Grade
9 Biology
Title
The Building Blocks of Life
Student
Teacher
MYP9: The Building Blocks of Life Grade 9 Semester 1 - Biology
You will one assessment of criteria A and B. This assessment is entitled Using Stem Cells Scenario The use of embryonic stem cells in medical research is highly controversial and has met with intense public and political ambivalence. A battle has raged over the ethics of using these important cells ever since researchers announced in 1998 that they had removed stem cells from a human embryo and grown the cells in culture. Your task is to; Describe and explain what stem cells are, and why are they so important. Consider the advantages and disadvantages of using stem cells. Give examples to support your arguments. Key points that you should consider: What are the main types of stem cell and where do they come from? What are scientists using stem cells for? What breakthroughs have happened thanks to stem cell research? The possible advantages and disadvantages of stem cell research (state which are the most persuasive arguments for both sides) and your own opinions. Consider the moral, ethical, economic, political, social and environmental impact of stem cell research. Include a full bibliography with references in the MLA style.
Some Useful Websites. http://learn.genetics.utah.edu/content/tech/stemcells/ http://stemcells.nih.gov/info/basics/ http://topics.nytimes.com/top/news/health/diseasesconditionsandhealthtopics/stemcells/index.h tml http://www.ehow.com/facts_6173359_stem-cell-kids.html
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MYP9: The Building Blocks of Life Grade 9 Semester 1 - Biology
For the end of topic assessment C you will need to revise; •
Cell parts and functions
•
Specialised cells and their functions
•
Tissues, organs and organisms
•
Using a microscope
•
Preparing an animal and a plant cell for use with a microscope
•
Magnification
•
Diffusion
•
Osmosis
•
Surface area and volume
•
Using statistics in Biology
•
Reproduction in humans
•
The menstrual cycle
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MYP9: The Building Blocks of Life Grade 9 Semester 1 - Biology The assessment on D,E,F is entitled osmosis. The question that you will need to answer is How does osmosis affect different plant tissues? You will; Plan the investigation individually and carry it out as a pair according to the instructions of your teacher. You will then individually analyze your data and complete a conclusion and evaluation as part of a complete scientific write up. You will need to; You will need to plan an experiment in order to answer the question: How does osmosis affect different plant tissues? You will have to provide your own plant tissues to investigate. You should choose at least 3 different plant tissues. Further points; You will carry out the experiment following the instructions of your teacher. All students will record results individually. You will then analyse and process your data. You will make conclusions and evaluate the strengths and limitations of your method, including improvements and recommend further investigations.
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MYP9: The Building Blocks of Life Traffic Lights
â˜ş
No.
Question / Statement
1
I can calculate the magnification of a biological structure
2
I know the names and functions of the main parts of animals cells
3
I know the names and functions of the main parts of plant cells
4
I can give examples of specialised cells and their functions
5
I know the difference between tissues, organs and organisms.
6
I know how to prepare plant and animal cells for viewing under a microscope.
7
I can give examples of diffusion and osmosis
8
I know the significance of surface are and volume in biological processes
9
I can use standard deviation to describe data
10
I know the main parts of male and female reproductive systems
11
I can describe the main stages of contraception
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MYP9: The Building Blocks of Life The Building Blocks of Life
It’s a mammoth
Early Observations Using a Microscope
In this topic you will learn about; •
Cell parts and functions, including specialised cells.
•
Tissues, organs and organisms.
•
Using a microscope to view cells.
•
Preparing an animal and a plant cell for use with a microscope
•
Calculating and using magnification in microscope images.
•
Diffusion of molecules.
•
Osmosis in cells.
•
The importance of surface area and volume considerations in cells.
•
Using statistics in Biology – the importance of standard deviation.
•
Reproduction in humans.
•
The menstrual cycle.
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MYP9: The Building Blocks of Life Cell Parts All animals and plants are made of cells. The average human body, consisting of about 1013 (that would be 10 000 000 000 000 or about ten trillion) cells. Animal cells and plant cells have features in common, such as a nucleus, cytoplasm, cell membrane, mitochondria and ribosomes.
Animal and Plant Cells Complete the table below to describe the functions of each of the parts which are common to all cells:
Part
Function
Nucleus
Cytoplasm
Cell Membrane
Mitochondria
Ribosomes
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MYP9: The Building Blocks of Life Plant Cells Plant cells also have extra parts: Plant cells also have a cell wall, and often have chloroplasts and a permanent vacuole. Note that both animal and plant cells may be specialised to carry out a particular function. Complete the table below to describe the functions of the extra parts of plant cells
Part
Function
Cell Wall
Chloroplast
Permanent Vacuole
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MYP9: The Building Blocks of Life Bacteria
Label the diagram of a bacterium above. Then, in your book; •
Explain the function of each part of the bacterium cell.
•
Explain how a bacterium is both similar and different to a plant cell.
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MYP9: The Building Blocks of Life Special Cells Cells may be specialised for a particular particul function. Their structure will allow them to carry out a particular function.. Complete the table below by describing the functions and adaptation of each of the cells. Cell
Function
Adaptation
Leaf Palisade Cell
Root Hair Cell
Sperm Cell
Red Blood Cell
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MYP9: The Building Blocks of Life Cell Research Activity Use your textbooks and the following website to answer these questions. Write you answers on the next few pages.
http://www.cellsalive.com/cells/cell_model.htm http://www.biology4kids.com/files/cell_main.html
•
List 3 organelles found in both animal and plant cells.
