Download St Peter the Apostle High School CfE Higher Human Biology UNIT 4

St Peter the Apostle
High School
CfE Higher Human Biology
UNIT 4
Immunology and Public Health
Key Area 4.1:
Non-specific Defences
HOMEWORK
DO NOT write in this booklet -
complete all homework in your homework
jotter.
Key Area 1 – Non-specific defences
1. The diagram below illustrates the fluid mosaic model of a plasma membrane.
Substance Z is an antigen.
(i) What is an antigen?
(1)
(ii) Explain the difference between self and non-self antigens.
(2)
2. Which of the following is a cell which engulfs bacteria?
A
B – lymphocyte
B
T – lymphocyte
C
Lysosome
D
Phagocyte
(1)
3. Which of the following types of white blood cell is involved in a non-specific immune
response which causes apoptosis in invading pathogens?
A
Phagocytes
B
B lymphocytes
C
T lymphocytes
D
Natural killer cells
(1)
4. The flow chart below outlines some non-specific defence responses which occur when
tissue is damaged and invaded by bacteria.
(a)
Describe how histamine changes the arteries and capillaries to bring about the effects
shown in the flow chart.
(2)
(b)
Describe the role of cytokines in the inflammatory response.
(3)
(c)
Describe the role of natural killer (NK) cells in apoptosis.
(2)
5. Describe non-specific defences that the body uses to protect itself from pathogens. (10)
6. Describe the role of mast cells and histamine and cytokines in the inflammatory
response. (5)
St Peter the Apostle High School
CfE Higher Human Biology
UNIT 4
Immunology and Public Health
Key Area 4.2:
Specific Cellular Defences
HOMEWORK
DO NOT write in this booklet - complete
all homework in your homework jotter.
Key Area 2 – Specific cellular defences
1. Lymphocytes act in the defence of the body by
A
ingesting toxins
B
ingesting pathogens
C
producing lysosomes
D
producing antibodies
2. Which of the following is an immune response
A
T-lymphocytes secreting antigens
B
T-lymphocytes carrying out phagocytosis
C
B-lymphocytes combining with foreign antigens
D
B-lymphocytes producing antibodies
(1)
(1)
3. The diagram below represents the body’s response to BCG vaccination against
tuberculosis.
(a) (i) Where does B – cell activation occur?
(ii) What feature of the injected bacteria activates the B – cells?
(1)
(1)
(b) Name the protein molecule Y secreted by the plasma membrane and state its
function.
(1)
Protein Y –
Function –
(c) What is the function of memory B – cells in the immune response?
(2)
(d) Why do the bacteria present in the vaccine not cause tuberculosis?
(1)
(e) How does passive immunity differ from BCG immunisation?
(2)
4. The diagram below represents an immune response following a viral invasion.
(a)
(b)
(i) Name the defence cells which are mobilised during this response.
(1)
(ii) What feature of the invading virus is recognised by the defence cells?
(1)
(iii) Name the cell secretions which destroy viruses.
(1)
If the same virus invades the body again, a secondary immune response occurs.
How does this response differ from the primary response?
(2)
5. The diagram below shows a section through a lymph node.
(a) Complete the table below to naming the cells, and describing their functions.
(b)
(2)
Draw a simplified version of the diagram and add an arrow to indicate the direction
of flow of lymph in vessel X.
Give a reason for your choice.
(1)
(c) Describe one way in which the composition of lymph differs from plasma.
(1)
(d) What eventually happens to the lymph after it leaves the gland?
(1)
(e) Describe one function of the lymphatic system, apart from protecting the body from
infection.
(1)
6. The diagram below shows three stages in an immune response.
(a) (i) What type of white blood cell carries out the immune response shown?
(1)
(ii) What name is given to foreign molecules which stimulate the immune response? (1)
(b)
Describe two responses made by the white blood cell as a result of the attachment
of the foreign molecules.
(2)
(c)
A person was injected with a vaccine on day 1 and again on day 36 of a 70 day
clinical trial. The table below shows the concentration of antibodies to this vaccine
in this person’s blood at the end of each 7 day period during the trial.
(i) How many times greater was the maximum antibody concentration following the second
injection compared with the maximum concentration following the first?
