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SPN21 ‘O’ Level Biology SoW

NATIONAL EDUCATION SYSTEM for the 21ST CENTURY


SISTEM PENDIDIKAN NEGARA ABAD KE-21

BC GCE O-LEVEL

BIOLOGY 5090
SCHEME OF WORK

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SPN21 ‘O’ Level Biology SoW

EDITORIAL ADVISORS

Mrs Tan Lian Wah


Haji Azrul Melda bin Haji Abu Bakar
Dayangku Irdawati binti Pengiran Haji Sulaiman
Mr Tan Wee Ying
Noelda Iryani binti Haji Tarip
Nuraireen binti Haji Tuneh
Dayangku Susilawati binti Pengiran Haji Aji

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SPN21 ‘O’ Level Biology SoW

BIOLOGY BC GCE O-LEVEL 5090 SCHEME OF WORK OVERVIEW – 2-YEAR Syllabus

A Cell and Cell Processes 1 Cell Structure and Organisation


2 Diffusion and Osmosis
3 Enzymes
YEAR 3

B Plant Nutrition 4 Plant Nutrition


6 Transport in Flowering Plants

C Animal Nutrition 5 Animal Nutrition

D Human Transport & Respiration 7 Transport in humans


8 Respiration

E Coordination, Movement & 9 Excretion


Hormones 10 Homeostasis
11 Coordination and Response
12 Support, Movement and Locomotion
YEAR 4

F Drugs, Microbes and Biotechnology 13 The Use and Abuse of Drugs


14 Microorganisms and Biotechnology

G Organisms and the Environment 15 Relationships of Organisms with One Another and with the Environment

H Continuity of Life 16 Development of Organisms and Continuity of Life


17 Inheritance

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SPN21 ‘O’ Level Biology SoW

BIOLOGY BC GCE O-LEVEL 5090 SCHEME OF WORK OVERVIEW – 3-YEAR Syllabus

A Cell and Cell Processes 1 Cell Structure and Organisation


2 Diffusion and Osmosis
3 Enzymes
YEAR 3

B Plant Nutrition 4 Plant Nutrition


6 Transport in Flowering Plants

C Animal Nutrition 5 Animal Nutrition

D Human Transport & Respiration 7 Transport in humans


8 Respiration
YEAR 4

E Coordination, Movement & 9 Excretion


Hormones 10 Homeostasis
11 Coordination and Response
12 Support, Movement and Locomotion

F Drugs, Microbes and Biotechnology 13 The Use and Abuse of Drugs


14 Microorganisms and Biotechnology

G Organisms and the Environment 15 Relationships of Organisms with One Another and with the Environment
YEAR 5

H Continuity of Life 16 Development of Organisms and Continuity of Life


17 Inheritance

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SPN21 ‘O’ Level Biology SoW

Recommended Prior Knowledge:

Since this syllabus involves a consideration of its topics very largely from the principles, very little, if any, prior knowledge is required. The course
has been divided into 8 units, with each unit having a common thread and following a sequence close to the sequence followed in the
syllabus. The order of topics as presented gives a logical order of teaching, but teachers may wish to alter the suggested sequence, particularly
in regions where marked seasonal variations restrict the availability of specimens at certain times of the year

Recommended Resources:

Online resources:

Online resources directed specifically at the O-level examination are extremely rare. The suggested references are intended to provide support
for students (and in some cases, for teachers) following the course. Teachers should therefore check all the suggested references before use
since the information they contain may benefit from a little careful editing before or during use. All sites have been chosen because they are
thought to be relevant, helpful and interesting.

Note: references are to pages, not just to the general URL site. However, if navigation to the page fails, it may be worth re-entering the
reference, but omitting information after the final forward slash, or even after the final 2 (or 3) forward slashes. You may then be able to
follow links from the general URL site to the desired page.

Other resources:

The text books mentioned have been written to accommodate this O-level syllabus (though it is advisable to check text book content with the
syllabus before each unit, since the text may also contain some material relevant to another CIE syllabus). The three texts have been chosen
since they all carry endorsement by CIE for use with the O-level syllabus. References are given at the end of each unit, but are relevant to all
learning objectives within that topic.

Details of the text books:


Jones, G. & Jones, M. 2002. Biology International Edition for IGCSE and O-level. Cambridge, Cambridge University Press.
Burton, I.J. 2000. The Cambridge Revision Guide GCE O-level Biology. Cambridge, Cambridge University Press.
Jones, M. 2003. O-level Biology. Karachi, Oxford University Press.
Lum, H.K. 2002. Biology, The Living Science. Longman.

Reference is also made to a further CIE-endorsed text in the Cambridge University Press ‘Professional Development for Teachers’ series:
Hayward, D. 2003. Teaching and Assessing Practical Skills in Science. Cambridge, Cambridge University Press.