•
Explain why organelles are normally surrounded by membranes.
•
Name and describe the function of an animal cell organelle which is absent from plant cells.
•
Copy and complete the table below:
mm
µm
nm
1
1 000 or 1 x 103
1 000 000 or 1 x 106
0.000 005 or 5 x 10-6
0.005 or 5 x 10-3
5
10 0.5 0.05 0.04 35
•
Write down the formula for calculating the magnification of an object.
•
Place the following structures in order of size, smallest first: average animal cell, average plant cell, average bacterium, pin head, DNA molecule diameter, ribosome.
•
Give definitions and examples of the following: Tissue, Organ, system
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MYP9: The Building Blocks of Life Tissues, Organs and Organisms
1. Unscramble the keywords below. 2. Use the unscrambled keywords to complete the sentences below: Some plants and animals are just a single cell, but most of us are not. A living plant or animal is called an _______________________ and is made up of lots of cells all working together.
Scrambled Keywords: setius
G9 Biology - The Building Blocks of Life Aug2012
esmsty
nogar
12
gaoismrn
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MYP9: The Building Blocks of Life Tissues, Organs and Organisms
Watch the Cell Differentiation Video and make notes in the space below: http://www.teachersdomain.org/asset/tdc02_vid_different/
Some of these cells are all of the same type, collectively they are called a _________________________.
They all do the same job, for example connective tissue, which is used in animals to connect other tissues together - and stop us falling apart!
Next, some different tissues are grouped together to make up an _____________________________ such as the heart, stomach or a leaf.
Finally, some organs work together to form an organ ________________________________ such as the digestive system.
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MYP9: The Building Blocks of Life Microscope Lab
Watch the video below to understand more about how to use the microscope;
http://www.teachersdomain.org/asset/wlvt07_vid_microscope/
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MYP9: The Building Blocks of Life Microscope Lab Examine the microscope and familiarize yourself with the parts of the microscope.
1. Magnification The magnification written on the ocular lens (eyepiece) is ______________________________ What is the magnification on the objective lenses; Scanning _____________ Low Power ______________ High Power ________________ What is the total magnification for each lens (multiply ocular times objective) Scanning _____________ Low Power ______________ High Power ________________
2. Diaphragm Examine the diaphragm, what are the numbers written on it? ________________________ Which setting makes the specimen; The lightest? _________________________ The darkest? _________________________
3. Lenses Twist the ocular lens, does yours have a pointer? ___________________________ What is the purpose of the pointer? ____________________________________________________
Find out what happens to your viewing field if you do not have an objective fully clicked into place.
You are now ready to start observing cells under the microscope. You should also make drawings of what you see using the rules for drawing specimens
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MYP9: The Building Blocks of Life Microscope Lab
Rules for Drawing Microscope Images 1. Use pencil - you can erase and shade areas. 2. All drawings should include clear and proper labels (and be large enough to view details). Drawings should be labeled with the specimen name and magnification. 3. Labels should be written on the outside of the circle. The circle indicates the viewing field as seen through the eyepiece, specimens should be drawn to scale - i.e. if your specimen takes up the whole viewing field, make sure your drawing reflects that.
Virtual Microscope You can practice using a virtual microscope at home by visiting the following website: http://www.udel.edu/biology/ketcham/microscope/scope.html
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MYP9: The Building Blocks of Life Microscope Lab – Pond Water 1. Prepare a wet mount of pond water - a sample of pond water is provided in a jar. The best specimens usually come from the bottom and probably will contain chunks of algae or other debris that you can see with your naked eye. (Be careful that your slide isn't too thick) 2. Use the microscope to focus on the slide - try different objectives, some may be better than others for viewing the slide. 3. Make three separate drawings below at different areas of the slide and at different magnifications. Label where appropriate. Use the following websites to help you try and identify some of the organisms that you have seen. http://www.microscopy-uk.org.uk/full_menu.html http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/ponddip/#jar
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MYP9: The Building Blocks of Life Microscope Lab – Plant Cells Before you look at onion cells under the microscope, you must peel off a very thin layer.
Step 1
Step 2
Carefully cut out a small piece of onion tissue.
Use forceps or your finger nails to peel off the inner surface (this looks like tissue paper).
Step 3
Step 4
Put the piece of onion ‘skin’ flat on a slide and add two drops of iodine solution.
Gently lower the cover-slip slip onto the slide using a mounted needle. Now look at your onion cells under the microscope.
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MYP9: The Building Blocks of Life Questions
1. What do your onion cells look like under the microscope at low power magnification? 2. Turn the magnification up to high power and focus on the cells. Draw 2 or 3 onion cells exactly as they look down the microscope. 3. Why do you think you put iodine solution onto your cells? 4. What parts of the onion cells does the iodine solution stain up? 5. Why is it important to focus your microscope on low power magnification before turning it up to high power? 6. Why should you never touch microscope lenses with your fingers?
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MYP9: The Building Blocks of Life Microscope Lab – Animal Cells To avoid any chance of infection carry out these instructions carefully.
Step 1 Your teacher will give e you a cotton bud from a freshly opened pack. Gently wipe the lining of your cheek with one end of the cotton bud.
Step 2 Smear the cotton bud over the centre of a slide.
