Microorganisms Past Paper 2024 PDF

What can you remember? 1. Draw and label an animal cell. 2. Draw and label a plant cell. 3. What are the 7 life processes that all living organisms do?  What can you remember? 1. Draw and label an animal cell. 2. Draw and label a plant cell. 3. What are the 7 life process...

What can you remember? 1. Draw and label an animal cell. 2. Draw and label a plant cell. 3. What are the 7 life processes that all living organisms do?  What can you remember? 1. Draw and label an animal cell. 2. Draw and label a plant cell. 3. What are the 7 life processes that all living organisms do? Microbes Microbes are very small living things and are sometimes called microorganisms. Microbes are so tiny that they cannot be seen with the naked eye. They can only be seen using a microscope. How many different microbes can you name?  Microorganisms (worksheet) Circle anything that you think links to microorganisms. Fungus Bacteria Virus Destroying microorganisms  Microorganisms Can I list key features of the different microorganisms? Can I list some ways that microorganisms are useful? Can I explain why viruses are classed as non-living? Look at the diagrams and video clips. What evidence is there to show that they are alive? Write them down on your mini whiteboards. (tail) https://www.y outube.com/w atch?v=KIpcC yuypzg Seen through a light microscope. Plastic-eating bacteria! What evidence have we seen so far, to show that bacteria are alive? M Move - R Reproduction - S Sensitivity- G Growth - R Respiration - E Excretion - N Nutrition - What evidence have we seen so far, to show that bacteria are alive? M Move - some move using flagella (tails) R Reproduction - divide in half S Sensitivity G Growth - after they divide, they get bigger R Respiration E Excretion N Nutrition - e.g. some bacteria break down plastic!  Bacteria also have the other characteristics of living organisms. M Move - some move using flagella (tails) R Reproduction - divide in half S Sensitivity - can sense and respond to chemicals G Growth - after they divide, they get bigger R Respiration - carry out respiration E Excretion - get rid of the waste they produce N Nutrition - e.g. some bacteria break down plastic! This is a real image of Also coronavirus, taken coronavirus (yellow), coming with a different type of out of cells. microscope Are viruses alive? What do you think? Viruses may appear to do all of the MRS GREN functions but it is actually the cell that they are in that does most of them. Therefore, viruses are not considered to be living! Fungi Some are big and quite complex, like mushroom. Others are single-celled organisms, like yeast. Cell wall  Fungi They are bigger than bacteria. They eat other organisms. They reproducing by budding spores.  Card sort Bacteria Virus Fungus Method of getting nutrients Cell wall? Nucleus? How do they reproduce? How can we see them?  Card sort Bacteria Virus Fungus Method of getting Eat other things or Do not eat Eat other things nutrients make their own food. Cell wall? Have a cell wall No cell wall Have a cell wall Nucleus? No nucleus No nucleus Have a nucleus How do they Reproduce by Cannot reproduce Reproduce by reproduce? dividing in two on their own budding spores How can we see Just visible with a Visible only with an Easily visible with a them? light microscope electron light microscope microscope Which surface has most bacteria? Independent variable: Different surfaces Dependent variable: The number of bacteria If bacteria are microorganisms, how could Count the number of you count the number of colonies them without a microscope? Different bacteria colonies  What are the key pieces of equipment in this method? 1. Select a petri dish containing agar jelly. Do not open the lid until you are ready. 2. Take a cotton bud and rub it across the item that you are testing. 3. Carefully open the lid of the petri dish a small amount (see the picture). Gently wipe the cotton bud over the agar. Place the lid on the dish as soon as you are finished. 4. Tape the lid onto the dish using four small pieces of tape only. 5. Clearly label the dish with your name and which device has been swabbed (don’t write too big!).  What are the key pieces of equipment in this method? 1. Select a petri dish containing agar jelly. Do not open the lid until you are ready. 2. Take a cotton bud and rub it across the item that you are testing. 3. Carefully open the lid of the petri dish a small amount (see the picture). Gently wipe the cotton bud over the agar. Place the lid on the dish as soon as you are finished. 4. Tape the lid onto the dish using four small pieces of tape only. 5. Clearly label the dish with your name and which device has been swabbed (don’t write too big!).  Extension The agar jelly contains nutrients that microorganisms feed on. The petri dish is placed in an incubator. ○ It keeps the temperature warm so the microorganisms grow quickly. When you tape the petri dish shut, you never seal the lid completely. ○ This means that oxygen can still get in. ○ If the oxygen were NOT able to get into the dish, harmful bacteria would be more likely to grow.  Extension As they reproduce, the number of microorganisms gets so high that you can see them. You still can’t see individual microorganisms, but you can see the group. We call a group of microorganisms a colony. Different types of microorganisms will form colonies that have different colours and textures. The bigger the colony, the more microorganisms are in it.  What can you remember? 1. Name three useful things that microorganisms are used for. 2. Put the three types of microorganism in size order, biggest to smallest. What do you already know? 3. Name a disease that is made worse by bad air pollution.  What can you remember? 1. Name three useful things that microorganisms are used for. Microorganisms are used to brew beer, make bread and produce better tasting yogurt. 