C3.2 Defence against disease

Defence against disease combines physical barriers, clotting, phagocytes, lymphocyte specificity, vaccination, antibiotics and evolutionary responses to pathogens across human populations.

Syllabus
First assessment 2025
Topic
C3.2
Level
SL

Pathogens cause disease by entering and damaging a host

Pathogens cause disease by entering and damaging a host.

A pathogen is a disease-causing organism or particle. Bacteria, viruses, fungi and protists reproduce or use host cells in ways that disrupt tissues, release toxins or trigger damaging inflammation.

classify the pathogen; route of entry/transmission; host process disrupted; resulting signs.

A respiratory virus enters droplets, infects airway cells and spreads before the immune response clears it.

Pathogen presence is not identical to symptoms: dose, host susceptibility and immune response also affect disease.

Pathogens cause infectious diseases

Assessment in practice

2–3 marks
How it is assessed

This objective is assessed through structured response, commonly using Describe / Distinguish / Outline.

Command terms

Describe / Distinguish / Outline / Define / State / Explain

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Naming symptoms without linking them to the causative pathogen or transmission route.

Representative question

Question 1

[Maximum number: 6]

Describe the cause, transmission and effects of malaria.

Skin and mucous membranes block entry

Skin and mucous membranes block entry.

Keratinised skin forms a physical barrier, while mucus traps particles and cilia move them away. Secretions such as lysozyme, tears and stomach acid add chemical protection.

barrier; trapped or killed agent; route out; limitation if the barrier is breached.

Mucus in an airway traps microbes and cilia move the mucus toward the throat, reducing access to lung tissue.

These are first-line defences, not antigen-specific memory responses.

Skin and mucous membranes

Assessment in practice

1–3 marks
How it is assessed

This objective is assessed through structured response, commonly using State / Describe.

Command terms

State / Describe

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Naming symptoms without linking them to the causative pathogen or transmission route.

Representative question

Question 1

[Maximum number: 3]

Describe how disease-causing bacteria are prevented from entering the body.

Clotting seals a damaged blood vessel

Blood clotting rapidly seals a cut in the skin, limiting blood loss and pathogen entry.

Platelets at damaged tissue release clotting factors that start a cascade. The cascade produces thrombin, which rapidly converts soluble fibrinogen into insoluble fibrin strands.

Cut → platelet activation and clotting-factor release → cascade → thrombin → fibrinogen converted to fibrin → fibrin mesh traps erythrocytes → clot seals wound.

At a skin cut, the fibrin mesh stabilizes the platelet plug and traps red blood cells, forming a clot that can dry into a protective scab.

Thrombin converts fibrinogen to fibrin; it is not the mesh itself. Further clotting-factor details are outside this objective.

Blood clotting

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / Describe / State.

Command terms

Identify / Describe / State / Explain / Outline

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Reversing fibrinogen and fibrin in the clotting sequence.

Representative question

Question 1

[Maximum number: 7]

Explain how blood clotting occurs and the consequence for a person who has hemophilia.

Innate and adaptive immunity solve different problems

Innate immunity responds to broad pathogen categories and remains essentially unchanged during life; adaptive immunity targets particular antigens and forms memory.

Feature Innate immune system Adaptive immune system
Recognition Broad pathogen categories Specific antigen
First response Rapid Slower while specific cells activate
Change during life No antigen-specific improvement Builds memory after exposure
Re-exposure Similar response Faster and more effective response
Required cell example Phagocyte Lymphocyte

Phagocytes can engulf unfamiliar bacteria immediately, while a later exposure to the same antigen triggers a faster antibody response from retained adaptive memory cells.

Innate does not mean weak, and adaptive does not mean immediate. For this objective, no innate component other than phagocytes needs to be named.

Innate vs. adaptive immune system

Assessment in practice

1 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / Distinguish.

Command terms

Identify / Distinguish

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Calling phagocytosis specific immunity instead of a broad innate response.

Representative question

Question 1

[Maximum number: 1]

Distinguish between innate and adaptive immune response.

