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HSCScience Biology 2025 · Y11 · FA3
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Year 11 Biology Evolution and ecosystems ⏱ ~60 min Practice bank · 3 Short Answer Lesson 15 of 25

Antibiotic & DDT Resistance

When penicillin reached hospitals in the 1940s and DDT was sprayed across malarial swamps, it looked like humans had finally beaten bacteria and mosquitoes. Within a decade, both were fighting back. Resistance is not the microbe "learning" to survive, it is natural selection running in fast-forward, with the chemical we invented acting as the selective pressure. This lesson reads the evidence for it.

Today's hook: Finishing only half a course of antibiotics, or spraying the same insecticide year after year, can make a disease harder to treat, not easier. How can the very chemicals designed to kill an organism end up breeding a stronger version of it?
0/5TASKS
Start here

Orient yourself

Make a prediction, scan the goals and the key terms, and see which misconception this lesson is built to fix.

Before You Read

warm-up

A doctor gives a patient antibiotics. Most of the bacteria die, but a few survive and the infection comes back worse.

Before reading: did the antibiotic cause the surviving bacteria to become resistant, or were some already resistant before treatment? Write your answer and explain your reasoning.

Learning Intentions

goals

Know

  • That antibiotics and DDT act as human-induced selective pressures
  • The sequence of natural selection that produces a resistant strain
  • That resistance arises from pre-existing variation, not from the chemical

Understand

  • Why overuse and incomplete courses accelerate resistance
  • Why bacteria and mosquitoes evolve resistance so quickly
  • How secondary-source data demonstrates resistance increasing over time

Can Do

  • Analyse secondary-source data on rising resistance
  • Explain resistance as natural selection step by step
  • Evaluate the reliability of a secondary source on resistance

Scan these before reading

vocab
Antibiotic resistanceThe ability of a bacterial strain to survive and reproduce in the presence of an antibiotic that would normally kill it.
DDTDichloro-Diphenyl-Trichloroethane, a synthetic insecticide once widely used against malaria-carrying mosquitoes.
Human-induced selective pressureA selective pressure created by human activity (e.g. using a drug or insecticide) that changes which individuals survive and reproduce.
Resistant strainA population descended from the rare survivors, in which the resistance trait is now common.
Secondary sourceData or information collected and reported by someone else (e.g. published surveillance graphs), which you analyse rather than gather yourself.

Match each term to its meaning: use the Key Terms card above.

  • Antibiotic resistance
  • DDT
  • Human-induced selective pressure
  • Resistant strain
  • Secondary source
  • Data collected and reported by someone else, which you analyse rather than gather
  • A synthetic insecticide once widely used against malaria-carrying mosquitoes
  • A population descended from rare survivors, in which the resistance trait is now common
  • The ability of a bacterial strain to survive a drug that would normally kill it
  • A selective pressure created by human activity
Where this sits in the course: This lesson is the textbook example of "human-induced changes acting as selective pressures" introduced in L03, now seen as a fast, measurable, real-world case. It is also a secondary-source investigation: your job is to analyse data others have collected.

Misconceptions To Fix

watch out
✗ Wrong: Bacteria "become resistant" because the antibiotic teaches them to fight it, or because they "want" to survive.
✓ Right: A few individuals are already resistant due to random mutation before the antibiotic is used. The antibiotic does not create resistance, it selects for it by killing the non-resistant majority, leaving the resistant few to reproduce.

Resistance Is Natural Selection in Fast-Forward

The same four steps as any natural selection, just very fast

1

Resistance Is Natural Selection in Fast-Forward

+5 XP

The same four steps as any natural selection, just very fast

A resistant population is not produced by the drug; it is produced by selection acting on variation that already exists in the population.

The sequence is always the same: (1) random mutation produces variation, so a few bacteria are already resistant before any antibiotic is used; (2) the antibiotic is a selective pressure that kills the non-resistant majority; (3) the rare resistant survivors reproduce; (4) over generations the resistance allele becomes common and a resistant strain emerges.

Because bacteria reproduce roughly every 20 minutes and mosquitoes over a few weeks, this whole process, which takes thousands of years in large slow-breeding animals, can play out in a matter of years or even months. That short generation time is exactly why human-induced pressures drive resistance so visibly.

Pause, copy the highlighted four-step sequence into your book before moving on.

