Year 9 Science

9B5: Microbes, disease and

drugs

Home-Learning Challenge

Name: ________________________________________

Form: ___________

9B5 Module Overview and Home-Learning

Subject: Science - Biology Year: 9 Half-Term: 1, 2 or 3

Topic: Microbes, disease, drugs

Module Overview:

Pathogens

Body’s defence

Aseptic techniques

Vaccinations

Dangers and effects of cannabis and alcohol

Exploring addiction

Assessment:

1. Completion of an extended written task. This will take place in lessons and will be assessed based on the quality of the writing as well as the scientific content. Students will be given formative feedback on this piece of work and will be expected to re-draft it based on the feedback.

2. An end of module test involving short answers to exam questions related to the topics studied in the module. Students will be given the date of this test in advance by their teacher and will be expected to revise for it independently (see attached revision list).

Home-Learning:

Completion of tasks:

All students are expected to complete the bronze level tasks. These are designed to consolidate students’ knowledge of the key concepts met in the unit. Students who complete the all the bronze level tasks to a suitable standard will be rewarded with one house point. We would expect most students to attempt the silver level tasks. These tasks are designed to deepen the students’ understanding of the concepts met in the unit. Students who complete the all the silver level tasks to a suitable standard will be rewarded with two house points. We would expect some students to attempt the gold level tasks. These tasks are designed to challenge the students and extend their knowledge beyond what they may have learnt in class. Students who complete the all the gold level tasks to a suitable standard will be rewarded with three house points. Students are expected to be familiar with all the key words listed in the glossary but completion of the definitions is optional. A bonus house point will be awarded to students who complete the definitions.

Tasks:

Task Challenge

Level Task detail Outcome Date

1 Bronze ‘Types of pathogens” – questions on pathogens and from the periodic table.

Completion of task sheet 1

2 Bronze ‘Edward Jenner and vaccination’ – questions on Edward Jenner and vaccinations.

Completion of task sheet 2

3 Bronze ‘Drug definition” – identifying drug key words with the descriptions.

Completion of task sheet 3

4 Silver ‘Childhood diseases’ – answer the questions using the table provided.

Completion of task sheet 4

5 Silver ‘Bacteria in milk?’ – analysing data bacteria in milk

Completion of task sheet 5

6 Silver ‘Killing bacteria: answer the questions linked the work of Alexander Fleming.

Completion of task sheet 6

7 Gold ‘Measles vaccination” – Analyse and answer the questions linked to the graph provided. .

Completion of an annotated

timeline following

instructions on task sheet 7

8 Gold ‘Modern day epidemics’ – internet research on how to prevent the epidemic of one disease.

Completion of task sheet 8

9 Gold ‘Driving under the influence – reading and comprehension task.

Completion of task sheet 9

Key Words Glossary

At the back of the booklet is a list of key words for the module with space to write in definitions – completion is optional but students should be familiar with these words and their definitions.

Optional completion of

glossary definitions

Resources to help complete the tasks:

http://www.bbc.co.uk/education/guides/zt2hpv4/revision CGP Revision Guide

Task Sheet 1 (Bronze Challenge):

Types of pathogen

1 Match the names to their correct description.

You can either draw lines between them or colour code them.

2 Here are some products.

A Find the products that are made using fungi. Colour them green.

B Find the products that are made using bacteria. Colour them blue.

C Find the products that are made without using bacteria or fungi. Colour

them red

Louis Pasteur

microorganisms

microbes

bacteria

viruses

fungi

Another name for microorganisms.

Yeast is a single-celled one.

Some are made of long threads.

Showed, in 1881, that food goes bad

because 'germs' we can't see land on it.

The proper name for the tiny living

things sometimes called 'germs'.

Single-celled organisms.

Smaller than bacteria. They are not

made of cells.

antibiotics

can of beer

cola

biscuits yoghurt

bread

cheese

Quorn

wine

Task Sheet 2 (Bronze Challenge):

Edward Jenner and Vaccinations

1 Use words from this list to fill in the gaps.

a An injection of dead microbes into your body so that you make antibodies is

called .

b If the live microbes infect your body, the

are ready to fight them. You have been . You won’t get the

disease because you are now

to it.

c has been wiped out completely all over the Earth, thanks

to vaccination.

2 Edward Jenner made an important discovery. Here is the story of his discovery.

The story is all muddled up! Number them in order.

a Edward Jenner took

some pus from some

cowpox sores on a

milkmaid’s hands.

b Edward Jenner called his

discovery vaccination.

c Edward Jenner put some

pus from smallpox sores

into James Phipps.