The graph shows the magnitude of the immune response after infection or after vaccination over time.

Phagocytes remove invaders by engulfing them

Phagocytes control infection by leaving the blood, moving amoeboidly to infected tissue, recognizing pathogens, engulfing them and digesting them.

Chemical signals guide phagocytes to an infection site. The flexible cell membrane changes shape during amoeboid movement and encloses a recognized pathogen by endocytosis in a vesicle.

Blood → amoeboid movement into infected tissue → pathogen recognition → endocytosis/phagosome → lysosome fusion → lysosomal enzymes digest pathogen.

A neutrophil leaves a capillary, crawls through tissue, encloses a bacterium and digests it after lysosomes fuse with the phagosome.

Phagocytosis is an innate cellular response, not antibody production. Engulfment contains the pathogen; lysosomal enzymes perform digestion.

Phagocytes exam focus

Assessment in practice

1–4 marks
How it is assessed

This objective is assessed through structured response, commonly using Describe / Outline / Identify.

Command terms

Describe / Outline / Identify

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Naming symptoms without linking them to the causative pathogen or transmission route.

Representative question

Question 1

[Maximum number: 4]

Describe how phagocytic leucocytes may act as a defence against disease.

Lymphocytes provide specific immune recognition

Lymphocytes are adaptive immune cells that circulate in blood and are also concentrated in lymph nodes, where antigen-specific cells cooperate to produce antibodies.

An individual has a very large number of B lymphocytes with different receptors. Each B-cell clone is capable of making one specific type of antibody, so the population collectively recognizes many antigens.

Location: blood and lymph nodes. Diversity: many B-cell specificities. Cooperation: antigen-specific helper T cells help activate matching B cells, which can form antibody-secreting cells.

Only the small B-cell population with receptors complementary to a viral surface antigen is selected to produce antibodies against that antigen.

One B cell does not make every antibody. Large population diversity plus cooperation between lymphocytes creates the adaptive repertoire.

Lymphocytes exam focus

Assessment in practice

1–7 marks
How it is assessed

This objective is assessed through structured response, commonly using Explain / Outline / Identify.

Command terms

Explain / Outline / Identify

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Confusing plasma cells, memory cells and helper T-cells in the activation sequence.

Representative question

Question 1

[Maximum number: 7]

Explain how cells in the bloodstream cause a specific immune response.

An antigen is the feature an immune receptor recognises

An antigen is a recognition molecule that can bind a specific antibody or lymphocyte receptor and trigger antibody production.

Most antigens are glycoproteins or other proteins and are located on the outer surface of a pathogen, where immune receptors can encounter them.

Antigen = molecular target, not the whole pathogen. Complementary receptor binding selects an antigen-specific response; different surface antigens select different lymphocyte clones.

Erythrocyte surface antigens from an incompatible blood group can stimulate antibody binding and production after transfusion, causing dangerous cell agglutination or destruction.

An antigen is not automatically an entire foreign organism. It is a recognizable molecule or molecular region, commonly a surface protein or glycoprotein.

Antigens exam focus

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice, commonly using Identify.

Command terms

Identify

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Naming symptoms without linking them to the causative pathogen or transmission route.

Representative question

Question 1

[Maximum number: 1]

What is a characteristic of antigens?

A

They recognize foreign substances

B

They are produced in bone marrow

C

They cause disease in humans

D

They stimulate the production of antibodies

B cells activate only after antigen-specific signals

An antigen-specific B lymphocyte is activated only after it interacts directly with its matching antigen and receives contact-dependent help from an activated helper T lymphocyte specific to the same antigen.

The two matching signals confirm antigen identity before the B cell divides. After activation, the B cell can produce antibody-secreting plasma cells and retained memory cells.

Specific antigen binds B-cell receptor → helper T cell activated by the same antigen contacts B cell → B cell activates → clonal expansion → plasma and memory cells.

A B cell recognizing one viral protein receives help only from a helper T cell activated by that same antigen type, preventing an unrelated B-cell clone from expanding.

