Snab 08 t2 Tchgscheme 9645

SNAB T2 Teaching scheme
Topic 2 Genes and health

This teaching scheme is divided into three parts.
 Introduction.
 Road map: a suggested route through Topic 2.
 Guidance notes for teachers and lecturers. These include a commentary that runs
parallel with the student book with hints and tips on teaching and references to the
associated activities.
There are more detailed notes about individual activities in the teacher/lecturer sheets
accompanying most activities.
Introduction
The Road map starting on page 2 is a suggested route through Topic 2.
The learning outcomes are numbered as in the specification.
Here are notes a route through the topic if two teachers/lecturers are sharing a group for
Topic 2. The first teacher starts introduces the topic context, making it clear that the problem
is a faulty protein in the membrane. The first teacher looks at the effects of this on the lungs,
while the second teacher is considering the effect on the digestive and reproductive system.
The first teacher would complete sessions 2 / 3 / 6 / 7 / 8 / 9 / 17 / 18 /19 / 20 / 21. The
second teacher would complete sessions 4 / 5 / 10 / 11 / 12 / 13 / 14 / 15 / 16 This covers
protein structure before enzymes. The first teacher has more sessions, so if they have done
the introduction the second teacher may need to complete genetic screening (sessions 20
and 21) at the end of their sequence.
Note that learning outcome 17 Explain how the expression of a gene mutation in people
with cystic fibrosis impairs the functioning of the gaseous exchange, digestive and
reproductive system appears in several places throughout the table that starts on page 2.
There is an AS summary chart map at the end of the guidance notes. This shows where
concepts are introduced and revisited in later topics. (Some students will have studied cystic
fibrosis and its effects, and the associated ethical dilemmas, at GCSE.)
It is assumed that each session is approximately an hour in length. There are more activities
than can be done in the time available in most centres, so select a balanced collection
according to your and your students’ interests, and the time and resources available. Some
activities are labelled ‘Core’. Core activities contain experimental techniques included in the
specification, and may appear in questions on the unit exam for this topic. These learning
outcomes are in bold in the specification, and in the Read map below. They are underlined
in the Guidance notes below. In the Road map, activities are in italics if there is an additional
activity covering the same material more directly. Choose which activities students
complete, and substitute activities when appropriate.
The Core practicals, and any other practicals completed by students, can be used to assess
practical biological skills as part of the Unit 3 coursework assessment.
There are various activities – particularly the interactive tutorials associated with some of
the activities – which could be completed by students outside of class time. These activities
are shown in the lower half of each ‘Possible activities’ box.
Salters-Nuffield Advanced Biology, Edexcel Pearson © University of York Science Education Group 2008
downloaded from www.advancedbiology.org This sheet may have been altered from the original. 1
Road map: a route through Topic 2 Genes and health
Session Areas to be covered Possible activities

Introductory presentation (Interactive
tutorial)
Activity 2.1 After the funeral
(A2.01L)
1 Activity 2.2 Personal CF stories
(A2.02L)
GCSE review test (Interactive)
Diffusion and surface area to volume Activity 2.3 The effect of size on
ratio uptake by diffusion (A2.03L)
(Practical)
6 Describe the properties of gas
exchange surfaces in living organisms Q2.1–Q2.13
(large surface area to volume ratio,
thickness of surface, difference in
concentration) and explain how the
2 structure of the mammalian lung is
adapted for rapid gaseous exchange.
17 Explain how the expression of a

gene mutation in people with cystic
fibrosis impairs the functioning of the
gaseous exchange, digestive and
reproductive systems.
Structure of alveoli and SA:V ratio; Activity 2.4 The structure of alveoli
properties of gas exchange surfaces (A2.04L) (Practical)
6 Describe the properties of gas

Activity 2.5 Alveoli and lung surface
exchange surfaces in living organisms area (A2.05L) (Interactive)
3 (large surface area to volume ratio,
thickness of surface, difference in Checkpoint question 2.1
concentration) and explain how the
structure of the mammalian lung is
adapted for rapid gaseous exchange.

