Biology Mr Glanville

chloroplasts and are not able to carry out photosynthesis; they have no cell walls; they usually have nervous coordination and are able to move from one place to another; they often store carbohydrate as glycogen. Examples include mammals (for example, humans) and insects (for example, housefly and mosquito.

Fungi: these are organisms that are not able to carry out photosynthesis; their body is usually organised into a mycelium made from thread-like structures called hyphae, which contain many nuclei; some examples are single-celled; their cells have walls made of chitin; they feed by extracellular secretion of digestive enzymes onto food material and absorption of the organic products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen. Examples include Mucor, which has the typical fungal hyphal structure, and yeast, which is single-celled. Protoctists: these are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria.

Describe the common features shown by prokaryotic organisms such as bacteria Bacteria: these are microscopic single-celled organisms; they have a cell wall, cell membrane, cytoplasm and plasmids; they lack a nucleus but contain a circular chromosome of DNA; some bacteria can carry out photosynthesis but most feed off other living or dead organisms. Examples include Lactobacillus bulgaricus, a rod-shaped bacterium used in the production of yoghurt from milk, and Pneumococcus, a spherical bacterium that acts as the pathogen causing

Level of organisation

Cell structure

Biological molecules

Understand the term pathogen and know that pathogens may include fungi, bacteria, protoctists or viruses.

Viruses: these are not living organisms. They are small particles, smaller than bacteria; they are parasitic and can reproduce only inside living cells; they infect every type of living organism. They have a wide variety of shapes and sizes; they have no cellular structure but have a protein coat and contain one type of nucleic acid, either DNA or RNA. Examples include the tobacco mosaic virus that causes discolouring of the leaves of tobacco plants by preventing the formation of chloroplasts, the influenza virus that causes ‘flu’ and the HIV virus that causes AIDS.

Describe the levels of organisation in organisms: organelles, cells, tissues, organs and systems.

Describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole.

Know the similarities and differences in the structure of plant and animal cells.

Explain the importance of cell differentiation in the development of specialised cells (to be taught in year 11 but mention in year 9).

Identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils).

The structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugars, protein from amino acids, and lipid from fatty acids and glycerol.

Practical: investigate food samples for the presence of glucose, starch, protein and fat.

Nutrition in flowering plants

Nutrition in humans

Understand the role of enzymes as biological catalysts in metabolic reactions.

Understand how temperature changes can affect enzyme function, including changes to the shape of active site.

Practical: investigate how enzyme activity can be affected by changes in temperature.

Understand how enzyme function can be affected by changes in pH altering the active site.

Practical: investigate how enzyme activity can be affected by changes in pH.

Understand the process of photosynthesis and its importance in the conversion of light energy to chemical energy.

Know the word equation and the balanced chemical symbol equation for photosynthesis.

Understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis.

Describe the structure of the leaf and explain how it is adapted for photosynthesis.

Understand that plants require mineral ions for growth, and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids.

Practical: investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll.

Understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre.

Identify the sources and describe the functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, the mineral ions calcium and

Gas exchange in flowering plants

Understand how energy requirements vary with activity levels, age and pregnancy.

Describe the structure and function of the human alimentary canal, including the mouth, oesophagus, stomach, small intestine (duodenum and ileum), large intestine (colon and rectum) and pancreas.

Understand how food is moved through the gut by peristalsis.

Understand the role of digestive enzymes, including the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases.

Understand that bile is produced by the liver and stored in the gall bladder.

Understand the role of bile in neutralising stomach acid and emulsifying lipids.

Understand how the small intestine is adapted for absorption, including the structure of a villus.

Practical: investigate the energy content in a food sample.

Understand the role of diffusion in gas exchange.

Understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis.

Understand how the structure of the leaf is adapted for gas exchange.

Describe the role of stomata in gas exchange.

Understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light.

Summer Reproduction

Reproduction in flowering plants

Reproduction in humans

Practical: investigate the effect of light on net gas exchange from a leaf, using hydrogencarbonate indicator. Understand the differences between sexual and asexual reproduction.

Understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo.

Describe the structures of an insect-pollinated and a windpollinated flower and explain how each is adapted for pollination.

Understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation.

Practical: investigate the conditions needed for seed germination.

Understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis.

Understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings).

Understand how the structure of the male and female reproductive systems are adapted for their functions.

Understand the roles of oestrogen and progesterone in the menstrual cycle.

Understand the roles of FSH and LH in the menstrual cycle.

Describe the role of the placenta in the nutrition of the developing embryo.

Understand how the developing embryo is protected by amniotic fluid.

Understand the roles of oestrogen and testosterone in the development of secondary sexual characteristics.

Understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen (only progesterone and oestrogen at Year 9 but all to be revisited in Year 11).

Understand the sources, roles and effects of the following hormones: ADH, FSH and LH (only progesterone and oestrogen at Year 9 but all to be revisited in Year 11).

Suggested further reading:

Sapiens: A brief History of Humankind by Yuval Noah Harari What if? By Randall Munroe Adventure in human being by Gavin Francis A short history of nearly everything by Bill Bryson

Chemistry

Aims and Objectives

In Year 9 the aim of the Chemistry scheme of work is to begin the careful teaching of the iGCSE curriculum. A number of core Chemistry concepts are introduced and rigorously developed including; Kinetic Theory, Atomic Structure and Bonding, the Mole Concept and the Periodic Table. An appreciation of the development of Chemistry both from an historical and experimental perspective is a particular focus of this important year.

Term

Autumn

Spring

Summer Topic

Description Pupils should be able to

Three states of matter the particle model Changing state the cooling curve Diffusion Particle behaviour Basic Atomic Structure Sub-atomic particles Electronic Structure Ionic Bonding Theory Ion formation and bonding Covalent Bonding Theory Dot-cross diagrams Metallic Structure and Bonding Structure and properties of substances Ionic, covalent and metallic. Giant and simple structures Counting atoms by weighing The mole & RFM Formula determination and mass Empirical formula Mass balance calculations Conservation of mass

Reacting mass calculations Calculating masses involving equations Answer questions on these topics using the scientific knowledge and understanding that they have gained.

History of the Periodic Table

Groups of metals – Group I and II Reactions and trends Groups of non-metals – Group VII Reactions and trends

Revision period Internal exams and give back The Noble Gases and Transition Elements Gases in the atmosphere Composition and Pollution

Suggested further reading:

How to Make the Universe with 92 ingredients by Adrian Dingle Chemistry Connections by Karukstis & Von Hecke Curie & Radioactivity by Paul Strathern