Direct antigen binding alone is not sufficient in this model, and helper T-cell contact must be antigen-matched. Unactivated B cells do not yet secrete large antibody quantities.

B-lymphocyte activation

Assessment in practice

1–7 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / Describe / Explain.

Command terms

Identify / Describe / Explain / Outline

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Confusing plasma cells, memory cells and helper T-cells in the activation sequence.

Representative question

Question 1

[Maximum number: 7]

Explain the production of antibodies when a patient is infected with the TB bacterium.

Plasma cells are antibody factories made by clonal selection

Because only a small number of B cells recognize a given antigen, an activated B cell divides repeatedly by mitosis to form a large clone.

Clonal expansion supplies enough plasma cells to secrete an effective quantity of one antibody type. Every plasma cell in the clone inherits the selected antibody specificity.

Rare matching B cell → activation → repeated mitosis → clone of genetically matching cells → many plasma cells secrete the same specific antibody; some cells can become memory cells.

A selected B cell responding to a bacterial surface antigen produces thousands of plasma-cell descendants, all releasing antibodies complementary to that antigen.

Antibodies are secreted in quantity by differentiated plasma cells, not by every inactive B cell. Mitosis increases cell number without changing specificity.

Clones of plasma cells

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice, commonly using Identify / State.

Command terms

Identify / State

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Confusing plasma cells, memory cells and helper T-cells in the activation sequence.

Representative question

Question 1

[Maximum number: 1]

What is a role of activated B cells?

A

Secrete antibiotics in response to specific antigens

B

Activate T cells in the immune response

C

Release histamine in response to allergens

D

Multiply to form clones of plasma cells

Memory cells accelerate a second response

Memory cells accelerate a second response.

Some activated B and T cells persist as memory cells. On re-exposure they respond more rapidly and strongly, often preventing noticeable disease.

primary exposure; memory formation; secondary exposure; faster/larger response.

A booster vaccine re-stimulates memory cells, producing protective antibody levels sooner than the first dose.

Memory is antigen-specific and can weaken; it does not make a person immune to every pathogen.

Immunity from memory cells

Assessment in practice

1–3 marks
How it is assessed

This objective is assessed through structured response, commonly using State / Suggest / Identify.

Command terms

State / Suggest / Identify / Explain

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Confusing plasma cells, memory cells and helper T-cells in the activation sequence.

Representative question

Question 1

[Maximum number: 3]

Suggest possible reasons for the observed pattern of presence of antibodies in vaccinated mice.

The summer after vaccination, the prevalence of B. burgdorferi infection in tick nymphs collected on mice from the two sites was measured.

\cline { 2 - 5 } \multicolumn{1}{c|}{}State of infection of tick nymphs with B. burgdorferi
\cline { 2 - 5 } \multicolumn{1}{c|}{}Site 1Site 2
Host miceInfectedNot infectedInfectedNot infected
Control mice903155789
Vaccinated mice8728849121

HIV spreads through particular body-fluid routes

HIV spreads through particular body-fluid routes.

HIV transmission requires infected blood, semen, vaginal fluids or breast milk to reach susceptible tissue. It is not spread by casual contact, food sharing or intact skin.

source fluid; route of exposure; susceptible tissue; prevention barrier.

Sharing a contaminated needle can transfer infected blood directly into circulation, whereas a handshake cannot.

Transmission risk depends on exposure and viral load; a positive test does not identify the route by itself.

HIV transmission

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice, commonly using Explain.

Command terms

Explain

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Representative question

Question 1

[Maximum number: 1]

How has the transmission of HIV been reduced?

A

Delaying the progression of HIV to AIDS

B

Single use of disposable needles

C

Treatment with antibiotics

D

Vaccination

HIV can cause AIDS by reducing CD4 T cells

HIV can cause AIDS by reducing CD4 T cells.

HIV infects and progressively destroys CD4 helper T cells. As immune coordination falls, opportunistic infections and cancers become more likely; this clinical state is AIDS.

