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Led by Charles Sherrington Simulacrum
The third module of the OCR GCSE Biology A course — the nervous system, eye and brain, endocrine system, plant hormones and homeostasis. Hosted by Charles Sherrington Simulacrum.
Led by Charles Sherrington Simulacrum
The question
The structure of the nervous system and how it produces fast, coordinated responses. Covers the Central Nervous System, sensory and motor neurones, sensory receptors, and the reflex arc — stimulus, receptor, sensory neurone, relay neurone, motor neurone, effector, response. Charles Sherrington Simulacrum traces the architecture from stimulus to action.
Outcome
The student can describe the structure of the nervous system and explain how a reflex arc produces a coordinated response. (Nervous coordination)
Sub-units
Led by Charles Sherrington Simulacrum
The question
The eye as a sense organ — cornea, iris, pupil, lens, retina, optic nerve — and how its structures produce an image. Common eye defects (colour blindness, short-sightedness, long-sightedness) and their correction. The structure and function of the brain (cerebrum, cerebellum, medulla, hypothalamus, pituitary) and the difficulties of investigating and treating damage to the brain and nervous system.
Outcome
The student can explain how the main structures of the eye function, describe common eye defects, and explain why investigating and treating brain damage is difficult. (Sensory organs and the brain)
Sub-units
Led by Charles Sherrington Simulacrum
The question
How hormones coordinate the body — chemical messengers secreted by endocrine glands, transported in blood, acting on target tissues. Covers thyroxine and negative feedback, adrenaline, the hormonal control of the menstrual cycle (FSH, LH, oestrogen, progesterone), hormonal and non-hormonal contraception, and the use of hormones in treating infertility.
Outcome
The student can describe the principles of hormonal control, explain the hormonal regulation of the menstrual cycle, and evaluate methods of contraception. (Endocrine coordination)
Sub-units
Led by Charles Sherrington Simulacrum
The question
How plants coordinate growth and development without a nervous system — the role of auxins in phototropism and gravitropism, the effects of gibberellins and ethene on germination, fruit ripening and leaf shedding, and the practical uses of plant hormones in agriculture (selective herbicides, rooting powder, seedless fruit, altering dormancy).
Outcome
The student can explain how auxins control phototropism and gravitropism and describe the agricultural uses of plant hormones. (Plant coordination)
Sub-units
Led by Charles Sherrington Simulacrum
The question
How the body maintains a stable internal environment — temperature control through the skin (sweating, shivering, blood flow changes), blood sugar regulation through insulin and glucagon (including the comparison of type 1 and type 2 diabetes), and water balance through the kidneys and ADH. Covers the gross structure of the kidney, the kidney tubule, and the body's responses to dehydration, excess water and high salt intake.
Outcome
The student can explain how the body regulates temperature, blood sugar and water balance through homeostatic feedback mechanisms. (Internal regulation)
Sub-units