(1)
Space for calculation
times
(ii) The second injection caused a higher concentration of antibody to be produced than
the first injection.
Identify two other differences in the response to the second injection.
(2)
(iii) State two improvements that would need to be made to this trial to ensure that the
findings were statistically significant.
(2)
7. The diagram below shows an influenza virus.
(a) This virus can be used to prepare a polio vaccine. In order to do this, the nucleic acid
must be broken up, but the surface proteins must be left intact.
Explain why it is necessary to:
(i)
break up the nucleic acid
(1)
(ii)
leave the surface proteins intact
(1)
(b) The average diameter of a red blood cell is 7 µm.
By how many times is a red blood cell bigger than an influenza virus? (1µm = 1000m)
Space for calculation
(1)
Times
(c) After an influenza epidemic, two individuals X and Y, were found to possess antibodies
against this strain of influenza. X had recently recovered from flu while Y had been
given a vaccine against it.
Complete the following sentences by selecting the correct option from each pair
shown in bold.
(2)
The immunity gained by X is active/passive and naturally/artificially acquired.
The immunity gained by is active/passive and naturally/artificially acquired.
(d) A different vaccine is required against each strain of the influenza virus.
Suggest why different vaccines are required.
(1)
(e) Researchers are attempting to develop a new vaccine which will be effective against
all strains of the influenza virus. Trials of this new vaccine have shown that it
increases the activity of T-lymphocytes in the body.
Describe the method by which T-lymphocytes combat infection.
(1)
8. The diagram below shows blood from a person who has been infected by bacteria.
These bacteria have triggered an immune response involving proteins P and Q.
Phagocyte
(a) (i) Identify proteins P and Q.
P
(1)
Q
(ii) Cell R produced protein Q.
Name this type of cell.
(1)
(iii) Describe the role of the following cells in combating infection.
(2)
Phagocyte
(b) Describe what happens during an autoimmune response.
(1)
9. The uptake of vaccine against measles and the number of reported cases of measles in
Scotland over a ten year period is show in the table below:
Year
Vaccine Uptake (%)
Number of reported cases (all
ages)
(a)
2002
93.0
395
2003
91.0
315
2004
90.0
396
2005
87.5
412
2006
83.0
530
2007
79.5
792
2008
86.0
482
2009
91.5
322
2010
95.0
112
Draw a line graph of this information (Hint- you will need to create a graph with
two Y axe, one for each set of information)
(3)
(b)
Describe the trend in vaccine uptake between 2001 and 2009.
(1)
(c)
(i)
Use the data in the graph to justify the following statement:
‘As vaccine uptake increases, the number of reported cases falls.’
(2)
(ii)
(1)
Are there any results which contradict this statement?
(d)
(e)
Calculate the percentage decrease in the number of reported cases of measles
from 2002 to 2003.
(1)
Explain what is meant by the term herd immunity.
(1)
10. Multiple sclerosis is an example of an autoimmune condition.
Find out the following about MS and make a short note in your jotter (this part has no
marks, you will be given feedback on your notes)
(a)
(b)
(c)
(d)
What part of the body does MS affect?
How will this affect the person with MS (symptoms)?
What are the recommended treatments for MS?
What can people do to help themselves if they have MS?
Epidemiology Research Task
The epidemiology of an infectious disease is the study of its characteristics such as:



The location associated with its initial outbreak
Its pattern (sporadic, endemic, epidemic or pandemic) and speed of spread
Its geographical distribution
Epidemiologists then use this data to help them identify appropriate control measures. These
could include:



Suggested means of preventing transmission from person to person and region to
region
Appropriate drug therapy for people already infected
Immunisation for people not affected
Task 1: Research the epidemiology of a chosen disease and identify the control measures
that have been put in place to reduce its transmission.
You can choose from the suggested list below or investigate any other disease.
Task 2: Present this information in ANY way you choose – this could be a short film,
animation, talk (with or without PowerPoint Presentation), leaflet created in Publisher or even
a well designed information poster.
Suggested List of Diseases:








Malaria
Swine Flu/Avian Flu (or if you are
into History there are great historic
Influenza Outbreaks)
Ebola
E. coli 0157 H7
Cholera
Typhus
Typhoid
HIV










STDs such as Chlamydia, Gonorrhea
etc.