2. Put the three types of microorganism in size order, biggest to smallest. Fungi, bacteria, virus What do you already know? 3. Name a disease that is made worse by bad air pollution. Any disease in the respiratory tract e.g. asthma, lung cancer  Types of disease Identify some diseases caused by pathogens. Identify some diseases caused by lifestyle choices. Describe the causes and symptoms of different diseases (individual research - diabetes, CHD, HIV).  People get dengue fever from People get dengue mosquitoes fever from microorganisms You can’t give dengue fever to someone else, People get dengue so it isn’t a disease fever from dirty water On your whiteboards, name as many diseases as you can! Pathogens and infectious diseases A pathogen is a microorganism that causes disease. Infectious disease Non-infectious diseases Not caused by pathogens Lifestyle Genetic  disease, genetic, infectious, lifestyle, not, Diseases passed, pathogen A _______ is a microorganism that causes _______. Diseases caused by pathogens are known as _______ diseases. Diseases that can be _______ directly from one person to another are _______ diseases e.g. flu. Some diseases are ____ caused by pathogens (e.g. lung cancer). They are not _______. Diseases that are ___ infectious can be caused by _______. For example, smoking increases the risk of getting lung cancer. Some non-infectious diseases are ______ e.g. cystic fibrosis.  Diseases A pathogen is a microorganism that causes disease. Diseases caused by pathogens are known as infectious diseases. Diseases that can be passed directly from one person to another are infectious diseases e.g. flu. Some diseases are not caused by pathogens (e.g. lung cancer). They are not infectious. Diseases that are not infectious can be caused by lifestyle. For example, smoking increases the risk of getting lung cancer. Some non-infectious diseases are genetic e.g. cystic fibrosis.  Examples of infectious diseases viruses bacteria fungi influenza (flu) food poisoning fungal sinusitis mumps sore throats athlete’s foot chickenpox tuberculosis (TB) Onychomycosis smallpox tetanus (causes discoloured polio cholera toe nails) rabies typhoid German measles whooping cough Viral meningitis Bacterial meningitis Do research about these different diseases, use the questions as guidelines. You can add some diseases of your own choice if you have time. A. If caused by a pathogen, 1. Dengue fever which type? 2. Measles B. If not caused by pathogen, 3. Lung cancer what is the cause? 4. Heart attack C. Main symptoms 5. Athlete's foot D. Can you be vaccinated for 6. Scurvy this disease? E. Is it contagious?  Use what you’ve found out to complete the table. Name of If caused by If not caused by a Main symptoms Can you be Is it disease a pathogen, pathogen what is vaccinated for contagious? which type? the cause? this disease? Dengue fever Measles Lung cancer Tuberculosis Heart attack Athlete’s foot Type 1 diabetes Use these statements to complete the table. bacteria fungus Virus Lifestyle - lack of vitamin C smoking / genetics smoking / genetics/ lack of exercise / diet high in saturated fat chest pain, chest infections, difficulty breathing, coughing and wheezing cough, loss of appetite, weight loss, fever fatigue, severe joint or leg pain, bleeding gums fever, nausea, joint pain, headache itcy, scaly rash on feet and between toes itchy spots over skin and in mouth, dry cough, sore throat, fever severe chest pain, pain in one or both arms and shortness of breath no yes Name of If caused If not caused Main symptoms Can you be Is it disease by a by a pathogen vaccinated contagious? pathogen, what is the for this which cause? disease? type? Dengue virus x Fever, nausea, joint pain, yes no fever headache Measles virus x Itchy spots over skin and yes yes in mouth, dry cough, sore throat, fever Lung x Smoking / Chest pain, chest no no cancer genetics infections, difficulty breathing, coughing and wheezing Tuberculosis bacteria x Cough, loss of appetite, yes yes weight loss, fever Name of If caused If not caused Main symptoms Can you Is it disease by a by a pathogen be contagious? pathogen, what is the vaccinated which cause? for this type? disease? Heart x Smoking / Severe chest pain, pain no no attack genetics / lack in one or both arms and of exercise / shortness of breath. diet high in saturated fat Athlete’s fungus x Itchy, scaly rash on feet no yes foot and between toes. Scurvy x Lifestyle - Fatigue, severe joint or no no lack of vitamin leg pain, bleeding gums C True or false? 1. Measles is an infectious disease because it is caused by a virus. 2. Contagious diseases can be passed directly from person to person. 3. All infectious diseases have vaccines. 4. A pathogen is a disease. 5. Lung cancer is often caused by a person’s lifestyle. 6. All infectious diseases are contagious.  True or false? 1. Measles is an infectious disease because it is caused by a virus. ✔ 2. Contagious diseases can be passed directly from person to person. ✔ 3. All infectious diseases have vaccines. ❌ 4. A pathogen is a disease. ❌ A pathogen is something that can cause disease. 5. Lung cancer is often caused by a person’s lifestyle. ✔ 6. All infectious diseases are contagious. ❌ Extension Which infectious diseases do not have vaccines? What are some of the reasons for this? Which diseases are increasing and which are decreasing in the world/in Thailand and what are the reasons for this? What can you remember? 1. What is a pathogen? 2. Name one infectious disease. 3. Does a bacterium have a nucleus?  What can you remember? 1. What is a pathogen? A microorganism that causes disease. 2. Name one infectious disease. Dengue fever, measles, flu 3. Does a bacterium have a nucleus? No What is causing these people to die? Look at the news article. As a scientist / detective, what would you do next? Look for links between the victims - what sort of things? What is causing these people to die? As a scientist / detective, what would you do next? Look for links between the victims - what sort of things? Facts surrounding their death Location - home, where they travelled Age, sex, etc. Each group has a set of victim cards and a blank map of the area. Decide what to do next... 1. Using your victim cards, mark on your group jamboard map the location of each of the victims. 