James didn’t get

smallpox.

d Edward Jenner put the pus

from the cowpox into

James Phipps. James got

cowpox, and he got better

quickly.

immune antibodies vaccination

smallpox immunised

Task Sheet 3 (Bronze Challenge): Drug definition

1 Look at this list of drugs.

a Colour the recreational drugs in blue.

b Colour the medical drugs in green.

c Colour the illegal drugs in red.

2 Draw lines to match the words to the descriptions.

drug

addictive drug

side effects

alcohol

heroin

cannabis

A drug that you want more of when

its effects have worn off.

This drug makes you feel happy. It is very addictive and can make you

lose consciousness or even die.

A substance that changes how your

body works, or how you think and

feel.

This drug makes you happy but confused,

or see things that aren' t there. It also

causes bronchitis, lung cancer and mental

problems.

This drug can make you feel more confident. It

can also make you feel sleepy. You can lose

your sense of balance and have slurred

speech. It slows your reactions down. It can

damage your liver and brain, and can cause

cancer.

Things that happen that aren' t the

main reason people take the drug.

alcohol cocaine caffeine aspirin

heroin nicotine cannabis antibiotics

Task Sheet 5 (Silver Challenge):

Childhood diseases

The table below gives information about a number of different diseases.

Look at the information in the table and answer the questions opposite.

Illness Symptoms and effects Transmission Where found How often

caught?

Chickenpox Itchy spots and mild

fever for 10–14 days.

Good recovery

Contact with

infected

person

International Once

Rubella Rash and slight fever.

Can cause brain damage

to unborn babies

Contact with

infected

person

International Usually

once

Mumps Painful swellings in neck

and groin. Can cause

sterility in adult men

Contact with

infected

person

International Once

Yellow fever Fever/head and stomach

pain/vomiting. Potentially

fatal

Mosquito

bites

All hot

countries,

especially

Africa and

India

Once

Tetanus Muscle paralysis.

Potentially fatal

From soil and

animal dung

International Once

Malaria Fever and shivering. May

cause death if not

treated in time

Mosquito

bites from a

mosquito

carrying the

parasite

Tropical

areas,

especially

Africa

From every

infected

bite

Meningococcal

meningitis

Fever. Inflammation of

brain tissue. Potentially

fatal

Coughs and

sneezes from

infected

people

International Once

Look at the information in the table about childhood illnesses.

a Lucy is going to Africa for her family holiday. Her doctor advises her to get

vaccinated before she goes. For which diseases has Lucy probably already been

vaccinated?

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b i Which other diseases would it be sensible to be vaccinated for, before she goes to

Africa? Explain why

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ii Why has Lucy not been vaccinated against these diseases before?

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c Two of the diseases are usually protected against in a single vaccination, in the UK.

This also protects against a third childhood illness. What is the third illness?

(Hint: ask an adult at home what MMR stands for.)

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d For one of the diseases in the table a vaccination is not possible. Which one?

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Task Sheet 6 (Silver Challenge): Bacteria in milk g The table below gives information about a number of different elements.

Look at the information in the table and answer the questions opposite.

1 Natalie counted the bacteria in some milk left in a warm place. The number of bacteria

doubled every 30 minutes.

Copy and complete the results chart below

Time (hours) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Number of

bacteria

1 2 4 8

i Draw a graph of Natalie’s results on graph paper opposite.

ii Describe the relationship between the rate at which bacteria increase and time.

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iii Each bacterium divides every 30 minutes. Explain why the graph is not a straight

line.

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iv Why would it be very hard to use this type of graph to estimate the number of

bacteria in Natalie’s milk after 24 hours?

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Task Sheet 7 (Silver Challenge):

Killing bacteria

Dr Fleming’s patient, Joan, had a lung infection.

Dr Fleming sent samples of her phlegm to the hospital

laboratory. In the lab, the scientists grew the

bacteria on agar plates. In the middle of each plate

they put one drop of antibiotic solution. They used a

different antibiotic on each plate.

Look at the diagrams. They show the lab results after

two days. The spots show where the antibiotic drop

was put. The shaded areas show where bacteria have

grown.

a Which antibiotics could Dr Fleming prescribe for his patient?

b Which antibiotic would be best? Explain why?

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c Which antibiotics should Dr Fleming avoid?

