Scheme of work

Biology – Homeostasis and response

This resource provides guidance for teaching the Homeostasis and response topic from our new GCSE Biology (8461). It has been updated from the
draft version to reflect the changes made in the accredited specification. There have been no changes to the required practicals. However, there
have been minor changes to the specification content to sections 4.5.1 Homeostasis, 4.5.2.1 Structure and function, 4.5.2.2 The brain, 4.5.2.3 The
eye, 4.5.3.4 Hormones and human reproduction, 4.5.4.1 Control and coordination and 4.5.4.2 Use of plant hormones. These alterations have not
required changes to be made to the scheme of work.

The scheme of work is designed to be a flexible medium term plan for teaching content and development of the skills that will be assessed.

It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work
is not exhaustive; it only suggests activities and resources you could find useful in your teaching.

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4.5.1 Homeostasis

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4.5.1 Introduction to Explain what homeostasis is 0.25 Discussion starters: ‘What would Use a model to explain Exampro user guide
homeostasis and why it is important. happen if…’ eg, ‘you didn’t drink control systems. PowerPoint
enough water, ate too many
Homeostasis is Describe examples of
sweets.’
the regulation of conditions that need to be
internal conditions controlled. Use examples of diseases that
to maintain can be controlled, eg diabetes,
Describe the roles of the
optimal conditions dehydration, gout.
nervous system and the
for enzyme action
endocrine system in Draw a flow diagram to show the
and cell function.
homeostasis. main components of a control
Automatic control system and label with the
Describe the main
systems involve function of each component.
components of a control
nervous
system and their functions. Colour code and annotate given
responses and
diagrams of body with functions
chemical
related to homeostasis.
responses.
Control systems
have receptors, a
coordination
centre and
effectors.

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4.5.2 The human nervous system

Mapping areas of the brain and investigating and treating brain disorders is Higher Tier only.
Control of body temperature links with enzyme activity in 4.2.2.1 and maintaining water balance in 4.5.3.3.
There are many possible practical activities. Select those which are most appropriate.
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4.5.2.1 Structure and Explain the importance of 1 Starter: any short clip that has a Plan and manage a variety Body responses:
function of the being able to respond to ‘surprise’. of stimuli to illustrate body
responses. Present and  three bowls of
nervous system. environmental changes and
Explain how detection of stimuli analyse results, eg: water – hot,
coordinate behaviour.
Functions: to protects the body from danger. warm and ice-
 response to temperature
detect and react Explain how the nervous cold
Demo: response to different
to stimuli; to system is adapted for its  taste receptors  salt, sugar,
temperatures.
coordinate functions.  skin sensitivity . coffee and lemon
behaviour. Detecting different tastes on the solutions to taste
Describe the functions of the
tongue – draw results on  hairpins, ruler,
Structure: the main structures in the
diagram of tongue. blindfolds.
CNS is made up nervous system.
of the brain and Investigate sensitivity of different
Explain the role of chemicals BBC Bitesize: The
spinal cord; areas of the body.
at synapses. nervous system
receptors, Measure reaction time using
different types of Describe and use different Reaction time test
different methods, eg Sheep
neurones, methods to measure BBC Sheep reaction
Dash Activity (see resources).
coordinator as reaction time. time test
brain or spinal Plan for Required practical.
Required practical Evaluate different methods Nervous system
cord, effectors,
Make a plan to investigate a for measuring reaction
synapses. time.
factor on human reaction
Required Required practical Plan a
time.
practical: controlled investigation.
investigate the

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effect of a factor
on human
reaction time.
4.5.2.1 Required Carry out a controlled 1 Required practical write up. Required practical See Practical
practical: investigation, present and Handbook
Carry out a controlled
analyse the results.
Plan and carry out investigation, present and
an investigation analyse the results.
into the effect of a
factor on human
reaction time.