Protein structure and function Activity 2.6 Proteins (A2.06L)
(Interactive)
7 Describe the basic structure of an
amino acid (structures of specific Checkpoint question 2.2
amino acids are not required) and the
formation of polypeptides and proteins
(as amino acid monomers linked by
peptide bonds in condensation
4/5
reactions) and explain the significance
of a protein’s primary structure in
determining its three-dimensional
structure and properties (globular and
fibrous proteins and types of bonds
involved in three dimensional
structure).
Membrane structure Activity 2.7 The fluid mosaic model

(A2.07L)
2 Explain how models such as the fluid
mosaic model of cell membranes are Build models of membranes
6
interpretations of data used to develop
scientific explanations of the structure
and properties of cell membranes.
Membrane structure Activity 2.8 Why does the colour

leak out of cooked beetroot?
5 Describe how membrane (Core) (A2.08L)
structure can be investigated
7
practically, eg by the effect of
alcohol concentration or
temperature on membrane
permeability.
Transport across membranes Activity 2.9 Methods of transport
within and between cells (A2.09L)
3 Explain what is meant by osmosis in (Practical)
terms of the movement of free water
molecules through a partially
permeable membrane (consideration
of water potential is not required).
8
4 Explain what is meant by passive
transport (diffusion, facilitated
diffusion), active transport (including
the role of ATP), endocytosis and
exocytosis and describe the
involvement of carrier and channel
proteins in membrane transport.

Membrane transport in epithelial cells Activity 2.10 CFTR protein and
membrane transport (A2.10L)
3 Explain what is meant by osmosis in (Interactive)
terms of the movement of free water
molecules through a partially
permeable membrane (consideration
of water potential is not required).
9
4 Explain what is meant by passive
transport (diffusion, facilitated
diffusion), active transport (including
the role of ATP), endocytosis and
exocytosis and describe the
involvement of carrier and channel
proteins in membrane transport.
Enzyme structure and function Checkpoint questions 2.3 and 2.4
8 Explain the mechanism of action and

specificity of enzymes in terms of their
three-dimensional structure and
explain that enzymes are biological
catalysts that reduce activation energy,
catalysing a wide range of intracellular
10
and extracellular reactions

Enzyme concentration and digestion Activity 2.11 Enzyme

concentrations and enzyme
9 Describe how enzyme activity (Core) (A2.11L) (Practical)
concentrations can affect the rates
of reactions and how this can be
investigated practically by
11/12 measuring the initial rate of Checkpoint question 2.5
reaction.

DNA structure Activity 2.13 Extraction of DNA
(A2.13L) (Practical)
10 Describe the basic structure of
mononucleotides (as a deoxyribose or
ribose linked to a phosphate and a
base, ie thymine, uracil, cytosine,
adenine or guanine) and the structures
13 of DNA and RNA (as polynucleotides Activity 2.12 DNA model (A2.12L)
composed of mononucleotides linked
through condensation reactions) and
describe how complementary base
pairing and the hydrogen bonding
between two complementary strands
are involved in the formation of the
DNA double helix.
Protein synthesis Activity 2.14 Nucleic acids and
protein synthesis (A2.14L)
14 Outline the process of protein (Interactive)
synthesis, including the role of
transcription, translation, messenger
RNA, transfer RNA and the template
(antisense) DNA strand (details of the
14/15 mechanism of protein synthesis on
ribosomes are not required at AS).
12 Explain the nature of the genetic
code (triplet code only; non-
overlapping and degenerate not
required at AS).
DNA replication Activity 2.15 Meselson and Stahl’s
experiment on DNA replication
11 Describe DNA replication (including (A2.15L) (Interactive)
the role of DNA polymerase), and
explain how Meselson and Stahl’s
classic experiment provided new data
that supported the accepted theory of
16
replication of DNA and refuted
competing theories.
15 Explain how errors in DNA
replication can give rise to mutations
and explain how cystic fibrosis results
from one of a number of possible gene
mutations
17 Monohybrid inheritance Activity 2.16 Reebops (A2.16L)
(Practical)
16 Explain the terms: gene, allele,
genotype, phenotype, recessive,
dominant, homozygote and
heterozygote; and explain monohybrid

inheritance, including the interpretation Checkpoint question 2.6
of genetic pedigree diagrams, in the
context of traits such as cystic fibrosis,
albinism, thalassaemia, garden pea
height and seed morphology
Monohybrid inheritance
16 Explain the terms: gene, allele,

