Year 9 Science · Unit 1 · Lesson 20
Apply Worksheet
Learning Goals
Odd one out
Circle the item that does not belong in each group. Then explain your reasoning in the answer column.
| # | Group | Your answer (odd one + reason) |
|---|---|---|
| 1 | Apoptosis NK cells Immune surveillance Antibiotic resistance | |
| 2 | Influenza HIV Malaria Type 2 diabetes | |
| 3 | Cohort study Case-control study RCT Herd immunity | |
| 4 | Quarantine Contact tracing Vaccination Surgery | |
| 5 | Mucus Cilia Skin Antibody |
Disease system synthesis
Choose ONE disease from the list below and trace it through the five dimensions of the disease system framework. Use the sentence starters provided.
Choose one: Tuberculosis · Malaria · COVID-19 · Measles · Type 2 diabetes · Melanoma
My chosen disease:
(a) Pathogen type
Sentence starter: "This disease is caused by a [bacterium/virus/parasite/lifestyle factor] called… which…"
(b) Transmission route
Sentence starter: "It is transmitted by… and can be reduced by…"
(c) Body defences
Sentence starter: "The body's response includes… at the first line, and… at the second/third line."
(d) Treatment
Sentence starter: "Treatment involves… because…"
(e) Public health prevention
Sentence starter: "At the population level, this disease is prevented by…"
1. Explain why the same disease can require completely different public health strategies in different countries. Use one specific example in your answer.
2. A social media post claims "natural immunity from getting the disease is always better than vaccine-induced immunity." Use what you know about the immune system and vaccination to evaluate this claim. Is it supported by the science?
Wrap Up
In one sentence, what was the most important connection you made between concepts in this unit?