HIV entry/replication; CD4 decline; loss of coordination; opportunistic disease.

A person with low CD4 counts may develop an infection that a healthy immune system would normally control.

HIV infection and AIDS are not synonyms: treatment can delay or prevent progression to AIDS.

HIV infection and AIDS

Assessment in practice

1 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / Explain / Discuss.

Command terms

Identify / Explain / Discuss

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Confusing plasma cells, memory cells and helper T-cells in the activation sequence.

Representative question

Question 1

[Maximum number: 4]

Discuss the consequences of infection with HIV.

Antibiotics target bacterial processes

Antibiotics are chemicals that block processes in bacteria while having little or no effect on corresponding processes in eukaryotic host cells.

Selective targets include bacterial cell-wall synthesis or bacterial ribosomes. Human cells lack bacterial walls and their cytoplasmic ribosomes differ, allowing a susceptible bacterial infection to be treated without the same target effect on human cells.

Identify bacterial target → explain disrupted bacterial process → explain why eukaryotic cells lack or differ in that target → predict treatment only for susceptible bacteria.

An antibiotic that blocks bacterial peptidoglycan-wall synthesis can stop dividing bacteria, while human cells have no peptidoglycan wall to block.

Viruses have no bacterial cell wall, ribosome or independent bacterial metabolism; they replicate using host-cell machinery. Antibiotics therefore do not control viral infections.

Antibiotics exam focus

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using Explain / Outline / Identify.

Command terms

Explain / Outline / Identify / Distinguish / Suggest

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Explaining antibiotic action as antibody stimulation instead of inhibition of bacterial processes.

Representative question

Question 1

[Maximum number: 3]

(i) Estimate the diameter of the zone of inhibition of chloramphenicol.
(ii) Distinguish between the action of tetracycline and penicillin on B. subtilis.
(iii) Suggest a reason for the result with disc X .

Resistance spreads when antibiotics select variants

Antibiotic exposure selects resistant bacterial variants, allowing strains resistant to several antibiotics to evolve and spread.

Resistance genes arise through mutation or are acquired from other bacteria. An antibiotic kills susceptible cells, while resistant survivors reproduce and pass resistance vertically or transfer genes horizontally.

Existing genetic variation → antibiotic selection → resistant survival → reproduction/gene transfer → resistance frequency rises → different resistance genes can accumulate in one multiresistant strain.

Repeated exposure to different antibiotics can successively select a pathogenic strain carrying resistance to several drug classes, leaving fewer effective treatments.

Antibiotics do not direct bacteria to mutate. Careful use—only when appropriate, with the prescribed agent and regimen—reduces unnecessary selection pressure but cannot make evolution impossible.

Antibiotic resistance evolution

Assessment in practice

1–4 marks
How it is assessed

This objective is assessed through structured response, commonly using Explain / Compare / Discuss.

Command terms

Explain / Compare / Discuss / Suggest / Identify / Describe / State / Outline

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Saying antibiotics cause directed mutations instead of selecting pre-existing or transferred resistance.

Representative question

Question 1

[Maximum number: 9]

Explain how natural selection can lead to evolution using antibiotic resistance in bacteria as an example.

Zoonoses cross from animal reservoirs into people

A zoonosis is an infectious disease that can transfer from another animal species to humans, through several different transmission routes.

Zoonosis Animal link and route to humans
Tuberculosis Some strains can pass from infected cattle or other animals through close exposure or contaminated animal products
Rabies Virus in saliva is commonly transferred by the bite of an infected mammal
Japanese encephalitis Mosquito vectors transfer virus maintained among animal hosts such as pigs and birds
COVID-19 A recently emerged infection that transferred from another species, followed by extensive human-to-human respiratory transmission

Zoonoses are prevalent among human infectious diseases because humans interact with livestock, wildlife, food systems and vectors. Ecology and behaviour change the opportunities for cross-species exposure.