genotype, phenotype, recessive, Activity 2.17 Inheritance problems
dominant, homozygote and (A2.17L)
heterozygote; and explain monohybrid
18 inheritance, including the interpretation
of genetic pedigree diagrams, in the
context of traits such as cystic fibrosis,
albinism, thalassaemia, garden pea
height and seed morphology
Gene therapy Activity 2.18 Gene therapy – another

side to the story (A2.18L)
18 Describe the principles of gene
19
therapy and distinguish between
somatic and germ line therapy.
Genetic screening Activity 2.19 Genetic screening

(A2.19L)
19 Explain the uses of genetic
screening: identification of carriers,
preimplantation genetic diagnosis and
prenatal testing (amniocentesis and
chorionic villus sampling) and discuss
20
the implications of prenatal genetic
screening.
20 Identify and discuss the social and
ethical issues related to genetic
screening from a range of ethical
viewpoints.
Genetic screening Activity 2.20 Passing it on (A2.20L)
20 Identify and discuss the social and Class discussion

21 ethical issues related to genetic
screening from a range of ethical Activity 2.21 Gene mutation – a
viewpoints. personal story (A2.21L)
Guidance notes for teachers and lecturers

You could complete these continuing professional development modules before starting
Topic 2: CPD1 A road map for SNAB: Building knowledge and principles through the course
and CPD2 Contextualised biology teaching through storylines.
Introduction and GCSE review

The topic starts by introducing a couple, Claire and Nathan, and the dilemma they face in
deciding whether or not to start a family knowing that Claire’s sister had cystic fibrosis (CF).
A wide range of traditional biology concepts is required to understand the causes and
consequences of cystic fibrosis. The ethical issues faced by the couple as they try to make
the decision are highlighted. Some students will have studied cystic fibrosis and its effects,
and the associated ethical dilemmas, at GCSE.
Teachers or lecturers may be presenting this material to groups containing either a student
with CF or a student who has a close relative or friend who has or had the disease. A great
deal of sensitivity will be needed. It is nearly always best to talk before the session to the
student(s) concerned on a one-to-one basis, and see how they would like it to be handled.
Discussing the topic with students in advance may help you to find out if any of them have
connections with CF. Encourage the student(s) in question to take a positive role within the
group; their experiences can make a valuable contribution to discussions. If it is difficult for a
student, you may need to present the material in a more traditional way as a series of
biological principles.
The sections in the topic address the questions that Claire and Nathan may have asked in
their search for information to help their decision-making. The opening page poses some of
these questions.
On the first spread there is a reference to the initial GCSE review and the GCSE review
test. These cover the main GCSE ideas that students will be expected to draw on during the
topic – lung structure and function, digestion, genetics and enzymes. The test itself is open
access, and it is assumed that it will be completed outside of class time.
The interactive introduction provides an overview of the topic.
Activity 2.1 After the funeral (A2.01L)

This provides an overview of the topic. The play, performed or read as a group activity,
provides the opportunity for some discussion. The play is set in the past when Claire was
younger. Students use the text of the play to produce a mind map summarising the main
issues. This acts as a framework for the topic. Additional notes could be added to this map
as the topic unfolds.
Activity 2.2 Personal CF stories (A2.02L)

These personal stories give further insights into the effect of CF on affected individuals and
their families. This could be used as an alternative to Activity 2.1.
2.1 The effects of CF on the lungs

The basic structure of the lungs and the mechanism of breathing are covered in the GCSE
review. The media archive within the electronic resources contains the lung diagram of
Figure 2.2 with and without labels. Labelling the diagram could be a starting-point. If
students have completed the GCSE review this should be straightforward.
In CF patients there is a build up of sticky mucus in the airways. An X-ray of the lungs of a
CF patient shows this clearly. There is a CF patient X-ray and CAT scan in the general
weblinks for Topic 2. Photographs of normal and CF-affected lungs and pancreases can
also be found via the weblinks.
There are two major consequences of sticky mucus in the lungs: the first is an increased
chance of infection because the mucus cannot be cleared from the lungs, so pathogenic
bacteria can take hold; the second is the blockage of airways by the mucus. The infection
problem is described in the student book and Q2.1 and Q2.2 are linked to this section. The
blockage of the airways occurs to a greater extent in the later stages of the disease.
The main consequence of airway blockage is a reduction in the effective surface area for
gas exchange. The student book has a Key biological principle box with questions
introducing the importance of a large surface area to volume ratio. This is followed by a
section on the features and properties of gas exchange surfaces. These are complemented
by Activities 2.3 to 2.5.
It may be helpful if the continuing professional development module CPD3 Developing

