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Aqa 8464 Sow Infect
Aqa 8464 Sow Infect
This resource provides guidance for teaching the Infection and response topic from our new GCSE in Combined Science; Trilogy (Biology) 8464. It has been
updated from the draft version to reflect the changes made in the accredited specification.
Some minor changes have been made to the specification in sections 4.3.1.1 Communicable diseases, 4.3.1.6 Human defence system and Discovery and
development of drugs. These alterations have not required changes to the scheme of work.
The scheme of work is designed to be a flexible medium term plan for teaching content and development of the skills that will be assessed.
It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work is not
exhaustive; it only suggests activities and resources you could find useful in your teaching.
4.3 Infection and response
Students should understand the differences between non-communicable diseases, covered in sections 4.2.2.5 to 4.2.2.7 and communicable diseases.
The structure of bacterial cells is covered in 4.1.1.1, Eukaryotes and prokaryotes.
Antibiotics, 4.3.1.8, links with antibiotic resistance covered in 4.6.3.4, but which could be taught here, after antibiotics and before drug development.
Students are only required to know specific details of the microorganisms listed in the specification.
Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to develop and Self/peer
specification content timing Communication skills apply practical and enquiry assessment
What most candidates
(hours) skills opportunities and
should be able to do
resources
Reference to past
questions that
indicate success
4.3.1.1 Communicable Define the term pathogen 1 Show BBC video clip on Use UV powder on door BBC Bitesize video
diseases and state the four main microorganisms (see resources). handles at start of lesson clips –
groups of pathogen. and black light to show Microorganisms
Communicable Mini-whiteboard recap – draw
transfer of pathogen.
diseases are infectious Explain how pathogens and label a bacteria cell. Images of
diseases caused by can be spread to plants or pathogens
Provide images of bacteria,
pathogens. animals and cause
viruses, protists and fungi on the BBC Bitesize video
infection.
Pathogens may be internet. clips – The
viruses, bacteria, Describe the main importance of
Construct a table comparing
protists or fungi. They differences between handwashing in
fungi, virus, bacteria and protists
may infect plants or bacteria and viruses. food hygiene
to include size, site of
animals.
Explain how the spread of reproduction and effects in the Exampro user
Pathogens can be disease can be reduced body. guide PowerPoint
spread by direct or prevented.
Show BBC video clip on effect of
contact, by water or by
proper hand washing (see
air.
resources).
The spread of
Use card sort matching diseases
Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to develop and Self/peer
specification content timing Communication skills apply practical and enquiry assessment
What most candidates
(hours) skills opportunities and
should be able to do
resources
Reference to past
questions that
indicate success
4.3.1.2 Viral, bacterial and Describe the symptoms, 1 Small group project using ICT, Carry out research and ABPI – Resources
to fungal diseases in mode of transmission, researching to find out about the explain application of for Schools
4.3.1.4 humans prevention and treatment symptoms, mode of science and personal and Infectious diseases
for measles, HIV and transmission, prevention and social implications related to
Viral diseases include Microbiology
AIDS, salmonella and treatment for measles, HIV and diseases.
measles and AIDS, Online/Society for
gonorrhoea. AIDS, salmonella and
which is caused by the General
gonorrhoea.
HIV. Describe colds and flu as Microbiology –
viral diseases. Present findings in a table and Downloadable
Viral disease cannot
illustrate with images of these resources
be treated with Describe athlete’s foot as
microorganisms.
antibiotics. a fungal disease.
Students prepare class
Bacterial diseases
presentations and fill out
include salmonella
summary table for all.
food poisoning and the
sexually transmitted
disease gonorrhoea.
Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to develop and Self/peer
specification content timing Communication skills apply practical and enquiry assessment
What most candidates
(hours) skills opportunities and
should be able to do
resources
Reference to past
questions that
indicate success
Bacteria may produce Explain how the immune Watch BBC video clip showing specificity. BBC Bitesize video
toxins that make us system defends against phagocytosis (see resources). clips – White blood
feel ill and damage disease cells
Research how white blood cells
tissues.
Describe what white blood defend the body. BBC Bitesize –
Viruses live and cells do. Defending against
ABPI animations of white blood
reproduce inside cells, infection activity
Explain why antibodies cell activity.
causing damage.
are specific for one ABPI – Resources
Observe white blood cells under
The immune system pathogen/ antigen. for Schools – White
the microscope or bio-viewer.
tries to destroy blood cells/
pathogens that enter Draw diagrams or a cartoon strip response to
the body. to show the actions of white infection
blood cells using key words:
White blood cells help
ingest, phagocytosis, antibodies
to defend against
and antitoxins.
pathogens by:
Draw diagrams or use cut-outs to
phagocytosis
model antibody specificity.
antibody production
antitoxin production.
