Scheme of Work Cambridge International as & a level

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bio scheme of work

Extension activity: Identify ways in which the diseases listed in the syllabus could be linked. For example, tell learners why there is often a correlation in disease pattern, e.g. a greater risk of being infected with TB in people with HIV/AIDS.

10.2 Antibiotics

KC1

KC2

10.2.1 Outline how penicillin acts on bacteria and why antibiotics do not affect viruses.

10.2.2 Discuss the consequences of antibiotic resistance and the steps that can be taken to reduce its impact.

Learners prepare for this lesson in advance by ‘flipping the classroom’. Provide a series of questions from Paper 1 for them to research using textbooks and the internet. The intention of these questions is to trigger interest and enrich the dialogue at the start of this lesson. (I)

Learners produce a series of flash cards that have a key term related to antibiotics on one side, and a definition or explanation regarding how that term relates to the mechanism of penicillin action, for example, ‘peptidoglycan’ on one side of the card and ‘cross links between these molecules do not form in the cell wall of growing cells’ on the other side. (I)

Learners prepare a brief document, listing how bacterial antibiotic resistance is reduced. Points to consider in reducing impact include: dosage; length of treatment; use of narrow-spectrum antibiotics; identify correctly the causative organism; hygiene and aseptic conditions in areas such as hospitals; measures to reduce the impact of antibiotic therapy with farm animals. (I)

Extension activity: Learners suggest how some bacteria have resistance to antibiotics. For example, they may have enzymes such as beta-lactamase that hydrolyse the toxin.

Each learner writes a question about something from the topic of antibiotics on a coloured paper strip and the answer on another paper strip of a different colour. In groups of 8–10, hand out the strips so that each learner gets a question and an answer. One learner reads out their question, and the learner with the right answer then reads it out, followed by their question. (F)

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