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Teaching scheme
Week 1
Weekly learning outcomes
1. Responses to changes in
environment – external and
internal
2. Need for communication
system
3. Cell signalling
4. Need for homeostasis
5. Stimulus–response
pathway
6. Negative feedback
7. Positive feedback
8. Need for temperature
regulation
9. Temperature regulation in
endotherms
10. Temperature regulation in
ectotherms
11. Control of temperature
regulation
Students should be able to:
• Outline the need for communication systems
within multicellular organisms – with reference
to the need to respond to changes in the
internal and external environment, and to
coordinate the activities of different organs.
• State that cells need to communicate with each
other via a process of cell signalling.
• State that neuronal and hormonal systems are
examples of cell signalling.
• Define the terms: negative feedback; positive
feedback; and homeostasis.
• Explain the principles of homeostasis in terms
of receptors, effectors and negative feedback.
• Describe the physiological and behavioural
responses that maintain a constant core body
temperature in ectotherms and endotherms –
with reference to peripheral temperature
receptors, the hypothalamus and effectors in
skin and muscles.
Student book
links
•
•
•
Practical activity links
1.1.1
1.1.2
1.1.3
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.1.1 Communication – chemical and electrical
communication
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1
Teaching scheme
Week 2
Weekly learning outcomes
1. Sensory receptors
2. Polarisation and
depolarisation
3. Sensory and motor
neurones
4. Resting potential,
generator potential and
action potential
5. Transmission of action
potentials
6. Effects of myelination and
saltatory conduction
Students should be able to:
• Outline the roles of sensory receptors in
mammals in converting different forms of
energy into nerve impulses.
• Describe, with the aid of diagrams, the
structure and functions of sensory and motor
neurones.
• Describe and explain how the resting potential
is established and maintained.
• Describe and explain how an action potential is
generated.
• Interpret graphs of the voltage changes taking
place during the generation and transmission
of an action potential.
• Describe and explain how an action potential is
transmitted in a myelinated neurone – with
reference to the roles of voltage-gated sodium
ion and potassium ion channels.
Student book
links
Practical activity links
• 1.1.4
• 1.1.5
• 1.1.6
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.1.1 Communication – chemical and electrical
communication
4.1.2 Nerves – sensory receptors, action potential and
resting potential
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2
Teaching scheme
Week 3
Weekly learning outcomes
1. Existence of gaps between
neurones
2. Structure of a synapse
3. Neurotransmitters
4. Transmission across a
synapse
5. Wider roles of synapses
6. Limitations of action
potentials in carrying
information
7. Frequency of transmission
of action potentials
8. Myelination and
non-myelination – effects
on transmission
Students should be able to:
• Describe, with the aid of diagrams, the
structure of a cholinergic synapse.
• Outline the role of transmitters in the
transmission of action potentials.
• Outline the roles of synapses in the nervous
system.
• Outline the significance of the frequency of
impulse transmission.
• Compare and contrast the structure and
function of myelinated and non-myelinated
neurones.
Student book
links
•
•
Practical activity links
1.1.7
1.1.8
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.1.2 Nerves – transmission of action potential,
cholinergic synapse, and neurotransmission
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3
Teaching scheme
Week 4
Weekly learning outcomes
1. The endocrine system and
differences with exocrine
glands
2. Structure and action of
hormones on target cells
3. Action and effects of
adrenaline
4. Structure and function of
the adrenal glands
5. Structure and function of
the pancreas
6. Control of blood glucose
concentration
7. Control of insulin secretion
8. Diabetes
9. Function of the heart
10. Control of heart rate
Students should be able to:
• Define the terms: endocrine gland; exocrine
gland; hormone; and target tissue.
• Explain the meaning of the terms: first
messenger; and second messenger – with
reference to adrenaline and cyclic AMP
(cAMP).
• Describe the functions of the adrenal glands.
• Describe, with the aid of diagrams and
photographs, the histology of the pancreas,
and outline its role as an endocrine and
exocrine gland.
• Explain how blood glucose concentration is
regulated – with reference to insulin, glucagon
and the liver.
• Outline how insulin secretion is controlled –
with reference to potassium channels and
calcium channels in β cells.
• Compare and contrast the causes of type I
(insulin-dependent) and type II (non-insulindependent) diabetes mellitus.
• Discuss the use of insulin produced by
genetically modified bacteria and the potential
use of stem cells to treat diabetes mellitus.
• Outline the hormonal and nervous mechanisms
involved in the control of heart rate in humans.
