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Finborough School Learning Programme Year Group: 11 Subject: B5 The Living Body Week Commencing Learning (Objective) Success Criteria Core Support Challenge Homework (s) 05/09 Autumn Term 2016 12/09 19/09 DESCRIBE AND EXPLAIN THE STRUCTURE AND FUNCTION OF BONES AND JOINTS. DESCRIBE AND EXPLAIN THE STRUCTURE OF THE HEART AND CIRCULATORY SYSTEMS AND THE CARDIAC CYCLE. EXPLAINING AND TREATING HEART AND BLOOD PROBLEMS. Understands that cartilage and bone are living tissues Can describe how the arm is moved by antagonistic muscles (biceps and triceps) Can compare the circulatory system in fish (single system using gills) with that in mammals (double system involving lungs) Can recognise that heart transplants and ‘heart assist’ devices can be used Can explain why it is dangerous to move someone with a broken bone Can describe how the discoveries of Galen and Harvey helped understanding of blood circulation Can explain the functions of parts of a synovial joint Can describe the sequence of events in the cardiac cycle Can describe the structure of a long bone Can describe single and double circulatory blood systems Understands that bones can easily be broken and this occurs more often with age Can explain why fish have a two-chambered heart and mammals have a four-chambered heart Can describe the structure, types and range of movement of synovial joints Can take their pulse Recognises that there are four different blood groups, A, B, AB and O Understands that blood clots can seal wounds or block blood vessels Can describe how, during growth, cartilage is replaced by bone in the process of ossification; this process can be used to indicate whether a person is still growing Can interpret ECGs and explain how each wave links to the cardiac cycle Understands why unborn babies have a hole in their heart structure and why it usually closes at birth Can describe the process of blood clotting as a series of reactions Can recognise that the heart may have conditions such as an irregular heartbeat, a hole in the heart, damaged or weak valves and coronary heart disease Can explain how agglutinins control the success or failure of transfusions Can explain how the arm movement operates as a lever Find out about one disease which affects bones or the skeleton e.g. osteoporosis, osteosarcoma, arthritis and write a short leaflet to describe the causes and effects of the disease. Or produce a poster on the types of bone breaks. Can describe the processes of blood donation and blood transfusion Research using the internet how Galen and William Harvey described the circulation of blood and what they knew at that time compared to what we know now. Find out about haemophilia and write a patients guide to the disease. Produce a poster explaining the importance of blood donation. Finborough School Learning Programme Year Group: 11 Subject: B5 The Living Body Week Commencing 26/09 Autumn Term 2016 03/10 10/10 Learning (Objective) THE HOW AND WHY OF RESPIRATORY SYSTEMS. HOW THE DIGESTIVE SYSTEM AND ENZYMES WORK. EXPLAINING THE IMPORTANCE OF WASTE REMOVAL. Success Criteria Can explain that the process of breathing in and out depends on changes in volume and pressure Can explain the action of carbohydrase, protease and lipase enzymes Can describe the main structures of a kidney and its blood vessels Can describe how the respiratory system protects itself from disease Understands how digested food is absorbed into the blood plasma (glucose and amino acids) or lymph (fatty acids) Can explain how the kidneys work Can describe the functions of the main parts of the human respiratory system Can describe the position and function of parts of the human digestive system Can describe the position and function of the main organs of excretion Can explain the terms breathing, respiration, inspiration and expiration Can describe the process of physical and chemical digestion Can explain that carbon dioxide produced by respiration is excreted by the lungs Recognise the main diseases of the human respiratory system are asthma, bronchitis, pneumonia and lung cancer Can explain that digested food enters the blood around the small intestine and leaves the blood in body tissues Can explain how gaseous exchange surfaces are adapted for efficiency interpret data from experiments using a spirometer Can explain why the pH of the stomach is acidic, while inside the mouth and small intestine is alkaline Can explain the principle of a dialysis machine Can explain how the small intestine is adapted for efficient food absorption Can explain how increased levels of carbon dioxide are detected by the brain and the reaction produced Research how enzymes are used in industry and prepare a question and answer sheet on their use. Find out about kidney dialysis and transplants and write a newspaper article about it. Core Can describe asbestosis, cystic fibrosis and lung cancer Support Challenge Can explain why the respiratory system is prone to many diseases Can