Plague
Tuberculosis
Botulism
Diphtheria
Tetanus
Ringworm
Impetigo
Sleeping Sickness
Amoebic Dysentery
St Peter the Apostle
High School
CfE Higher Human Biology
UNIT 4
Immunology and Public Health
Key Area 4.3: Transmission and
control of infectious diseases
HOMEWORK
DO NOT write in this booklet - complete
all homework in your homework jotter.
Key Area 3 – Transmission and Control of Infectious Diseases
1.
The graph below shows the number of cases of meningitis and deaths due to meningitis in
the UK from 1998 to 2001.
(1)
In which year was the number of deaths from meningitis less than 10% of the number
of cases?
A
1998
B
1999
C
2000
D
2001
2. When a disease occurs regularly in an area it is classified as being
A
sporadic
B
pandemic
C
epidemic
D
endemic
(1)
3. The table below contains information about the number of cases of influenza in
Dundee over a five year period.
(1)
Which of the following conclusions can be drawn from the data in the table?
A
There are always more cases of influenza in January than in July.
B
The number of cases of influenza decreased by 75% between January and July
of 2005.
C
The greatest percentage decrease in influenza cases occurred between January
and July of 2003.
D
The greatest percentage increase in influenza cases occurred between July
2002 and January 2003.
4. Which line in the table below classifies correctly the terms which describe the spread
of infectious diseases?
(1)
5. Two groups of subjects were used when carrying out clinical trials of a vaccine. One
group was given the vaccine while the other group was given a placebo.
(1)
The purpose of the placebo was to
A
reduce experimental error
B
ensure a valid comparison can be made
C
allow a statistical analysis of the results to be made
D
ensure that the researchers are unaware who had been vaccinated
6. The graphs below sow the effect of two injections of an antigen on the formation of
an antibody.
How many days after the second injection does the concentration of antibody in the
blood reach the maximum achieved after the first injection?
A
3 days
B
6 days
C
20 days
D
30 days
(1)
7. The table below contains data about a worldwide infection in 2009.
How many people in the world had this infectionat the start of 2010?
A
35.9 x
106
B
34.1
x
106
C
33.3 x
106
D
31.5
106
x
(1)
8. Several outbreaks of infectious diseases are described in the table below. Complete
the table by matching the following words classifying the spread of infectious
diseases to the correct description.
Epidemic
Pandemic
(2)
Endemic
Sporadic
Description
An outbreak of chicken pox in the UK
The outbreak of ‘whooping cough’ in Shetland in 2013
The outbreak of Ebola in Western Africa in 2014
The global spread of HIV
Spread of Infection
9. Read the passage and answer the questions that follow it.
Clinical trials of a new drug
A large pharmaceutical company designed a new drug, Q, to treat moderate-to-severe,
allergic asthma in sufferers whose condition was barely or inadequately controlled by
inhaled corticosteroids. During the development process, the company ran a clinical
trial.
Phase I involved trying out drug Q on a small number of healthy volunteers who
received financial incentives. In phase II, Q was administered to a large number of
unpaid, asthma sufferers who continued to use their inhalers when necessary. Phase
III took the form of a placebo controlled trial involving a very large number of asthma
sufferers who continued to inhale corticosteroids as required. Half received drug Q
and half received a placebo.
The results of phase III showed that patients treated with Q over a 48-week period
suffered significantly fewer asthma attacks and made much less use of their inhalers
than the control group. AT the end of the trial, 45% of sufferers using Q were able
to discontinue steroid treatment compared with 7% of the placebo group. The results
also indicated that Q was well tolerated and that the frequency of adverse effects
was low and similar to that of the control group.
a) Give three differences between the phase I and phase II stages of the clinical
trial described in the passage.
(3)
b) What is the reason for including the control group in phase II?
(2)
c) What is the evidence in the passage that drug Q is ‘fit for purpose?’
(2)
d) i) What is a placebo?
ii) Suggest why 7% of the placebo group were able to discontinue the use of
inhaled corticosteroids at the end of the phase III clinical trial.
(2)
e) i) In general, would drug Q be better as an addition or an alternative to inhaled
corticosteroids for sufferers of allergic asthma?
ii) Justify your choice of answer.