Resistance appears quickly in bacteria mainly because of their very short _____ time.

Two Case Studies: Bacteria and Mosquitoes

Different organisms, different chemical, identical logic

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Two Case Studies: Bacteria and Mosquitoes

+5 XP

Different organisms, different chemical, identical logic

We just saw the four-step sequence. That raises a question: does it really play out the same way for a bacterium and an insect? This card answers it → two real cases that share the exact same selection logic.

Antibiotic resistance in bacteria and DDT resistance in mosquitoes are two instances of one process, only the organism and the human chemical differ.

Selection for resistance in three steps: a few resistant individuals already exist, the chemical kills the susceptible ones, and the survivors reproduce into a resistant strain.Selection for resistance(same in both cases)1. Mixed populationfew already resistant (dark)2. Chemical appliedsusceptible die (grey)3. Resistant strainsurvivors reproduce
Whether the chemical is an antibiotic on bacteria or DDT on mosquitoes, the same selection sequence converts a rare resistance allele into the dominant trait of the population
Text description
  • 1 Mixed population: a few individuals are already resistant (dark); most are susceptible (grey).
  • 2 The chemical is applied: the susceptible die (dashed outlines).
  • 3 The survivors reproduce, giving a resistant strain.
Antibiotic-resistant bacteria
Pressure: antibiotic drugs
Driven by overuse & unfinished courses
Example: MRSA (resistant Staphylococcus aureus)
~20-minute generations → fast spread
DDT-resistant mosquitoes
Pressure: DDT insecticide spraying
Driven by repeated, widespread spraying
Example: Anopheles malaria mosquitoes
Few-week generations → resistance within years

Antibiotic resistance (bacteria, e.g. MRSA) and DDT resistance (mosquitoes, e.g. Anopheles) are two cases of the same process: a human chemical acts as a selective pressure, pre-existing resistant individuals survive and reproduce, and a resistant strain emerges, accelerated by overuse and short generation times.

Pause, copy the highlighted comparison into your book, noting one example organism for each case.

The DDT case in dates. DDT was deployed on a large scale against malaria vectors from the mid-1940s. Resistance in Anopheles mosquitoes was reported within about a decade, and by the 1960s it was widespread enough to be a major reason the global malaria eradication campaign was scaled back. Two things made it fast: mosquito generations are measured in weeks rather than years, and blanket spraying applied the pressure to entire populations at once with no untreated refuge in which susceptible individuals could persist.

Which factor most increases the rate at which resistance spreads through a population?

Apply it: Analyse a Secondary Source

Work the activity in your own book before you read on. This is the first point where you are on your own.

Activity 1

AnalyseBand 5

Analyse a Secondary Source

Pattern, Read data, then evaluate it

The data below are illustrative figures modelled on the shape of published surveillance trends, not a real dataset. They are here so you can practise the analysis; part (c) is where you say what you would need in order to trust a real one.

Year2000200820162024
% resistant4123158

In your book: (a) describe the trend, (b) explain it using natural selection, and (c) evaluate the source, what would you want to know before trusting it (sample size, who collected it, region, methods)?

Evaluating the Evidence, and the Cost

Why this matters for medicine and public health

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Evaluating the Evidence, and the Cost

+5 XP

Why this matters for medicine and public health

We just analysed rising-resistance data. That raises a question: how reliable is such secondary-source evidence, and why should we care? This card answers it → reliable data drives the global fight against resistance.

A secondary source is only as trustworthy as its methods, so analysing resistance means judging the data as well as reading the trend.

When you analyse a secondary source on resistance, check who collected it, how large and representative the sample was, the time span, and whether the trend could have another explanation. Reliable surveillance from bodies such as the World Health Organization shows a clear, repeatable pattern: where a chemical is used heavily, resistance rises.

The consequences are serious. Antibiotic resistance threatens routine surgery and the treatment of common infections; DDT resistance helped malaria rebound in regions where it had been suppressed. The response, using antibiotics only when needed, finishing prescribed courses, and rotating or combining control chemicals, is an attempt to slow the selective pressure rather than to defeat evolution, which cannot be switched off.

When evaluating a secondary source on resistance, assess sample size, representativeness, time span and possible alternative explanations. Reliable global data show resistance rises with heavy chemical use; the practical response is to reduce and vary that selective pressure (responsible antibiotic use; rotating insecticides), because selection itself cannot be stopped.