Student book
links
•
•
•
•
1.1.9
1.1.10
1.1.11
1.1.12
Practical activity links
Practical activity 1: To observe and
make annotated diagrams of the
pancreas
Practical activity 3: Investigating
glucose concentration in mock urine
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.1.2 Nerves – role of synapses in the nervous system,
frequency of impulse transmission and the
function of neurones
4.1.3 Hormones – specific hormones and their actions,
histology of the pancreas, regulation of blood
glucose, control of insulin, type I and type II
diabetes and the use of insulin
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Teaching scheme
Week 5
Weekly learning outcomes
1. Excretion
2. Why is excretion
necessary?
3. Gross structure and
histology of the liver
4. Liver function
5. Urea formation
6. Detoxification
Students should be able to:
• Define the term: excretion.
• Explain the importance of removing metabolic
wastes, including carbon dioxide and
nitrogenous waste from the body.
• Describe, with the aid of diagrams and
photographs, the histology and gross structure
of the liver.
• Describe the formation of urea in the liver –
including an outline of the ornithine cycle.
• Describe the roles of the liver in detoxification.
Student book
links
•
•
•
1.2.1
1.2.2
1.2.3
Practical activity links
Practical activity 4: Investigating urea
concentration using urease
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.2.1 Excretion – excretion, histology and structure of
the liver, formation of urea and detoxification
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5
Teaching scheme
Week 6
Weekly learning outcomes
1. Structure of the kidney
2. Structure and function of
the nephron
3. Ultrafiltration
4. Selective reabsorption
5. Reabsorption of water
6. Osmoregulation
7. Kidney failure and
treatment
8. Testing for pregnancy and
misuse of anabolic steroids
Students should be able to:
• Describe, with the aid of diagrams and
photographs, the histology and gross structure
of the kidney.
• Describe, with the aid of diagrams and
photographs, the detailed structure of a
nephron and its associated blood vessels.
• Describe and explain the production of urine,
with reference to the processes of ultrafiltration
and selective reabsorption.
• Explain, using water potential terminology, the
control of the water content of the blood, with
reference to the roles of the kidney,
osmoreceptors in the hypothalamus, and the
posterior pituitary gland.
• Outline the problems that arise from kidney
failure and discuss the use of renal dialysis and
transplants for the treatment of kidney failure.
• Describe how urine samples can be used to
test for pregnancy and to detect the misuse of
anabolic steroids.
Student book
links
•
•
•
•
•
1.2.4
1.2.5
1.2.6
1.2.7
1.2.8
Practical activity links
Practical activity 2: To observe and
make annotated diagrams of the
kidney
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.2.1 Excretion – histology of the kidney, structure of
the nephron, production of urine, control of water
content of the blood, kidney failure and dialysis
and urine tests
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6
Teaching scheme
Week 7
1. What is respiration?
2. What is energy and why do
we need it?
3. Where does energy come
from?
4. Role of ATP
5. Overview of the stages of
respiration
6. Role of coenzymes
7. Glycolysis
Weekly learning outcomes
Student book
links
Practical activity links
Students should be able to:
• 1.4.1
• Outline why plants, animals and
• 1.4.2
microorganisms need to respire – with
• 1.4.3
reference to active transport and metabolic
reactions.
• Describe, with the aid of diagrams, the
OCR Scheme of Work topic outlines
structure of ATP.
F214 Communication, homeostasis and energy
• State that ATP provides the immediate source
4.4.1 Respiration – respiration in organisms, ATP,
of energy for biological processes.
coenzymes in respiration, glycolysis and aerobic
• Explain the importance of coenzymes in
respiration
respiration – with reference to NAD and
coenzyme A.
• State that glycolysis occurs in the cytoplasm of
cells.
• Outline the process of glycolysis, beginning
with the phosphorylation of glucose to hexose
bisphosphate, splitting hexose bisphosphate
into two triose phosphate molecules and further
oxidation to pyruvate, producing a small yield
of ATP and reduced NAD.
• State that during aerobic respiration in animals,
pyruvate is actively transported into
mitochondria.
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7
Teaching scheme
Week 8
Weekly learning outcomes
1. Structure of the
mitochondrion
2. Structure of the
mitochondrion related to
function
3. Distribution of mitochondria
4. Link reaction
5. Krebs cycle
6. Oxidative phosphorylation
and chemiosmosis
7. Evaluating the evidence for
chemiosmosis
Students should be able to:
• Explain, with the aid of diagrams and electron
micrographs, how the structure of mitochondria
enables them to carry out their functions
• Outline the link reaction with reference to
decarboxylation of pyruvate to acetate and the
reduction of NAD, and state that it takes place
in the mitochondrial matrix.
• Explain that coenzyme A carries acetate from
the link reaction to the Krebs cycle.
• State that the Krebs cycle takes place in the
mitochondrial matrix.
