Download Year 9 Term 2: Body Systems and Responses

Year 9 Term 2: Body Systems and Responses
Check
ASSUMED KNOWLEDGE STAGE 4 OUTCOMES
SC4-14LW
relates the structure and function of living things to their classification, survival and
reproduction
Date
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SC4-15LW
explains how new biological evidence changes people’s understanding of the world
LW1 Multicellular organisms rely on coordinated and interdependent internal systems
to respond to changes in their environment. (ACSSU175)
5LW1a. describe some examples of how multicellular organisms respond to changes
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in their environment
identify that living things are made of cells
identify that substances move into and out of cells
distinguish between unicellular and multicellular organisms
explain why multicellular organisms require specialised organs and
systems (limitations of diffusion)
describe some examples of how multicellular organisms respond to changes in their
environment: eg.
• animals v’s plants- temperature and water response
• ectotherm v’s endotherm
• freshwater fish v’s marine fish
• hibernation
5LW 1b. describe how the coordinated function of internal systems in multicellular
organisms provides cells with requirements for life, including gases, nutrients and
water, and removes cell wastes
first hand investigation(s)
Compare rates of diffusion in 3cm cube v’s 1cm cube of pp/NaOH agar in HCl OR
using iodine/KI and starch observe that small molecules pass across semi permeable
membrane, such as iodine while large ones don’t, eg starch
identify that tissues, organs and organ systems in multicellular organisms consist of
different types of cells
explain that systems in multicellular organisms serve the needs of cells
Digestive system
describe the features and role of the digestive system in maintaining humans as
functioning organisms
Respiratory system
describe the features and role of the respiratory system in maintaining humans as
functioning organisms
Highlight conditions necessary for gas exchange: moist membrane, thin membrane
and concentration gradient
Circulatory system
describe the features and role of the circulatory system in maintaining humans as
functioning organisms
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Excretory system
describe the features and role of the excretory system in maintaining humans as
functioning organisms
first hand investigation(s): Sheep kidney dissection
Skeletal system
describe the features and role of the skeletal system in maintaining humans as
functioning organisms
5LW1c. outline some responses of the human body to infectious and non-infectious
diseases
Distinguish between infectious and non-infectious diseases
Define pathogen
Distinguish and describe the main features of bacteria, virus, fungi, protozoa and
prion
Research task(s)
Students in small groups to research and present information on one named
infections and non-infectious disease. Include, cause, symptoms, treatment,
prevention, interesting facts and figures
first hand investigation(s): Modelling the spread of infectious diseases
Describe the body's defense to invading pathogens. Include:
• 1st line of defence: Skin, Cilia, Mucous lining. nonspecific
• 2nd line of defence: Phagocytosis, Inflammation. non-specific
• 3rd line of defence: T and B lymphocytes. specific
Outline why no cure exists for HIV/AIDS. Relate to function of T and B
lymphocytes.
Outline the historical developments, and describe briefly how vaccinations and
antibiotics work
Research task(s): Choose either vaccination or antibiotics.
Critically analyse information from secondary sources. Write a persuasive news
report that addresses multiple viewpoints and concludes with a recommendation for
action.
5LW1d. describe the role of, and interaction between, the coordination systems in
maintaining humans as functioning organisms
Describe the features and role of the:
• nervous
• endocrine systems
in maintaining humans as functioning organisms
Describe using a named example:
stimulus-receptor-messenger-effector-response
first hand investigation(s)
Response time. In pairs, drop 30cm ruler between partners fingers and record length
taken to catch. Repeat, average and compare with other students
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Describe the flight or fight response and discuss its likely purpose
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Research task(s)
Students are to research a named hormone and present information to the class.
Include:
• Name
• Function
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• Health problems if hormone not functioning correctly
5LW1e. discuss, using examples, how the values and needs of contemporary society
can influence the focus of scientific research, eg the occurrence of diseases affecting
animals and plants, an epidemic or pandemic disease in humans or lifestyle related
non-infectious diseases in humans
Students are to present information on how the values and needs of contemporary
society can influence the focus of scientific research,
Eg. the occurrence of diseases affecting animals and plants, an epidemic or
pandemic disease in humans or lifestyle related non-infectious diseases in humans .
• GMO’s: Disease control in plants
• HIV research, past and present
• Bird flu
• Swine flu
• Hendra virus
• Lifestyle related: Obesity
• Lifestyle related: Cigarette related cancer
COSMOS. A brave new world by Edward O. Wilson: Issue 3 pg67. Read,
review article and answer questions provided.
Research task(s)
Students are to present information on a chosen biological sciences career.
• Choose from the biomedical engineering, immunology, pharmacology,
nuclear medicine or nanotechnology fields[WE].
• The career must not have existed 20 years ago
5LWadd1 debate why any investigation relating to biological research and
involving or affecting animals, must be humane, justified and ethical
Class discussion/debate:
Debate why any investigation relating to biological research and involving or
affecting animals, must be humane, justified and ethical.
Conversation to centre on rights of animals and the need for research on diseases.