Add the "evaluate the source, then slow the selective pressure" points to your notes before the check below.

Where the real Australian data lives. If you want figures you can actually cite, the Australian Commission on Safety and Quality in Health Care publishes the AURA series (Antimicrobial Use and Resistance in Australia), drawing on the Australian Group on Antimicrobial Resistance surveillance programs, and the World Health Organization runs the Global Antimicrobial Resistance and Use Surveillance System (GLASS). Both state their sample sizes, their participating laboratories and their methods, which is exactly what makes them usable as secondary sources and what a poorly documented graph on a website does not.

Beyond the syllabus. The molecular basis of resistance, target-site mutations such as knockdown resistance in the insect sodium channel, metabolic resistance through enzymes that break the chemical down, efflux pumps, and horizontal transfer of resistance genes between bacteria on plasmids, is extension. For this dot point you need the selection account and the analysis of secondary-source data showing resistance rising.

Antibiotics cause individual bacteria to develop resistance during treatment.

DDT acted as a human-induced selective pressure on mosquito populations.

Before trusting a resistance graph from a secondary source, you should check the sample size and how the data were collected.

See where it lands in the real world

Why this is on every hospital wall

Why this is on every hospital wall

"Antimicrobial resistance" is named by the World Health Organization as one of the top global public-health threats. Hospitals run "antibiotic stewardship" programs, restricting which drugs are used and when, precisely to slow the natural selection you have studied here. The same evolutionary logic guides agriculture: rotating insecticides and pesticide classes so no single chemical applies constant pressure long enough to breed a fully resistant pest. Understanding resistance as natural selection, not as the microbe "learning", is what makes these strategies make sense.

Two truths, one lie: three of these statements about the stewardship card above are correct. Which one is the lie?

Analyse5 marks

Analyse how the widespread spraying of DDT drove the emergence of DDT-resistant mosquito populations.

1
Unpack the verb

Analyse asks you to identify the components of the process and relate them. The components are the pre-existing variation, the spraying, the reproductive advantage and the spread, and the analytical work is showing how the features of the human pressure set the speed of the outcome.

5 marks. Establish the variation, then the sorting, then the rate, then what made this pressure so effective, then the consequence.

The DDT case is a good one to analyse rather than just describe, because the speed of the outcome is directly traceable to specific features of how the chemical was used.
Assess5 marks

You find an online article reporting that a hospital has recorded a sharp rise in antibiotic-resistant infections. Assess the reliability of this secondary source before using it as evidence.

1
Unpack the verb

Assess asks for a judgement of value or quality. Here you are judging a source, so you need criteria, evidence against each criterion, and a conclusion that follows from them.

5 marks. Set out the criteria you will use, apply them, distinguish reliability from validity, then give a judgement with a stated condition.

Naming your criteria before applying them is what makes an assessment systematic rather than a list of doubts.
Do this next

Practise independently

Answer every question in your own words first. The model answers are for checking against, not for copying.

01

Multiple Choice

+5 XP

A fresh set drawn from this lesson's question bank, feedback shown immediately. +5 XP per correct · +25 XP all correct

Pick your answer, then rate your confidence, that tells the system what to drill next.

02

Short Answer, 13 marks

+5 XP

AnalyseBand 5(5 marks) 1. Analyse how a human-induced pressure can drive the emergence of an antibiotic-resistant strain of bacteria. In your answer, refer to variation, selection and the role of the human pressure.

1 mark: pre-existing variation from mutation · 1 mark: antibiotic identified as selective pressure · 1 mark: susceptible individuals killed, resistant survive · 1 mark: survivors reproduce, allele frequency rises · 1 mark: links overuse/short generation time to speed of emergence

AnalyseBand 5(4 marks) 2. A published dataset reports the percentage of a bacterial species resistant to one antibiotic as 4 per cent in 2000, 12 per cent in 2008, 31 per cent in 2016 and 58 per cent in 2024. Describe the trend, explain it using natural selection, and state two things you would need to know about the dataset before drawing a conclusion from it.

1 mark: describes the trend quantitatively, a rise from 4 to 58 per cent over 24 years, and notes that it is accelerating rather than linear · 1 mark: explains the rise as selection acting on pre-existing resistance alleles under continued antibiotic use · 1 mark: one valid question about the data (sample size, region, which species and drug, laboratory methods) · 1 mark: a second valid question, including whether the sampling method changed over time

EvaluateBand 5-6(4 marks) 3. "Since resistance is caused by using the chemical, the solution is simply to stop using antibiotics and insecticides altogether." Evaluate this claim.

