Monera, protoctista and fungi

Research Project

This book contains three research projects. They are divided into steps that you will find at the end of each unit.

research project

researching Seed germination

Project presentation

Project objective

The term germination refers to the process through which seeds grow into new plants (under the right conditions). During this process, the plant embryo expands, which causes the outer coating of the seed to split. In order for germination to occur, seeds need the right amount of light, correct temperature and an appropriate amount of moisture. Each species has its own specific requirements. Once the seed has germinated, a seedling emerges. As it continues to grow, it is affected by other environmental factors, such as the concentration of salt in the soil (salinity) and the amount of liquid water present.

During this experiment, you will observe how environmental factors affect the germination of different types of seeds. You will also observe how this impacts subsequent plant growth. At the end of the experiment, you will create a scientific article to present your findings and conclusions.

Steps

42 42 Methodology

This experiment consists of three different steps: ➜ Step 1 (in this unit). Doing the necessary background research and project planning in order to plan how you will conduct your experiment. ➜ Step 2 (in unit 2). Formulating a hypothesis, then planning and conducting the experiment in order to prove your theory. ➜ Step 3 (in unit 3). Analysing your results and coming to a conclusion.

Once you have completed these steps, you should write a scientific article in order to present and explain your findings to the class.

UNIT 1

STEP 1 Background research and project planning

Planning your work

Your teacher will divide the class into groups of three or four students. Once you have been placed in a group, discuss the project and how you intend to carry it out. Divide the work between all members of the group. Before you begin, remember to consult the ‘Steps to be followed in group work’ resource, which is available at anayaeducacion.es. Each group will select two different types of seeds for the experiment. All of the groups should choose different seeds. This will make it possible for the class as a whole to study more seeds of different plant types.

Monocotyledon

Dicotyledon

Finding and analysing information

Before starting any kind of experiment, you must research the topic that you are going to study. You should try to gather as much information as possible and make sure you consult a variety of different sources. It is also important to check that the sources you use are reliable. Don’t forget to cite your sources when you present your results!

Use your research to answer the questions: ➜ What are seeds? Draw a diagram of a seed and label the different parts. ➜ What differences can you find between the different types of seeds?

You could look at lentils, beans, chickpeas and corn, for example.

How many cotyledons do the seeds you have chosen have? They should have one or two. ➜ What conditions do you need to ensure that your seeds thrive? ➜ What factors can influence germination? ➜ What is salinity? Where does the salt found in the liquid water used for plants come from? How might salinity affect plants?

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glossary

We learn the relevant terms within the unit with a clear definition.

Glossary

A

Alternation of generations A system of reproduction where one phase involves sexual reproduction by gametes and the other phase involves asexual reproduction by spores.

B

Binary fission A type of asexual reproduction in unicellular organisms where the parent cell divides into two identical daughter cells.

Budding A type of asexual reproduction where two daughter cells form, with one developing as a bud on the other.

Bud

C

Chlorophyll A green substance that captures energy from the Sun and allows photosynthesis to take place. We find it in plants, some algae and some bacteria.

62 Cilia Small motile filaments on the surface of some protozoa that beat to enable movement.

Cilia

F

Flagellum A long appendage extending from the plasma membrane of some cells, which they use like a whip in order to move.

Flagellum

Fragmentation A type of asexual reproduction where a new individual forms from a fragment of another.

H

Hyphae Filamentous structures formed of groups of cells that make up the body of a multicellular fungus.

K

Kingdom Fungi A group of unicellular or multicellular living beings that are formed of eukaryotic cells, have no real tissues and use heterotrophic nutrition. Kingdom Monera Unicellular prokaryotic organisms that can be autotrophic or heterotrophic. Bacteria are the most representative organisms of this kingdom.

Kingdom Protoctista A group of non-tissue-forming eukaryotic organisms that can be multicellular or unicellular. Some use autotrophic nutrition (algae) and others use heterotrophic nutrition (protozoa).

M

Mould A type of multicellular fungus in which the mycelium has a cottony appearance. Mycelium The body of a multicellular fungus formed by strands of hyphae.

Mycelium Unit 2

P

Parasite An organism that lives off another organism of a different species, harming it but not killing it. Pseudopods Foot-like projections of the cytoplasm in some cells, which enable the cell to move or capture food.

Pseudopods

S

Saprophyte An organism that feeds on remains of decaying organic matter. Sporangia Reproductive organs containing spores.

Spores Sporangia

Symbiosis A mutually beneficial relationship between two individuals of different species.

Y

Yeast Unicellular fungi.

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Visual aids of the content

Questions about the essential parts of the unit so that you can write your own summary.

