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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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 4 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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. © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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. © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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 © Pearson Education Ltd 2009 This document may have been altered from the original 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