practical skills is completed by teachers/lecturers before starting practical work with
students.
Activity 2.3 The effect of size on uptake by diffusion (A2.03L)

This provides a practical investigation of the effect of surface area on uptake by diffusion. It
is supported by student book questions Q2.3 to Q2.13, which guide the student through the
ideas.
Activity 2.4 The structure of alveoli (A2.04L)

Students follow the instructions on the activity sheet as they observe slides of lungs. The
activity is an opportunity to introduce the use of an eye-piece graticule and stage
micrometer for measuring. See the Practical support sheet ’Measuring: Size and scale’
(P0.09S). Precision in measuring can be discussed.
Activity 2.5 Alveoli and lung surface area (A2.05L)

In this interactive web-based tutorial, students determine the increase in surface area due to
the presence of alveoli using calculations of volume. Students also examine a
photomicrograph showing a section through lung tissue, and identify features that increase
the efficiency of gas exchange. The interactive tutorial can support students as they
complete the calculations on the activity sheet, it can also be done without the tutorial. This
web-based tutorial could be used instead of Activity 2.4, or could be set as a class
assignment to confirm the ideas covered in Activity 2.4.
Checkpoint question 2.1 can be used as a summary question at the end of this section or as
a revision question later. Answers to Checkpoint questions are given on the snabonline
website; these are only accessible to teachers.
2.2 Why is the CF mucus so sticky?

To answer this question, students need to understand what is happening in epithelial cells
not affected by the disease. Mucus in the lungs is ‘runny’ because of salt and water
transport across the epithelial cells. The mucus is sticky in people with CF; this is due to
disruption caused by a faulty transport protein channel in the surface membrane of the
epithelial cells. Students therefore need to know about the structure and function of
proteins. They also need to know about membrane structure and methods of transport
across membranes.
A Key biological principle box in the student book relates protein structure to function.
Activity 2.6 is found within this box.
Activity 2.6 Proteins (AS2.06L)

This interactive tutorial describes the basic structure of amino acids and follows the
processes involved in the formation of polypeptides. The student worksheet can be
completed using the student book without the tutorial.
The interactive tutorial does not differentiate between globular and fibrous proteins – this
distinction is made in the student book. Checkpoint question 2.2 requires students to
compare and contrast these two types of protein.
Cell membrane structure

The student book goes on to describe the structure of cell membranes, and considers
evidence for the fluid mosaic model which explains the structure and properties of cell
membranes. These ideas are covered in the interactive tutorial accompanying Activity 2.7.
The information is applied in Activity 2.8. Building a model of the cell membrane may help
students understand the three-dimensional structure of the membrane; plasticine can be
used.
Activity 2.7 The fluid mosaic model (A2.07L)

In this activity students evaluate the evidence for different models explaining the structure
and function of cell membranes.
Activity 2.8 Why does the colour leak out of cooked beetroot? (A2.08L) Core practical
In this core practical, students use beetroot to examine the effect of temperature or alcohol
on cell membranes and relate this to membrane structure. The activity sheet provides
detailed procedures for students to follow. Before starting, students are asked to make a
hypothesis and check that the procedure will test their hypothesis. Prompts help them focus
on various practical and investigative skills.
How so substances pass through cell membranes?