2. Write down common characteristics on the big whiteboards. 3. As a group, decide what you think is the cause of the deaths, with reasons. We think the cause of death is… Because... Additional Clues… 1. John Brown’s family is the only one on Silver Street where no one got sick. The Browns often go down to Queen Street, where their relatives live. 2. Most of the people who died in this area were poor, with no indoor plumbing. 3. The pump at the top of Carnaby Street is broken. The victims died of cholera. Find out… 1. What type of pathogen causes cholera? 2. How is cholera transmitted from person to person? 3. Who discovered the source of the 1854 cholera outbreak in London? Broad Street water pump - the source of the cholera outbreak.  What really happened?! Cholera is a disease caused by the Vibrio cholerae bacterium. The bacterium travels through water contaminated by human or animal faeces. In 1854 Dr. John Snow tracked and identified the source the cholera epidemic in London. It was water coming from the Broad Street public pump. Even though many people doubted the theory, Dr. Snow persuaded the authorities to remove the Broad Street pump handle. This simple act saved the lives of many people. We now know that people can avoid cholera infection by making sure their water supplies are clean. Unfortunately, in developing countries where only 35% of the population has access to clean water, cholera epidemics continue.  How did the cholera bacteria get into the Broad Street pump water supply? Cholera came to London from India on ships that carried contaminated drinking water. If a ship was known to carry the disease, the London port authorities refused to grant docking privileges. Rather than lose money on their cargo, some ship captains deceived the authorities by dumping contaminated water overboard into the Thames River, London's water source. London was served by competing water companies in 1854. At least one, in an effort to cut costs, did not filter the river water being pumped into the city. This company served the Broad Street pump. This is the original map that Dr Snow created. The black marks show the houses where people died of cholera. Cholera prevention You can get cholera by eating contaminated food or drinking contaminated water. How would you protect yourself against getting cholera? How about protecting a whole community? Cholera prevention Accessibility to safe drinking water Proper sanitation Hygiene ○ Handwashing with soap ○ Safe preparation and storage of food ○ Safe disposal of the faeces of children Education Cholera surveillance ○ Monitor number of cases Vaccines are also available  What can you remember? 1. Name two diseases that are caused by lifestyle. 2. What is the cause of cholera? 3. Does a virus have a nucleus?  What can you remember? 1. Name two diseases that are caused by lifestyle. Scurvy, lung cancer, heart attack 2. What is the cause of cholera? A bacterium (called Vibrio cholerae) 3. Does a virus have a nucleus? No  Drugs and alcohol Define what a drug is. Give examples of recreational and medicinal drugs. Describe the effects of alcohol on specific organs. Name some short-term and long-term effects of alcohol on the body. What is a drug?  What is a drug? A substance that changes the way the mind or body works. Medicines are drugs that help people suffering from pain or disease. Recreational drugs are taken by people because they like the effects they have on their bodies. On the whiteboards, name as many drugs as you can think of. Which drug am I? worksheet Complete the worksheet Which drug am I? worksheet Answers: 1. Tranquilisers 8. Heroin 2. Steroids 9. Cocaine 3. Ecstasy 10. LSD 4. Nicotine 11. Magic mushrooms 5. Alcohol 12. Aspirin 6. Caffeine 7. Cannabis Alcohol True or False? 1. Alcohol is produced by yeast cells. 2. Alcohol is poisonous. 3. You cannot become addicted to alcohol. 4. Alcohol makes you react more quickly. 5. Alcohol makes you more relaxed. 6. Too much alcohol can damage the liver. 7. Alcohol affects all people in exactly the same way. True or false? 1. Alcohol is produced by yeast cells. ✔ 2. Alcohol is poisonous.✔ 3. You cannot become addicted to alcohol. ❌ 4. Alcohol makes you react more quickly. ❌ 5. Alcohol makes you more relaxed. ✔ 6. Too much alcohol can damage the liver. ✔ 7. Alcohol affects all people in exactly the same way. ❌ Correcting the false statements 3. You cannot become addicted to alcohol. ❌ You can become addicted to alcohol. 4. Alcohol makes you react more quickly. ❌ Alcohol makes you react more slowly. 7. Alcohol affects all people in exactly the same way. ❌ Alcohol affects people in different ways. Alcohol https://www.youtube.com/watch?v=0a5OebWu5lM At what age can you legally buy alcohol?  Effects of alcohol worksheet Which of these are short term effects and which are long term effects of drinking alcohol? Hangover Memory loss Slurred speech Kidney damage Heart disease Blurred vision Liver damage - cirrhosis Stomach ulcers Loss of inhibition Reaction time is slower Loss of muscle control Persistent vomiting  Effects of alcohol What are the short term What are the long term effects of alcohol on the effects of alcohol on the human body? human body? Blurred vision Heart disease Hangover Stomach ulcers Memory loss Liver damage - cirrhosis Loss of inhibition Loss of muscle control Slurred speech Kidney damage Reaction time is slower. Persistent vomiting  How does alcohol damage the body? Match up the organ to the consequence of alcohol. 