REVIEW AND PRACTISE

Applying your knowledge

review and PRACTISE Remember to choose resources from this unit for your portfolio.

Organising your ideas

1 Attribute web. In your notebook, complete the empty spaces of the wheel of attributes below.

Learn how to draw a wheel of attributes using the resource available at anayaeducacion.es.

Third inner planet, ? km from the Sun

Sphere flattened at the poles, with a diameter of ?

Divided ?

Mass ?

The Earth

Divided ?

Mass ?

Surrounded by ? and covered by ?

Solid planet formed of ?

Summarising

2 Write your own unit summary based on the outline below: • What are the similarities and differences between the heliocentric model and the geocentric model of the universe? Why are neither accepted today? • What units do we use to measure distances in the universe? • How did the universe originate? What is it formed of? • What are galaxies? Focusing on the Milky Way, what types are there? • What are stars? Focusing on our Sun, what types are there? • What bodies make up the Solar System? • In order of distance from the Sun, what are the planets of the Solar System? Which are inner planets and which are outer planets? • What are lunar phases? Can you name them? • How does the Earth move? What are the effects of its movements? • What is an eclipse, and what types are there?

What are tides, and what types are there?

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Interpreting pictures

3 Based on the following picture of the Solar

System, write down all the bodies it consists of and their main characteristics.

4 Look at the picture below and answer the questions:

a) What phenomenon is this? b) Why does it occur? c) Is this phenomenon equally visible everywhere on Earth? Why? 5 What phenomenon can you see in the photos? Why does it occur? How often does it occur?

anayaeducacion.es Go to ´Science workshop: how to navigate using celestial bodies´ in your resource bank.

Applying your knowledge

6 Decide whether the following statements refer to the light year or to the astronomical unit: a) It is the distance that light travels in 1 year. b) It is equivalent to 150 million kilometres. c) It is equivalent to 10 000 000 million kilometres. d) It is the average distance between the Earth and the Sun. 7 Why do stars emit their own heat and light? 8 Identify and correct the errors in the following statements: a) We only characterise stars by their colour and brightness. b) Nuclear fusion reactions that give off large amounts of energy take place on the surface of stars. c) Stars never die, they fade away. d) Our star, the Sun, revolves but does not rotate. 9 Decide what type of celestial body each of the following statements refer to: a) They are small celestial bodies formed of ice and rock. They have a tail. b) They are celestial bodies that orbit planets. c) They are celestial bodies that orbit the Sun in belts. d) They are small spheres that orbit the Sun. 10 Why do we always see the same side of the Moon?

11 What is the difference between: a) A solar eclipse and a lunar eclipse? b) A spring tide and a neap tide? c) A planet and a planetoid?

Moving forward

12 The closest star to the Solar System is in the Alpha

Centauri star system, located 4.3 light years away from us. Calculate the distance between us and

Alpha Centauri in kilometres and in astronomical units.

anayaeducacion.es Go to ‘Key concepts’ and ‘Learn by playing’ in your resource bank. Unit 7

13 Do some research on the nuclear reactions that take place inside the Sun. What will happen when these reactions stop? 14 Explain the following sentence: ‘To look into distant space is to look back in time.’ 15 Black holes aren’t actually holes. You’ve probably heard of them in science fiction books or films. Search for information to find out what they are, and write a science fiction story that includes a description of their origin and characteristics.

Sustainable Development Goals

16 According to Sustainable Development Goal 11, we must make cities and human settlements inclusive, safe, resilient and sustainable. An estimated 55 % of the world’s population lives in cities, and that figure is expected to increase to 68 % by the year 2050. Light pollution is also expected to increase, since cities are the primary cause of it. Look at the information about

Goal 11.3 (at anayaeducacion.es) and answer the following questions.

a) Why are stars easier to see outside cities? b) How does light pollution affect living beings? c) In groups, design a sustainable urban lighting system that reduces the impact of light pollution.

183 SDG. Reflect and suggest actions that could help achieve the goal mentioned in each unit.

Pictures to practice analysing images.

Enterprising culture

Trust in your skills and knowledge, develop creativity, adapt to changing situations and have a proactive and responsible attitude.

ICT

Learn how to obtain information, select it and apply it; to plan, manage and work on projects; and to collaborate online in an ethical and safe manner.

Academic and professional orientation

Evaluate your personal skills, discover and awaken your calling, train yourself to make decisions and learn to choose between different options.

Evaluation

Discover different strategies to analyse what you have learnt and how you learnt it; train yourself to take responsibility or overcome difficulties.

Linguistic Plan

Use your communication skills in the different types of text that you will see. Language is always present, communicate!