The student book describes diffusion, osmosis, active transport, exocytosis and
endocytosis.
Activity 2.9 Methods of transport within and between cells (A2.09L)

This activity consists of a set of simple experiments or demonstrations for diffusion and
osmosis. There is an interactive simulation of the final experiment using blood in the
Biochemistry support on the snabonline website. Students will not have to do any
calculations using water potentials.
Q2.16 enables students to check their understanding of the different sorts of transport
across membranes.
The student book goes on to identify the types of transport involved in the epithelial cells of
the airways.
Activity 2.10 CFTR Protein and membrane transport (A2.10L)

Chloride and sodium ions move across the membranes in epithelial cells, causing water to
enter or leave the cells by osmosis and thus keeping the mucus lining the epithelial cell
surfaces runny. The interactive tutorial has an animation showing this. It also demonstrates
how the non-functioning CFTR protein channel causes mucus to be sticky. Students view
the animation and complete the accompanying worksheet. This guides students to an
understanding of the mechanisms of salt and water secretion in the airways, and of what
has gone wrong in people with CF. Ideas presented here were the latest understanding of
the mechanism when the material was written. Reasearch into the mechanisms is ongoing.
2.3 How does cystic fibrosis affect other body systems?

The student book describes how blockage of the pancreatic duct reduces enzyme secretion
into the small intestine; this inevitably has an effect on digestion. To help students
understand the consequences of this reduction in enzyme concentration, the student book
includes a Key biological principle box on mechanisms of enzyme function. Students can
use checkpoint questions 2.3 and 2.4 to produce summary notes on enzyme function before
attempting the practical activity.
Activity 2.11 Enzyme concentrations and enzyme activity (A2.11L) Core practical
This core practical investigates the effect of enzyme concentration on rate of reaction. It
provides an opportunity for students to plan an investigation and develop practical and
investigative skills. The planning sheet includes a checklist of what students need to include
in their plan, together with some suggested methods.
The effects of CF in the reproductive system are described in the student book. The
associated Checkpoint question 2.5 requires students to summarise the effects of CF on the
gas exchange, digestive and reproductive systems.
2.4 How is the CFTR protein made?

Students need to understand how a mutation can result in a faulty protein. The student book
and associated activities describe DNA structure, the genetic code and protein synthesis. At
AS, students only need to know that the genetic code is a triplet code, and be able to outline
the process of protein synthesis. Details of the mechanism of protein synthesis on
ribosomes are not required at AS. Protein synthesis is revisited at A2, where the additional
detail is added.
Activity 2.12 DNA model (A2.12L)

The cut-out model of DNA requires the student to work out the pairing of bases according to
base structure and bonding pattern. These are also explained in the student book. If
constructed correctly the model will form a double helix.
Activity 2.13 Extraction of DNA (A2.13L)

Students extract DNA from onions. This is an easy procedure and the result is always
impressive. The DNA is visible largely due to the histone proteins associated with it. There is
a diagram to show the packaging of DNA in Topic 3. The size of DNA can be emphasised at
this point: it is 3.4 nm in length for every ten bases and one complete turn of the helix. There
is no requirement for students to learn this detail.
Activity 2.14 Nucleic acids and protein synthesis (A2.14L)

This web-based tutorial and its accompanying worksheet take the student through the
process of protein synthesis. DNA and RNA structure and complementary base pairing in
both DNA and transcription are clearly demonstrated. The genetic code and translation are
illustrated.
(Note that the use of the sense and antisense in the student book follows common usage in
academic and industrial literature. Many A-level textbooks use these terms wrongly.)
2.5 What goes wrong with DNA?

DNA replication, how mutations can change the amino acids coded for, and the
consequences for the functionality of the protein produced, are illustrated using CF and
sickle cell anaemia.
This section starts with a description of DNA semi-conservative replication. Then it explains
how Meselson and Stahl’s classic experiment provided new data that supported the
accepted theory of replication of DNA and refuted competing theories.
Activity 2.15 Meselson and Stahl’s experiment on DNA replication (A2.15L)

This is a challenging activity. The interactive tutorial takes students through the Meselson
and Stahl experiments and the different theories of replication. Students interpret the results
and draw conclusions for themselves about which theory the evidence supports.
Teachers/lecturers need to check the activity to ensure that this approach is suitable for their
students, and if necessary support them as they complete the activity.
The Public Health Genetics Foundation website has a good educational resources section.
It includes information on a range of genetic diseases, epidemiology, ethical issues, and
genetic testing. The Wellcome Trust Sanger Institute has good online educational
resources. See the general weblinks for Topic 2.
The National Centre for Biotechnology Information in the USA has a series of gene maps
showing the location of disease related genes. See the general weblinks for Topic 2.
2.6 How is CF inherited?