• Outline the Krebs cycle with reference to the
formation of citrate from acetate and
oxaloacetate, and the reconversion of citrate to
oxaloacetate (names of intermediate
compounds are not required).
• Explain that during the Krebs cycle,
decarboxylation and dehydrogenation occur,
NAD and FAD are reduced, and substrate level
phosphorylation occurs.
• Outline the process of oxidative
phosphorylation – with reference to the roles of
electron carriers, oxygen and mitochondrial
cristae.
• Outline the process of chemiosmosis – with
reference to the electron transport chain,
Student book
links
•
•
•
•
Practical activity links
1.4.4
1.4.5
1.4.6
1.4.7
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.4.1 Respiration – structure of mitochondria, the link
reaction, Krebs cycle, oxidative phosphorylation,
chemiosmosis, oxygen as an electron receptor
and theoretical yield of ATP
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8
Teaching scheme
proton gradients and ATP synthase.
• State that oxygen is the final electron acceptor
in aerobic respiration.
• Evaluate the experimental evidence for the
theory of chemiosmosis.
• Explain why the theoretical maximum yield of
ATP per glucose molecule is rarely, if ever,
achieved in aerobic respiration.
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9
Teaching scheme
Week 9
Weekly learning outcomes
1. Glycolysis as a common
factor to aerobic and
anaerobic respiration
2. Effect of lack of oxygen
3. Lactate fermentation
4. Alcoholic fermentation
5. Define the term: respiratory
substrate.
6. Energy values of different
substrates
Students should be able to:
• Explain why anaerobic respiration produces a
much lower yield of ATP than aerobic
respiration.
• Compare and contrast anaerobic respiration in
mammals and in yeast.
• Define the term: respiratory substrate.
• Explain the difference in relative energy values
of carbohydrate, lipid and protein respiratory
substrates.
Student book
links
•
•
1.4.8
1.4.9
Practical activity links
Practical activity 10: Determining the
respiration rate in maggots and
germinating seeds using
respirometers
Practical activity 11: Determining the
respiratory quotient (RQ) of
germinating seeds
Practical activity 12: Investigating
dehydrogenase activity in anaerobic
respiration of yeast
Practical activity 13: To investigate
the effect of substrate on yeast
respiration
Practical activity 14: The effect of
temperature on yeast respiration
Practical activity 15: The effect of
ethanol on yeast respiration
Practical activity 16: Comparing
anaerobic and aerobic respiration
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.4.1 Respiration – anaerobic respiration in mammals
and yeast, respiratory substrate and relative
energy values
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10
Teaching scheme
Week 10
Weekly learning outcomes
1. Function of photosynthesis
as an energy conversion
process
2. Structure and function of
chloroplasts
3. Photosynthetic pigments
4. Light-dependent stage
5. Light-independent stage
Students should be able to:
• Define the terms: autotroph; and heterotroph.
• State that light energy is used during
photosynthesis to produce complex organic
molecules.
• Explain how respiration in plants and animals
depends upon the products of photosynthesis.
• State that in plants photosynthesis is a twostage process that takes place in chloroplasts.
• Explain, with the aid of diagrams and electron
micrographs, how the structure of chloroplasts
enables them to carry out their functions.
• Define the term: photosynthetic pigment.
• Explain the importance of photosynthetic
pigments in photosynthesis.
• State that the light-dependent stage takes
place in thylakoid membranes and that the
light-independent stage takes place in the
stroma.
• Outline how light energy is converted to
chemical energy (ATP and reduced NADP) in
the light-dependent stage.
• Explain the role of water in the light-dependent
stage.
• Outline how the products of the lightdependent stage are used in the lightindependent stage (Calvin cycle) to produce
Student book
links
•
•
•
•
1.3.1
1.3.2
1.3.3
1.3.4
Practical activity links
Practical activity 5: Extracting
chloroplasts using ultracentrifugation
Practical activity 6: Using extracted
chloroplasts in the Hill reaction
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.3.1 Photosynthesis – autotroph and heterotroph, light
energy, products of photosynthesis, chloroplasts,
photosynthetic pigments, light-dependent stage,
light-independent stage, TP and RuBP
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11
Teaching scheme
triose phosphate (TP) – referring also to
ribulose bisphosphate (RuBP), ribulose
bisphosphate carboxylase (rubisco) and
glycerate 3-phosphate (GP).
• Explain the role of carbon dioxide in the lightindependent stage.
• State that TP (and GP) can be used to make
carbohydrates, lipids and amino acids.
• State that most TP is recycled to RuBP.