1. Heart A. Cirrhosis 2. Liver B. Nerve cells die 3. Kidney C. Ulcers 4. Brain D. Can’t produce urine properly 5. stomach E. Can lead to heart attacks Match up the body organ to the damage caused by alcohol. Heart Can lead to heart attacks Liver Cirrhosis Kidney Can’t produce urine properly Brain Nerve cells die stomach Ulcers Different sources of alcohol Spirits Beer/Ale Lager Cider Liqueur Aperitifs Alcopops Wine  What is different about different sources of alcohol? Taste - sweet, sour Texture - smooth, fizzy Strength - % alcohol, number of units How much of it you drink - small shot, whole bottle In the UK, the recommended maximum number of units drunk per week is 14 for men, 10 for women. Put these drinks in order according to the number of units of alcohol they contain. Vodka shot LARGE Glass of wine Bottle of lager/beer Cocktail Pint of Gin & tonic Glass of champagne lager/beer Which of the following are true? A. Alcohol is a drug. B. Drugs are always bad for you. C. If you drink alcohol, you should know how strong it is. D. Only the long-term effects of drinking alcohol cause problems. Which of the following are true? A. Alcohol is a drug. B. Drugs are always bad for you. C. If you drink alcohol, you should know how strong it is. D. Only the long-term effects of drinking alcohol cause problems.  What can you remember? 1. What is a drug? 2. Alcohol can be produced by what microorganism? 3. Give at least one long term effect of alcohol on the human body.  What can you remember? 1. What is a drug? A substance that changes the way the mind or body works. 2. Alcohol can be produced by what microorganism? Yeast 3. Give at least one long term effect of alcohol on the human body. Liver damage (cirrhosis), heart disease, stomach ulcers, loss of muscle control, kidney damage, persistent vomiting. Debate - should alcohol be made illegal?  Motion - Alcohol should be made illegal You are going to argue for or against this motion - your teacher will assign groups. You have 15 minutes to combine the facts you found out individually, to help back up your argument. Combine your facts together. You may also want to include facts that you think the opposing side will use - this can help you think of some possible counter-arguments. You then have 10 minutes as a group to practise some of the arguments you will make and to think about the arguments the opposing team may make. We will then debate the motion.  Suggested links https://www.drinkaware.co.uk/facts https://www.niaaa.nih.gov/publications/brochures-and-fact -sheets/alcohol-facts-and-statistics https://www.betterhealth.vic.gov.au/health/healthyliving/a lcohol https://www.cdc.gov/alcohol/fact-sheets/alcohol-use.htm https://www.bbc.co.uk/bitesize/guides/zy2797h/revision/ 7 https://www.nhs.uk/conditions/alcohol-misuse/  A suggestion for how the debate format 1st Speaker for - introduce the argument 1st Speaker against - introduce the argument 2nd Speaker for - present the bulk of the argument with evidence 2nd speaker against - rebuttal against 2nd for argument, provide evidence to back up Final speaker For - Close the argument, rebut any arguments made by against Final speaker against - Close the argument  What can you remember? 1. What are the two types of drugs? 2. Give at least one short term effect of alcohol on the human body. 3. How do bacteria reproduce?  What can you remember? 1. What are the two types of drugs? Medicines and recreational drugs 2. Give at least one short term effect of alcohol on the human body. Blurred vision, hangover, memory loss, loss of inhibition, slurred speech, reaction time is slower. 3. How do bacteria reproduce? By dividing in two.  Does caffeine affect heart rate? Identify suitable control variables. A Explain why we need to keep control variables the same. E Explain why we take repeat readings. E Write a suitable method for an investigation. E  Does caffeine affect heart rate? Independent variable? Dependent variable?  Does caffeine affect heart rate? Independent variable caffeine or no caffeine Dependent variable Heart rate (beats per minute)  Control variables What are control variables?  Control variables Variables that should be kept the same. Try to come up with 3 control variables for this experiment. Does caffeine affect heart rate?  Control variables Which variables need to stay the same? Source of caffeine Volume of caffeine-containing drink Person Activity level before measuring Person should have no caffeine in body before measuring Why is “type of cup” not a good control variable to choose? Why do we keep control variables the same? We keep control variables the same to reduce ___1___. It makes the results more ___2___. If your results are precise, it means you get very ___3___ results each time. precise, similar, error Why do we keep control variables the same? We keep control variables the same to reduce error. It makes the results more precise. If your results are precise, it means you get very similar results each time. Can you identify any possible errors with this method? We will Does look at this caffeine properly at the endaffect heart rate? of the experiment. 1. Measure your resting heart rate for 1 minute. 2. Drink a cup of water. Start a timer. 3. 1 minute after finishing the drink, measure your heart rate again. 4. Wait for 5 minutes. 5. Measure your resting heart rate for 1 minute. 6. Drink a cup of coke. Start a timer. 7. 1 minute after finishing the drink, measure your heart rate again. In this experiment, we need to take repeat readings. Each person in your group will take a measurement - this will count as your repeats.  Why do we take repeat readings? We do repeat readings to check if our ___1___ are precise or not. – If the results are always ____2___ , we can __3___ that they are more precise. – We can identify results that don’t follow the pattern (____4___) and remove them / re-do the measurement. – We can calculate an ____5___. anomalies, average, results, similar, trust  Why do we take repeat readings? We do repeat readings to check if our results are precise or not. – If the results are always similar, we can trust that they are more precise. – We can identify results that that don’t follow the pattern (anomalies) and remove them / re-do the measurement. – We can then calculate an average. How would you carry out this experiment? Write down your ideas on the whiteboards.  