Biology teacher teaching GCSE students GCSE Biology. I would like to start as soon as possible with a small group of GCSE students looking to improve their Biology knowledge.
Describe health as a state of complete physical, mental and
social well-being and not merely the absence of disease or
infirmity, as defined by the World Health Organization (WHO)
5.2 Describe the difference between communicable and
non-communicable diseases
5.3 Explain why the presence of one disease can lead to a higher
susceptibility to other diseases
2c, 2d, 2g
4a, 4c
5.4 Describe a pathogen as a disease-causing organism, including
viruses, bacteria, fungi and protists
5.5 Describe some common infections, including:
a cholera (bacteria) causes diarrhoea
b tuberculosis (bacteria) causes lung damage
c Chalara ash dieback (fungi) causes leaf loss and bark
lesions
d malaria (protists) causes damage to blood and liver
e HIV (virus) destroys white blood cells, leading to the onset
of AIDS
fB stomach ulcers caused by Helicobacter (bacteria)
gB Ebola (virus) causes haemorrhagic fever
5.6 Explain how pathogens are spread and how this spread can be
reduced or prevented, including:
a cholera (bacteria) – water
b tuberculosis (bacteria) – airborne
c Chalara ash dieback (fungi) – airborne
d malaria (protists) – animal vectors
eB stomach ulcers caused by Helicobacter (bacteria) – oral
transmission
fB Ebola (virus) – body fluids
5.7B Describe the lifecycle of a virus, including lysogenic and lytic
pathways
5.8 Explain how sexually transmitted infections (STIs) are spread
and how this spread can be reduced or prevented, including:
a Chlamydia (bacteria)
b HIV (virus)
5.9B Describe how some plants defend themselves against attack
from pests and pathogens by physical barriers, including the
leaf cuticle and cell wall
5.10B Describe how plants defend themselves against attack from
pests and pathogens by producing chemicals, some of which
can be used to treat human diseases or relieve symptoms
5c
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Biology
Specification – Issue 3 – February 2018 © Pearson Education Limited 2018
21
Students should: Maths skills
5.11B Describe different ways plant diseases can be detected
and identified, in the lab and in the field including the
elimination of possible environmental causes,
distribution analysis of affected plants, observation of
visible symptoms and diagnostic testing to identify
pathogens
2d
4c
5c
5.12 Describe how the physical barriers and chemical defences of
the human body provide protection from pathogens, including:
a physical barriers, including mucus, cilia and skin
b chemical defence, including lysozymes and hydrochloric
acid
5c
5.13 Explain the role of the specific immune system of the human
body in defence against disease, including:
a exposure to pathogen
b the antigens trigger an immune response which causes the
production of antibodies
c the antigens also trigger production of memory
lymphocytes
d the role of memory lymphocytes in the secondary response
to the antigen
5.14 Explain the body’s response to immunisation using an inactive
form of a pathogen
2c, 2g
4a, 4c
5.15B Discuss the advantages and disadvantages of immunisation,
including the concept of herd immunity
2d, 2g
4a, 4c
5.16 Explain that antibiotics can only be used to treat bacterial
infections because they inhibit cell processes in the bacterium
but not the host organism
5c
5.17B Explain the aseptic techniques used in culturing
microorganisms in the laboratory, including the use of an
autoclave to prepare sterile growth medium and petri dishes,
the use of sterile inoculating loops to transfer microorganisms
and the need to keep petri dishes and culture vials covered
5.18B Core Practical: Investigate the effects of antiseptics, antibiotics
or plant extracts on microbial cultures
1a
2c, 2f
5c
5.19B Calculate cross-sectional areas of bacterial cultures and clear
agar jelly using pr2
1a
2c
5c
5.20 Describe that the process of developing new medicines,
including antibiotics, has many stages, including discovery,
development, preclinical and clinical testing