4.5.2.1 Reflex actions: the Explain the importance of 1 Use knee-jerk and pupil reflexes Use a model to describe a Cards to sequence.
brain. reflex actions and give as a stimulus for discussion. reflex action.
BBC Bitesize – The
examples. Students discuss their
Reflex actions are nervous system
importance and gather other
automatic and Describe the differences
examples leading into PPT: B1.2 The
rapid to protect between voluntary and reflex
explanation of why they are nervous system
the body from actions.
faster than a voluntary action.
harm.
Label a diagram of a reflex arc.
Describe the stages of a
Draw a flow diagram or use
reflex action.
cards to show the sequence in a
reflex action.
Use BBC activity (see
resources) as a summary of the

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nervous system.

4.5.2.2 The brain Identify the cerebral cortex, 0.5 Label a diagram of the brain and Use a model brain to Model of brain
cerebellum and medulla on give the functions of the cerebral identify different areas.
The brain has BBC Radio 4 ‘The
a diagram and describe the cortex, cerebellum and medulla.
billions of Evaluate the historical use Lobotomists’
function of each.
interconnected Homework: listen to ‘The of lobotomies, considering
neurones. lobotomists’ (see resources) and ethical issues.
evaluate medical research
Different areas of
methods.
the brain control
different functions.
HT: Describe the techniques
HT: Mapping HT: Discuss how areas of the
used to map areas of the
areas of the brain brain can be mapped to their
brain to their functions.
has been done functions.
using different Evaluate the benefits and
Research modern procedures
methods. risks of procedures carried
used for brain and nervous
out on the brain and nervous
Investigating and system disorders.
system.
treating brain
disorders is
difficult.
4.5.2.3 The eye Label a diagram of the eye 1 Use a model eye to name the Use a model of the eye. Model eye.
and describe the function of structures and describe their
The eye contains BBC Bitesize: The
each structure. functions limited to: retina, optic
receptors eye
nerve, sclera, iris and pupil,
sensitive to light
ciliary muscles and suspensory Eye:
and colour.
ligaments.  bull’s eyes
The structure of

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the eye. Recap iris reflex to bright light.  gloves
 scalpel and
Label a diagram of the eye.
scissors
Accommodation is Define the term Dissect a bull’s eye.  dissecting
the process of ‘accommodation’. boards
Observe the effect of different Dissect a bull’s eye and
changing the  disposal bags.
Describe how the eye lenses on light rays. consider safety issues.
shape of the lens
changes to focus on near
to focus on near Use a model eye to demonstrate Model eye
and distant objects.
and far objects. long and short sight and their demonstration
Use a model eye to show
Complete simple ray correction.
People may be long and short sight and Nervous system:
diagrams to show normal
long or short Complete ray diagrams to their correction. light sensitive cells
vision, long-sightedness and
sighted. These explain accommodation in order
short-sightedness. Complete ray diagrams.
can be corrected to focus on near and distant
using lenses or objects.
surgery.
4.5.2.4 Control of body Describe different methods 2 Use different methods to Evaluate different methods Body temperature:
temperature to measure body measure body temperature. to measure body Clinical and digital
temperature. Discuss which method was the temperature. Calculate a thermometers,
Body temperature
best. mean and describe the forehead
is monitored and Explain how body
range of body thermometers.
controlled by the temperature is monitored Explain why skin temperature
temperatures for the class.
thermoregulatory and controlled. varies in different conditions. Skin temperature
centre in the Measure skin temperature sensors and data
Describe and explain the Discuss how the body detects
brain. It has in different conditions. loggers.
changes that happen when and controls core body
receptors Investigate the effect of
body temperature is too high temperature. Exercise:
sensitive to the exercise on body
or too low.
temperature of the Investigate how exercise affects  thermometers
temperature and/or
blood. Explain why we drink more body temperature and/or  cotton wool
sweating.
sweating and report on the