How would you improve on this plan? 1. Measure your resting heart rate for a while. 2. Drink some water. Start a timer. 3. 1 minute after finishing the drink, measure your heart rate again. 4. Wait for some time. 5. Measure your resting heart rate for a while. 6. Drink some coke. Start a timer. 7. 30 seconds after finishing the drink, measure your heart rate again.  How would you improve on this plan? 1. Measure your resting heart rate for a while. 2. Drink some water. Start a timer. 3. 1 minute after finishing the drink, measure your heart rate again. 4. Wait for some time. 5. Measure your resting heart rate for a while. 6. Drink some coke. Start a timer. 7. 30 seconds after finishing the drink, measure your heart rate again.  Method Does caffeine affect heart rate? 1. Measure your resting heart rate for 1 minute. 2. Drink a cup of water. Start a timer. 3. 1 minute after finishing the drink, measure your heart rate again. 4. Wait for 5 minutes. 5. Measure your resting heart rate for 1 minute. 6. Drink a cup of coke. Start a timer. 7. 1 minute after finishing the drink, measure your heart rate again.  Extension Draw a table of results. The independent variable should go on the left column. The dependent variable and repeats should go on the right. Don’t forget a column for the average. Merge the heading for the dependent variable. Add units onto the headings.  Does caffeine affect heart rate? Does the Heart rate / beats per minute drink has caffeine? 1 2 3 Average No Yes  What can you remember? 1. What experiment did we investigate in the last lesson? 2. What were the independent and dependent variables in this experiment? 3. What were the control variables in this experiment?  What can you remember? 1. What experiment did we investigate in the last lesson? Does caffeine affect heart rate? 2. What were the independent and dependent variables in this experiment? IV: drinks with and without caffeine DV: heart rate after drinking the drinks 3. What were the control variables in this experiment?  Method 1. Measure your resting heart rate for 1 minute. 2. Drink a cup of water. Start a timer. 3. 1 minute after finishing the drink, measure your heart rate again. 4. Wait for 5 minutes. 5. Measure your resting heart rate for 1 minute. 6. Drink a cup of coke. Start a timer. 7. 1 minute after finishing the drink, measure your heart rate again.  Does caffeine affect heart rate? Draw a graph from a set of data. A Use data to describe the results of an experiment. A Identify errors and suggest ways to reduce errors. E Does the drink Heart rate / beats per minute have caffeine? 1 2 3 Average No Yes  Drawing a graph Use a pencil and a ruler. The independent variable should go on the x-axis. You should use the averages of the results. Put the averages of the dependent variable on the y-axis. Your graph should take more than half of the graph paper. Your scale on each axes should be consistent.  Using data, describe the effect of caffeine on heart rate. Does the drink contain Average heart rate / beats per minute caffeine? No 73 Yes 86 1. Describe the overall trend. 2. Give examples from the data (matching independent and dependent values) to back up the statement.  Using data, describe the effect of caffeine on heart rate. Does the drink contain Average heart rate / beats per minute caffeine? No 73 Yes 86 Caffeine increases heart rate. For example, without caffeine the average heart rate was 73 beats per minute, but with caffeine the heart rate was 86 bpm.  Improving precision and accuracy Problem Way to improve it How this helps Counting Repeats Measuring  Improving precision and accuracy Problem Way to improve it How this helps Can be hard to feel heart beat so you might not count some beats Different people were used to take repeat measurements Volume of drink was not measured  Improving precision and accuracy Problem Way to improve it How this helps Use a ________ heart rate monitor Counting (measure the _________variable differently) Use the _______ person Repeats Use the _______ plastic cup with a measure line to Measuring measure each drink / Use a ________ ________  Improving precision and accuracy Problem Way to improve it How this helps Can be hard to feel heart Use a ________ heart rate beat so you might not count monitor some beats (measure the _________variable differently) Different people were used Use the _______ person to take repeat measurements Use the _______ plastic cup with a measure line to measure Volume of drink was not each drink / Use a ________ measured ________  Improving precision and accuracy Problem Way to improve it How this helps Can be hard to feel heart Use a digital heart rate beat so you might not monitor (measure the count some beats dependent variable differently) Different people were Use the same person used to take repeat measurements Use the same plastic cup with Volume of drink was not a measure line to measure measured each drink / Use a clean measuring cylinder  Improving precision and accuracy Problem Way to improve it How this helps Can be hard to feel heart Use a digital heart rate You are closer to the correct beat so you might not monitor (measure the value, so it is more accurate count some beats dependent variable differently) Different people were Use the same person You are controlling variables used to take repeat that could affect results, so measurements the results are more precise. Use the same plastic cup with You are controlling variables Volume of drink was not a measure line to measure that could affect results, so measured each drink / Use a clean the results are more precise. measuring cylinder  What can you remember about this lesson and the last lesson? 1. What does it mean if we have precise results? 2. If we take repeat readings, what does it help us to identify? 3. What can we do to get more precise results? 4. What is a control variable? 5. Why do we keep control variables the same?  What can you remember about this lesson and the last lesson? 