Animal origin does not guarantee efficient human-to-human spread. Identify the reservoir or animal link, the transfer route and whether onward human transmission occurs.

Zoonoses exam focus

Assessment in practice

1 marks
How it is assessed

This objective is assessed through structured response, commonly using State / Identify / Explain.

Command terms

State / Identify / Explain

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Defining zoonoses as diseases from zoos rather than transfer from other animal species.

Representative question

Question 1

[Maximum number: 1]

State the term used for an infectious disease that can transfer from other species to humans.

Vaccines create immune memory without the full disease

Vaccination stimulates immunity to a specific pathogen without causing the disease itself.

A vaccine supplies pathogen antigens directly, or supplies DNA or RNA sequences that host cells use to make the antigen. Adaptive immune activation produces specific effector cells and retained memory cells.

Antigen vaccine: antigen is delivered. Nucleic-acid vaccine: DNA/RNA code for antigen is delivered. Both expose the immune system to the target antigen and develop memory without the full infection.

After immunization, later exposure to the pathogen reactivates antigen-specific memory cells, producing a faster response that can prevent disease.

A vaccine does not need to contain a live pathogen. Protection is antigen-specific and may require multiple doses or boosters.

Vaccines and immunization

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / Explain / Calculate.

Command terms

Identify / Explain / Calculate / Outline / Suggest / Sketch

What earns marks

Mark schemes repeatedly reward named details, correct sequence and clear distinctions between similar processes.

Watch for

Confusing plasma cells, memory cells and helper T-cells in the activation sequence.

Representative question

Question 1

[Maximum number: 8]

Some prokaryotes cause infectious disease in humans. Explain the principles of vaccination.

Herd immunity protects some people indirectly

Herd immunity protects some people indirectly.

When enough people are immune, an infectious case has fewer susceptible contacts and transmission chains are interrupted. The required coverage depends on pathogen transmissibility and mixing.

immune fraction; contact network; effective reproduction; vulnerable people left unprotected.

High measles vaccination coverage can prevent an imported case from reaching many susceptible people.

A simple percentage threshold is not universal; immunity may wane and coverage can be clustered unevenly.

Pandemic data need denominators and context

COVID-19 data must be compared using consistent definitions, time windows and denominators, with percentage change and percentage difference chosen for different questions.

Percentagechange=((newvalueoriginalvalue)÷originalvalue)×100%.Percentagedifference=(valueAvalueB÷((valueA+valueB)÷2))×100%.Percentage change = ((new value − original value) ÷ original value) × 100\%. Percentage difference = (|value A − value B| ÷ ((value A + value B) ÷ 2)) × 100\%.

Use percentage change for movement from an earlier baseline to a later value. Use percentage difference to compare two values when neither is designated as the original baseline. Check whether counts, rates or proportions are being compared.

Cases rising from 100 to 130 gives percentage change = (30 ÷ 100) × 100 = 30%. Comparing rates 40 and 50 gives percentage difference = (10 ÷ 45) × 100 = 22.2% (3 s.f.).

A percentage is only interpretable with its denominator and context. Testing effort, case definitions, reporting delays, population size and time window can change apparent trends; association alone does not establish cause.

Defence Against Disease

  • Skin, mucus, cilia, lysozyme and clotting form primary barriers against pathogens.
  • Innate immunity is rapid and broad: phagocytes recognize, engulf and digest pathogens. Adaptive immunity is antigen-specific and forms memory.
  • Helper T-cells coordinate responses; activated B-cells undergo clonal selection, producing antibody-secreting plasma cells and memory cells. A second exposure therefore triggers a faster, stronger response.
  • HIV infects CD4 helper T-cells; their loss weakens immune coordination and can lead to AIDS.
  • Antibiotics target bacterial processes, not viruses. Antibiotic exposure selects resistant variants, which can spread by reproduction or plasmid transfer.
  • Vaccination creates active artificial immunity; high population immunity can indirectly protect susceptible people.
  • Evaluate disease and vaccine claims using reliable sources, trends, controlled comparisons, incidence and efficacy—not raw totals alone.