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Temperature fluid during hot weather. findings.  tape
receptors in the  balances.
Plot cooling curves.
skin send
impulses to the Look at a model of the structure Use a model of the skin Skin model
thermoregulatory of the skin. and relate to control of BBC Bitesize:
centre. body temperature. Maintaining body
Describe changes that occur
4.5.2.4 temperature
The changes that when body temperature is too Use the kinetic theory to
occur when body high and too low and write notes explain cooling by Animation:
temperature is too in the form of a table or a flow evaporation. Maintaining a core
high, in order to chart. body temperature
Investigate the effect of
transfer more sweating on the rate of
Watch a video clip or computer BBC Bitesize: Skin
energy from the cooling using a model -
animation showing changes that and sweating
skin to the occur when body temperature is tubes of hot water
environment, and Sweating:
too high or too low and make wrapped in wet and dry
when body notes (see resources). paper towels. Plot cooling  boiling tubes
temperature is too
curves and make  paper towels
low, in order to Discuss the effects of sweating
conclusions.  elastic bands
reduce energy on urine formation and why we
transfer to the drink more fluids in hot weather Analyse data and interpret  thermometers or
environment. (links with 4.5.3.3). information about sweating temperature
4.5.2.4 and temperature. sensors
Watch a video clip about
 pipettes
sweating (see resources).
Sweat cools the  timers.
body as it Demonstrate the effect of
cooling by ethanol on the skin. Interpreting
evaporates from
information about
the skin. Investigate the effect of sweating and
evaporation on cooling using temperature
ethanol or wet paper towels.
PPT B3.3.2 and 3

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Interpret information about Temperature and
sweating and body temperature. sugar control

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4.5.3 Hormonal coordination in humans

Treatment for diabetes links with 4.1.2.3 Stem cells and 4.7.5.4 Biotechnology using genetically engineered bacteria.
Water and nitrogen balance links with 4.1.3.2 Osmosis and 4.1.3.3 Active transport.
ADH activity links with section 4.5.3.7 Negative feedback.

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4.5.3.1 Human endocrine Describe the endocrine 0.5 Collective memory or Card sort Relate hormone release Torso and large
system system and define the term using hormone name, function and hormone action to the image of the human
hormone. and location. Self-assess. control system model. body.
The system is
composed of Relate hormone release and Pin the tail on the donkey type
endocrine glands hormone action to the activity – give each student a
that secrete control system model card and get them to stick it on a
hormones into the introduced in 4.5.1.1. large body outline, self-assess
blood to be the end result.
Label a diagram of the
carried to a target
organs in the endocrine Label a diagram of the endocrine
organ where it has
system. system using information on the
an effect.
cards
Explain why the pituitary
The positions of
gland is often called the Write definitions for endocrine
the pituitary,
master gland. system and hormone.
thyroid, adrenal
glands, ovaries Compare the actions of the Discuss why the pituitary gland
and testes. nervous and endocrine is called the master gland.
systems.
The pituitary is the Compare the actions of the
master gland. It endocrine system with the
secretes many nervous system.
hormones that
affect other

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glands.
Hormones are
chemical
messengers.
The effects of the
endocrine system
are slower, but
longer acting than
the nervous
system.
4.5.3.2 Control of blood Describe how blood glucose 1 Class practical – investigating Demo: how doctors used Demo materials:
glucose concentration is monitored sugar levels in urine. to diagnose diabetes by
 weak tea
concentration and controlled. tasting fake urine, then test
What disease can cause glucose samples with and
with Benedict’s solution
Blood glucose Explain when insulin is in urine? without glucose
and glucose test strips.
concentration is produced and how it helps to  glucose test
Research and produce a report Evaluate the methods.
monitored and control blood glucose levels. strips
to explain the cause, effects,
controlled by the  Benedict’s
Describe glycogen as a treatment and problems
pancreas. It solution
stored carbohydrate. associated with Type 1 diabetes.
produces insulin,  water bath.
diabetes.org.uk is a good
which causes
resource. BBC Bitesize:
glucose from the HT: Explain when glucagon
blood to enter Interpret data on glucose Homeostasis
is produced by the pancreas
cells. tolerance tests in healthy people Insulin and blood
and its effect on blood
and diabetics. sugar control
Glucose is glucose levels.
converted to Research the work of Banting Banting and Best:
Explain how insulin and
glycogen in liver and Best. Diabetes – a cure
glucagon work together to
and muscle cells