TOPIC TEST
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Comments and Suggested improvements
Name:
Signature:
Date:
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Year 9 Term 2: Body Systems and Responses
Check
ASSUMED KNOWLEDGE STAGE 4 OUTCOMES
SC4-14LW
relates the structure and function of living things to their classification, survival and
reproduction
Date
□
SC4-15LW
explains how new biological evidence changes people’s understanding of the world
LW1 Multicellular organisms rely on coordinated and interdependent internal systems
to respond to changes in their environment. (ACSSU175)
5LW1a. describe some examples of how multicellular organisms respond to changes
□
in their environment
identify that living things are made of cells
identify that substances move into and out of cells
distinguish between unicellular and multicellular organisms
explain why multicellular organisms require specialised organs and
systems (limitations of diffusion)
describe some examples of how multicellular organisms respond to changes in their
environment: eg.
• animals v’s plants- temperature and water response
• ectotherm v’s endotherm
• freshwater fish v’s marine fish
• hibernation
5LW 1b. describe how the coordinated function of internal systems in multicellular
organisms provides cells with requirements for life, including gases, nutrients and
water, and removes cell wastes
first hand investigation(s)
Compare rates of diffusion in 3cm cube v’s 1cm cube of pp/NaOH agar in HCl OR
using iodine/KI and starch observe that small molecules pass across semi permeable
membrane, such as iodine while large ones don’t, eg starch
identify that tissues, organs and organ systems in multicellular organisms consist of
different types of cells
explain that systems in multicellular organisms serve the needs of cells
Digestive system
describe the features and role of the digestive system in maintaining humans as
functioning organisms
Respiratory system
describe the features and role of the respiratory system in maintaining humans as
functioning organisms
Highlight conditions necessary for gas exchange: moist membrane, thin membrane
and concentration gradient
Circulatory system
describe the features and role of the circulatory system in maintaining humans as
functioning organisms
□
□
□
□
□
□
□
□
□
□
□
□
□
5
first hand investigation(s): Sheep heart dissection
□
Excretory system
describe the features and role of the excretory system in maintaining humans as
functioning organisms
□
first hand investigation(s): Sheep kidney dissection
Skeletal system
describe the features and role of the skeletal system in maintaining humans as
functioning organisms
5LW1c. outline some responses of the human body to infectious and non-infectious
diseases
Distinguish between infectious and non-infectious diseases
Define pathogen
Distinguish and describe the main features of bacteria, virus, fungi, protozoa and
prion
Research task(s)
Students in small groups to research and present information on one named
infections and non-infectious disease. Include, cause, symptoms, treatment,
prevention, interesting facts and figures
first hand investigation(s): Modelling the spread of infectious diseases
Describe the body's defense to invading pathogens. Include:
• 1st line of defence: Skin, Cilia, Mucous lining. nonspecific
• 2nd line of defence: Phagocytosis, Inflammation. non-specific
• 3rd line of defence: T and B lymphocytes. specific
Outline why no cure exists for HIV/AIDS. Relate to function of T and B
lymphocytes.
Outline the historical developments, and describe briefly how vaccinations and
antibiotics work
Research task(s): Choose either vaccination or antibiotics.
Critically analyse information from secondary sources. Write a persuasive news
report that addresses multiple viewpoints and concludes with a recommendation for
action.
5LW1d. describe the role of, and interaction between, the coordination systems in
maintaining humans as functioning organisms
Describe the features and role of the:
• nervous
• endocrine systems
in maintaining humans as functioning organisms
Describe using a named example:
stimulus-receptor-messenger-effector-response
first hand investigation(s)
Response time. In pairs, drop 30cm ruler between partners fingers and record length
taken to catch. Repeat, average and compare with other students
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Describe the flight or fight response and discuss its likely purpose
□
Research task(s)
Students are to research a named hormone and present information to the class.
Include:
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6
• Name
• Function
• Health problems if hormone not functioning correctly
5LW1e. discuss, using examples, how the values and needs of contemporary society
can influence the focus of scientific research, eg the occurrence of diseases affecting
animals and plants, an epidemic or pandemic disease in humans or lifestyle related
non-infectious diseases in humans
Students are to present information on how the values and needs of contemporary
society can influence the focus of scientific research,
Eg. the occurrence of diseases affecting animals and plants, an epidemic or
pandemic disease in humans or lifestyle related non-infectious diseases in humans .
• GMO’s: Disease control in plants
• HIV research, past and present
• Bird flu
• Swine flu
• Hendra virus
• Lifestyle related: Obesity
• Lifestyle related: Cigarette related cancer
COSMOS. A brave new world by Edward O. Wilson: Issue 3 pg67. Read,
review article and answer questions provided
Research task(s)
Students are to present information on a chosen biological sciences career.
• Choose from the biomedical engineering, immunology, pharmacology,
nuclear medicine or nanotechnology fields[WE].
• The career must not have existed 20 years ago
5LWadd1 debate why any investigation relating to biological research and
involving or affecting animals, must be humane, justified and ethical
Class discussion/debate:
Debate why any investigation relating to biological research and involving or
affecting animals, must be humane, justified and ethical.
Conversation to centre on rights of animals and the need for research on diseases.
TOPIC TEST
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□
□
□
□
□
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