1. What does it mean if we have precise results? We get similar results each time we repeat the experiment. 2. If we take repeat readings, what does it help us to identify? Anomalies (results that are incorrect) 3. What can we do to get more precise results? Repeat the experiment, remove anomalies and control variables 4. What is a control variable? A variable you keep the same 5. Why do we keep control variables the same? To help reduce error. It makes it more likely we will get precise results. What can you remember? 1. Name a disease caused by bacteria. 2. Name a disease caused by a virus. 3. When you have a vaccination, it triggers your immune system to produce what? 4. What structure does bacteria have, that viruses don’t have?  What can you remember? 1. Name a disease caused by bacteria. Cholera, tuberculosis, tetanus, whooping cough 2. Name a disease caused by a virus. Influenza, mumps, chickenpox, smallpox, polio, rabies 3. When you have a vaccination, it triggers your immune system to produce what? White blood cells and antibodies 4. What structure does bacteria have, that viruses don’t have? Cell walls  Antibiotics Can I state which type of microorganisms are destroyed by antibiotics? T Can I explain why antibiotics work on bacteria but not on viruses? A Can I interpret an experiment to decide which antibiotic is most effective? E Edpuzzle “antibiotics” Worksheet 1. What is an antibiotic used for? 2. Why was Alexander Fleming important? 3. When were antibiotics first discovered? 4. Why can only some diseases be treated with antibiotics? Worksheet 1. What is an antibiotic used for? For treating diseases caused by bacteria 2. Why was Alexander Fleming important? He was the scientist who discovered the antibiotic Penicillin. 3. When were antibiotics first discovered? Less than 100 years ago (1928) 4. Why can only some diseases be treated with antibiotics? Antibiotics work by destroying the cell wall of bacteria. Only diseases caused by bacteria can be treated because viruses don’t have a cell wall. Which of these diseases can be treated with antibiotics? Measles Cholera Covid-19 Heart disease Tuberculosis (TB) Which of these diseases can be treated with antibiotics? Measles Why can’t you treat the Cholera ✔ other diseases with antibiotics? Covid-19 Heart disease Tuberculosis (TB) ✔ Why can’t you treat the other diseases with antibiotics? Measles Because they are not caused by bacteria. Cholera ✔ Covid-19 Heart disease Tuberculosis (TB) ✔  Antibiotic experiment Your teacher added some antibiotic discs onto an agar plate. They then added bacteria to the plate and leave for a few days. 1. What do you think will happen? 2. How could you use this technique to compare the effectiveness of two different antibiotics?  Worksheet Label: 1 to the disc that had the most effective antibiotic 2 for the second most effective 3 - The antibiotic worked, but not very well. X - The antibiotic the bacteria are resistant to. Largest clear zone = most bacteria are effective resistant antibiotic Smallest clear zone = least effective antibiotic  Antibiotics - which statements are true? 1. Antibiotics can kill all microorganisms. 2. Antibiotics can only kill bacteria. 3. If you take antibiotics, you can stop taking them when you feel better. 4. Before antibiotics were discovered, people regularly died from cuts that got infected. 5. Antibiotics were discovered less than 100 years ago.  Antibiotics - which statements are true? 1. Antibiotics can kill all microorganisms. 2. Antibiotics can only kill bacteria. ✔ 3. If you take antibiotics, you can stop taking them when you feel better. 4. Before antibiotics were discovered, people regularly died from cuts that got infected. ✔ 5. Antibiotics were discovered less than 100 years ago. ✔ Quizlet https://quizlet.com/406815225/year-8-health-and-diseas e-flash-cards/  What can you remember? 1. Name two modes of disease transmission. 2. What are the cells in your blood that help protect you against pathogens? 3. If we take repeat readings, what does it help us to identify?  What can you remember? 1. Name two modes of disease transmission. Air, touch, water, food, animals/insects 2. What are the cells in your blood that help protect you against pathogens? White blood cells 3. If we take repeat readings, what does it help us to identify? Anomalies (results that don’t follow the pattern)  White Blood Cells Can I describe how antigens help white blood cells recognise “foreign” cells? E Can I describe what the two different types of white blood cells do? A Can I describe what happens when an antibody-producing white blood cell meets a pathogen? E What do you already know about… White blood cells? Vaccines? Part 1 - How do our white blood cells recognise pathogens? The surface of pathogens are covered with markers called antigens. Each different type of pathogen has antigens that are a different shape. Our white blood cells are able to recognise that the antigens are “foreign” (not part of our own body). The word for a harmful microorganism. The surface of pathogens are covered with markers called antigens. Each different type of pathogen has antigens that are a different shape. Our white blood cells are able to recognise that the antigens are “foreign” (not part of our own body). The word that means a marker used to recognise pathogens. The surface of pathogens are covered with markers called antigens. Each different type of pathogen has antigens that are a different shape. Our white blood cells are able to recognise that the antigens are “foreign” (not part of our own body). The word that describes where on a pathogen you find the antigens. The surface of pathogens are covered with markers called antigens. Each different type of pathogen has antigens that are a different shape. Our white blood cells are able to recognise that the antigens are “foreign” (not part of our own body). What is it that is able to recognise the antigens on pathogens? The surface of pathogens are covered with markers called antigens. Each different type of pathogen has antigens that are a different