Monohybrid inheritance is covered in this section. Although the title of the section refers to
CF, students need to be able to answer questions on other instances of monohybrid
inheritance.
Activity 2.16 Reebops (A2.16L)

Construction of Reebops (marshmallow organisms) illustrates the principles of monohybrid
inheritance in a student-friendly way.
Activity 2.17 Inheritance problems (A2.17L)

Questions are based on the inheritance of genetic diseases and other characteristics
including those mentioned in the specification: garden pea height and seed morphology. Co-
dominance and sex linkage are included as extension questions; these are not described in
the student book.
The Channel 4 website includes an interactive activity which investigates the inheritance of
sickle cell anaemia within one family. It is a good activity, although for an able student who
grasps the idea, having to complete the sequence of questions for every family member
could be tiresome. See the general weblinks for Topic 2.
2.7 How is CF treated?

Current ways of treating CF are described in a Did you know? box; they are not required by
the specification. However, gene therapy as a possible future treatment is included in the
specification and is described in the student book.
Activity 2.18 Gene therapy – another side to the story (A2.18L)

In this activity students use the student book to review the techniques used in gene therapy.
The activity also considers some of the problems encountered in the trials of this treatment.
The BBSRC website has downloadable information and activity sheets about new
technologies, including gene therapy. There is an excellent MRC update on cystic fibrosis
on the School Science website under biology 16–18 resources. It includes information about
the symptoms, causes and use of gene therapy with questions on each section. Duncan
Geddes at the Royal Brompton Hospital describes the UK trials in which he is involved. See
the general weblinks for Topic 2, and the Activity 2.18 weblinks.
Students could also search the Internet for the latest progress in the development of gene
therapy. Students should be aware that gene therapy research is being used not only for CF
but for other conditions too.
2.8 Testing for CF

Detailed descriptions in the student book and suggested activities cover testing for both CF
and for the presence of the CF mutation. Early diagnosis of CF, and consequent early
treatment, can have a significant beneficial effect on the health of the individual.
The student book describes the uses of genetic screening. Students need to be able to
explain the uses of genetic screening: identification of carriers, preimplantation genetic
diagnosis and prenatal testing (amniocentesis and chorionic villus sampling) and discuss
the implications of prenatal genetic screening. The BBSRC website has downloadable
information and activity sheets about CF, including a section on testing, it gives examples of
DNA samples that students can interpret. See the general weblinks for Topic 2.
It may be helpful if the continuing professional development module CPD4 Ethical debate is
completed by teachers/lecturers before undertaking Activity 2.19. The activity within the
CPD unit uses genetic screening to illustrate the use of the ethical frameworks and could be
used with students – see Ethical debate (D0.04F and D0.04L).
Students need to identify and discuss the social and ethical issues related to genetic
screening from a range of ethical viewpoints. The student book section ‘Making ethical
decisions – What is right and what is wrong?’ provides a set of ethical frameworks for
students to use when discussing and making decisions about ethical issues. Students
should study this before completing Activity 2.19 or engage in general class discussion
about these issues. The aim of Activity 2.19 is to encourage students to make a decision
about an ethical issue, and to support their decision using ideas based on the ethical
frameworks. The BioEthics Education Project (BEEP) website supports the teaching and
learning of bioethics. It includes a section on genes and health including CF.
Activity 2.19 Genetic screening (A2.19L)

Students read the newspaper article raising issues surrounding widespread carrier
screening, and then compose a reply either supporting or opposing the position taken by the
epidemiologist quoted in the article.
In Checkpoint question 2.7 students use the ethical frameworks to make decisions about
genetic screening.
The topic could finish with a class discussion about the options open to Claire and Nathan,
the couple in the opening story, and whether they should or should not have a child. It would
be interesting to recall any views expressed at the start of the topic and find out if the
students’ views have changed.
Activity 2.20 Passing it on (A2.20L)

This role-play provides a more structured format to discuss some of the issues covered in
the topic.
Activity 2.21 Gene mutation – a personal story (A2.21L)