© Pearson Education Ltd 2009
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12
Teaching scheme
Week 11
Weekly learning outcomes
1. What is a limiting factor?
2. Light intensity, temperature
and carbon dioxide
concentration as limiting
factors
3. Measuring photosynthetic
rate
4. Investigating the effect of
light intensity, carbon
dioxide concentration and
temperature on
photosynthesis
5. The effect of limiting factors
on levels of GP, RuBP and
TP
Students should be able to:
• Discuss the limiting factors in photosynthesis –
with reference to carbon dioxide concentration,
light intensity and temperature.
• Describe the effect on the rate of
photosynthesis of changing the light intensity.
• Describe the effect on the levels of glycerate 3phosphate (GP), ribulose bisphosphate (RuBP)
and triose phosphate (TP) of changing the
carbon dioxide concentration, light intensity
and temperature.
• Describe how to investigate experimentally the
factors that affect the rate of photosynthesis.
Student book
links
• 1.3.5
• 1.3.6
• 1.3.7
• 1.3.8
Practical activity links
Practical activity 7: The effect of
changing light intensity on the
photosynthesis rate of Cabomba
Practical activity 8: The effect of CO2
on the rate of photosynthesis
Practical activity 9: Starch production
using the anabolic reaction of starch
phosphorylase
OCR Scheme of Work topic outlines
F214 Communication, homeostasis and energy
4.3.1 Photosynthesis – limiting factors in
photosynthesis, rate of photosynthesis and light
intensity, experimental investigations of
photosynthesis, photosynthesis and carbon
dioxide concentration and effect of GP, RuBP and
TP
© Pearson Education Ltd 2009
This document may have been altered from the original
13
Teaching scheme
Week 12
1.
2.
3.
4.
5.
6.
The gene
Genetic code
Transcription
Translation
Mutation
Effects of mutation
Weekly learning outcomes
Student book
links
Practical activity links
Students should be able to:
• 2.1.1
• State that genes code for polypeptides,
• 2.1.2
including enzymes.
• 2.1.3
• Explain the meaning of the term: genetic code. • 2.1.4
• Describe, with the aid of diagrams, the way in
which a nucleotide sequence codes for the
amino acid sequence in a polypeptide.
OCR Scheme of Work topic outlines
• Describe, with the aid of diagrams, how the
sequence of nucleotides within a gene is used F215 Control, genomes and environment
to construct a polypeptide – include the roles
5.1.1 Cellular control – genes and polypeptides, genetic
of messenger RNA, transfer RNA and
code, nucleotide and amino acid sequences,
ribosomes.
construction of a polypeptide, AMP and mutations
in DNA molecules
• State that cyclic AMP activates proteins by
altering their 3D structure.
• State that mutations cause changes to the
sequence of nucleotides in DNA molecules.
• Explain how the mutations can have
beneficial, neutral or harmful effects on the
way a protein functions.
© Pearson Education Ltd 2009
This document may have been altered from the original
14
Teaching scheme
Week 13
Weekly learning outcomes
Student book
links
Practical activity links
Enzyme induction
Students should be able to:
• 2.1.5
Structure of an operon
• Explain the genetic control of protein
• 2.1.6
production in a prokaryote using the lac
How does an operon work?
• 2.1.7
operon.
Drosophila development
• Explain that the genes that control the
Genetic control of
development of body plans are similar in
OCR Scheme of Work topic outlines
development
plants,
animals
and
fungi
–
with
reference
to
6. Apoptosis
F215 Control, genomes and environment
homeobox sequences.
7. Apoptosis and
• Outline how apoptosis (programmed cell death) 5.1.1 Cellular control – genetic control of protein
development
production, genetic control of body plans and
can act as a mechanism to change body plans.
apoptosis and body plans
1.
2.
3.
4.
5.
© Pearson Education Ltd 2009
This document may have been altered from the original
15
Teaching scheme
Week 14
1.
2.
3.
4.
Need for meiosis
Stages of meiosis
Meiosis and variation
Causes of variation
Weekly learning outcomes
Students should be able to:
• Describe, with the aid of diagrams and
photographs, the behaviour of chromosomes
during meiosis and the associated behaviour of
the nuclear envelope, cell membrane and
centrioles.
• Know the names of the main stages (but not
sub-stages) of meiosis.
• Explain how meiosis and fertilisation can lead
to variation.
• Explain the terms: allele; locus; and crossingover.
Student book
links
Practical activity links
• 2.1.8
• 2.1.9
Practical activity 17: Observing
meiosis in locust testes
OCR Scheme of Work topic outlines
F215 Control, Genomes and Environment
5.1.2 Meiosis and Variation – behaviour of
chromosomes, variation and terminology
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16
Teaching scheme
Week 15
Weekly learning outcomes
1. Explain the terms:
genotype; phenotype;
dominant; recessive;
codominant; and linkage.
2. Introduce conventions
associated with genetic
diagrams for simple
monohybrid crosses.