shape. Our white blood cells are able to recognise that the antigens are “foreign” (not part of our own body). What do you think is happening here? White blood cell One type of white blood cell: engulf break down Another type of white blood cell: Big clumps Make Easier to find and antibodies destroy  Part 2 - How do our white blood cells destroy pathogens? There are _____ two main types of white blood cell. One type of white blood cell pathogens by wrapping around it - we say the white blood cell destroys _________ engulfs _________ breaks down the pathogen. the pathogen. Then it _________ Another type of white blood cell makes chemicals called _________ antibodies , which stick the pathogens together. When they are stuck together, it’s easier for the first white type of _________ engulf blood cells to find and _________ them. Part 3 - What happens when antibody-producing white blood cells meet a pathogen? 1. Why do we need lots of different antibodies? Because different types of pathogen have antigens that are different shapes, you need a different type of antibody for each pathogen. 2. What does the pathogen do if it doesn’t meet an antibody with a matching shape? The pathogen is able to multiply and you start to feel sick. Part 3 - What happens when antibody-producing white blood cells meet a pathogen? 3. If a pathogen meets antibodies that match the shape of its antigens, what do the white blood cells do? Your immune system starts to work, lots of copies of the white blood cell are made. 4. What do these white blood cells produce? Making the same type of antibodies. Part 3 - What happens when antibody-producing white blood cells meet a pathogen? 5. What’s important about the shape of the antibodies these white blood cells produce? They match with the antigens on the surface of this pathogen. 6. What happens to the pathogen then? The pathogens are now quickly found and destroyed and you don’t get sick. Complete the jamboard to explain what happens when antibody-producing white blood cells meet a pathogen. Challenge: Write the sentences yourself. Help: Move the sticky notes from page 2 to the correct place. Antibody-producing white blood cell meets pathogen Shape of antibodies matches... Nothing happens The white blood cell... There are now lots of... These antibodies... Which of the following is correct? A. Antibodies are found on the surface of pathogens B. White blood cells that engulf pathogens also produce antibodies C. Different types of pathogen have differently shaped antigens D. If a white blood cell meets a pathogen, it will always make copies of itself Which of the following is correct? A. Antibodies are found on the surface of pathogens B. White blood cells that engulf pathogens also produce antibodies C. Different types of pathogen have differently shaped antigens D. If a white blood cell meets a pathogen, it will always make copies of itself  What can you remember? 1. What can one type of white blood cells produce? 2. What does the other type of white blood cells do to kill the pathogens? 3. What is an infectious disease?  What can you remember? 1. What can one type of white blood cells produce? Antibodies 2. What does the other type of white blood cells do to kill the pathogens? Engulf and digest the pathogens 3. What is an infectious disease? Diseases caused by pathogens.  Vaccinations Can I state what is in a vaccine? A Can I use the word antigen and antibody to explain simply what happens in the body when you get a vaccine? E Can I explain how a vaccine stops you getting the disease in the future? E By looking at the graph, how do you think vaccinations stop us getting sick if we are infected by the same pathogen?  Worksheet - Part 1 A vaccination is an injection that will trigger your immune system to make antibodies. The vaccine could contain antigens for a disease, or a dead or weakened version of the pathogen. When you receive the vaccine, your white blood cells and antibodies respond as if it were the real pathogen. The white blood cells multiply and lots of antibodies with the correct shape to match the antigen are produced. These white blood cells stay in your body for a long time. What does your body make when you have a vaccination? A vaccination is an injection that will trigger your immune system to make antibodies. The vaccine could contain antigens for a disease, or a dead or weakened version of the pathogen. When you receive the vaccine, your white blood cells and antibodies respond as if it were the real pathogen. The white blood cells multiply and lots of antibodies with the correct shape to match the antigen are produced. These white blood cells stay in your body for a long time. What is the part of a vaccine that causes the body to make antibodies? A vaccination is an injection that will trigger your immune system to make antibodies. The vaccine could contain antigens for a disease, or a dead or weakened version of the pathogen. When you receive the vaccine, your white blood cells and antibodies respond as if it were the real pathogen. The white blood cells multiply and lots of antibodies with the correct shape to match the antigen are produced. These white blood cells stay in your body for a long time. When you have a vaccination, the antibodies your body makes have to be the same _______as the antigen in the vaccine? A vaccination is an injection that will trigger your immune system to make antibodies. The vaccine could contain antigens for a disease, or a dead or weakened version of the pathogen. When you receive the vaccine, your white blood cells and antibodies respond as if it were the real pathogen. The white blood cells multiply and lots of antibodies with the correct shape to match the antigen are produced. These white blood cells stay in your body for a long time. How long do the antibodies stay in your body for? A vaccination is an injection that will trigger your immune system to make antibodies. The vaccine could contain antigens for a disease, or a dead or weakened version of the pathogen. When you receive the vaccine, your white blood cells and antibodies respond as if it were the real pathogen. The white blood cells multiply and lots of antibodies with the correct shape to match the antigen are produced. These white blood cells stay in your body for a long time. Part 2 - after a vaccination... In the future, if the real pathogen does enter your body, you already have lots of the correctly shaped antibodies and the white blood cells that make them. The pathogen is found and destroyed very quickly, so it doesn’t have time to multiply and make you sick. The vaccine made you immune to the pathogen.  