread of the pathogen is reduced. Painkiller
• Evaluate the global use of vaccination in the prevention of disease. Vaccination
Knowledge needed to get there: Antigen
• Describe how antibiotics and painkillers are used as medicines. Antibody
Herd immunity
• Recall how antibodies and antigens work.
• State what vaccines contain and explain how vaccination works.
TASK 1 - Write the correct keyword next to the definition to create a useful glossary for this lesson.

Immunity White blood cells Antigen Antibiotic resistance Vaccine Antibody

Symptom Epidemic Antibiotic

Cells that are part of the body’s immune system. They defend against infective
pathogens that enter the body.

Protein produced by some white blood cells. They are highly specific and can bind
to antigens on pathogens to help destroy them.

Found on the surface of pathogens and used by white blood cells to identify
infections. Each type of pathogen has different antigens.

A small sample of dead or inactive forms of a pathogen that is used to prevent a

person developing a particular disease in the future.

The ability to resist developing symptoms of a particular disease and feeling ill.

A sudden increase in cases of a disease in the same area affecting many people.

An indicator of a disease or a feeling of being ill, e.g. fever.

A medicine used to treat bacterial infections.

The ability of some bacteria to resist and survive antibiotic treatment.

Key Knowledge – Vaccination

⮚ Vaccines introduce a small amount of dead or inactive forms of a pathogen into the body. The vaccine contains
the antigens of the pathogen without the risk of getting the disease.
⮚ The vaccine stimulates the white blood cells to produce specific antibodies to attack the pathogen. This can
take several days.
⮚ If the same pathogen re-enters the body in the future, the white blood cells rapidly respond to produce lots of
the correct antibodies faster.
⮚ The pathogen will be destroyed before it causes a person to feel ill. The person is now immune to the disease.
⮚ Measles is an example of a disease that is effectively controlled by vaccination. In the UK you are
recommended to receive the MMR vaccine (measles, mumps and rubella) around your first birthday.

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Worked example

The graph shows the number of measles antibodies in the child’s blood after receiving the MMR vaccine.
Two and half weeks later the child becomes infected with the measles virus from another person.
Describe the changes in antibody production after the vaccination compared with after the infection. Give reasons
for the changes you describe.

1. During and after vaccination (primary immune response):

o The child receives the MMR vaccine on Day 0, containing dead or inactive forms of the pathogen with
specific antigens. This stimulates the white blood cells to respond by producing antibodies. The antibody
concentration in the body increases.
o The antibody concentration is the highest at around ten days, then decreases.

2. During and after infection (secondary immune response):

o At about 19-20 days antibody concentration again increases when the body is infected with the real
pathogen.
o This time the white blood cells produce the correct antibodies faster (steeper gradient) and in larger
quantities. The antibody concentration is higher, and also remains at a high concentration for longer. The
infection is prevented, and the child will not feel ill.

Mastery questions set 1

1) Describe what is injected into the body during a vaccination.
2) Explain how a vaccination makes a person immune to a disease.
3) Two children become infected with the measles
pathogen. Figure 1 shows the concentration of the
measles antibody in each child’s bloodstream.
Describe how the antibody production differs
between the vaccinated and unvaccinated child.

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EXTENSION: Suggest why it is beneficial to receive vaccinations for the serious diseases found in a country before
you travel abroad.
Key Knowledge – Herd immunity
⮚ As well as providing personal immunity to diseases, vaccinations can also reduce the spread of pathogens in a
population.
⮚ If the majority of a population receive vaccinations and are immunised against a pathogen, it is difficult for the
pathogen to reproduce inside a host and spread to other people before being destroyed. A disease can be
eliminated from a local area, and further epidemics prevented.
⮚ If the pathogen cannot be transmitted easily, even people who have not been vaccinated will be protected
from the disease. This effect is known as herd immunity.

TASK 2
1. Watch the video on herd immunity and answer the following questions:
a) What percentage of the population will be protected against measles after two doses of the vaccine?

b) How does being vaccinated benefit the people around you?

c) Write down the groups of people who are protected by herd immunity.

d) Why does herd immunity not protect people against tetanus infections?