4.3.1.7 Vaccination Describe what a vaccine 1 Watch BBC video about Edward Consider the ethical issues BBC Bitesize video
contains. Jenner. Evaluate the method he and risks associated with clip – The life and
A vaccine contains a
used in developing the first Jenner’s method. Discuss work of Edward
small amount of dead Explain how vaccines
vaccine and compare with how methods and theories Jenner
or inactive pathogens. prevent disease.
modern methods. develop over time.
These stimulate white ABPI – Resources
Explain the idea of ‘herd
blood cells to produce Discuss what a vaccine contains Use a model to explain herd for Schools –
immunity’.
antibodies. and how it works. immunity. Vaccination
Immunity allows a Use ABPI animation to show Interpret graph showing BBC search on
Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to develop and Self/peer
specification content timing Communication skills apply practical and enquiry assessment
What most candidates
(hours) skills opportunities and
should be able to do
resources
Reference to past
questions that
indicate success
person to produce how a vaccine works. primary and secondary MMR debate
specific antibodies response to a pathogen;
Role play the level of immunity WHO/Europe –
quickly to prevent explain the responses.
within a population and its effect Diphtheria detected
infection.
on the spread of a pathogen. Evaluate risk in relation to in Spain
If a large proportion of practical design and data
Interpret graph showing primary
the population is review to avoid bias.
and secondary response to a
immune to a pathogen,
pathogen (ABPI site). Evaluate risks related to
the spread of the
vaccinations.
pathogen is very much Consider the actions of Dr
reduced. Wakefield and the MMR vaccine.
Role play whether to give your
child 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.
4.3.1.8 Antibiotics Explain how antibiotics 2 Describe the importance of Understand how scientific BBC search on
treat only bacterial antibiotics and the impact of methods and applications Antibiotic
Antibiotics, eg
diseases and how this antibiotic resistance. Explain how develop over time. Evaluate resistance
penicillin, are used to
has saved lives. this has impacted on cleaning personal, social and
kill infective bacteria
practices in Britain’s hospitals. economic implications of
inside the body. Describe the problems
Research MRSA and C. difficile antibiotics.
associated with antibiotic
Specific bacteria infections and treatment.
Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to develop and Self/peer
specification content timing Communication skills apply practical and enquiry assessment
What most candidates
(hours) skills opportunities and
should be able to do
resources
Reference to past
questions that
indicate success
should be treated with resistance. See 4.6.3.4 Suggest what patients, doctors
specific antibiotics. and scientists should do to
Explain the difficulty in
ensure we will have effective
The emergence of developing drugs that kill
antibiotics in the future.
strains resistant to viruses without damaging
antibiotics is of great body tissues. Discussion starter – imagine the
concern. world we would live in if
antibiotics stopped working.
Antibiotics cannot kill
viral pathogens.
4.3.1.8 Painkillers Give examples of 1 Samples of medicine packaging Understand how scientific Samples of
painkillers and other to stimulate discussion. methods and applications medicine
4.3.1.9 Painkillers and other
medicines used to treat develop over time. Evaluate packaging.
medicines are used to Role play: Pharmacist/patient
symptoms. personal, social and
treat the symptoms of giving recommendation based on Cards of common
economic implications of
disease but do not kill Interpret data about symptoms (cards prepared or symptoms.
drugs.
pathogens. painkillers and other students’ own ideas).
BBC Bitesize –
medicines. Interpret data about
Alexander Fleming Brainstorm symptoms of Modern medicine
antibiotics, painkillers and
discovered penicillin Describe Fleming’s diseases and medicines used to Classroom
other medicines.
from the Penicillium discovery and explain its relieve symptoms and treat Resources
mould. importance. disease; names of some Use secondary evidence
BBC Bitesize –
antibiotics. from text books, the internet
Fleming and the
and other sources to draw a
Watch BBC video clip about discovery of
timeline.
Fleming. penicillin
Research work of Fleming and/ BBC search on
or Florey and Chain and discuss Medicine through
the impact of their work on time
society.
BBC Four series –
Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to develop and Self/peer
specification content timing Communication skills apply practical and enquiry assessment
What most candidates
(hours) skills opportunities and
should be able to do
resources
Reference to past
questions that
indicate success