Heart Christmas questions

Lung disease questions

Asthmas Christmas questions

Christmas holiday homework- due monday 6th Jan

Task 1. glossary
make a glossary of the keywords (some of you may have already started this)
keywords listed below.

Task 2. immunity assessment task
(sheet given last lesson and on the blog posts last week.

AS AO1 Immunity Homework

Your task is to use your Biological knowledge and notes to answer the following question. You have 50 minutes to answer it in whatever way suits you. You can use diagrams or graphs if you wish. You will be assessed only on what you produce, so be precise as well as concise. Breadth of topic coverage is important also.

Grades for this homework are in the previous post.

Task 3. reading-
read and make notes on cell mediated immunity. You will be making a presentation/ handout/ video about cell mediated immunity in the first lesson back so be prepared! I will ask to see your notes.

Book: Nelson and Thornes
read p 104-106
and complete summary questions on page 106

Book: AS biology (the one on the dynamic learning website) by Bill Inge
read p 103-107
don't do the HIV and Tcells activity

Task 4. exam questions!
I will be putting unit 1 exam questions and markschemes on the blog over the holidays- have a go at the ones for topics you have found more difficult (as indicated by your test and assessment questions throughout term 1 & 2). It is up to you how many you do, but you all need to do at least one! The more you do the better!

Keywords for glossary:
specific defence mechanism
non-specific defence mechanism
physical barriers (mechanical, physical, biological, chemical)
phagocytes
phagocytosis
phagosome
phagolysosome
monocytes
neutrophils
chemotaxis
macrophages
lysosome
vesicle (phagocytic vesicle)
pathogen
pathogenic
lymphocyte
B-cell/ lymphocyte
T-cell/ lymphocyte

• T-helper cells
• T-suppressor cells
• Killer T-cells
• Memory T-cells

memory cell
humoral response
antibody
monoclonal antibodies (MABs)
antigen
epitope
antigen-binding sites ('sticky ends')
vaccine
histamine
MHC-major histocompatibility complex-protein
endocytosis
exocytosis
inflammation

Humoral response summary image from Nelson and thornes book page 108

Antibody structure

Humoral immunity response graph

Humoral immunity- pages to read

Read pages 107-111 in the Nelson and thrones as biology book 

Immunity Christmas homework

AS AO1 Immunity Homework

Your task is to use your Biological knowledge and notes to answer the following question. You have 50 minutes to answer it in whatever way suits you. You can use diagrams or graphs if you wish. You will be assessed only on what you produce, so be precise as well as concise. Breadth of topic coverage is important also.

Task:

Describe how the body protects itself from infection

grade	A/B	C/D	E/U
content	You will demonstrate a knowledge and understanding of most of the principles, concepts and facts covered at AS within the digestion part of Unit1. You will have selected relevant information to answer the task. You will have organised and presented information clearly in appropriate forms using appropriate scientific terminology correctly. You will evaluate the models and theories which are found within the subject.	You will show understanding of some fundamental principles and concepts and facts covered at AS. You will select biological knowledge relevant to the particular situation or context and present your ideas clearly and logically. You will use appropriate scientific terminology. Your response will be generally correct, relevant and logical. Your answer shows some logic and coherence although it may include some irrelevant material.	You will demonstrate some knowledge and understanding of the facts beyond GCSE covered at AS. You will include a few simple examples. You will have selected some relevant information to answer the task. You will present information using basic terminology.

Specification:

·         Phagocytosis and the role of lysosomes and lysosomal enzymes in the subsequent destruction of ingested pathogens.

·         Definition of antigen and antibody.

·         Antibody structure and the formation of an antigen-antibody complex.

·         The essential difference between humoral and cellular responses as shown by B cells and T cells.

·         The role of plasma cells and memory cells in producing a secondary response.

·         The effects of antigenic variability in the influenza virus and other pathogens on immunity.

Summary from mondays lesson- immunity so far!