Objective notes

18 learning objectives
C3.2.1Pathogens cause infectious diseases• Pathogens are disease-causing viruses, bacteria, fungi, protists, or parasites• Archaea are not currently known to cause human infectious diseases5% of analysed papers 7 papers · 8 questionsViewC3.2.2Skin and mucous membranes• Keratinized skin, shedding, lysozyme, mucus, and cilia are primary defences• Mucous membranes protect respiratory and digestive surfaces0% of analysed papers ViewC3.2.3Blood clotting• Platelets and damaged tissue release clotting factors at wounds• Thrombin converts fibrinogen to fibrin, trapping blood cells and sealing entry points7% of analysed papers 10 papers · 10 questionsViewC3.2.4Innate vs. adaptive immune system• Innate immunity is broad, rapid, and does not become more specific over life• Adaptive immunity is antigen-specific and produces memory cells3% of analysed papers 4 papers · 4 questionsViewC3.2.5Phagocytes• Phagocytes use amoeboid movement to reach infection sites• They recognize, engulf, and digest pathogens using lysosomal enzymes1% of analysed papers 2 papers · 2 questionsViewC3.2.6Lymphocytes• B-cells produce antibodies after activation; T-cells assist or destroy infected cells• Lymphocytes originate in bone marrow and circulate through blood, lymph, and lymph nodes2% of analysed papers 3 papers · 3 questionsViewC3.2.7Antigens• Antigens are non-self molecules that trigger specific immune responses• They are often proteins or glycoproteins recognized by antibodies or lymphocyte receptors1% of analysed papers 2 papers · 2 questionsViewC3.2.8B-lymphocyte activation• B-cells bind antigen, internalize it, and present it with MHC proteins• Helper T-cells activated by the same antigen stimulate B-cell activation1% of analysed papers 2 papers · 2 questionsViewC3.2.9Clones of plasma cells• Activated B-cells divide by mitosis through clonal selection• Plasma cells rich in rough ER secrete large amounts of one specific antibody0% of analysed papers ViewC3.2.10Immunity from memory cells• Memory B- and T-cells remain after the primary response declines• Re-exposure triggers faster, stronger secondary immunity1% of analysed papers 1 paper · 1 questionViewC3.2.11HIV transmission• HIV is transmitted through infected blood, semen, vaginal fluids, or breast milk• Transmission risk depends on fluid exchange, barriers, and viral load0% of analysed papers ViewC3.2.12HIV infection and AIDS• HIV infects helper T-cells using CD4 receptors and reverse transcriptase• AIDS results when helper T-cell loss weakens antibody production and immune coordination7% of analysed papers 10 papers · 10 questionsViewC3.2.13Antibiotics• Antibiotics block bacterial processes absent from eukaryotic cells• They do not treat viruses; antivirals target viral replication processes8% of analysed papers 11 papers · 11 questionsViewC3.2.14Antibiotic resistance evolution• Antibiotic use selects resistant variants that survive and reproduce• Multi-resistant strains arise through mutation, plasmids, and overuse of antibiotics12% of analysed papers 17 papers · 19 questionsViewC3.2.15Zoonoses• Zoonoses transfer from animal reservoirs to humans, sometimes through vectors• Examples include rabies, tuberculosis, Japanese encephalitis, and COVID-192% of analysed papers 3 papers · 3 questionsViewC3.2.16Vaccines and immunization• Vaccines contain weakened/inactivated pathogens, antigens, or genetic instructions• Immunization produces active artificial immunity and memory cells1% of analysed papers 1 paper · 2 questionsViewC3.2.17Herd immunity• Herd immunity indirectly protects susceptible people when many are immune• Thresholds depend on transmission route and pathogen contagiousness0% of analysed papers ViewC3.2.18COVID-19 pandemic data evaluation• Evaluate COVID-19 data using source reliability, trends, and controlled comparisons• Calculate percentage change, percentage difference, incidence, and vaccine efficacy0% of analysed papers View