Step 3 Immediately dispose of the cotton bud into a beaker of disinfectant provided vided by your teacher.
Step 4 Put a drop of methylene blue stain on top of the smear.
Step 5 Place a cover-slip slip on top and look for cells under the microscope at high power. Draw some of your cheek cells (2 or 3) and label your drawing.
Step 6 At the end of the activity put the slide with its cover-slip slip into a beaker of disinfectant.
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MYP9: The Building Blocks of Life Magnification
X 2500 The magnification of an image, compared to the original object is; MAGNIFICATION = the number of times larger an image is compared with the real size of the object
You need to be able to use this equation to work out the actual size of an image when you know the magnification, or be able to work out the magnification if you know the actual size. The key trick is to always make sure that your measurements are in the same units. Most of the time this will be micrometers Âľm (micro-metres).
Example In the picture above, we see the image of two objects taken with a magnification of 2500 (what we see is actually 2500 times larger than the real thing). How big is the real object? Measure the length of one of the objects in the picture, in mm. Convert this into micro-metres by multiplying it by 1000. Then use the equation above, making the size of the object the subject of the equation;
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MYP9: The Building Blocks of Life Magnification Practice a) The magnification in the image on the right is x100. What is the actual size of one of these epithelial cells?
b) If the actual length of the chloroplast shown on the right is 10 µm, what is the magnification?
c) The optic magnification is x60 and the eyepiece magnification is x10, what is the actual length of: •
The white stripe of the muscle fibre?
•
The dark stripe of the muscle fibre?
•
A mitochondrion?
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MYP9: The Building Blocks of Life Magnification Practice a) If the actual diameter of these red blood cells is 30 Âľm, what is the magnification?
b) The magnification of the image of these ciliated epithelial cells is x500. What is the actual length of the cells?
c) The magnification of these nerve fibres is x750. What is the real length of a nerve fibre?
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MYP9: The Building Blocks of Life Practice Questions
A
A
a) The drawing shows a group of three cells. Make an outline drawing to show how the cells would appear under the microscope if a thin section A-A was cut and mounted on a slide.
b) Which one of the following is most likely to be true: To see plant cells with a microscope you usually need a magnification of about
(i) x5,
(ii) x10,
(iii) x100,
(iv) x1000?
c) Which one of the following best describes the function of a cell membrane? i)
keeps the cell in shape.
ii)
It controls the substances entering and leaving the cell.
iii)
It controls the substances entering the cell.
iv)
It supports the cell structures.
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MYP9: The Building Blocks of Life Practice Questions
a) Copy and complete the table below by placing each of the cell components into the correct column of the table cell wall, cytoplasm, cell membrane, mitochondria, nucleus, central vacuole, chromosomes, cell sap In plant cells only
In plant cells but not in animal cells
b) Select the most appropriate words from the list below to copy and complete the following paragraph: shape, vacuole, adapted, cytoplasm, size, specialised, mature, mitochondria If a cell develops in such a way that it does one particular job very efficiently, it is said to be ………….. . Such a cell is also said to be ……….. to its function. A nerve cell is ……………. for conducting impulses. It can do this efficiently because of its …………….….and the chemical reactions in its ……...
c) Copy and complete the table below. Classify the following under the headings 'Cell structure', 'Tissue', 'Organ' or 'System'. bone, nucleus, skeleton, brain, nerve, mitochondrion, muscle, cytoplasm, epithelium, heart and blood vessels, stomach, alimentary canal, lung, lungs and windpipe. Cell Structure
Tissue
G9 Biology - The Building Blocks of Life Aug2012
Organ
25
System
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MYP9: The Building Blocks of Life Moving Molecules
Diffusion is an important biological principle that you will need to understand. But what is it and how foes it work? How does diffusion work? As you wait eagerly for your food you can smell the cooking from the kitchen. But how? There are lots of the food 'smell' molecules in the kitchen, a 'high concentration' of them, and as they move about randomly (this is often called Brownian motion) they gradually bump each other out of the kitchen. In other words they move from a place of high concentration into the lower concentration of your room, then into your nose!
The diagram above (left) shows an experiment to measure the rate of diffusion. Different substances will diffuse at different rates. To get an idea of this, you can perform the experiment with dilute ammonium hydroxide solution and then with concentrated ammonium hydroxide solution. The results of this experiment are shown below
Distance litmus paper is away from the cotton wool soaked in ammonium hydroxide solution (cm)
Time taken for the litmus paper to turn from red to blue (seconds) Dilute ammonium hydroxide solution
Concentrated ammonium hydroxide solution
1
9
4
2
17
8
3
25
11
4
33
14
5
29
17
6
46
20
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MYP9: The Building Blocks of Life Diffusion Questions
a) Plot the two sets of data on a graph. •
Choose an appropriate scale.
•
Label the axes and give units.
•
Draw an appropriate line of best fit through each set of data.
b) Using your lines of best fit; •
Calculate the average rate of diffusion for the dilute and concentrated ammonium hydroxide molecules.
c) How does concentration affect the speed a substance can move? Explain this using your lines of best fit. d) What is the red litmus paper testing for? e) What happens to the litmus paper as the ammonium hydroxide solution moves along the tube? Why does this happen? f)
The ammonium hydroxide solution moves from a high concentration to a low concentration. What is the term given to this?
g) State 3 examples in our body where substances diffuse from a high to a low concentration.
