Scheme of Work for Option F

Cambridge Biology for the IB Diploma

Scheme of work for Option F, Microbes and biotechnology

Syllabus Content Time Outline of lessons Coursebook Worksheets Teacher’s section required resources resources / Teaching ideas F1 Diversity of 4 lessons  Outline the classification p437–442 Support: Q1 Practical microbes and the reasons for the activity: Gram- reclassification of the Short-answer staining yoghurt three domains; Qs p442 bacteria distinguish between the characteristics of the three domains  Outline the diversity of the methanogens, thermophiles and halophiles (Archaea), and the diversity of Eubacteria; state that some bacteria form aggregates  Compare the structure of Gram-positive and Gram-negative Eubacteria  Outline the diversity of structure of viruses; outline the diversity of microscopic eukaryotes F2 Microbes and 4 lessons  State the roles and show p442–448 Support: Q2 Practical the the positions of activities: environment Rhizobium, Azotobacter, Short-answer research the Nitrosomonas, Qs p448 importance of Nitrobacter and End-of-chapter reed beds in the Pseudomonas Qs p468–470: developing and denitrificans in the Q4 developed nitrogen cycle; indicate world; discuss the conditions needed for the importance denitrification and of biofuels in the nitrification; list other future of roles of microbes in humans; ecosystems including investigation of roles as producers and as BOD; visit the decomposers virtual museum of microbes  Explain the consequences of raw Link to ICT: sewage and nitrate data logging release into rivers  Outline the use of saprotrophic bacteria sewage treatment in filter and reed beds  Explain the use of methane from biomass

F3 Microbes and 2–3  Explain how reverse p448–452 Link to bio- lessons transcriptase is used and TOK: technology how it produces DNA TOK p451 the from RNA in molecular Short-answer importance of biology Qs p452 gene therapy  Outline the use of viral End-of-chapter vectors in gene therapy Qs p468–470: and distinguish between Q2 somatic and germ line therapy; discuss the risks of gene therapy F4 Microbes and 3 lessons  Explain the use of yeast p452–455 Support: Q3 Practical food in producing beer, wine activities: food production and bread Short-answer Extension: preservation – Qs p455 Q1 investigation  Outline the production of with frozen peas; soy sauce and explain End-of-chapter Qs p468–470: preparation of how acids, salt and sugar bread are used in food Q1 preservation  Outline the symptoms, transmission and treatment of one type of food poisoning F5 (HL) Metabolism 2 lessons  Define, give examples of p455–457 Practical of microbes and compare the activity: following in terms of Short-answer discuss the their energy and carbon Qs p457 importance of sources: bioremediation ‘photoautotrophs’ and in the modern ‘photoheterotrophs’; world ‘chemoautotrophs’ and ‘chemoheterotrophs,  Explain the use of bacteria in bioremediation of soil and water; draw a diagram to show the filamentous cyanobacterium Anabaena

F6 (HL) Microbes and 4–5  Consider the methods of p457–467 Extension: Link to disease lessons entry of pathogens and Q2, Q3 distinguish between TOK p467 intracellular and Short-answer Aspects of extracellular infection Qs p467 internationalism: (using as examples cooperation and Chlamydia and End-of-chapter prevention of Streptococcus); Qs p468–470: pandemics; the distinguish between Q3 epidemiology of endotoxins and flu and vaccine exotoxins development  Evaluate irradiation, pasteurisation, antiseptics and disinfectants as methods of controlling microbial growth; outline the mode of action of antibiotics  Outline the lytic life cycle of the influenza virus and discuss the epidemiology of one example of a pandemic  Describe the cause, transmission and effects of malaria Note: 1 lesson = approximately 40 minutes