Download A-level Biology Scheme of work Scheme of work: for two teachers

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Teacher Resource Bank
GCE Biology
1411/2411
Other Guidance
Scheme for two teachers
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Teacher Resource Bank / GCE Biology / Other Guidance: Scheme for Two Teachers / Version 1.0
SCHEME FOR TWO TEACHERS
Unit 1 Biology and disease
1.1 Disease may be caused by pathogens
1.2 The digestive system
Proteins
Enzyme action and enzyme properties
Carbohydrate digestion
1.3 Active transport
Absorption of the products of digestion
Cholera
1.6 Principles of immunology
1.1 Disease may reflect the effects of lifestyle
1.3 Cells
Plasma membranes
Diffusion
Osmosis
1.4 Lung function
The biological basis of lung disease
1.5 Heart structure and function
The biological basis of heart disease
Notes:
• This division enables one member of staff to concentrate on disease caused by pathogens,
particularly cholera. The other concentrates essentially on disease that reflects the effects
of lifestyle.
• Opportunities for practical work appear in both columns so that both members of staff will
contribute to the establishment of the skills defined in Unit 3.
• By keeping Unit 1 as a discrete teaching unit, the opportunity exists to enter candidates for
the January unit test.
Unit 2 The variety of living organisms
2.4 Haemoglobin
Carbohydrates
Cells
2.6 Cell differentiation
2.7 Size and surface area
Gas exchange
The blood system
The passage of water through a plant
2.8 Principles of taxonomy
2.9 Behaviour
2.1 Investigating variation
Causes of variation
2.2 Structure of DNA
Genes and polypeptides
DNA and chromosomes
Meiosis
2.5 Replication of DNA
Mitosis
Cell cycle
2.3 Genetic diversity
2.9 Genetic comparisons
DNA
Proteins
2.11 Species diversity
2.10 Antibiotics
Index of diversity
Genetic variation in bacteria
Notes:
• This division enables one member of staff to explore the topic of variation starting at the
level of the molecule and ranging through cells and systems to ecosystems. The other
concentrates largely on a theme of genetic diversity.
• Time is required for assessment of practical skills either by the teacher or board-marked
route.
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Copyright © 2008 AQA and its licensors. All rights reserved.
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Teacher Resource Bank / GCE Biology / Other Guidance: Scheme for Two Teachers / Version 1.0
Unit 4 Populations and environment
Programme of field work to introduce ecological concepts. Taught by both members of staff
4.1 Populations and ecosystems
Investigating populations
Variation in population size
Human populations
4.6 Nutrient cycles
Carbon
Nitrogen
4.7 Succession
4.8 Inheritance
4.2 ATP
4.3 Photosynthesis
Light-dependent reaction
Light-independent reaction
Limiting factors
4.4 Aerobic respiration
Anaerobic respiration
4.5 Energy transfer
Energy and food production
4.8 The Hardy-Weinberg principle
Selection
Speciation
Notes:
• This division enables both members of staff to be involved in a programme of field work
immediately following the AS examination and designed to introduce ecological concepts
as well as some of the principles underpinning How Science Works.
• One member of staff concentrates on the theme of energy and its transfer. The other
concentrates on the other aspects of ecology.
• Some negotiation could be involved in the allocation of section 4.8
• Opportunities for practical work appear in both columns so that both members of staff will
contribute to the establishment of the skills defined in Unit 6.
• By keeping Unit 4 as a discrete teaching unit, the opportunity exists to enter candidates for
the January unit test.
Unit 5 Control in cells and organisms
5.1 Survival and response
Control of heart rate
Receptors
5.2 Principles of coordination
Nerve impulses
Synaptic transmission
5.3 The sliding filament theory
Muscles as effectors
5.6 The genetic code
Polypeptide synthesis
Gene mutation
5.7 Most of a cell’s DNA is not translated
Regulation of transcription and
translation
5.8 Gene cloning and transfer
Gene therapy
Medical diagnosis
Genetic fingerprinting
5.4 Principles of homeostasis
Temperature control
Assessment of practical skills either by the
Blood glucose concentration
teacher- or board-marked route
5.5 Principles relating to feedback
Control of mammalian oestrus
Notes:
• This division falls naturally into physiological and genetic topics. With rather more
physiological content a balance is achieved by making the assessment of practical skills
the responsibility of the person teaching the genetic topics
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