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aims to provide students with an understanding of the biological principles and practices for the promotion of good health and the prevention of some diseases

Suggested Teaching Sequence F

Section 6 aims to provide students with an understanding of the biological principles and practices for the promotion of good health and the prevention of some diseases

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

6.1.1 Diet

 the importance of balanced diet.

 the importance of minerals (calcium, iron and iodine).

 the roles of vitamins in enhancing cellular functions (e.g. vitamin B as coenzyme).

 the problems of malnutrition, e.g. lack of protein and excessive intake of energy-rich food.

 Discuss the long-term effects of unbalanced diet:

fast food diet may or may not be balanced.

 Discuss some of the overall consequences of taking improper quantity of a particular dietary component.

 Discuss ways in which eating disorders, e.g.

anorexia nervosa can affect health.

 Investigate the needs and claims of health food supplements.

 point out the general effect on health as a result of prolonged unbalanced diet.

 develop a critical attitude towards the quality and quantity of foods consumed.

 describe how malnutrition may affect body functions and development.

 make informed consumer decisions when selecting and purchasing food.

6.1.2 Exercise and rest

 the importance of regular exercise and rest on health.

 Ask students to find out the importance of rest and the scientific basis of it.

 Search for information on the claim that most of the growth hormone is released during sleep at night, and how enough sleep can affect the growth of adolescents.

 Design and perform an investigation to study the aspects of fitness among students.

 point out the importance of regular exercise and rest.

 develop an awareness of the effects of different types of exercise in maintaining body fitness.

 the effects of regular exercise on vital capacity, muscle strength, and cardiac output.

 Design and perform an investigation to study the effects of exercise on vital capacity and muscle strength.

 Provide data to students and ask them to draw conclusion on the effects of regular exercise on vital capacity, muscle strength and cardiac output, as a measure of fitness.

 state the effects of regular exercise on body functions.

 Ask students to search for information on various types of exercise. Guide them to list out the criteria for choosing suitable exercise and make their own choices.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

6.1.3 Alcohol abuse

 the general effects of alcoholism.  Discuss the reasons for control and advice on alcohol consumption, e.g. statutory limit for blood alcohol concentration adopted in drink driving legislation in Hong Kong, recommended weekly consumption limit, minimum age of 18 for purchase of alcohol.

 Search for information on the effects of alcohol on body organs and the developing foetus.

 state the effects of alcoholism.

6.2 Transmission of pathogens and prevention of infection

 the routes of transmission of pathogens: air (e.g.

common cold and influenza), water or food (e.g.

cholera), vector (e.g. malaria), body fluids (e.g.

hepatitis B, AIDS and sexually transmitted diseases (STDs)).

 Carry out a project work on disease transmissions.

 Discuss the routes of transmission of AIDS and STDs and suggest how the spread of these diseases can be minimised.

 outline the ways by which some transmissible diseases can be spread.

 the biological principles of the prevention and control of transmissible diseases.

 Analyse data showing incidence of AIDS in different parts of the world.

 apply biological principles to prevent and control transmissible diseases.

 develop an awareness of the personal

responsibility in preventing disease transmission.

6.3 Defence against pathogens

6.3.1 Nonspecific defence mechanisms

 the roles of the skin, mucus and other secretions, cilia, blood clotting, phagocytosis and

inflammatory response in defence.

 Explore students’ prior knowledge on nonspecific defence mechanisms.

 Examine features of mammalian skin that are related to body defence using prepared slides or model.

 Observe phagocytosis using photomicrographs or audiovisual materials.

 review a variety of nonspecific defence mechanisms.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

6.3.2 Specific defence mechanisms

 an outline of the humoral and cell-mediated immune responses including an understanding of the terms: antigen, antibody, lymphocytes (B and T cells) and memory cell; primary and secondary responses.

 Ask students to construct flow charts to illustrate how humoral and cell-mediated immune responses work to combat pathogens.

 Observe lymphocytes using the prepared slides or photomicrographs.

 define the terms antigen and antibody.

 explain the roles of lymphocytes.

 describe the humoral and cell-mediated immune responses.

 distinguish between primary and secondary responses.

 outline the role of memory cells in secondary response.

 the active and passive immunity.  state the principles and the differences between

active and passive immunity.

 the immune response in relation to

(1) blood transfusion (ABO blood group and Rh factor),

 Study the process of blood typing using simulated blood or through multimedia resources.

 describe the immune response associated with blood transfusion and organ transplant.

