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Introduction
The Road map starting on page 2 is a suggested route through Topic 1.
The learning outcomes are numbered as in the specification.
There is an AS summary chart at the end of the guidance notes. This shows where
concepts are introduced and revisited in later topics.
If two teachers/lecturers are sharing a group for Topic 1, the first could start at Session 1
with the second starting at Session 8 and completing the remaining sessions in a slightly
different order 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 11, 20/21, 22 and 23. This means
that the second teacher would have a larger chunk of the content. The first teacher could
either start the next topic once they have done sessions 1 to 7, or pick up Sessions 2023.
By the time the students do blood pressure, Session 11, with the second teacher, they
should have covered the structure of blood vessels (session 5) with the first teacher.
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 Road map grid below. They are
underlined in the Guidance notes below. In the Road map grid, activities are in italics if there
is an additional activity covering the same material more directly. Choose which activities
students complete, and substitute your own activities as appropriate.
The Core practicals, and any other practicals completed by students, can be used to verify
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.
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Possible activities
Introductory presentation
(Interactive)
Activity 1.1 Marks and Peters
stories (A1.01L)
GCSE review and GCSE
review test (Interactive)
Activity 1.2 Demonstrating
mass flow (A1.02L) (Practical)
Read Key biological principles
box and complete questions
including Checkpoint question
1.1
Activity 1.3 Structure of the
heart (dissection) (A1.03L)
(Practical)
Activity 1.4 Structure of the
heart (simulated dissection)
(Interactive tutorial alternative
to Activity 1.3) (A1.04L)
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Possible activities
Salters-Nuffield Advanced Biology, Edexcel Pearson University of York Science Education Group 2008
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Possible activities
Molymods or other models
could be used.
Carbohydrate structure
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3 Distinguish between
monosaccharides, disaccharides and
polysaccharides (glycogen and starch
amylose and amylopectin) and relate
their structures to their roles in
providing and storing energy (-glucose
and cellulose are not required in this
topic).
4 Describe how monosaccharides join
to form disaccharides (sucrose, lactose
and maltose) and polysaccharides
(glycogen and amylose) through
condensation reactions forming
glycosidic bonds, and how these can be
split through hydrolysis reactions.
Use of immobilised enzymes
4 Describe how monosaccharides join
to form disaccharides (sucrose, lactose
and maltose) and polysaccharides
(glycogen and amylose) through
condensation reactions forming
glycosidic bonds, and how these can be
split through hydrolysis reactions.
Lipid structure
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20/21
Possible activities
Using information in the
student book, prepare a leaflet
explaining in simple terms
about HDLs and LDLs in
relation to heart disease.
Activity 1.18 Cholesterol and
CVD correlation or causal
link? (A1.18L)
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Possible activities
Activity 1.25 Making decisions
(A1.25L)
Extension 1.3 Functional foods
and CHD (A1.3L)
Extension 1.4 New treatments
for coronary heart disease
(X1.04S)
Salters-Nuffield Advanced Biology, Edexcel Pearson University of York Science Education Group 2008
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Students could use the animation to complete the Checkpoint question, and be asked to
learn details of the cycle for a test at the start of the following session. The worksheet could
then be used for the assessment exercise.
The student book introduces heart attacks and ischaemic strokes, and describes in detail
what happens in the process of atherosclerosis. (We do not use the term hardening of the
arteries for this process, because with advancing years artery walls do become less elastic
and harden whether or not there is any atherosclerosis.)
Activity 1.8 Atherosclerosis (A1.08L)
It is best if students read the sections on both atherosclerosis and blood clotting in the
student book before completing this activity. They could read these sections in advance of a
lesson, or in the first half of a lesson, without making notes. Groups of students could each
be given the key word cards to sort into the correct description. The first sheet of the activity
would not need to be copied and distributed if oral instruction were given. Each student
could be asked to produce their own description, flow chart or series of annotated diagrams.
Alternatively, diagrams of sections of a normal and a diseased artery could be annotated to
explain the processes.
There are more micrograph diagrams available on the websites in the weblinks accompanying
this activity.
Students should realise why only arteries are prone to atherosclerosis. After the previous three
activities they should be able to suggest the reasons these are also explained in the student
book. There is more detail on the measurement and control of blood pressure later in the topic.
The consequences of atherosclerosis are described in the student book. Detailed knowledge of
the symptoms of CVD are included in a Did you know box but not required by the specification.
. The British Heart Foundation and Stroke Association have good websites with detailed
accounts (see general web-links for Topic 1).
Extension 1.1 Someone saved my life today (X1.01S)
Cardiopulmonary resuscitation (CPR) is not in the specification learning outcomes, but it
reinforces the need for the heart and circulation. Compression of the chest maintains circulation
while ventilation ensures a continued supply of oxygen to the blood. This activity would raise
students awareness of life-saving skills. The British Heart Foundation Heart Start programme
teaches emergency life support (ELS) skills in school.
Extension 1.2 Techniques used in medical diagnosis of CVD (X1.02S)
This extension included details of the techniques used in the diagnosis of CVD. The use of
ECG, CAT and MRI are all included in the A2 course.
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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 1 with examination-style questions
on the teachers and technicians sites. A mark scheme is also available on these sites. The
questions are similar in layout and style to those 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.
Salters-Nuffield Advanced Biology, Edexcel Pearson University of York Science Education Group 2008
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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
Biological
molecules
(monomers
combine to form
polymers)
Topic 1
Carbohydrate structures and
roles in providing and storing
energy (not cellulose)
Lipid structures
Topic 2
Phospholipids
Protein structures
Structures of DNA and RNA
Enzymes
Chemical
reactions
Effect of enzyme
concentration on rate of reaction
Condensation and hydrolysis
reactions
Antioxidants and radicals
Cell structure
Topic 3
Condensation reactions
Hydrophobic and
hydrophilic effects
Genes help
determine the
nature of
organisms
Cell cycle
Energy
Topic 4
Starch and cellulose structures and
functions
Condensation reactions
Genetic diversity
Salters-Nuffield Advanced Biology, Edexcel Pearson University of York Science Education Group 2008
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Concept
Transport in and
out of cells
Topic 1
Transport in
organisms to
and from
exchange
surfaces
Organisms
exchange
materials with
the environment
Mass transport
Structure and function of the
circulatory system
Solvent properties of water
Inheritance
Topic 2
Passive transport, diffusion,
facilitated diffusion, osmosis,
active transport, exocytosis and
endocytosis
Topic 4
Diffusion and osmosis
Adaptation
Evolution by natural selection
Monohybrid inheritance
Gene therapy
Evolution and
natural selection
Classification
Interactions with
the environment
Gene technology
Topic 3
Protein transport
Gene therapy
Genetic screening and
embryo testing
Salters-Nuffield Advanced Biology, Edexcel Pearson University of York Science Education Group 2008
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Concept
Topic 1
Topic 2
Topic 3
Diabetes
Melanocyte stimulating
hormone (MSH)
Risk and
perception
Maths/science
skills
Calculating probabilities,
correlation and causation,
calculating obesity indicators,
analysis of quantitative health
data
Continuous/discontinuous
variation
Cancer
Ethical frameworks
Genetic screening
Stem cells
Health and
Disease
Ethics
Applications of
biology
Topic 4
importance of water and mineral ions to
plants
Sphygmomanometers / blood
pressure monitors
Use of scientific knowledge to
reduce health risk
Salters-Nuffield Advanced Biology, Edexcel Pearson University of York Science Education Group 2008
This sheet may have been altered from the original.
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