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A Level · Cambridge (CIE) · 9700

Explain antibiotic resistance and its control

Explain how resistant bacterial populations arise, why resistance matters and how its impact can be reduced.

Section 10.2 · Antibiotics

Antibiotics and resistance pathway · 10.2

Cambridge International AS & A Level Biology 9700, 2028–2030 syllabus, Version 1. Educational biology content only: it does not diagnose illness or replace advice from a qualified health professional.

Before you begin

  • A pathogen is a disease-causing microorganism or infectious agent; transmission describes how it passes between hosts.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which population becomes resistant: the patient or the bacteria?

What you will learn

  • Explain selection and inheritance of antibiotic resistance
  • Discuss consequences of resistance and actions that reduce its spread and impact
Food handling and hand hygiene reduce transfer routes; a fall in cases does not isolate one simultaneous change.Explain hygienic foodpreparation and personalhygieneSourceContaminated materialTransfer controlSeparate food and reducehand contaminationOutcomeLess opportunity foringestion
Food handling and hand hygiene reduce transfer routes; a fall in cases does not isolate one simultaneous change. Original teaching model.

Build the explanation

A bacterial population may contain heritable variation, including a mutation or resistance gene that lets some bacteria survive an antibiotic. When the antibiotic is used, susceptible bacteria are more likely to die while resistant bacteria survive, reproduce and pass resistance to descendants. Resistance can also spread between bacteria through gene transfer. Antibiotic exposure selects among bacteria; it does not cause a patient's body to become resistant. As resistant bacteria spread, infections can become harder to treat and effective options may become fewer.

Apply it carefully

Reduce selection and transmission together. Antibiotics should be used only when indicated by qualified health professionals and according to their directions; do not share or use leftover medicines. Infection prevention, vaccination where appropriate, hygiene, diagnostic testing, surveillance and responsible prescribing reduce unnecessary exposure and spread. No single action removes all resistance, and a resistant infection needs clinical assessment rather than self-treatment.

Pause and explain

What is natural selection's role in resistance?

Put the idea to work

Worked example

How can antibiotic use increase the proportion of resistant bacteria in a population?

Show the worked solution
  1. Start with variation in the population.
  2. Treatment selects survivors, which reproduce and pass on resistance.

Answer Susceptible bacteria are reduced, while bacteria with heritable resistance survive and reproduce. Their descendants make resistant bacteria a larger proportion of the population.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Explain how resistance can become more common during antibiotic exposure.

Give me a hint

Use variation, differential survival and inheritance.

Compare my reasoning
  1. Some bacteria already carry heritable resistance.
  2. Antibiotic exposure removes more susceptible bacteria; resistant survivors reproduce and pass resistance on.

Some bacteria have heritable resistance before treatment. Antibiotic exposure makes susceptible bacteria less likely to survive, while resistant bacteria survive and reproduce, passing resistance to descendants. The resistant type becomes a larger proportion of the population.

Look for these in your work

  • Variation before selection stated
  • Differential survival explained
  • Inheritance and population change included
2 · Independent

A headline says 'the patient became resistant to antibiotics'. Rewrite it scientifically.

Give me a hint

Identify the organism on which resistance acts.

Compare my reasoning
  1. Bacteria, not the patient's body, acquire or carry resistance.
  2. The infection may be caused by resistant bacteria.

The patient is infected with bacteria that are resistant to one or more antibiotics; it is the bacterial population, not the patient's body, that has resistance.

Look for these in your work

  • Resistance assigned to bacteria
  • Patient/infection wording clarified
3 · Transfer

A clinic wants to reduce resistance while still treating infections. Give two complementary strategies and explain why both matter.

Give me a hint

Combine reducing unnecessary selection with preventing spread.

Compare my reasoning
  1. Use antibiotics responsibly under qualified clinical direction and support appropriate diagnosis.
  2. Prevent infection and transmission through hygiene, vaccination where appropriate, surveillance and infection control.

Use antibiotics responsibly when clinically indicated, supported by diagnosis and appropriate prescribing, to reduce unnecessary selection. Also prevent infections and resistant-organism spread through hygiene, vaccination where appropriate, infection control and surveillance. Reducing selection and transmission address different parts of the problem.

Look for these in your work

  • Responsible use strategy stated
  • Infection prevention strategy stated
  • Selection and transmission distinguished

Common mistakes

  • Claiming antibiotics make an individual patient resistant
  • Saying bacteria deliberately adapt because they need to
  • Suggesting self-stopping or sharing prescribed medicine as a control measure
Recall without your notes

What can you explain now?

Which population becomes resistant: the patient or the bacteria?

Compare with the explanation

The bacterial population

Resistance is a heritable trait in microbes, not a change in the patient's body.

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Make it stick

How does selection increase resistant bacteria, and what can reduce selection and spread?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

Two hundred and fifty-nine new lessons map every published learning outcome in Cambridge International Biology 9700 Topics 1–19 for exams 2028–2030. Each topic lesson includes guided, independent and transfer practice. Fifteen additional practical-assessment lessons provide online preparation for Paper 3 and Paper 5 practical assessment skills. Online Paper 3 lessons cannot provide supervised laboratory competence. Full timed cumulative exam practice and human subject-teacher review remain outstanding, so this is not exam-readiness evidence.

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Original teaching content and links to official sources. Check your exam year and qualification before using a resource.