(2)
10. In some placebo-controlled, clinical trials, the phase III test population is divided at
random into three groups, as follows:
-
The natural history group (N) who received no treatment of any kind and whose
condition is allowed to run its natural course.
-
The placebo group (P) who receive a placebo that convincingly stimulates the actual
drug but lacks the active ingredient.
-
The active group (A) who receive the drug containing the active ingredient.
Complete the blanks in the following statements using the letters N,P or A.
a) The extent of the placebo effect is indicated by the difference in the results
between ___ and ___.
(1)
b) The efficacy of the drug’s active ingredient is indicated by the difference in
results between ___ and ___.
(1)
c) The overall effect of the treatment, the drug and its active ingredient is indicated
by the different in results between ___ and ___.
(1)
11. Through the course of evolution, pathogens can develop methods of evading specific
immune responses.
Using a named example of a pathogen describe how antigenic variation helps the
pathogen evade the host’s immune response.
(3)
12. HIV uses the method of direct attack on the immune system.
a. What cells does the HIV virus attack?
(1)
b. How does this method help them evade the immune response?
(1)
c. How would a medical professional define the difference between a person with
HIV and a person with AIDS?
(1)
13. Give an account of infectious diseases under the following headings:
(i)
the classification of the spread of diseases;
(3)
(ii)
the transmission of disease;
(3)
(iii)
the control of disease.
(4)
St Peter the Apostle
High School
CfE Higher Human Biology
UNIT 4
Immunology and Public Health
Key Area 4.4:Immunisation, vaccination and
evasion of immune response
HOMEWORK
DO NOT write in this booklet - complete
all homework in your homework jotter.
Key Area 4 – Immunisation, Vaccination and Evasion of Immune Responses
1. Adjuvants are often added to vaccines to
A
make the vaccine safer
B
enhance the immune response
C
make immunity last for a longer time
D
ensure the vaccine contains no live pathogen
(1)
2. In a clinical trial of a vaccine, researchers placed volunteers into two groups.
Each group contained individuals of matched ages.
The researchers then gave group A an injection of the vaccine and group B an injection of
a dilute sugar solution.
Which of the following protocols was used in this trial?
A
Placebo controls
B
Pedigree analysis
C
Double blind design
D
Randomised allocation
3. On which of the following does the herd immunity threshold not depend?
A
Type of disease
B
Population density
C
Effectiveness of the vaccine
D
Quarantine of non-immune individuals
(1)
(1)
4. Concerns about the MMR vaccine caused the percentage of children in the UK immunised
against measles, mumps and rubella to fall below the critical level of 80% between 2000
and 2005. As a result, outbreaks of these viral diseases occurred in various parts of the
country.
(a) (i) State what is present in an injection of vaccine.
(1)
(ii) Explain how the process of vaccination prevents a child from showing symptoms of
mumps during future outbreaks of the disease.
(1)
(iii) Suggest why these diseases spread more rapidly when the vaccination level falls
below 80%.
(b)
(1)
Unlike the MMR vaccine, a different vaccine is required against each strain of the
influenza virus.
(c)
(i)
Suggest why different vaccines are required
(1)
(ii)
Give the reason why a vaccine for influenza should be given annually.
(1)
Researchers are attempting to develop a new vaccine which will be effective against
all strains of the influenza virus. Trials of this new vaccine have shown that it
increases the activity of T-lymphocytes in the body.
Describe two ways in which T-lymphocytes combat infection.
(d)
(2)
Clinical trials of vaccines use several different design protocols. Describe how the
correct protocols would be set up for:
1.
A randomised, placebo-controlled trial.
2. A double-blind trial.
(1)
(1)
5. Through the course of evolution, pathogens can develop methods of evading specific
immune responses.
Using a named example of a pathogen describe how antigenic variation helps the
pathogen evade the host’s immune response.
(3)
6. HIV uses the method of direct attack on the immune system.
(a) What cells does the HIV virus attack?
(1)
(b) How does this method help them evade the immune response?
(1)
(c) How would a medical professional define the difference between a person with
HIV and a person with AIDS?
(1)
7. Describe the importance of herd immunity in the control of infectious disease.
(5)