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MYP9: The Building Blocks of Life Osmosis
Water diffuses like everything else, from where it is in high concentration to where it is in low concentration. In the diagram below, the water molecules can move through the membrane in either direction. Over time there will be, on average, the same number of molecules on each side of the membrane. The sugar molecules are too big to move through the membrane, so they stay on one side.
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MYP9: The Building Blocks of Life Osmosis Osmosis is a special kind of diffusion which is very important in Biology; it keeps us alive!! There are 2 key facts: Osmosis only involves ______________________________ molecules - nothing else. Osmosis is water diffusion. Osmosis occurs across a barrier such as a cell membrane which is ____________________ ____________________________, which means it only lets through small molecules like water.
Imagine an experiment where you put a piece of potato into pure water. Outside the potato there is a high concentration of water molecules - we say this region has a high_____________.- _____________________________ Inside the potato there is a low concentration of water because there are lots of ____________________molecules (things like sugars, salt, ions, etc.) - we say this region has a lower water potential.
The water molecules enter through the selectively permeable membrane down their __________________________, that is from the high concentration outside to their low concentration inside (or from higher water potential to lower water potential).
concentration gradient solute
filtration
water potential
G9 Biology - The Building Blocks of Life Aug2012
turgid
flaccid
water
selectively permeable
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MYP9: The Building Blocks of Life Osmosis The potato will swell up with the extra water, and so get bigger - and heavier! It's also really firm, because all its vacuoles are swollen with water. The scientific term for this is ____________________________.
Eventually there will be no difference between the concentrations outside and inside. Obviously, the opposite will happen if the potato is put into a solution with low water potential, like really syrupy sugar solution - the potato cells lose their water - and their stiffness - so the potato becomes floppy. The scientific term for this is ______________________________.
Osmosis occurs in all plant and animal cells. It's very useful in many ways, for example, roots absorb water from the soil by osmosis; our bodies absorb water from our food by osmosis; and our kidneys retrieve water from the blood by osmosis, it's removed by____________________________. This explains why, when you drink loads, you have to pay more visits to the loo!
concentration gradient solute
filtration
water potential
G9 Biology - The Building Blocks of Life Aug2012
turgid
flaccid
water
selectively permeable
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MYP9: The Building Blocks of Life Model Cell Investigation Follow the instructions in the table below.
Step 1
Step 2
Cut 2 pieces of Visking tubing 12 cm long.
Fill cell A with sugar solution and tie the open end with cotton.
Tie the end of each with cotton.
Fill cell B with water and tie the open end with cotton.
Step 3
Step 4
Wipe the outside of each model cell carefully with a paper towel.
Put cell A into a beaker of water and cell B into a beaker of sugar solution.
Weigh each cell and put the reading in the table.
Re-weigh weigh your model cells after 30 minutes.
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MYP9: The Building Blocks of Life Model Cell Investigation Copy and complete this table to record the results of the experiment:
model cell
liquid inside Visking tubing
liquid in beaker
mass of model cell (g) at start
after 30 mins
change in mass of cell (g)
A
B
Questions a) What does cell A look like after 30 minutes? b) Calculate the change in mass of cell A after 30 minutes. c) Calculate the percentage change in the mass of cell A. d) What does cell B look like after 30 minutes? e) Calculate the change in mass of cell A after 30 minutes. f)
Calculate the percentage change in mass in cell B.
g) What conclusions can you reach for this experiment?
The formula for percentage change is;
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100%
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MYP9: The Building Blocks of Life Membrane Lab Introduction: The human body is about as salty as seawater. If we take seawater as an example of a solution, the salt is called the solute and the water is the solvent. Osmosis is the movement of water across a membrane from an area of lower solute concentration to an area of higher solute concentration. Cells tend to lose water (their solvent) in hypertonic environments (where there are more solutes outside than inside the cell) Cells gain water in hypotonic environments (where there are fewer solutes outside than inside the cell). When solute concentrations are the same on both sides of the cell, there is no net water movement, and the cell is said to be in an isotonic environment.
Research Question: What is the effect of a hypertonic solution on the cells of an Elodea leaf?
Procedure: •
Make a wet mount of the Elodea leaf.
•
Examine the cells under 100X magnification. When you have a clear view of several cells, switch to x400.
•
Make a labeled drawing.
•
Place a drop of the 5% Sodium Chloride solution to the edge of your cover slip while placing a small piece of paper towel along the opposite edge of the cover slip. The paper should draw out the water and draw in the salt solution.
•
Observe the effects of the solution on the Elodea cells.
•
Make a properly labeled, colored drawing of the cells' appearance.
•
Replace the sodium chloride solution with distilled water in the same way that the salt solution was added.
•
Make a properly labeled drawing of the cells' appearance.
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MYP9: The Building Blocks of Life Questions
a) Why do grocery storeowners spray fresh fruits and vegetables with water? b) Roads are sometimes salted to melt ice. What does this do to plants around the roadside and why? c) If a shipwrecked crew drinks seawater, they will probably die. Why? d) If a bowl of fresh strawberries is sprinkled with sugar, a few minutes later the berries will be covered with juice. Why? e) Why can’t we save water by using seawater to irrigate our crops? f)
Why does salted popcorn dry your lips?
g) Saltwater fish are hypotonic to their surroundings while freshwater fish are hypertonic to their surroundings. What must each fish do with fluids in order to compensate for the difference in salinity between the body and the surrounding environment?