1st line of defence:

Mechanical, biological, physical and chemical

 

examples below

 

Skin 

Dry; composed of dead cells containing keratin (protein) – keratin cannot be

digested easily – protective barrier to pathogens; outer layer of cells are   shed taking bacteria with them.  Microbes can only penetrate when surface is broken; shedding of skin

Sebum (sebaceous glands) contains long chain fatty acids – lowers pH (acidic- pH 5.4) – inhibits growth of microorganisms and viruses

Sweat (sweat glands) – contains lysozyme – digests cell wall of bacteria

Tears – lysozyme and washing action 

Gut

Saliva – lysozyme; amylase

HCL acid in stomach – destroys ingested bacteria

Mechanical flushing – due to movement of contents and fibre

Respiratory tract

Mucus (goblet cells) – traps particle and microorganisms

Cilia – sweeps mucus towards throat

Urinary/Reproductive tract

Semen (male) – spermine – antibacterial

Vagina – mucus membrane - acidic (lactic acid)

Urethra – acidic (due to acidic urine); washing action of urine

2nd line of defence:

•Pathogen recognised as foreign – pathogen is antigenic; chemotaxis

•Pathogen attached to phagocyte by antibody and surface receptors

•Engulfed by phagocyte by endocytosis – invagination of plasma cell membrane to form a phagosome (a membrane bound vesicle containing the pathogen)

•Lysosomes (containing lysins & hydrolytic enzymes) fuse to phagosome

•Release of H2O2, HCl, free radicals into phagosome

•Digest pathogen – harmless products removed (egested / excreted)  or used by phagocyte

•Phagocyte also displays antigenic components on external surface of plasma cell membrane (antigen presentation) to start immune response

3rd line of defence:

Immune Response

Body’s reaction to a foreign antigen or pathogen

Antigen

Substances capable of eliciting  the immune response (production of antibodies – which are usually proteins – termed immunoglobulins).  Any agent (foreign) to which an Ab can bind

Antibody

Immunoglobulin (proteins) produced in response to antigen during the immune response

Agglutinate (clump) pathogens (antigens) – for easier phagocytosis

Coat pathogen – to attract other chemicals (termed complement proteins), that destroy the pathogen

Humoral response notes

• Antibodies are proteins that recognise and bind to specificantigens

• Antigens are foreign substancesthat stimulate the production of antibodies

• Many of the molecules on the surface of viruses and bacteria are antigens

 

B-lymphocytes

-made in bone marrow

-mature in the spleen

-pcells (plasma cells) produce initial antibody production for primary response.

-mcells (memory cells) remain dormant until activated by the presence of the antigen and then produce antibodies of the seconary response.

 So

•If an antigen invades your body a second time, a much faster response occurs which produces much larger quantity of the required antibody.

•When activated B-cells are dividing during the primary response, some cells stop dividing and secreting antibody and become  memory cells.

• Large numbers of memory cells remain in the body for a long time…

• …they are capable of producing large amounts of antibody very quickly when stimulated.

 

Humoral response animations

humoral response animations

 

http://bcs.whfreeman.com/thelifewire/content/chp18/1802004.html

 

http://www.bio.davidson.edu/people/sosarafova/Assets/Bio307/liwoeste/Humoral%20Immune%20Response.html

 

http://www.dnatube.com/video/951/The-humoral-immune-response

 

http://highered.mcgraw-hill.com/sites/0072943696/student_view0/chapter14/animation__the_immune_response.html

Immunology glossary- start to build this up throughout the topic

specific defence mechanism
non-specific defence mechanism
physical barriers (mechanical, physical, biological, chemical)
phagocytes
phagocytosis
phagosome
phagolysosome
monocytes
neutrophils
chemotaxis
macrophages
lysosome
vesicle (phagocytic vesicle)
pathogen
pathogenic
lymphocyte
B-cell/ lymphocyte
T-cell/ lymphocyte

• T-helper cells
• T-suppressor cells
• Killer T-cells
• Memory T-cells

memory cell
humoral response
antibody
monoclonal antibodies (MABs)
antigen
epitope
antigen-binding sites ('sticky ends')
vaccine
histamine
MHC-major histocompatibility complex-protein
endocytosis
exocytosis
inflammation

Dynamic learning- online text book pages to read

Immunology- pages 100-112

Bring in your notes from your reading!

Defence systems- Miss Timms Tuesday 3rd Dec

immunology specification

Homework- immunology Miss Timms

You are to produce a presentation on ;

B cells and humoral immunity.

You are to work in pairs

You need to be ready to present your topic by powerpoint week on Tuesday 17th December (emailed to me by Friday 13th December-rtimms@kaacademy.org). Your powerpoint needs to include relevant diagrams, pictures and concise key points.

You also need to produce a handout of questions or other activities which will test your listeners understanding.

Make sure you fully explain the following in your presentation.

B cells (lymphocytes)

B cells response to foreign antigens

Antibodies – include structure

Role of plasma cells

Role of memory cells

Primary response

Secondary response.

Good luck!

Homework- alveolar and asthma questions

Complete the question pack I have given you in the lesson
answers will be uploaded on friday!