3. Genetic diagrams for linked
and sex-linked genes
4. Genetic diagrams for
codominant alleles
Students should be able to:
• Explain the terms: genotype; phenotype;
dominant; recessive; codominant; and linkage.
• Use genetic diagrams to solve problems
involving sex linkage.
• Use genetic diagrams to solve problems
involving codominance.
Student book
links
•
•
•
2.1.10
2.1.11
2.1.12
Practical activity links
Practical activity 18: Genetic crosses
using Drosophila
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.1.2 Meiosis and variation – terminology, genetic
diagrams, sex linkage and problem solving
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17
Teaching scheme
Student book
links
Week 16
Weekly learning outcomes
Practical activity links
1. Epistasis
2. Types of interaction
between loci
3. Examples of epistatic
problems and prediction of
phenotypic ratios
4. Chi-squared test
Students should be able to:
• 2.1.13
• Describe the interactions between loci
• 2.1.14
(epistasis).
• 2.1.15
• Predict phenotypic ratios in problems involving • 2.1.16
epistasis.
• Use the chi-squared test to test the
significance of the difference between
OCR Scheme of Work topic outlines
observed and expected results – the formula
for χ2 will be provided.
F215 Control, genomes and environment
5.1.2 Meiosis and variation – epistasis, phenotypic ratio
problems, predicted phenotypic ratios and the chisquared test
© Pearson Education Ltd 2009
This document may have been altered from the original
18
Teaching scheme
Week 17
Weekly learning outcomes
1. Continuous and
discontinuous variation
2. Genetic basis for
continuous and
discontinuous variation
3. Genotype, environment
and variation
4. Variation and selection
5. Population genetics
6. Measuring allele
frequencies
7. Hardy–Weinberg principle
Students should be able to:
• Describe the differences between continuous
and discontinuous variation.
• Explain the basis of continuous and
discontinuous variation – with reference to the
number of genes that influence the variation.
• Explain that both genotype and environment
contribute to phenotypic variation (no
calculations of heritability are expected).
• Explain why variation is essential for selection.
• Use the Hardy–Weinberg principle to calculate
allele frequencies in populations.
Student book
links
•
•
Practical activity links
2.1.17
2.1.18
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.1.2 Meiosis and variation – continuous and
discontinuous variation, phenotypic variation,
variation in selection and the Hardy–Weinberg
principle
© Pearson Education Ltd 2009
This document may have been altered from the original
19
Teaching scheme
Student book
links
Week 18
Weekly learning outcomes
Practical activity links
1. Stabilising and directional
selection
2. Genetic drift
3. Isolating mechanisms
4. The biological species
concept
5. The phylogenetic species
concept
6. Compare natural and
artificial selection
7. Artificial selection of the
dairy cow
8. Artificial selection of bread
wheat
Students should be able to:
• 2.1.19
• Explain, with examples, how environmental
• 2.1.20
factors can act as stabilising or evolutionary
• 2.1.21
forces of natural selection.
• Explain how genetic drift can cause large
changes in small populations.
OCR Scheme of Work topic outlines
• Explain the role of isolating mechanisms in the
F215 Control, genomes and environment
evolution of new species – with reference to
ecological (geographic), seasonal (temporal)
5.1.2 Meiosis and variation – environmental factors and
and reproductive mechanisms.
natural selection, isolating mechanisms, genetic
drift in small populations, concepts of the species
• Explain the significance of the various
and natural vs artificial selection
concepts of the species – with reference to the
biological species concept and the
phylogenetic (cladistic/evolutionary) species
concept.
• Compare and contrast natural selection and
artificial selection.
• Describe how artificial selection has been
used to produce the modern dairy cow and to
produce bread wheat Triticum aestivum.
© Pearson Education Ltd 2009
This document may have been altered from the original
20
Teaching scheme
Week 19
Weekly learning outcomes
1. What are clones?
2. Asexual reproduction
3. Vegetative propagation –
natural
4. Vegetative propagation –
artificial
5. Tissue culture
6. Cloning animals
7. Non-reproductive cloning
Students should be able to:
• Describe the production of natural clones in
plants using the example of vegetative
propagation in elm trees.
• Describe the production of artificial clones of
plants from tissue culture.
• Discuss the advantages and disadvantages of
plant cloning in agriculture.
• Describe how artificial clones of animals can
be produced.
• Discuss the advantages and disadvantages of
cloning animals.
• Outline the differences between reproductive
and non-reproductive cloning.