1 mark: identifies the correct part, reducing use does reduce the selective pressure · 1 mark: identifies the cost, these chemicals prevent and treat disease, so stopping entirely causes harm of its own · 1 mark: notes that resistance alleles persist in the population even without the chemical, so the problem is managed rather than removed · 1 mark: reaches a judgement naming a realistic strategy such as stewardship, rotation or combination therapy

Show all answers

Multiple choice

MC answers and full explanations are shown inline as you complete each question. Use the retry button to attempt a fresh set from the lesson bank.

Short Answer Model Answer

Q1 (5 marks): Within any bacterial population, random mutation produces variation, so a small number of cells are already resistant to the antibiotic before it is used. When the antibiotic is applied it acts as a human-induced selective pressure: it kills the non-resistant majority but cannot kill the resistant few. Those resistant survivors then reproduce, passing the resistance allele to their offspring, so over successive generations the frequency of the resistance allele rises until a resistant strain dominates the population. This emerges rapidly because bacteria have very short generation times (about 20 minutes) and because overuse and incomplete antibiotic courses apply the selective pressure repeatedly, killing susceptible competitors and giving resistant cells repeated reproductive advantage. The antibiotic therefore selects for, rather than creates, resistance.

Q2 (4 marks): Resistance rose from 4 per cent in 2000 to 58 per cent in 2024, an increase of 54 percentage points over 24 years, and the rise is accelerating rather than steady: 8 points in the first interval, 19 in the second and 27 in the third [1]. Natural selection accounts for this. A small proportion of the bacterial population already carried a resistance allele that had arisen by chance mutation; each course of the antibiotic killed the susceptible majority and left those cells to reproduce, so the allele frequency rose, and because bacteria divide roughly every twenty minutes the shift compounds quickly while the drug remains in use [1]. Before drawing a conclusion I would want to know the sample size and how many isolates each figure represents, since a small sample can move a percentage a long way [1]. I would also want to know whether the sampling method or the population sampled changed over the period, because a shift toward testing sicker hospital patients rather than community cases would raise the measured resistance without any change in the underlying biology, and I would want the region, the exact species and the exact drug, since resistance figures are not transferable between them [1].

Q3 (4 marks): The claim gets the mechanism right: resistance rises because the chemical selects for it, so reducing use does genuinely reduce the selective pressure, and that is precisely the reasoning behind antibiotic stewardship [1]. But stopping altogether is not a solution, it is a different harm. Antibiotics make routine surgery, chemotherapy and the treatment of common infections survivable, and insecticides suppress vectors of malaria and dengue, so withdrawing them entirely would cost far more lives than resistance currently does [1]. The claim also assumes the problem disappears when the chemical is withdrawn. Resistance alleles remain in the population once they are common, and although they may decline where they carry a fitness cost in the absence of the drug, that decline is slow and often incomplete, so the realistic goal is to slow the spread rather than to reverse it [1]. My judgement is that the claim is wrong as a policy: what the biology actually recommends is to reduce and vary the pressure, using antibiotics only where they are needed and for the full prescribed course, rotating or combining insecticide classes so no single chemical applies constant pressure, and leaving untreated refuges where susceptible individuals persist [1].

Finish strong

Retrieve and reflect

Do the spaced-review set from memory first, then look back at the prediction you made before you read anything.

Check what actually stuck

A short spaced-review set drawn from this lesson and the lessons before it. Answer from memory first, that is what makes it stick.

Lock it in

boss

You can now explain antibiotic and DDT resistance as natural selection driven by a human-induced pressure, and analyse secondary-source data on it. Next lesson steps back into deep time to read the fossil evidence for evolution.

↩ Back to focus-area hub

How did your thinking change?

At the start you were asked whether the antibiotic caused the surviving bacteria to become resistant. The key correction is this: the resistant individuals were already present due to random mutation; the antibiotic only selected for them by removing the rest. The chemical is the selective pressure, not the source of the new trait.

If your first answer was "the antibiotic made them resistant", revisit Card 1 and the misconception box: variation comes first, selection acts second.

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