Part 2 - after a vaccination... 1. What is important about the antibodies you have after a vaccination? They are the correct shape for the pathogen. 2. After a vaccination, if you are infected with the same pathogen several months or years later, will you get the disease? No 3. Why won’t you get the disease? The pathogen is found and destroyed before it can multiply.  Part 2 - after a vaccination... 3. Why won’t you get the disease? The pathogen is found and destroyed before it can multiply. 4. What word means you will not get a disease? Immune Edward Jenner and the development of vaccines Watch Edpuzzle - “Edward Jenner smallpox” What could NOT be in a measles vaccine? A. A weakened version of the measles virus B. Measles antigens C. A dead measles virus D. Measles antibodies What could NOT be in a measles vaccine? A. A weakened version of the measles virus B. Measles antigens C. A dead measles virus D. Measles antibodies When you get a vaccination, what does your body produce? A. Antibodies and white blood cells B. Antigens C. Antibodies only D. White blood cells only When you get a vaccination, what does your body produce? A. Antibodies and white blood cells B. Antigens C. Antibodies only D. White blood cells only A vaccination makes you …… to a disease. A. Infected B. Immune C. Inoculated D. Vulnerable A vaccination makes you …… to a disease. A. Infected B. Immune C. Inoculated D. Vulnerable  Part 3 - Use the keywords to write a paragraph that explains how vaccines work (without your exercise book) Vaccine Pathogen Injection Infected Antibody Destroyed antigen antigen Antigen Immune Part 4 - Read each other’s paragraph. Has your peer included all of the keywords and correct information? Use your exercise book to help you with this task. Vaccine Pathogen Injection Infected Antibody Destroyed antigen antigen Antigen Immune Some extension research 1. Why will you never catch smallpox? 2. Which other diseases are close to being eradicated? 3. Do you think we will eradicate covid-19? Why / why not? 4. How are the different types of covid vaccine different from one another? 5. What is herd immunity? 6. How worried should we be about Ebola? 7. What is the role of the WHO in controlling disease? Some useful links to help with research. History of vaccines website Herd immunity Vaccine timeline Extension: herd immunity http://www.centreofthecell.org/wp-content/uploads/New _Vaccines.pdf  What can you remember? 1. What does it mean if we have precise results? 2. What do we call microorganisms that cause diseases? 3. How do viruses divide?  What can you remember? 1. What does it mean if we have precise results? We get similar results each time we repeat the experiment. 2. What do we call microorganisms that cause diseases? Pathogens 3. How do viruses divide? They need a host cell to divide, they can’t divide on their own.  Disease Transmission and Body Defences Can I describe some of the body’s internal and external defence mechanisms? A Can I state the different ways that disease can be transmitted? T Can I suggest ways of preventing disease transmission? E 1. How do you think diseases are transmitted from one person to the next? 2. How could pathogens enter the body? Who do you agree / disagree with and why?  Disease transmission Match the type of transmission to the description, example and method of preventing transmission.  Disease transmission - answers Mode of Description Preventing Examples transmission transmission Air Microorganisms are Cover nose and mouth, Measles, released into the air wear a mask. influenza, when people speak, common cold, sneeze or cough. tuberculosis (TB) Touch Microorganisms from Wash your hands with Athlete's foot, one person pass to soap or use alcohol gel. ringworm another person when you touch them, or touch something they have just touched.  Disease transmission - answers Mode of Description Preventing Examples transmission transmission Water Microbes can enter Drink bottled water or Cholera the body when people water that has been drink water that treated to remove hasn't been treated microorganisms. with chemicals or filtered. Food Bacteria get killed if Cook food to a high Salmonella, E. they are heated to a temperature before coli high temperature, eating. but can survive low temperatures like in raw meat.  Disease transmission - answers Mode of Description Preventing Examples transmission transmission Food Bacteria get killed if Cook food to a high Salmonella, E. they are heated to a temperature before coli high temperature, eating. but can survive low temperatures like in raw meat. Animals / Animals carry Wear long clothing, Malaria, rabies insects microorganisms in use insect-repellent. their blood or saliva. Fun video about coughing - from 3:30  How can pathogens enter our bodies? Think to yourself- 30 seconds Share with your neighbour(s), try to come up with as many ways as possible - 2 minutes Challenge: how can your body prevent pathogens from entering the body? Pathogens can enter our body through: Eyes Ears Stomach Blood Nose Skin Complete the worksheet Answers 2 or 6 1 4 5 2 or 6 Complete the concept map  Summary activity People do not get diseases caused by microbes very often, although we are surrounded by many harmful microbes. Write down two short sentences to try to explain why not.  Extension What's the difference between accuracy and precision? - https://www.youtube.com/watch?v=hRAFPdDppzs