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SPN21 ‘O’ Level Biology SoW

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SPN21 ‘O’ Level Biology SoW

TOPIC : 7 TRANSPORT IN HUMANS


Time Frame : 4 weeks

Prior Knowledge:  Structure of the heart;


 Blood composition;
 Three types of blood vessels and their functions;
 Function of blood;
 Substances transported by blood;
 Heartbeat;
 Pulse;
 Blood pressure;
 Capillaries involved in absorption of nutrients;

Links to: Syllabus Reference Sub-Topic


1.2 (i) Differentiate cell, tissue, organ and organ system;
2.1 (a) Diffusion;
3 Enzymes;
5 (g), (p), (r) Effects of malnutrition in relation to heart disease; structure of villus, including roles of
capillaries and lacteals; function of hepatic portal vein as route taken by most of food
absorbed from small intestine;
8.1 (i), (k) Aerobic respiration – effect of physical activity on rate and depth of breathing;
9 (b) Removal of carbon dioxide from lungs;
9.1 (c) Structure and function of kidneys;
9.2 (d) Dialysis machines;
10.1 (c), (d) Homeostasis and thermoregulation;
11 (i), (k) Hormone destruction in the liver; signs (increased blood glucose concentration) of
diabetes mellitus;
16 (v) Function of placenta and umbilical cord in relation to exchange of dissolved nutrients,
gases and excretory products;

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Keywords: atrium; platelets; heart; iron; arteries; erythrocytes (red blood cells; semi-lunar valve; ventricle; plasma; biconcave;
capillaries; haemoglobin; white blood cells; thrombocytes; muscles; pulmonary vein and artery; red blood cells;
fibrinogen; fibrin; antigen; lymphocytes; lymphatic system; lymph; double circulation; close circulation; systemic and
pulmonary circulation; coronary arteries; coronary heart disease; venule; arteriole; deoxygenated; renal; femoral;
hepatic; hepatic portal; posterior; anterior; superior; inferior; vena cava; aorta; leucocytes; phagocytes;
phagocytosis; bicuspid; tricuspid; tissue rejection; stroke incompatibility; antibodies; systole; diastole; blood pressure;
pulse rate; recipient; donor; organ transplant; acclimatization; immunosuppression; thrombus; thrombosis;
atherosclerosis; arteriosclerosis; atheroma; septum; pericardium; chordae tendinae; pacemaker;
sphygmomanometer; tissue fluid; lumen; endothelium; elastic tissue; muscular tissue; connective/fibrous tissue;
oxygenated; thrombokinase; prothrombin; thrombin; fibrinogen; fibrin; angina pectoris; stroke; oxyhaemoglobin;
carboxyhaemoglobin; carbaminohaemoglobin; bicarbonate ions; lymph nodes; immunity; immune system; engulf.

Misconception:  The difference between squeezing out of and squeezing through capillaries.

Learning Objective Learning Outcome

Students should be able to: Students should be able to:

(a) Describe the  Describe the closed circulatory system.


circulatory system as
a system of tubes with  Describe the unidirectional flow of blood.
a pump and valves
to ensure one-way
flow of blood.

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Topic 7: Transport in Humans
SPN21 ‘O’ Level Biology SoW

(b) Describe the double  Describe the dual circulation: pulmonary circulation and systemic circulation.
circulation in terms of
a low pressure
circulation to the
lungs and high
pressure circulation to
the body tissues and
relate these
differences to the
different functions of
the two circuits.

(c) Name the main  Describe what happens in a heartbeat in terms of auricular / ventricular systole / diastole.
blood vessels to and
from the heart, lungs,  Name the pulmonary artery and vein, coronary artery and vein, renal artery and vein, hepatic portal vein,
liver and kidney. hepatic artery and vein.

(d) Describe the structure Experiment 7.1: The Mammalian heart


and function of the (Biology Expression: Practical Workbook O-level Science (Biology), pp 117-119)
heart in terms of
muscular contraction Online resources:
http://www.advocatehealth.com/system/info/library/articles/heartcare/howorks.html
and the working of
http://www.columbiasurgery.org/pat/hearttx/anatomy.html
valves. http://www.columbiasurgery.org/pat/hearttx/about.html
http://www.biotopics.co.uk/circuln/ancard.html (animation of heart)

(e) Compare the  Describe arterioles and venules.


structure and
function of arteries,  State that valves are present in veins.
veins and capillaries.
 Tabulate the differences between the three structures: include direction of blood flow, location of blood
vessels, pressure, nature of walls of vessels, function and exceptions e.g. pulmonary and umbilical vessels.

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Topic 7: Transport in Humans
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(f) Investigate and state  Refer to experiment 7.3.


the effect of physical
activity on pulse rate.
Experiment 7.3: To measure pulse rate while resting and after exercise

(g) Describe CHD in  Describe CHD as a form of cardiovascular disease (CVD).


terms of the occlusion
of coronary arteries  Describe formation of atherosclerosis.
and state the possible
causes (diet, stress,  Describe the signs and symptoms of CHD: angina pectoris, leading to myocardial infarction.
and smoking) and
preventative  Describe exercise, stopping smoking, careful diet and behavioural patterns as preventive measures.
measures.