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d Joan is allergic to antibiotic B but not to the others. It causes a very itchy rash all

over her body. Normally it is given as a course of tablets lasting for seven days.

i Which antibiotic should Dr Fleming use instead?

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ii Why will Dr Fleming prescribe a 14-day course of this antibiotic?

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A B C

D E

Task Sheet 8 (Gold Challenge):

Measles vaccination

Measles is a very serious disease. Although most children who catch it recover

completely after a few days, sometimes it can result in serious complications such as

brain damage or deafness.

You are going to study a graph showing how the number of measles infections has

changed since vaccination was introduced in 1971.

Look at the graph. It shows how vaccination has reduced the number of cases of the

disease.

What was the number of cases of measles in 1962?

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State what happened to the number of cases of measles after mass vaccination was

started.

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Suggest why the number of cases of measles was dropping before mass vaccination

started.

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Suggest why between 1955 and 1965, the number of cases went up and down so much

each year.

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Measles vaccine is now given as part of the MMR vaccine that also protects against

mumps and rubella. Some parents were worried that this triple vaccine can be linked

to autism and are not having their children vaccinated.

What is autism?

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Describe the symptoms of mumps and rubella

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Suggest what could happen to the number of cases of measles in the UK is parents

were not having their children have the MMR vaccine.

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Task Sheet 9 (Gold Challenge): Modern day epidemics

You are going to use the Internet to research the causes and possible solutions of some

modern-day epidemics and then produce a poster based on your findings.

1. First of all decide which disease you wish to research. Some examples include:

AIDS

flu (influenza)

cholera

mumps

measles.

2. Decide on which key words you are going to use in your search.

For example, you might use:

epidemic

AIDS (or other named disease)

pandemic

disease

infectious.

3. Start your search, but be selective. Remember you are trying to find out about the

causes and solutions.

4. Produce a poster, based on your findings, on the page opposite. Your poster should

attempt to explain your findings in a user-friendly way to someone who knew nothing

about the disease you have been researching.

Tips on producing a good poster

Use colour – it makes it more eye-catching.

Keep it simple – too much detail makes it look untidy and cluttered.

Stick to a simple message that you want to get across.

Use diagrams and drawings to help the reader visualise key topics.

Task Sheet 10 (Gold Challenge):

Driving under the influence Read through the text and on the other page draw a spider chart with ‘Driving under the

influence’ at the centre. Highlight the:

Effects of driving under the influence

Consequences of driving under the influence

How to test if someone is driving under the influence.

Most people know that driving while under the influence of alcohol is dangerous. It is also

common knowledge that if you are found to be over the legal level of alcohol, you can be

charged, leading to a driving ban, a fine and a possible prison sentence.

Alcohol level in the breath is assessed first using a breathalyser test at the side of the

road. If this gives a positive result, the driver is then taken to a police station where breath

may be tested again or blood may be tested. The legal limit is 80 mg (milligrams) of alcohol

per 100 ml (millilitres) of blood.

Alcohol is a depressant drug, which means that it will slow down your body systems, including

your ability to react. After consuming alcohol, drivers are also more likely to take risks.

There is less awareness about the dangers and the consequences of driving under the

influence of other drugs. Driving under the influence of drugs carries the same penalties as

drink driving.

If a police officer believes that a driver may be under the influence of drugs other than

alcohol, they may carry out a ‘field impairment test’ at the roadside. This involves the driver

carrying out five activities that are simple when not under the influence of any drug but

difficult after taking drugs. The tests include standing on one leg while counting out loud,

touching the tip of the nose with a finger while the eyes are closed and walking toe to heel in

a straight line.

The description of driving under the influence of drugs does not differentiate between

prescription drugs and illegal drugs. It is the responsibility of the driver to ensure that any

prescription drugs do not affect their ability to drive safely.

In the last 30 years, the number of deaths caused by drink driving has fallen dramatically.

However, in 2011, there were still 230 fatalities due to drink driving. It is believed that

deaths caused by drug-driving are on the increase. Statistics show that in 2011 drug users

were almost twice as likely to drive under the influence than alcohol drinkers. One in five

drug users admitted to driving after taking drugs. One in every 100 drug users admitted to

driving under the influence almost every day.

Key Words Glossary

Microbes, disease and drugs:

bacteria

virus

white blood cell

immune system

antibody

agar

petri dish

clear zone

vaccination

Edward Jenner

stimulant

depressant

hallucinogen

addiction

dependency

recreational drug

unit of alcohol

liver cirrhosis

withdrawal