explain that the toxicity of carbon dioxide makes its removal necessary Can explain the action of ADH Can describe what happens in an asthma attack Homework (s) Controlled assessment research in preparation for Controlled assessment day. Finborough School Learning Programme Year Group: 11 Subject: B5 The Living Body Week Commencing 31/10 Autumn Term 2016 07/11 14/11 Learning (Objective) All ABOUT HUMAN REPRODUCTION. THE GROWTH AND REPAIR OF THE HUMAN BODY. WHAT THE MICROSCOPE REVEALS. Success Criteria Can describe the action of hormones (oestrogen, progesterone, FSH and LH) Can explain possible causes of the increase in life expectancy Can describe how bacteria reproduce by binary fission Can explain treatments for infertility (artificial insemination, use of FSH, IVF, egg donation, surrogacy and ovary transplants Can evaluate the problems of using biological replacements (such as lack of donors, tissue matching) and mechanical replacements (such as size, power supply) Core Support Challenge Can describe the main stages of the menstrual cycle as menstruation, thickening of the uterus lining and ovulation Understands the possible causes of infertility and recognise that some can be corrected by infertility treatments Can describe the main stages of human growth (infancy, childhood, adolescence, maturity and old age) Understands that some body parts can be replaced by living or mechanical structures Can describe aseptic techniques for culturing bacteria Can explain how yeast growth rate can be increased Can describe the structure of viruses Understands that viruses can only reproduce in other living cells Can identify and label parts of an E. Coli bacterium Can recognise that bacteria can be grown in large fermenters Can describe how yeast reproduces asexually by budding Understands that viruses are not living cells and are much smaller than bacteria and fungi Can explain how negative feedback is used in control of the menstrual cycle Can explain possible consequences of most people living longer Understand how bacteria can survive in a very wide range of habitats Can evaluate infertility treatments Can describe the advantages and disadvantages of a donor register Can explain the consequences of very rapid bacterial reproduction Can describe how yeast growth rate changes with temperature Homework (s) Find out how pregnancy tests work and write an ‘in box’ leaflet for a new pregnancy test explaining how it works. Create a timeline of organ donation. Revision for end of unit test. Can explain how a virus reproduces Find out how man makes use of microorganisms in industry and produce a short presentation. Finborough School Learning Programme Year Group: 11 Subject: B6 Beyond the microscope Week Commencing Learning (Objective) Success Criteria Core 21/11 Autumn Term 2016 28/11 05/12 MICROORGANISMS AND THE HARM THAT THEY CAN DO. MICROORGANISMS; THE GOOD GUYS. BIOFUELS; THE FUTURE. Understands how to prevent transmission of diseases Can describe the main stages in making yoghurt Can describe the stages of an infectious disease Can recall and use the word equation for fermentation Can evaluate, given data, different methods of transferring energy from biomass Can explain why natural disasters cause a rapid spread of diseases Can describe the stages in production of beer, wine and spirits Can describe the advantages of using biofuels Understands that some microorganisms are pathogens Can recall how some bacteria are useful Recall that biogas can be produced using a digester Can describe how pathogens can enter the body Can describe fermentation as the production of alcohol Can explain why methane being released from landfill sites is dangerous Can describe the work of scientists in the treatment of disease (Pasteur, Lister, Flemimg) Describe how biogas production is affected by temperature Can explain how antiseptics and antibiotics are used in the control of disease Support Can recall that diseases such as cholera and food poisoning can be a major problem following natural disasters Recall that alcohol can be used as a biofuel by mixing with petrol Understands that bacteria can develop resistance to antibiotics Challenge Homework (s) Can interpret data on the incidence of influenza, food poisoning and cholera Can describe the role of Lactobacillus bacteria in yoghurt making Can explain why the burning of biofuels does not cause a net increase in greenhouse gas levels but can lead to habitat loss and extinction of species Can explain the importance of various procedures in the prevention of antibiotic resistance Can recall the chemical equation for fermentation Can describe what is meant by the term pasteurisation Can understand why gasohol is more economically viable in some countries than others Controlled assessment research in preparation for Controlled assessment day. Research and create biographies and key discoveries of pasteur and germ theory, lister and antiseptics and fleming and antibiotics. Generate a revision timetable for January onwards. Past paper.