Professional Documents
Culture Documents
BC GCE O-LEVEL
BIOLOGY 5090
SCHEME OF WORK
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SPN21 ‘O’ Level Biology SoW
EDITORIAL ADVISORS
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SPN21 ‘O’ Level Biology SoW
G Organisms and the Environment 15 Relationships of Organisms with One Another and with the Environment
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SPN21 ‘O’ Level Biology SoW
G Organisms and the Environment 15 Relationships of Organisms with One Another and with the Environment
YEAR 5
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SPN21 ‘O’ Level Biology SoW
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.
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
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Topic 7: Transport in Humans
SPN21 ‘O’ Level Biology SoW
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.
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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.
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Topic 7: Transport in Humans
SPN21 ‘O’ Level Biology SoW
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Topic 7: Transport in Humans
SPN21 ‘O’ Level Biology SoW
(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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Topic 7: Transport in Humans
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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.
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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Topic 7: Transport in Humans
SPN21 ‘O’ Level Biology SoW
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?
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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Topic 7: Transport in Humans