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MYP9: The Building Blocks of Life Surface Area and Volume
1 cm cube
2 cm cube
3 cm cube
The ideas of surface area and volume are very important in many scientific areas, where reactions between solid substances and liquids occur. This is because; It is in the surface of a substance that reactions/ processes often take place. The amount of substance (i.e. its mass) is proportional to its volume. When thinking about the rate of a reaction/ process, we must consider both the surface area and the volume of any solid substances – you may be familiar with this idea from Chemistry. For the cubes shown above; •
Calculate their surface area and their volume.
In the case of biology, we often have to consider these ideas from the point of view of cells. This is because; •
It is on the surface of cells (i.e. the membrane) that chemicals can come in and out (e.g. water)
•
Those chemicals may be needed throughout the cell (i.e. the volume of the cell)
•
The bigger a cell is (the more volume there is) compared to the surface area, the harder it will be for it to function effectively.
•
Hence cells tend to be limited in their size.
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MYP9: The Building Blocks of Life Investigating Surface Area and Volume
Introduction Cells are limited in how large they can be. This is because the surface area and volume ratio does not stay the same as their size increases. Because of this, it is harder for a large cell to pass materials in and out of the membrane, and to move materials through the cell. In this lab, you will make cube shaped models to represent cells. The dimension along one side will be doubled with each model. You will then calculate the surface area, volume, and the ratio between the two.
Materials Scissors / construction paper / tape / metric ruler
Procedure Construct three cell models like the pattern shown. The dimensions of a side will double each time, with the sides being 2 cm, 4 cm, and 8 cm. Fold and tape into cubes with the tabs to the inside. Record the dimensions in a data table like the one shown below
Cell Size Comparison Cell
Dimensions / (cm)
1
2x2x2
Surface Area /(cm2)
Volume / (cm3)
Ratio / Surface area to Volume
2 3
! "
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MYP9: The Building Blocks of Life Investigating Surface Area and Volume
a) Which model has the largest surface area? b) Which model has the largest volume? c) Which model has the largest surface area to volume ratio? d) To maintain life, and carry-out cellular functions, materials must be able to move into and out of the cell. Also, material needs to be able to move within the cell. What might be the advantage of having a large surface area? e) What might be the disadvantage of having a large volume?
Question Containers X and Y each hold one litre of air. X also contains 0.4g of a gas and Y contains 0.6 g of the same gas. The two containers are connected together as shown in the diagram. a) Which way will the gas diffuse? b) After a long period of time, what will be the concentration of the gas (in grams per litre) in each container?
Box A: 1.0L of air and 0.4g of gas
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Box B: 1.0L of air and 0.6g of gas
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MYP9: The Building Blocks of Life Checkpoint
1. The diagram represents (not to scale) molecules of a salt dissolved in the bottom layer of water in a beaker. a) Make two similar diagrams to show the distribution of salt molecules; i)
after a few minutes
ii)
after several hours.
b) When a cell is respiring aerobically, which two gases are likely to be diffusing in and out of the cell, and in which direction will they be diffusing?
2. Which one of the following is the best definition of osmosis? i)
The movement of water from a concentrated solution to a dilute solution across a partially permeable membrane.
ii)
The movement of a dissolved substance from a concentrated solution to a dilute solution across a partially permeable membrane.
iii)
The movement of water from a dilute solution to a concentrated solution across a partially permeable membrane.
iv)
The uptake of water by a living cell.
3. Which of the statements above is an acceptable definition of diffusion?
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MYP9: The Building Blocks of Life Checkpoint
3. The diagram above left represents a beaker containing two solutions with different concentrations, divided by a semi-permeable membrane. The solution on the left has a higher concentration than the one on the right. After some time - usually an hour or so - the solutions will reach an equilibrium state, where there is no net change in the movement of molecules. a) Draw a diagram to represent what the beaker will look like after an hour or so. b) Which statement is correct? i)
A concentrated solution has a high osmotic potential (water potential).
ii)
A concentrated solution has a low osmotic potential (water potential).
4. The drawing shows the outline of a human cell. a) Copy the drawing and make two further drawings to show how the cell would appear if it were to be immersed for a few minutes in a solution with; i)
A lower osmotic potential (water potential) than its own cytoplasm
ii)
A higher osmotic potential (water potential) than its own cytoplasm.
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MYP9: The Building Blocks of Life Checkpoint
5. Why is it important that a cell membrane does not allow all dissolved substances to diffuse freely through it? 6. The concentration of the tissue fluid, which bathes all cells in the body, is kept more or less constant. Why is this important? 7. When meat is salted, bacteria cannot grow on it. Suggest a reason for this. 8. Use your textbook and the internet to research these questions. a) Explain the difference between diffusion and facilitated diffusion. b) List four factors which affect the rate of diffusion. c) Define osmosis. d) What is meant by “water potential�? e) What is the water potential of pure water? f)
Describe the effect of adding a solute on the water potential of pure water.
g) Describe the effect of increasing the pressure on the water potential of pure water. h) Use water potential terms to explain why plant cells left in strong solutions undergo plasmolysis. i)
Define active transport.
j)
Explain three features of mammalian lungs which help them to absorb oxygen.
k) Describe how root hair cells are able to absorb water. l)
Describe how root hair cells are able to absorb mineral ions.