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for storage. control blood glucose levels. Watch video clip about Banting ‘Explaining diabetes’
and Best. animation
4.5.3.2 HT: Glucagon is
also produced by Research how treatment of
Explain the cause, effects,
the pancreas to diabetes has developed
treatment and problems
convert stored including use of human insulin
associated with Type 1
glycogen back produced by bacteria, current
diabetes.
into glucose when research into pancreas cell
blood glucose Interpret glucose tolerance transplants and stem cell
levels fall. test results. research (links with 4.1.2.3 and
4.7.5.4).
In Type 1 diabetes Evaluate modern methods of
the pancreas does treating diabetes. Discuss the causes, treatment
not produce and problems associated with
enough insulin. Type 2 diabetes.
Glucose levels
Compare Type 1 and Type 2
may rise too high.
diabetes and present the
Type 1 diabetes is information in a suitable format.
usually treated
Explain the cause, treatment Watch a video animation about
with insulin
and problems associated Type 1 and Type 2 diabetes.
injections.
with Type 2 diabetes.
In Type 2 diabetes
the cells do not Compare the causes, and
respond properly treatments of Type 1 and
to insulin. Type 2 diabetes.

Type 2 diabetes is
usually treated by
diet, exercise and
drugs. Obesity is

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a risk factor for
Type 2 diabetes.
4.5.3.3 Water and Describe where water, ions 0.5 Label a diagram. Link each Draw animal cells exposed Demo materials:
nitrogen balance and urea are lost from the organ to the condition it helps to to saline, dilute and
concentrated salt  prepared slides
body. control in the body.
Water leaves the solutions. Explain the and microscopes
body via the lungs Explain why there is no Starter: micrograph images observations.  bio-viewers or
during exhalation. control over water, ion and animal cell in normal, micrographs of
urea loss by the lungs and concentrated salt and pure water animal cells in
Water, ions and
skin. – what caused the changes? saline, dilute and
urea are lost from
the skin in sweat. Explain when cells might Urine colour chart – how could concentrated salt
gain or lose too much water, the colour change depending on solutions.
There is no
in terms of osmosis (links the time of year etc? Nutrition and
control over water,
with 4.1.3.2). hydration
ion or urea loss by Use past exam questions on
the lungs or skin. Describe the effect of too Exampro to balance water loss.
much or too little water on
Excess water,
cells.
ions and urea are
removed via the Explain how the body
kidneys in the responds to different
urine. temperature and osmotic
challenges in terms of sweat
If body cells lose
and urine release.
or gain too much
water by osmosis
they do not
function efficiently.

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4.5.3.3 HT: urea is HT: Draw a flow diagram to
produced in the explain how urea is formed.
HT: Describe how amino
liver by the
acids are deaminated in the
breakdown of
liver to form ammonia, which
excess amino
is converted to urea for
acids.
excretion.
4.5.3.3 Kidney function Label a diagram of the 1 Locate the positions of the liver, Use a model torso. Torso
excretory system. kidneys and bladder in the
The kidneys Use a model kidney. Model kidney
human. Explain the need to
produce urine by Describe how urine is
excrete urea. Dissection of pig’s kidney. Dissection:
filtration of the produced.
Use cocktail sticks and
blood and Label a diagram of the excretory  pig’s kidneys
Describe the absorption of stickers to make ‘flags’ for
selective system.  scalpel
glucose and ions by the key features and
reabsorption of  scissors
diffusion and active Observe the structure of a photograph the labelled
useful  dissection board
transport. kidney. kidney to stick in books.
substances.  gloves.
Use cards to sequence how
All the sugar and BBC Bitesize:
urine is made and produce a
dissolved ions Excretion in plants
flow diagram.
needed by the and animals
body and as much Name the useful substances
water as the body reabsorbed by the body and
needs are relate to diffusion and active
selectively transport.
reabsorbed.
Urea, excess ions Q11WY3H07
and water are
excreted in urine.