Student book
links
•
•
•
Practical activity links
2.2.1
2.2.2
2.2.3
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.2.1 Cloning in plants and animals – production of
natural clones, production of artificial clones,
advantages and disadvantages of cloning and
reproductive and non-reproductive cloning
© Pearson Education Ltd 2009
This document may have been altered from the original
21
Teaching scheme
Week 20
Weekly learning outcomes
1. What is biotechnology?
2. Examples of biotechnology
processes
3. Use of microorganisms in
biotechnology
4. Population growth of
microorganisms
5. Fermentation
6. Metabolism and
metabolites
7. Commercial applications of
biotechnology
8. Asepsis
9. Enzymes and
biotechnology
10. Immobilising enzymes
Students should be able to:
• State that biotechnology is the industrial use
of living organisms (or parts of them) to
produce food, drugs or other products.
• Explain why microorganisms are often used in
biotechnological processes.
• Describe and explain, with the aid of
diagrams, the standard growth curve of a
population of microorganisms in a closed
culture.
• Describe the differences between primary and
secondary metabolites.
• Compare and contrast the processes of
continuous and batch culture.
• Explain the importance of manipulating the
growing conditions in a fermentation vessel in
order to maximise the yield of product
required.
• Explain the importance of asepsis in the
manipulation of microorganisms.
• Describe how enzymes can be immobilised.
• Explain why immobilised enzymes are used in
large-scale production.
Student book
links
•
•
•
•
2.2.4
2.2.5
2.2.6
2.2.7
Practical activity links
Practical activity 20: Investigating
population growth
Practical activity 21: The effect of
antibacterial agents on bacterial
growth
Practical activity 22: Investigating
immobilised pectinase
Practical activity 23: Investigating
immobilised lipase
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.2.2 Biotechnology – industrial use of living organisms,
microorganisms, primary and secondary
metabolites, continuous and batch culture,
maximisation of product yield, asepsis and
immobilised enzymes
5.2.3 Genomes and gene technologies – sequencing
the genome, electrophoresis, DNA probes and the
polymerase chain reaction
© Pearson Education Ltd 2009
This document may have been altered from the original
22
Teaching scheme
Week 21
Weekly learning outcomes
1. Outline techniques involved
when working with DNA
2. Genome sequencing
3. Comparative gene
mapping
4. Electrophoresis
5. Probing DNA
6. Polymerase chain reaction
(PCR)
Students should be able to:
• Outline the steps involved in sequencing the
genome of an organism.
• Outline how gene sequencing allows for
genome-wide comparisons between
individuals and species.
• Outline how DNA fragments can be separated
by size using electrophoresis.
• Describe how DNA probes can be used to
identify fragments containing specific
sequences.
• Outline how the polymerase chain reaction
(PCR) can be used to make multiple copies of
DNA fragments.
Student book
links
•
•
•
2.2.8
2.2.9
2.2.10
Practical activity links
Practical activity 19: DNA
electrophoresis
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.2.3 Genomes and gene technologies – sequencing
the genome, recombinant DNA, genetic
engineering, restriction enzymes, plasmids and
ligase and vectors and DNA fragments
© Pearson Education Ltd 2009
This document may have been altered from the original
23
Teaching scheme
Week 22
Weekly learning outcomes
1. What is engineering?
2. How to do genetic
engineering
3. Why do genetic
engineering?
4. Why use bacteria?
5. Example 1 – insulin
6. Example 2 – Golden
RiceTM
Students should be able to:
• Define the term: recombinant DNA.
• Explain that genetic engineering involves the
extraction of genes from one organism or the
manufacture of genes, in order to place them into
another organism such that the receiving organism
expresses the gene.
• Describe how sections of DNA containing a
desired gene can be extracted from a donor
organism using restriction enzymes.
• Explain how isolated DNA fragments can be
placed in plasmids – with reference to the role of
ligase.
• State other vectors into which fragments of DNA
may be incorporated.
• Explain how plasmids may be taken up by
bacterial cells in order to produce a transgenic
microorganism that can express a desired gene.
• Describe the advantage to microorganisms of the
capacity to take up plasmid DNA from the
environment.
• Outline the process involved in the genetic
engineering of bacteria to produce human insulin.
• Outline how genetic markers in plasmids can be
used to identify the bacteria that have taken up a
recombinant plasmid.
• Outline the process involved in the genetic
engineering of Golden RiceTM.
Student book
links
•
•
•
•
Practical activity links
2.2.11
2.2.12
2.2.13
2.2.14
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.2.3 Genomes and gene technologies – sequencing
the genome, recombinant DNA, genetic
engineering, restriction enzymes, plasmids and
ligase, vectors and DNA fragments, transgenic
microorganisms and human insulin
© Pearson Education Ltd 2009
This document may have been altered from the original
24
Teaching scheme
Week 23
1. Gene therapy
2. Somatic cell gene therapy
and germline gene therapy
3. Xenotransplantation
4. Ethics
Weekly learning outcomes
Students should be able to:
• Explain the term: gene therapy.