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MYP9: The Building Blocks of Life Intravenous Drips The abnormal red blood cells in picture B are from a stomach ulcer. These cells have lost water.
a) Describe the difference between the normal and abnormal red blood cells shown in the pictures above. Hospital patients who can’t eat may be given nutrients through an intravenous drip. The drip must keep the body fluids at the correct concentration; otherwise the patient’s cells won’t work normally.
The graph shows what happens when the concentration gets too high or too low.
b) Use the scale bar in picture A to estimate the diameter of a normal red blood cell. c) Describe what happens to the cells as the concentration of salt solution increases. d) Explain why the changes happen. e) Use the graph to find the concentration of salt solution that should be used for intravenous drips. Explain why you chose this concentration. f)
There are no readings of diameter for blood cells in solutions with a concentration below 0.2g/cm3. Suggest what could have happened to the cells in these very dilute solutions.
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MYP9: The Building Blocks of Life Statistics in Biology Data collected in any experiment tends to fall into one of three categories. Data Type
Examples
Central Tendency
Nominal (categorical)
e.g. types of pet (dogs, cats etc)
Mode
Ordinal
e.g. 1st , 2nd and 3rd e.g. highest, middle and lowest
Median
Interval
e.g. a scale in mm, or degrees
Mean
Mean: The arithmetic mean or average is a measure of the central tendency (middle value) of the data. Caution should be used as the distribution maybe skewed and the mean may in fact not be the middle value. The EXCEL formula is given below. Be careful that the data type you have (check table) allows you to calculate the mean. It may be that the median or the mode are more appropriate. Biological systems are subject to both genetic and environmental variation. Consequently when we collect a set of data for a given variable it will show some variation. When displaying data in graphical formats we can show the variation using error bars. Error bars can be used to show the uncertainty of the data from either the range or the standard deviation.
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MYP9: The Building Blocks of Life Statistics in Biology
The data can be represented on a graph that might show the mean and the full range of data.
# $ 30.7 23 43 * + , # $ 38.3 32 51 For up to 3 measurements, it is common to use Âą half of the range to represent the uncertainty in scientific measurements. For 3 or more measurements, you should always use the standard deviation calculation instead. In some cases, the mean value might not be half way between the lowest and highest reading. In this case it is better to have the error bars unequal, as shown in the picture above.
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MYP9: The Building Blocks of Life Standard Deviation
Standard deviation is a measure of how spread out the data values are from the mean. It is assumed that there is a normal distribution of values around the mean and that the data is not skewed to either end,, like the one shown above. In this case we can say that, on average, 68% of all the data values in a sample can be found between the mean and ±1 standard deviation. This makes the calculation of the standard deviation much more powerful than the range method, especially where there are many values to average.
For the range method, the more values there are; •
The more likely it is that extreme values will be recorded.
•
So the range is more likely to increase as more reading are taken.
•
So the uncertainty (range / 2) is also more likely to increase!
For the standard deviation method; •
The more values there are, the smaller the standard deviation will be.
•
For 3 or more values, it is recommended to always use the standard deviation.
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MYP9: The Building Blocks of Life Standard Deviation
One useful way of calculating the standard deviation of a sample is to use a programme like Excel. Example. Suppose we were to count the number of daisies at two different sites around a field. Using a quadrat, ten samples were taken at each site, giving the results below. A
B
C
Daisy Distributions at Two Sites
1 2
Sample Number
Site A
Site B
3
1
118
85
4
2
68
110
5
3
67
101
6
4
73
59
7
5
68
44
8
6
34
64
9
7
71
31
10
8
75
26
11
9
70
107
12
10
66
107
13
Mean
=AVERAGE(B3:B12)
=AVERAGE(C3:C12)
14
Range
=MAX(B3:B13)-MIN(B3:B13)
=MAX(C3:C13)-MIN(C3:C13)
15
Range/2
=B14/2
=C14/2
16
Standard Deviation
=STDEV(B3:B12)
=STDEV(C3:C12)
The formulae that you would type in to Excel are shown above. Notice that all formulae in Excel begin with an “=� sign.
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MYP9: The Building Blocks of Life Standard Deviation
In Excel; •
The range is calculated using the MAX and MIN functions – the highest number minus the lowest number.
•
Then mean is calculated using the AVERAGE function.
•
The standard deviation is calculated using the STDEV function.
•
In each case you enter the range of values to work with in brackets, using a colon (:) as a separator so that “from cell B3 to cell B12” is written (B3:B12).
Try typing in these values into an Excel spreadsheet and see what values you get for the range, mean and standard deviation at each site. You should get something like… A
B
C
13
Mean
71.0
73.4
14
Range
84.0
84.0
15
Range/2
42.0
42.0
16
Standard Deviation
20.2
32.8
Notice that only the standard deviation really shows how the two samples are different from each other. The second distribution has values that are much more spread out from each other, while the first distribution has more values clustered around the centre. You can find more on this at; http://www.onlinemathlearning.com/standard-deviation-2.html
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MYP9: The Building Blocks of Life Statistics Checkpoint
1. Find definitions of these terms; a) Mean b) Variability c) Standard deviation
2. Calculate the mean, range and standard deviation of the following data;
Mollusc Shell Length (mm) from two different locations Sample Number
Marine
Brackish
1
65
51
2
77
66
3
66
54
4
74
74
5
73
40
6
68
72
7
71
102
8
67
78
9
66
90
10
70
94
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MYP9: The Building Blocks of Life Statistics Checkpoint 3. The reaction times of three groups of students (a, b and c) were measured. a) A normal distribution with a high mean and low standard deviation. b) A normal distribution with a low mean and a low standard deviation. c) A normal distribution with a mean value in-between a) and b) and with a high standard deviation.
i)
Sketch these results on a graph.