2. Sort the following statements into advantages and disadvantages of widespread vaccination:

o Since 1968 when the measles vaccine became available, there has been a 99.9% reduction in the amount
of confirmed cases of measles in the UK.
o Many serious diseases have been declared eliminated from certain regions and countries due to
vaccination efforts. Measles has been declared eliminated from many countries in Europe.
o There is a very small risk of developing unwanted side effects from some vaccines, such as a fever or
swelling.
o Vaccinations have controlled the spread of serious and potentially deadly diseases such as tuberculosis
and polio.
o Vaccinations can prevent serious epidemics (outbreaks) of a disease.
o For a small percentage of the population a vaccine will not work.
o Global immunisation against the virus causing smallpox has led to the deadly disease being declared
eradicated in 1980.

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 o Being protected from the serious and sometimes deadly complications of disease like measles can
outweigh the risk of complications from a vaccine.
o In very rare cases some people have developed a serious reaction to a vaccine.

Key Knowledge – Antibiotics and painkillers

⮚ Different types of medicines are available to treat many different diseases. Some medicines only treat the
symptoms and others cure the disease by killing the pathogens.
⮚ Painkillers are medicines that are used to treat the symptoms of the disease but do not kill the pathogens.
Common examples include paracetamol and aspirin. As the symptoms are treated, your immune system still
needs to destroy the pathogen.
⮚ 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, when overused
or used incorrectly, antibiotic resistant strains of bacteria can evolve that are able to survive treatments.
⮚ Antibiotics cannot kill viral pathogens.

Mastery questions set 2

1) Give a named example of a painkiller and an antibiotic.
2) Explain if antibiotics would be prescribed by a doctor to help cure someone infected with the flu virus.
3) Explain if paracetamol would be prescribed to help cure someone infected with the flu virus.
4) Explain if antibiotics would be prescribed to help cure someone suffering from TB, an infection caused by
Tuberculosis bacteria.
5) Describe one way antibiotics are used that can lead to antibiotic resistance.

Deliberate practice – Exam-style questions

Q1. Chickenpox is a disease. Many children get chickenpox.

Most children recover quickly with no serious long term effects.
Chickenpox cannot be treated with antibiotics.
(a)  What type of pathogen causes chickenpox?

___________________________________________________________________
(1)
People can pay for their child to be vaccinated against chickenpox.
The vaccination stimulates the production of antibodies.
(b)  Which part of the blood produces antibodies?

Tick one box.

 

Plasma

Platelets

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Red blood cells

White blood cells

(1)

The vaccination involves two injections.

The graph below shows how the concentration of antibodies in a child’s bloodstream
changes.

 
(c)  Suggest on what day the second injection was given.
Day = ____________________
(1)
(d)  On which day is the child’s ability to defend against chickenpox at its peak?
Day = ____________________
(1)
Children can only have the chickenpox vaccination if their parents pay for the vaccine.
Some people think the vaccination should be free to all children.

(e)  If more people were vaccinated the number of children getting chickenpox would
decrease.
What are two possible reasons for this decrease?

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 Tick two boxes.
 

Drugs to treat chickenpox are no longer effective

Children are less likely to come into contact with

someone with the disease

More people will have the correct antibodies

People may catch the disease from the vaccination

People may have a weakened immune system

(2)

(f)  The government needs to decide whether to make the chickenpox vaccination free to
all children.
Suggest two factors the government should consider when making this decision.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(Total 8 marks)
Q2. White blood cells protect the body against pathogens such as bacteria and viruses.
(a)     (i)      Pathogens make us feel ill.
Give one reason why.
______________________________________________________________
______________________________________________________________
(1)
(ii)     White blood cells produce antibodies. This is one way white blood cells protect us
against pathogens.
Give two other ways that white blood cells protect us against pathogens.
1. ____________________________________________________________
______________________________________________________________
2. ____________________________________________________________
______________________________________________________________
(2)
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(b)     Vaccination can protect us from the diseases pathogens cause.
(i)      One type of virus causes measles.
A doctor vaccinates a child against measles.
What does the doctor inject into the child to make the child immune to measles?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)

(ii)     A few weeks after the vaccination, the child becomes infected with measles
viruses from another person.
The graph shows the number of measles antibodies in the child’s blood from
before the vaccination until after the infection.

 
More measles antibodies are produced after the infection than after the
vaccination.
Describe other differences in antibody production after infection compared with
after vaccination.

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 ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(3)
(iii)    Vaccination against the measles virus will not protect the child against the rubella
virus.
Why?
______________________________________________________________
(1)
(c)     What is the advantage of vaccinating a large proportion of the population against
measles?
___________________________________________________________________
(1)

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