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4.5.3.3 ADH HT: Identify the site of 0.5 Use a diagram or torso to Model of human body to Torso
production and target organs describe the site of production identify organs.
HT: ADH is Kidneys and water
released by the for ADH. and target organs for ADH.
balance
pituitary gland
Describe the effects of ADH Describe the effect of ADH on Predict whether ADH
when the blood is
on kidney tubules. the kidney tubules and relate to secretion and volume of
too concentrated.
volume of urine produced if you urine is high or low for
It causes more Explain, with the aid of a
are thirsty. different situations, eg
water to be diagram, how ADH controls person running on hot day.
reabsorbed back
the concentration of the Use the ABPI activities (see
into the blood.
blood using a negative resources) to explain the
ADH control of feedback mechanism (links negative feedback mechanism
water in the blood with 4.5.3.7). involved in control of water
is an example of
concentration in the blood.
negative
feedback. Draw a diagram to explain ADH
negative feedback mechanism.
4.5.3.3 Kidney failure Describe the advantages 2 Discuss why a kidney transplant Set up a model for dialysis Dialysis:
and disadvantages of a is not available for everyone. using cellulose tubing.
Kidney failure can  cellulose tubing
kidney transplant. Discuss the advantages and Test for glucose, salt and
be treated by  pipettes
disadvantages of a transplant. protein.
kidney transplant  fake urine
or by using kidney Design a poster to explain and  boiling tubes
dialysis. encourage people to carry organ  test tubes
donor cards.  Benedict’s
Explain how a kidney Use ABPI resources on dialysis solution or
How a dialysis
4.5.3.3 machine works. and kidney transplants. glucose test
machine works.
sticks
Explain why dialysis fluid Discuss the advantages and
 biuret reagent or

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contains sugar and ions at
the same concentration as
normal blood, but no urea.
4.5.3.3
Evaluate the use of kidney
transplants and dialysis to
treat kidney failure.
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disadvantages of dialysis albustix
treatment.  nitric acid and
silver nitrate
Research how a dialysis
solution
machine works and produce a
 dialysis fluid
script for a new nurse in the
Describe the economic,  water
dialysis clinic to explain the
ethical and medical  goggles.
procedure.
considerations regarding
Explain the results for the model treatment of kidney failure What is dialysis?
dialysis machine (links with and evaluate the choice of
4.1.3.1). treatments for kidney
failure. Urine:
Label a diagram of a kidney
Analyse urine samples and  artificial urine
dialysis machine and add notes
identify who each one samples made
to explain the constituents of the came from. Give reasons
fluid and how the machine with tea – sugar
for the conclusions.
restores the concentration of added, protein
dissolved substances in the added, normal
blood to normal. colour, dilute,
concentrated
Discuss a moral dilemma –
 biuret reagent or
research cost of dialysis and
albustix
transplants. Discuss
 Benedict’s
considerations in terms of cost
solution or
as to how kidney patients should
glucose test
be treated – lifetime dialysis,
sticks
transplant, shortage of kidneys,
buying kidneys from healthy  test tubes
people and prioritising lists for  water bath
surgery. Produce arguments for  goggles.
15 of 21
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and against the options.
Identify urine samples from a
healthy person, diabetic, person
with kidney failure, healthy
person who had drink a lot and
person who had been doing
hard work in hot weather.
4.5.3.4 Hormones in Describe secondary sexual 1 Watch BBC video clip about BBC Bitesize:
human characteristics of boys and puberty. Puberty
reproduction girls.
Describe the changes that occur BBC Bitesize:
During puberty Explain the cause of these in boys and girls during puberty Ovulation
hormones cause changes in boys and girls and discuss what causes these
BBC Bitesize:
sexual and their relevance in changes.
Menstrual cycle
characteristics to reproduction.
Watch BBC video clips of
develop. PPT B1.2.2 Control
Describe the menstrual ovulation and the menstrual
in the human body
In females cycle and fertility including cycle. Discuss how hormones
oestrogen is the role of hormones control the changes seen.
produced by the
Oestrogen is secreted by the Use a month calendar page to
ovaries. Eggs
ovaries. It inhibits production colour code days according to
mature and are
of FSH and stimulates hormone levels (make a
released
release of LH. It makes the flickbook to show changes)
(ovulation) every
uterus lining grow again
28 days. Use a model, eg diagram, chart,
after menstruation.
animation etc to show the
In males
Progesterone is secreted by names, sites of production and
testosterone is
the empty follicle in the effects of FSH, LH, oestrogen
produced by the
ovary after ovulation. It and progesterone in the
testes and