4. Copy and complete the following paragraph Assuming a normal distribution, we can say that Âą1Ďƒ (standard deviation) from the mean represents _________________ % of all the data points and _______________ % of all data fall within 2 standard deviations of the mean.
In data with a high standard deviation, data are clustered closer to/ further from the mean.
In data with a low standard deviation, data are clustered closer to/ further from the mean.
Overlapping standard deviations suggest two datasets are/are not significantly different.
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MYP9: The Building Blocks of Life Statistics Checkpoint
5. Calculate the mean and standard deviation of the following data.
Group A
Group B
24
24
25
29
26
25
23
23
25
29
25
32
26
34
27
31
23
32
23
29
6. The length of elephant pregnancies from conception to birth varies according to a normal distribution with mean of 525 days and standard deviation of 32 days. a) What percentage of pregnancies last more than 600 days (that’s about 20 months)? b) What percent of pregnancies last between 510 and 540 days (that’s between 17 and 18 months)? c) How short do the shortest 10% of all pregnancies last?
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MYP9: The Building Blocks of Life Statistics Checkpoint
7. Wingspans of adult herons have approximate normal distribution with mean of 125 cm and standard deviation of 12 cm. a) What proportion of herons have wingspan more than 140 cm? b) What is the median wingspan? c) What are the first and third quartiles of the wingspans? (25% of all herons have wingspan less than the first quartile; 25% have wingspan more than the third quartile.) d) Use these to obtain the IQR for heron wingspans.
8. When robins’ eggs are weighed, it turns out that they vary according to approximately the normal distribution with mean of 17.5 mg and standard deviation of 3.5 mg. a) What proportion of robins’ eggs weigh between 10 mg and 25 mg? b) How large are the largest 2% of all robins’ eggs?
9. Here are two sets of data: Set 1
30
35
45
50
55
65
70
Set 2
30
50
50
50
50
50
70
State, with reasons, whether the statements below are true or false. a) The mean, median and range of the two sets of data are the same. b) The standard deviation of the first set of data is larger than the standard deviation of the second set of data.
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MYP9: The Building Blocks of Life Statistics Checkpoint
The number of days that students had been absent from school was recorded. Days Absent
2
7
5
5
3
9
10
8
12
11
The mean of the sample above, given to 2 s.f. is; A
7.0
B
7.2
C
7
D
7.5
The range of the sample above, to 2 s.f. is; A
5
B
7
C
10
D
12
The standard deviation of the sample above, to 2 s.f. is; A
3
B
3.3
C
3.39
D
3.4
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MYP9: The Building Blocks of Life Osmosis Lab
Introduction In this experiment you will use your knowledge osmosis and transport of substances through a membrane. You must be sure to be aware of uncertainties (errors) that happen whenever you make a measurement. •
You will investigate osmosis using potatoes.
•
Your teacher will divide your class into 5 groups.
•
Each group will place 3 potato chips into the sugar solution provided.
•
Each group will have a different sugar solution concentration so there will be 5 different groups and 5 concentrations of Glucose solution.
•
Your teacher will tell each group which sugar solution to use.
Method •
Label three test-tubes A, B and C and add your initials.
•
Use a syringe or graduated pipette to put 20 cm3 of your individual glucose solution into a test tube.
•
Working on a dissecting board or folded newspaper, cut the ends off a large potato and use a No.4 or 5 cork-borer to obtain 3 cylinders of potato tissue as long as possible
•
Push the cylinders of potato out of the cork borer with the flat end of a pencil.
•
Cut all three to the same length, e.g. 50, 60 or 70 mm, trimming the ends at 90° at the same time
•
Weigh each cylinder on an electronic balance. Put one cylinder in each test-tube.
•
Leave the potato tissue for 24 hours.
•
After 24 hours, use forceps or a mounted needle to remove the potato cylinder from test-tube B. Rinse it in a beaker of water, dry with a paper towel and reweigh. Repeat this operation for the potato cores in tubes A and C noting at the same time whether the tissue is firm or flabby.
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MYP9: The Building Blocks of Life From Cells to Life
Introduction. In this section we will look at the continuity of life. We will look at reproduction in humans as an example.
Definitions. Copy the table below. Use your text book(s) and / or internet research to find out the definitions of these terms. Gamete
Oogenesis
Spermatogenesis
Fertilisation
Gestation
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MYP9: The Building Blocks of Life Reproduction
The picture above shows a side on view of the male reproductive system. Use your textbook(s) to put the words in the table below in the correct places on the diagram. Then use your textbook(s) to write down a description of each part. Urethra
Vas deferens
Penis
Prostrate gland
testicle
Seminal vesicle
Bladder
Epidydimis
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MYP9: The Building Blocks of Life Reproduction
The picture above shows a side on view of the female reproductive system. Use your textbook(s) to put the words in the table below in the correct places on the diagram. Then use your textbook(s) to write down a description of each part. Cervix
Uterus
Oviduct
Ovary
Vagina
Labia
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MYP9: The Building Blocks of Life Reproduction Revision
In the man the testes make the …………………..……….…..cells. The ………………………..………becomes erect during sexual intercourse. The sperms are carried through a long …………………..…………… called the sperm duct to the top of the penis. Here glands produce fluids that help the sperms to ………………………………………… The urethra is a tube that carries sperms and ………………………………….………out of the body.