• Explain the differences between somatic cell
gene therapy and germline gene therapy.
• Outline how animals can be genetically
engineered for xenotransplantation.
• Discuss the ethical concerns raised by the
genetic manipulation of animals (including
humans), plants and microorganisms.
Student book
links
•
•
Practical activity links
2.2.15
2.2.16
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.2.3 Genomes and gene technologies – genetic
engineering Golden RiceTM and gene therapy
© Pearson Education Ltd 2009
This document may have been altered from the original
25
Teaching scheme
Week 24
Weekly learning outcomes
1. Components of an
ecosystem
2. Dynamics of an ecosystem
3. Energy and food chains
4. Efficiency of energy
transfer
5. Measuring efficiency
6. Improving primary
productivity
7. Improving secondary
productivity
8. Decomposition and
recycling materials in an
ecosystem
9. Nitrogen cycle
Students should be able to:
• Define the term: ecosystem.
• State that ecosystems are dynamic systems.
• Define the terms: biotic factor; and abiotic
factor using named examples.
• Define the terms: producer; consumer;
decomposer; and trophic level.
• Describe how energy is transferred through
ecosystems.
• Outline how energy transferred between
trophic levels can be measured.
• Discuss the efficiency of energy transfers
between trophic levels.
• Explain how human activities can manipulate
the flow of energy through ecosystems.
• Describe the role of decomposers in the
decomposition of organic material.
• Describe how microorganisms recycle
nitrogen within ecosystems.
Student book
links
•
•
•
•
Practical activity links
2.3.1
2.3.2
2.3.3
2.3.6
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.3.1 Ecosystems – ecosystems, terminology of
ecosystems, energy transfer, human activities and
energy flow, decomposers and microorganisms
© Pearson Education Ltd 2009
This document may have been altered from the original
26
Teaching scheme
Week 25
1. Ecological methods –
sampling, quadrats,
transects (you may want to
intersperse this amongst
the other topics at
appropriate points in the
sequence)
2. Succession
3. Carrying capacity
4. Limiting factors
5. Predators and prey
6. Intraspecific competition
7. Interspecific competition
Weekly learning outcomes
Students should be able to:
• Describe one example of primary succession
resulting in a climax community.
• Describe how the distribution and abundance
of organisms can be measured – using line
transects, belt transects, quadrats and point
quadrats.
• Explain the significance of limiting factors in
determining the final size of a population.
• Explain the meaning of the term: carrying
capacity.
• Describe predator-prey relationships and their
possible effects on the population sizes of
both the predator and the prey.
• Explain with examples the terms: interspecific
and intraspecific competition.
Student book
links
•
•
•
•
2.3.4
2.3.5
2.3.7
2.3.8
Practical activity links
Practical activity 25: Quantitative
analysis of the effect of an abiotic
factor on the distribution of species in
a habitat
Practical activity 26: Investigating
succession in a sand dune using a
line transect
Practical activity 27: Investigating
zonation in a rocky shore
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.3.1 Ecosystems – primary succession, climax
community, measuring the distribution and
abundance of organisms.
5.3.2 Populations and sustainability – limiting factors in
populations, carrying capacity, predator–prey
relationships, interspecific and intraspecific
competition.
© Pearson Education Ltd 2009
This document may have been altered from the original
27
Teaching scheme
Week 26
Weekly learning outcomes
1. Sustainability
2. Small-scale management
of timber production
3. Large-scale management
of timber production
4. Why conserve?
5. What does conservation
involve?
6. Development and
conservation in the
Galapagos Islands
Students should be able to:
• Distinguish between the terms: conservation;
and preservation.
• Explain how the management of an ecosystem
can provide resources in a sustainable way –
with reference to timber production in a
temperate country.
• Explain that conservation is a dynamic process
involving management and reclamation.
• Discuss the economic, social and ethical
reasons for conservation of biological
resources.
• Outline, with examples, the effects of human
activities on the animal and plant populations in
the Galapagos Islands.
Student book
links
Practical activity links
• 2.3.9
• 2.3.10
• 2.3.11
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.3.2 Populations and sustainability – management of
ecosystems, conservation as a dynamic process,
conservation of biological resources, conservation
and preservation and the Galapagos Islands
© Pearson Education Ltd 2009
This document may have been altered from the original
28
Teaching scheme
Week 27
Weekly learning outcomes
1. Types of stimuli and
response
2. Plant growth substances
3. Plant growth
4. Phototropism
5. Shedding leaves
6. Evaluate evidence for the
role of auxins in apical
dominance.
7. Evaluate evidence for the
role of gibberellins in stem
elongation.