(2) organ transplant.  Discuss the ethical and social issues associated with organ transplant.

 evaluate the ethical and social aspects associated with organ transplant.

 that allergies are related to over-reaction of immune response as illustrated by asthma.

 Conduct an anonymous survey in class to see if any classmate suffers from any form of allergy. Find out what they are allergic to, the symptoms, and any treatment.

 develop an awareness that allergy is a kind of immune response.

 Find out information on the patch test.

 Ask students to find out information on asthma (or any form of auto-immune diseases e.g. rheumatoid arthritis, lupus erythematosus).

 AIDS as the impairment of the immune system brought about by HIV.

 Ask students to distinguish between HIV positive and AIDS.

 develop an awareness that AIDS results from impairment of the immune system.

 the principle of vaccination.  Read how some biologists (e.g. Jenner, Salk, Pasteur) have contributed to the development of vaccinations.

 outline the principle of vaccination.

 the immunisation programmes in Hong Kong.  Analyse data on the comparison of the incidence of a disease (e.g. Hepatitis B or poliomyelitus) before and after a immunisation programme has been introduced.

 develop an awareness of the importance of immunisation programmes in Hong Kong.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

 Discuss the importance of immunisation programmes in Hong Kong to personal and community health.

6.3.3 Use of antibiotics

 the use of antibiotics in the treatment of bacterial and fungal diseases.

 define antibiotics.

 explain the action of antibiotics, e.g. by killing or inhibiting the growth of bacteria.

 the consequences of the indiscriminate use of antibiotics.

 Find out the effects of the indiscriminate and improper use of antibiotics.

 Relate mutation to bacterial resistance.

 apply biological principles to explain the consequences of the indiscriminate use of antibiotics.

6.4 Some non-infectious diseases

6.4.1 Some cancers

 cancers as a phenomenon of malignant cell growth.  Discuss the difference between benign tumour and malignant tumour.

 explain what cancer is.

 Conduct a project to study the incidences of the various types of cancers in Hong Kong.

 List the types of cancers which are increasing and those which are decreasing in Hong Kong and globally.

 the factors which increase the incidence of cancer:

exposure to carcinogens including chemicals, ionising radiations and viruses; hereditary predispositions; and certain lifestyles.

 Search for information and suggest ways to reduce the incidence of certain cancers, e.g.

breast, cervical, colon, skin, nasopharyngeal cancer or lung caner.

 Design a poster, leaflet or web page advising on ways in which people can reduce their chances of contracting one form of cancer.

 give examples of carcinogens.

 relate incidence of cancer to exposure to carcinogens.

 develop an awareness of certain lifestyles that may increase the incidence of cancers.

 Search for information on cancer screening techniques, e.g. smear tests and radiography.

 Discuss the role of public education in reducing the risk of cancers.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

6.4.2 Cardiovascular diseases

 the factors, e.g. low levels of physical activity, obesity and smoking that increase the incidence of coronary heart disease and stroke.

 Ask students to list out the risk factors of coronary heart disease.

 Suggest ways to reduce the incidence of cardiovascular diseases.

 state the factors that increase the incidence of coronary heart disease and stroke.

6.4.3 Diabetes mellitus

 the insulin-dependent diabetes and non-insulin-dependent diabetes.

 the risk factors, e.g. age, persistent overeating of sugary food, obesity, low levels of physical activity, that are associated with non-insulin-dependent diabetes.

 Search for information on the types, symptoms, risk factors, detection, management and control of diabetes.

 point out that there are two forms of diabetes.

 state that certain lifestyles are associated with non-insulin-dependent diabetes.

 the biological principles in the control of diabetes.  explain the biological principles in the control of diabetes.

6.4.4 Genetic diseases

 that some diseases are caused by gene defects, e.g.

glucose-6-phosphate dehydrogenase deficiency, haemophilia, sickle-cell anaemia.

 that some diseases are caused by chromosome mutations, e.g. Down syndrome. [Refer to Section 3.]

 Show photographs displaying the symptoms of some genetic diseases.

 Identify chromosome abnormality from photographs showing karyotype.

 give examples of genetic diseases.

 state that genetic diseases may have different causes.

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