This activity uses a real life story of a girl who has PKU to revise some of the ideas covered
in the topic.
Activity 2.23 Check your notes

Students can use the checklist of learning outcomes in this activity in their revision.
End-of-topic tests
There is an online interactive end-of-topic test. This test is not accessible to students initially
unless set by their teacher/lecturer. The teacher has the option to ‘flick a switch’ to make it
open access. There is also a paper-based test for Topic 2 with examination-style questions
on the teacher’s and technician’s sites. A mark scheme is also available on these sites. The
questions are similar in layout and style to those that are found on exam papers. However,
the restriction of questions to only one topic in each test has meant that it has not been
possible to include some types of questions that draw on material from different topics.
AS Summary chart
The grid below shows where concepts are introduced and then revisited in later topics.
Note: Some of these concepts will be revisited and built on in A2.
Concept Topic 1 Topic 2 Topic 3 Topic 4

Biological  Carbohydrate structures and  Phospholipids  Starch and cellulose structures and
molecules roles in providing and storing  Protein structures functions
(monomers energy (not cellulose)  Structures of DNA and RNA
combine to form  Lipid structures
polymers)
Enzymes  Enzyme structure and  Role of ER and Golgi apparatus in
mechanism of action formation of extracellular enzymes
 Effect of enzyme
concentration on rate of reaction
Chemical  Condensation and hydrolysis  Condensation reactions  Condensation reactions
reactions reactions  Hydrophobic and
 Antioxidants and radicals hydrophilic effects
Cell structure  Unit membrane structure  Prokaryotic and typical eukaryotic  Recall typical ultrastructure of animal
(animal) cell structure and cell and compare with plant cell
ultrastructure ultrastructure
 Role of ER and Golgi apparatus  Xylem and sclerenchyma structure
in protein transport and function
 Gamete structures and functions
 Stem cells
 Cell specialisation and
organisation into tissues, organs
and organ systems
Genes help  Roles of DNA and RNA  Cell specialisation through  Genetic diversity
determine the  Genetic code differential gene expression
nature of  Protein synthesis
organisms  DNA replication and
mutations
Cell cycle  DNA replication and cell and
nuclear division
 Role of mitosis and cell cycle for
growth and asexual reproduction
 Differentiation and the role of
stem cells
Energy  Energy units, energy balance  Role of ATP in active
transport
This sheet may have been altered from the original. 14

Transport in and  Passive transport, diffusion,  Protein transport  Diffusion and osmosis
out of cells facilitated diffusion, osmosis,
active transport, exocytosis and
endocytosis
Transport in  Mass transport  Mass transport of waters and
organisms to  Structure and function of the minerals through plant stems
and from circulatory system
exchange  Solvent properties of water
surfaces
Organisms  Surface area to volume
exchange ratio
materials with  Properties of gas exchange
the environment surfaces
Inheritance  Genetic risk factors for CVD  Monohybrid inheritance  Importance of meiosis and  Genetic variation (loss and
 Interaction of genotype and the fertilisation in sexual reproduction conservation)
environment on development of  Role of meiosis in production of
CVD genetic variation, including
independent assortment and
crossing over
 Some characteristics are
affected by genotype and the
environment
 Polygenic inheritance
 Discontinuous and continuous
variation
Gene technology  Gene therapy  Gene therapy
 Genetic screening and
embryo testing
Evolution and  Importance of meiosis and  Adaptation
natural selection fertilisation in sexual reproduction  Evolution by natural selection
 Introduction of genetic variation
through random assortment (stages
of meiosis and chiasmata formation
are not required)
 Some characteristics affected by
genotype and the environment
Classification  Prokaryotes and eukaryotes  The concept of species
 Taxonomic groupings
Interactions with  Effect of environment on CVD  Some characteristics are affected by  Biodiversity
the environment risk genotype and the environment  Endemism
 Concept of Niche
 Adaptations of organisms
 Sustainable resource utilisation
 Microbial properties of plants
importance of water and mineral ions to