8. Commercial uses of plant
hormones
Students should be able to:
• Explain why plants need to respond to their
environment in terms of the need to avoid
predation and abiotic stress.
• Define the term: tropism.
• Explain how plant responses to environmental
changes are coordinated by hormones – with
reference to responding to changes in light
direction.
• Outline the role of hormones in leaf loss in
deciduous plants.
• Evaluate the experimental evidence for the
role of auxins in the control of apical
dominance and the role of gibberellin in the
control of stem elongation.
• Describe how plant hormones are used
commercially.
Student book
links
•
•
•
•
Practical activity links
2.4.1
2.4.2
2.4.3
2.4.4
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.4.1 Plant responses – plant responses to the
environment, tropism, hormones in plants, role of
auxins and commercial use of hormones
© Pearson Education Ltd 2009
This document may have been altered from the original
29
Teaching scheme
Week 28
Weekly learning outcomes
1. Why respond to the
environment?
2. Structure and function of
the cerebrum
3. Structure and function of
the cerebellum
4. Structure and function of
other brain regions
5. Structure and function of
the nervous system
6. Interaction of the nervous
system with the endocrine
system
7. Fight or flight
Students should be able to:
• Describe, with the aid of diagrams, the gross
structure of the human brain and outline the
functions of the: cerebrum; cerebellum;
medulla oblongata; and hypothalamus.
• Describe the role of the brain and nervous
system in coordinated muscular movement.
• Discuss why animals need to respond to their
environment.
• Outline the organisation of the nervous system
in terms of central and peripheral systems in
humans.
• Outline the organisation and roles of the
autonomic nervous system.
• State that responses to environmental stimuli in
mammals are coordinated by nervous and
endocrine systems.
• Explain how in mammals the fight or flight
response to environmental stimuli is
coordinated by the nervous and endocrine
systems.
Student book
links
•
•
•
Practical activity links
2.4.5
2.4.6
2.4.10
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.4.2 Animal responses – structure of the human brain,
the brain in the nervous system, animal responses
to the environment, organisation of the nervous
system, responses to environmental stimuli in
mammals and fight or flight response
© Pearson Education Ltd 2009
This document may have been altered from the original
30
Teaching scheme
Week 29
Weekly learning outcomes
1.
2.
3.
4.
5.
6.
Students should be able to:
• Describe how coordinated movement requires
the action of skeletal muscles about joints –
with reference to the elbow joint.
• Compare and contrast the action of synapses
and neuromuscular junctions.
• Outline the structural and functional
differences between: voluntary; involuntary;
and cardiac muscle.
• Explain, with the aid of diagrams and
photographs, the sliding-filament model of
muscular contraction.
• Outline the role of ATP in muscular
contraction and how the supply of ATP is
maintained in muscles.
Coordination of movement
Movement around a joint
Neuromuscular junction
Types of muscle
Sliding-filament model
ATP and muscular
contraction
Student book
links
•
•
•
2.4.7
2.4.8
2.4.9
Practical activity links
Practical activity 30: Observing the
effect of ATP on muscle contraction
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.4.2 Animal responses – coordinated movement,
synapses vs neuromuscular junctions, structural
and functional differences between muscles, the
sliding-filament model of muscular contraction and
ATP in muscular contraction
© Pearson Education Ltd 2009
This document may have been altered from the original
31
Teaching scheme
Week 30
Weekly learning outcomes
1.
2.
3.
4.
5.
6.
7.
Students should be able to:
• Explain the advantages to organisms of
innate behaviour.
• Describe escape reflexes, taxes and kineses
as examples of genetically determined
behaviours.
• Describe the meaning of the term: learned
behaviour.
• Describe habituation, imprinting, classical and
operant conditioning, latent and insight
learning as examples of learned behaviours.
• Describe using one example the advantages
of social behaviour in primates.
• Discuss how the links between a range of
human behaviours and the dopamine
receptor DRD4 may contribute to the
understanding of human behaviour.
What is behaviour?
Innate behaviour
Reflexes, taxes, kinesis
Learned behaviour
Types of learned behaviour
Social behaviour
Dopamine and behaviour
Student book
links
•
•
•
•
2.4.11
2.4.12
2.4.13
2.4.14
Practical activity links
Practical activity 28: To investigate
the effect of light on the rate of
locomotion in blowfly larvae
Practical activity 29: To investigate
the effect of salt concentration on the
behaviour of periwinkles
OCR Scheme of Work topic outlines
F215 Control, genomes and environment
5.4.3 Animal behaviour – advantages of innate
behaviour, genetically determined behaviours,
learned behaviours, social behaviour in primates
and the role of DRD4 in human behaviour
© Pearson Education Ltd 2009
This document may have been altered from the original
32