(h) Identify red and white  Refer to practical experiment 7.2.


blood cells as seen
under the light
microscope on Experiment 7.2: Looking at blood cells
prepared slides, and (Biology Expression: Practical Workbook O-level Special Express, pp 53-56)
in diagrams and
photomicrographs. Online resources:
http://www.pennhealth.com/health_info/bloodless/blood_step2.html
http://www.blood.co.uk/pages/e17compn.html#plasma (both structure and functions of blood)
http://www.usc.edu/hsc/dental/ghisto/bld/ (photomicrographs of blood cells)

(i) List components of  Visualise a centrifuged blood sample.


blood as red blood  Describe blood: features and functions of the main components.
cells, white blood
cells, platelets, and
plasma.

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Topic 7: Transport in Humans
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(j) State functions of  State the functions of plasma – role of albumin, globulin, and fibrinogen.
blood: red blood cells
– haemoglobin and  State the function of erythrocytes – oxyhaemoglobin formation in oxygen transport and
oxygen transport; carbaminohaemoglobin in carbon dioxide transport.
white blood cells –
phagocytosis,  Understand the concept of acclimatisation at high altitudes.
antibody formation
and tissue rejection;  State the function of lymphocytes – phagocytosis and antibody production.
platelets – fibrinogen
to fibrin causing  State what immunity is.
clotting; plasma –
transport of blood  Understand tissue rejection – causes and ways of overcoming.
cells, ions, soluble
food substances,  State the function of platelets in blood clotting mechanisms.
hormones, carbon
dioxide, urea,
vitamins, and plasma
proteins.

(k) Describe the transfer  Describe how substances in the capillaries reach the cells of the body.
of materials between
capillaries and tissue  Describe lymph formation and the function of the lymphatic system.
fluid.
 Describe that lymph nodes produce lymphocytes and antibodies.

 Describe fluid exchange between tissue cells, lymph vessels and blood capillaries.

 Describe the differences between lymph, blood plasma and tissue fluid.

Online resource:
http://mail.stmarks.edu.hk/main/learning/resources/mafe45.html (tissue fluid animation)

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Textbook resources: 1 Ian J Burton – Topic 9 Transport in Human Beings


2 M & G Jones – 7 Transport
3 Mary Jones – Unit 8 Transport in Humans

Extension  Varicose veins


 Other types of blood vessels e.g. subclavian, jugular, carotid, thoracic duct
 Blood matching and haematology
 Heparin/warfarin in blood clotting and anticoagulants
 Different types of immunity and the different types of antibodies
 Oedema formation and elephantiasis
 Haemophilia: an inherited condition

Ideas to explore:

 Project: Visit the blood bank to learn how blood typing is done.

 Project: make a colourful bulletin board poster showing the heart. You may wish to supplement the poster with
a model of the human heart made from coloured plasticine.

 Challenge: Collect information from the RIPAS Hospital or the equivalent (JPMC Gleneagles Cardiac Centre),
concerning the various cardiovascular diseases. Prepare a report for presentation to students to discourage
them from smoking tobacco.

 Challenge: Many physicians believe aerobic exercise can help reduce the risk of cardiovascular diseases.
Prepare a report on aerobic exercise and cardiovascular disease.

Apply their knowledge gained from this section in other situations:

 Making analogies: Use your comparing and contrasting skills to explain the following analogies: a) the human
heart is like a pump; b) the blood plasma is like an internal sea that continuously bathes our cells; and c) the
blood circulatory system is like a railroad.

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 Designing an experiment: Suppose you have 4 samples of blood of which 2 samples were not labelled. Only
blood groups A and B have their labels intact. Design an experiment to find out the blood groups of the 2
unlabelled samples.

 Developing a hypothesis: In the peculiar condition known as haemophilia, the blood clots very slowly and
internal bleeding is especially difficult to control. Women are not ordinarily affected. If a normal woman
marries a man who is haemophiliac, all their sons will not be affected but their daughters will transmit the
condition to their sons. Why does this defect skip a generation?

Making new connections:

 Biology and Chemistry: Blood transfusions were used on large-scale in World War I. Sodium citrate was used as
a safe anticoagulant. Prompt refrigeration then made it possible to keep whole blood for 5 to 7 days. Explain
the role of sodium citrate in the chemical reaction which prevents blood from clotting.

 Biology and Physics: The electrocardiograph is an instrument that amplifies and records the small voltages
produced by the beating of the heart. Why are electrodes placed on the left and right wrists when recordings
are done? Would it be more accurate to insert the electrodes into the cardiac muscles of the heart?

 Biology and History: The leader of the Russian Revolution, Lenin, died from a degenerative disease of the
circulatory system called arteriosclerosis in 1924. Would the course of world history be any different if laser was
discovered and Lenin was given medical treatment then?

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