plants
Energy flow and  Sustainable resource utilisation

recycling of
materials in
ecosystems
Coordination  Diabetes  Endocrine and exocrine  Melanocyte stimulating
hormones introduced hormone (MSH)
Risk and  Concept of risk, risk perception,  Genetic risk factors  Risk factors for cancer
perception risk factors for CVD, reducing
risk of CVD
Maths/science  Calculating probabilities,  Calculating surface area to  Continuous/discontinuous  The nature of theories, scientific
skills correlation and causation, volume ratios variation consensus and evidence
calculating obesity indicators,  Critical evaluation of new data
analysis of quantitative health  Ecological sampling
data  Measurement of biodiversity and
genetic diversity
Health and  CVD (CHD and stroke)  Cystic fibrosis, (briefly)  Cancer  Drug development
Disease  Cancer sickle cell and thalassaemia,
 Atherosclerosis PKU, achondroplasia,
 Blood clotting Huntington’s disease)
 Evaluate design of health studies
Ethics  Experimental use of  Ethical frameworks  Stem cells
invertebrates  Genetic screening
Applications of  Sphygmomanometers / blood  Genetic testing / screening  Use of stem cells for research  Use of plant fibres
biology pressure monitors  Gene therapy  Use of plant starch and oils
 Use of scientific knowledge to  Drug development
reduce health risk  Role of zoos and seedbanks

Snab 08 t2 Tchgscheme 9645

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SNAB T2 Teaching scheme

Topic 2 Genes and health

Road map: a route through Topic 2 Genes and health

Session Areas to be covered Possible activities

GCSE review test (Interactive)

17 Explain how the expression of a

6 Describe the properties of gas

Session Areas to be covered Possible activities

Membrane structure Activity 2.7 The fluid mosaic model

Membrane structure Activity 2.8 Why does the colour

Session Areas to be covered Possible activities

Enzyme structure and function Checkpoint questions 2.3 and 2.4

8 Explain the mechanism of action and

17 Explain how the expression of a

Enzyme concentration and digestion Activity 2.11 Enzyme

Session Areas to be covered Possible activities

Session Areas to be covered Possible activities

16 Explain the terms: gene, allele,

Gene therapy Activity 2.18 Gene therapy – another

Genetic screening Activity 2.19 Genetic screening

Genetic screening Activity 2.20 Passing it on (A2.20L)

20 Identify and discuss the social and Class discussion

Guidance notes for teachers and lecturers

Introduction and GCSE review

The interactive introduction provides an overview of the topic.

Activity 2.1 After the funeral (A2.01L)

Activity 2.2 Personal CF stories (A2.02L)

2.1 The effects of CF on the lungs

It may be helpful if the continuing professional development module CPD3 Developing

Activity 2.3 The effect of size on uptake by diffusion (A2.03L)

Activity 2.4 The structure of alveoli (A2.04L)

Activity 2.5 Alveoli and lung surface area (A2.05L)

2.2 Why is the CF mucus so sticky?

Activity 2.6 Proteins (AS2.06L)

Cell membrane structure

Activity 2.7 The fluid mosaic model (A2.07L)

How so substances pass through cell membranes?

Activity 2.9 Methods of transport within and between cells (A2.09L)

Activity 2.10 CFTR Protein and membrane transport (A2.10L)

2.3 How does cystic fibrosis affect other body systems?

2.4 How is the CFTR protein made?

Activity 2.12 DNA model (A2.12L)

Activity 2.13 Extraction of DNA (A2.13L)

Activity 2.14 Nucleic acids and protein synthesis (A2.14L)

2.5 What goes wrong with DNA?

Activity 2.15 Meselson and Stahl’s experiment on DNA replication (A2.15L)

2.6 How is CF inherited?

Activity 2.16 Reebops (A2.16L)

Activity 2.17 Inheritance problems (A2.17L)

2.7 How is CF treated?

Activity 2.18 Gene therapy – another side to the story (A2.18L)

2.8 Testing for CF

Activity 2.19 Genetic screening (A2.19L)

Activity 2.20 Passing it on (A2.20L)

Activity 2.21 Gene mutation – a personal story (A2.21L)

Activity 2.23 Check your notes

Concept Topic 1 Topic 2 Topic 3 Topic 4

Concept Topic 1 Topic 2 Topic 3 Topic 4

Concept Topic 1 Topic 2 Topic 3 Topic 4

Energy flow and  Sustainable resource utilisation

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