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stimulates sperm inhibits FSH and LH menstrual cycle. HT will require
production. production and maintains more detail.
the lining of the uterus
The roles of FSH,
during the second half of the
LH, oestrogen and
cycle.
progesterone in
the menstrual
cycle of a woman.
HT: explain the interaction
HT: more detail is between these hormones in
4.5.3.4 required for the the control of the menstrual
roles of these cycle.
hormones.
4.5.3.5 Contraception Describe hormonal and non- 1 Watch BBC video clip about Consider personal, social, BBC Bitesize:
hormonal methods of history of contraception for economic and ethical Development of the
Fertility can be women (contains distressing
contraception. implications of contraceptive pill
controlled using scene). Discuss issues raised.
contraceptive use.
hormonal and Explain how hormonal and
Look at an exhibition of
non-hormonal non-hormonal hormonal and non-hormonal Study contraceptives in an
Exhibition materials
contraceptives. contraceptives work. contraceptives. exhibition and evaluate the
can be obtained from
different types.
Hormonal, eg: Evaluate their use. Complete a table summarising: the Family Planning
4.5.3.5
method of action, hormone Association.
 oral
name, how they work,
contraceptives advantages, disadvantages.
 injection
Produce a report for a teen
 implant or skin
magazine on the advantages
patch. and disadvantages of different
types of contraceptives.
Non-hormonal, Evaluate their use.
eg: Invite an outside speaker to
discuss contraception, eg

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 barrier methods women’s health nurse.
 IUDs
 spermicides
 abstinence
 sterilisation
 surgery.

4.5.3.6 HT: The use of Describe the use of fertility 1 Discuss possible causes of
hormones to treat drugs in women with low infertility in men and women and
infertility. FSH levels. treatments available.

Women can be Use a model, eg a flow Research the process of IVF and
given a ‘fertility diagram to explain the produce a leaflet for a doctor’s
drug’ containing process of In Vitro surgery to describe the main
FSH and LH to Fertilisation (IVF). stages involved in IVF treatment.
stimulate
Evaluate the use of fertility UPD8 activity about womb
ovulation. UPD8 - apply different UPD8 - Womb
treatments. transplants.
In IVF treatment ethical approaches to transplant
Discuss the implications of IVF making a decision about
FSH and LH are
treatment for a couple wanting a non-vital transplants.
given to stimulate
baby.
many eggs to
mature. These are
collected and
fertilised by sperm
in a lab. Embryos
form, and some
are inserted into
the woman’s
uterus.

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4.5.3.6 The advantages
and
disadvantages of
fertility treatment,
eg stress, success
rate and multiple
births.
4.5.3.7 HT: Negative Describe where and when 0.5 Use a model to show where Identify organs on a Torso
feedback. adrenaline is released and adrenaline and thyroxine are model.
ABPI – Adrenaline
its target organs. produced, and their target
Adrenaline is and ADH
organs.
produced by the Describe the effects of
You & Your
adrenal glands in adrenaline on the body. Research the effects of the two
Hormones –
times of stress. It hormones on the body and
Draw a diagram to explain Adrenaline
increases heart present the findings in a suitable
how levels of adrenaline are
rate so oxygen format. Include diagrams to
controlled by a negative
and glucose are illustrate negative feedback
feedback system.
supplied to the mechanisms for each hormone.
brain and muscles Describe where thyroxine is Use ABPI site and internet.
faster. produced and its effects on
Investigate the effect of stress, Stress
the body. Measure heart rate and/ or
Thyroxine is and removal of stress, on heart
produced by the Draw a diagram to explain rate. blood pressure as
thyroid gland. It how its release is stimulated indicators of stress. Relate
stimulates BMR by thyroid stimulating the changes to adrenaline
and plays an hormone and the levels of secretion.
important role in these two hormones are
physical and controlled by a negative
mental feedback system.
development.