TB extension work-Miss Timms

Produce a factsheet about the prevention & control of pulmonary tuberculosis.

Good websites:

The World Health Organisation (WHO):

http://www.who.int/tb/strategy/en/index.html

The Global Fund:

http://onemillion.theglobalfund.org/page/signup/fighting-tuberculosis?source=BSDads_GoogleSearch_+B448_13328320050

Center for Disease Control (CDC):

http://www.cdc.gov/mmwr/preview/mmwrhtml/00019922.htm

Thurs 21st- Miss Hadgkiss

I will be away for Thursday lesson but you MUST complete the following during the lesson time and given in.

1).  Research the difference between light microscopes, TEM (transmission electron microscope) and SEM, (scanning electron microscope).  Make notes on HOW they work and any special preparation slides have to undergo.

2).  Answer the following:

a). List the organelles that can be seen:

i)With the light microscope

ii)With the electron microscope only.

b). What advantages has:

i)The TEM over the SEM?

ii)The SEM over the TEM?

●

3).  Research the structure and function of a chloroplast.

4).  Answer the exam questions.  Please finish these for homework.

Homework 123B1- Miss Timms (due 19th Nov)

Lung disease and ventilation questions- due Tuesday 19th 

The graph shows the pattern of breathing in a person sitting at rest.

(a)      (i)      What is the name given to the volume of air labelled A?

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(1)

(ii)     Explain how you would calculate the volume of air taken into the lungs in one minute.

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(1)

          One way in which hospitals test how well the lungs are working is to measure the gas transfer factor. This is done by measuring the uptake of carbon monoxide from a single breath of air containing 0.3% carbon monoxide.

(b)     (i)      By what process would carbon monoxide pass from the air in the alveoli to the blood in the lung capillaries?

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(1)

(ii)     Suggest why carbon monoxide is used for this test.

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(2)

(c)     Interstitial lung disease is a disease in which the alveolar walls become thicker.
Explain why the gas transfer factor would be low in a person who had interstitial lung disease.

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(1)

(Total 6 marks)

Read the following passage.

          Several diseases are caused by inhaling asbestos fibres. Most of these
diseases result from the build up of these tiny asbestos fibres in the lungs.

          One of these diseases is asbestosis. The asbestos fibres are very small and
enter the bronchioles and alveoli. They cause the destruction of phagocytes
and the surrounding lung tissue becomes scarred and fibrous. The fibrous               5
tissue reduces the elasticity of the lungs and causes the alveolar walls to
thicken. One of the main symptoms of asbestosis is shortness of breath
caused by reduced gas exchange.

          People with asbestosis are at a greater risk of developing lung cancer. The time
between exposure to asbestos and the occurrence of lung cancer is 20–30 years.   10

          Use information in the passage and your own knowledge to answer the following questions.

(a)     Destruction of phagocytes (lines 4–5) causes the lungs to be more susceptible to infections. Explain why.

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(2)

(b)     (i)      The reduced elasticity of the lungs (lines 6–7) causes breathing difficulty.
Explain how.

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(2)

(ii)     Apart from reduced elasticity, explain how changes to the lung tissue reduce the efficiency of gas exchange.

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(4)

(c)      (i)      Doctors did not make the link between exposure to asbestos and an increased risk of developing lung cancer for many years. Use information in the passage to explain why.

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(1)

(ii)     Give one factor, other than asbestos, which increases the risk of developing lung cancer.

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(1)

(Total 10 marks)

Miner’s lung is a disease caused by breathing in dust in coal mines. The dust causes the alveolar epithelium to become thicker. People with miner’s lung have a lower concentration of oxygen in their blood than healthy people.

(a)      (i)      Describe the path by which oxygen goes from an alveolus to the blood.

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(2)

(ii)     Explain why people with miner’s lung have a lower concentration of oxygen in their blood.

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(1)

(b)     In healthy lungs, a gradient is maintained between the concentration of oxygen in the alveoli and the concentration of oxygen in the lung capillaries.

(i)      Describe how ventilation helps to maintain this difference in oxygen concentration.

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(2)

(ii)     Give one other way that helps to maintain the difference in oxygen concentration.

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(1)

(c)     Scientists investigated the number of cases of miner’s lung reported in Britain between 1992 and 2006.

                  

          Coal mining in Britain had been dramatically reduced by 1990.

          Some scientists concluded that the rise in reported cases of miner’s lung after 1992 shows that the disease takes a long time to develop.

          Evaluate this conclusion.

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(2)

(Total 8 marks)