Problems and solutions to a Changing Environment

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Here I'll link up any posts to do with Problems and solutions to a Changing Environment
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Effects of Drugs

Reaction times and drugs: PCA

The damage caused by Smoking

The effects of Alcohol

Ethics and Transplants

Pathogens and Infection

Antiseptics and Antibiotics

Antiseptics: PCA

Interdependence and Food Webs

Parasites and Mutualists

Pollution

Pollutants and Plant Growth: PCA

Pollution Indicators

The Carbon Cycle

The Nitrogen Cycle


What you should be able to do:

EDEXCEL GCSE Science BIOLOGY UNIT B1 Influences on life

Topic 3 Problems of, and solutions to a changing environment

• 3.1 Be able to define a drug as a chemical substance, such as a narcotic or hallucinogen, that affects the central nervous system, causing changes in psychological behaviour and possible addiction
• 3.2 Be able to describe the general effects of:
  • a) painkillers that block nerve impulses, including morphine
  • b) hallucinogens that distort sense perception, including LSD
  • c) stimulants that increase the speed of reactions and neurotransmission at the synapse, including caffeine
  • d) depressants that slow down the activity of the brain, including alcohol
• 3.3 Revise any experiments-investigations you did on reaction times.
• 3.4 Be able to explain the effects of some chemicals in cigarette smoke, including:
  • a) nicotine as an addictive drug
  • b) tar as a carcinogen
  • c) carbon monoxide reducing the oxygen-carrying ability of the blood
• 3.5 Be able to evaluate data relating to the correlation between smoking and its negative effects on health.
• 3.6 Be able to evaluate evidence of some harmful effects of alcohol abuse:
  • a) in the short term – blurred vision, lowering of inhibitions, slowing of reactions
  • b) in the long term – liver cirrhosis, brain damage
• 3.7 Be able to discuss the ethics of organ transplants, including:
  • a) liver transplants for alcoholics
  • b) heart transplants for the clinically obese
  • c) the supply of organs
• 3.8 Know that infectious diseases are caused by pathogens.
• 3.9 Be able to describe how pathogens are spread, including:
  • a) in water, including cholera bacterium
  • b) by food, including Salmonella bacterium
  • c) airborne (eg sneezing), including influenza virus
  • d) by contact, including athlete’s foot fungus
  • e) by body fluids, including HIV
  • f) by animal vectors, including:
    • (i) housefly: dysentery bacterium
    • (ii) Anopheles mosquito: malarial protozoan
• 3.10 Be able to explain how the human body can be effective against attack from pathogens, including:
  • a) physical barriers – skin, cilia, mucus
  • b) chemical defence – hydrochloric acid in the stomach, lysozymes in tears
• 3.11 Be able to demonstrate an understanding that plants produce chemicals that have antibacterial effects in order to defend themselves, some of which are used by humans.
• 3.12 Be able to describe how antiseptics can be used to prevent the spread of infection.
• 3.13 Be able to explain the use of antibiotics to control infection, including:
  • a) antibacterials to treat bacterial infections
  • b) antifungals to treat fungal infections
• 3.14 HT only: Be able to evaluate evidence that resistant strains of bacteria, including MRSA, can arise from the misuse of antibiotics.
• 3.15 Revise any investigation into the effects of antiseptics or antibiotics on microbial cultures.
• 3.16 Know that interdependence is the dynamic relationship between all living things.
• 3.17 Be able to demonstrate an understanding of how some energy is transferred to less useful forms at each trophic level and this limits the length of a food chain
• 3.18 Be able to show an understanding that the shape of a pyramid of biomass is determined by energy transferred at each trophic level.
• 3.19 Be able to explain how the survival of some organisms may depend on the presence of another species:
  • a) parasitism, including:
    • (i) fleas
    • (ii) head lice
    • (iii) tapeworms
    • (iv) mistletoe
  • b) mutualism, including:
    • (i) oxpeckers that clean other species
    • (ii) cleaner fish
    • HT only (iii) nitrogen-fixing bacteria in legumes
    • HT only (iv) chemosynthetic bacteria in tube worms in deep-sea vents
• 3.20 Be able to analyse, interpret and evaluate data on global population change.
• 3.21 Be able to explain how the increase in human population contributes to an increase in the production of pollutants, including phosphates, nitrates and sulfur dioxide.
• 3.22 Be able to explain how eutrophication occurs and the problems associated with eutrophication in an aquatic environment.
• 3.23 Revise any investigation you did on the effect of pollutants on plant germination and plant growth.
• 3.24 Be able to demonstrate an understanding of how scientists can use the presence or absence of indicator species as evidence to assess the level of pollution:
  • a) polluted water indicator – bloodworm, sludgeworm
  • b) clean water indicator – stonefly, freshwater shrimps
  • c) air quality indicator – lichen species, blackspot fungus on roses
• 3.25 Be able to demonstrate an understanding of how recycling can reduce the demand for resources and the problem of waste disposal, including paper, plastics and metals.
• 3.26 Be able to show an understanding of how carbon is recycled:
  • a) during photosynthesis plants remove carbon dioxide from the atmosphere
  • b) carbon compounds pass along a food chain
  • c) during respiration organisms release carbon dioxide into the atmosphere
  • d) decomposers release carbon dioxide into the atmosphere
  • e) combustion of fossil fuels releases carbon dioxide into the atmosphere
• 3.27 HT only: Be able to show an understanding of how nitrogen is recycled:
  • a) nitrogen gas in the air cannot be used directly by plants and animals
  • b) nitrogen-fixing bacteria living in root nodules or the soil can fix nitrogen gas
  • c) the action of lightning can convert nitrogen gas into nitrates
  • d) decomposers break down dead animals and plants
  • e) soil bacteria convert proteins and urea into ammonia
  • f) nitrifying bacteria convert this ammonia to nitrates
  • g) plants absorb nitrates from the soil
  • h) nitrates are needed by plants to make proteins for growth
  • i) nitrogen compounds pass along a food chain or web
  • j) denitrifying bacteria convert nitrates to nitrogen gas