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Adrenaline and
thyroxine
secretions are
controlled by
negative feedback
mechanisms.

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4.5.4 Plant hormones

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4.5.4.1 Control and Describe how plant shoots 2 Discuss what plants are Use evidence from demos Demo:
coordination and roots respond to light sensitive to. to suggest degrees of  Venus fly trap
and gravity. plant sensitivity.  Mimosa
Hormones control Demo a plant’s sense of touch.
and coordinate  Honeysuckle.
Demo response to water.
growth and Or from video clips.
Required practical: plan
responses to light Required practical: use diagrams
and set up an investigation Water:
and gravity in to explain plant responses in
into the effect of light on  trough of dry soil
plants. terms of distribution of auxin.
Draw diagrams to explain growth of shoots. with clay plant
Responses to light the role of auxin in plant pot full of water
and gravity are responses in terms of at centre
Compare and contrast the ability
controlled by the unequal distribution in Optional investigations:  plant broad
of different plants to reach light –
unequal shoots and roots. beans around
obstacle course. Obstacle course. clay pot.
distribution of
auxin which Required practical:
causes unequal See Practical
Explain positive and negative Investigate which part of a
growth rates in Handbook
phototropism. shoot is sensitive to light.
shoots and roots. For practical ideas:
Required Tackling tropisms
4.5.4.1 Required practical: plan and Interpret Charles Darwin’s Effect of gravity on growth Obstacle course:
practical: Reaction
time carry out an investigation investigations into tropisms. of plants
into the effect of light on  three identical
Plan and carry out shoe boxes with
plant shoots.
an investigation simple obstacle

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into the effect of a Observe, present and Interpret experiments course and hole
factor on human analyse the results in a later using agar blocks and at one end
reaction time. lesson. seedlings with shoot tips  dish of mustard
removed. seedlings
Interpret results of plant  germinating
hormone experiments using Research gibberellins and broad bean
secondary sources. ethene and produce a short  sprouting potato.
HT: Gibberellins report.
HT: Describe the functions Positive and
are important in negative
of gibberellins and ethene in
initiating seed phototropism: Broad
plants.
germination. bean seedling held
by pin in jar with light
Ethene controls entering through a
cell division and slit.
ripening of fruits.
Light sensitivity:
Required Three pots of oat
practical: seedlings in three
Germination light boxes – tips
removed, tips
Investigate the covered and
effect of light or untreated.
gravity on the Gravity: Grow broad
growth of newly beans in dark jar in
germinated seeds. different positions,
blotting paper. Broad
Record results as bean seedling in
both length clinostat in dark –

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measurements rotating and still.
and as careful, BBC Bitesize: Plant
labelled biological and animal
drawings to show hormones
the effects. B1.2.3 Control in
plants
4.5.4.2 HT: Use of plant Describe how auxins are 1 Investigate the effect of rooting Plan and carry out an Rooting hormone:
hormones. used as weedkillers and hormones on the growth of investigation into the effect
 rooting powder
rooting powders, and to cuttings and write a short report. of rooting hormones on the
Plant hormones  jars of water
promote growth in tissue growth of cuttings. Decide
are used in  plant cuttings.
culture. what will be the dependent
agriculture and
Investigate the effect of weed variable. Weed killer:
horticulture. Describe the use of ethene
killer on an area of lawn. Selective weed killer
to control the ripening of fruit Plan and carry out an
The uses of solution.
4.5.4.2 during storage and Research the uses of auxins, investigation into the effect
auxins, ethene
transport. gibberellins and ethene and of weed killer on an area of Plant hormones
and gibberellins.
produce a poster or PowerPoint lawn. Use a suitable
Describe the use of BBC Bitesize: Uses
presentation. method to measure the
gibberellins to end seed of plant hormones
results.
dormancy, promote
flowering and to increase
fruit size.

Choose option 23 of 23