In the woman the ovaries make the ……………………..……………(egg cells). One ovum is produced every ……………………………………….… The ovum is carried along the ………………………………..…… down towards the …………………..…………(womb). The uterus protects the developing baby. A special organ called the p……………………….………grows in the uterus during pregnancy. This supplies the developing baby with ………………………………………and ………………………………………… urine
ova
food
month
tube
sperm
swim
oviduct
placenta
penis
oxygen
uterus
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MYP9: The Building Blocks of Life The Female Menstrual Cycle
Introduction The menstrual cycle in women is a process that prepares women for pregnancy. It is a recurring process, repeating itself roughly once a month. If pregnancy does not happen, then the lining of the uterus is ejected in what is usually called a period.
There are some key hormones that control this cycle. For example these hormones; •
Control the release of an egg each month from an ovary.
•
Change the thickness of the uterus lining.
These hormones are secreted by the ovaries and pituitary gland. There are 3 significant hormones involved – FSH, Oestrogen and LH. FSH is released by the pituitary gland. •
It causes the egg to mature in an ovary.
•
It also stimulates the release of another hormone, oestrogen.
Oestrogen is secreted by the ovaries. •
It stimulates the pituitary gland to stop releasing FSH. This prevents the release of more than one egg at a time.
•
It also stimulates the pituitary gland to release a third hormone, called LH.
•
This hormone causes the mature egg to be released from the ovary.
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MYP9: The Building Blocks of Life Menstruation Sort
Organise the statements below into the correct sequence.
Number Statement
LH causes ovary to release egg
FSH – stimulates ovary to release oestrogen
FSH causes egg matures in ovary
LH – released from the pituitary gland
Oestrogen – stimulates pituitary gland to release LH
Oestrogen transported in blood
LH transported in the blood
FSH transported in the blood
FSH – released from the pituitary gland
Oestrogen released from ovary
Oestrogen – prevents further release of FSH from pituitary
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MYP9: The Building Blocks of Life Menstrual Cycle Research
Find out about the role of these 3 hormones; •
Progesterone
•
HCG
•
Oxytocin You can see an animation of this cycle at; http://www.abpischools.org.uk/page/modules/hormones/horm4.cfm?coSiteNavigation_all Topic=1
Describe what happens to the endometrium on the sketch above. Then describe the changes that occur during the different phases; •
Days 1 to 4
•
Days 4 to 14
•
Days 14 to 28
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MYP9: The Building Blocks of Life Menstruation Revision
1. Deduce the hormones needed to complete the concept map above. 2. On the image below; a) Calculate the magnification of the image b) Calculate the size of the main body of the ovum (egg).
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MYP9: The Building Blocks of Life Menstruation Revision
3. Distinguish between fertilization and pregnancy. 4. The contraceptive pill manipulates the hormones of the menstrual cycle in order to prevent unwanted pregnancy. The combined pill contains oestrogen and progestin (a synthetic form of progesterone). Explain how this combination might prevent pregnancy. Deduce the days of the cycle that a woman is; a) Most likely to become pregnant b) Least likely to become pregnant. c) Copy and complete the table below to evaluate the effectiveness of the different contraception methods. d) In the right hand column, comment on their effectiveness against sexually transmitted infections (STI’s). Effectiveness for… Oral contraceptive pill
Contraception
Protection against STI’s
Rhythm method Condoms
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MYP9: The Building Blocks of Life Menstruation Revision
5. Fertilisation occurs when the …………………..….. of the sperm cell fuses with the…………………….. of the ……………………….... .
6. State the differences between the male gametes and the female gametes with regard to; a) their size; b) their structure c) their relative numbers.
7. Before fertilisation can occur, the sperms have to travel from the testes to meet an ovum in the female organs. Using the list below, name the organs, in the correct order, through which the sperms will have to pass. uterus, sperm duct, oviduct, urethra, cervix, vagina
8. Explain what is meant by ovulation and state how often it occurs in humans. 9. Explain why the chance of fertilisation in humans is restricted to only a few days each month.
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MYP9: The Building Blocks of Life Menstruation Revision (v) F (vi) E G
(iv)
C (ii) D
(i)
B A
(iii)
10. The diagram above represents the events leading up to fertilisation (v), implantation (vi) and development. In each case name the structures involved and, at the numbers, state briefly what is happening or what has happened previously. Blood from the foetus circulates through the placenta. What substances pass; a) from the maternal to the foetal blood, b) from the foetal to the maternal blood? c) By what means is the foetal blood circulated through the placenta?
11. What is the function of the umbilical cord? 12. What are the possible effects on the foetus if, during pregnancy, the mother; a) smokes, b) catches rubella?
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MYP9: The Building Blocks of Life Word Search!
E
E
B
M
R
S
S
S
S
E
T
I
C
E
C
L
T
N
G
I
P
I
U
O
S
W
O
K
N
D
O
U
O
O
E
C
E
S
A
L
N
Z
N
O
I
U
R
A
R
R
L
R
L
O
C
U
G
M
R
F
C
G
M
F
C
E
P
O
E
M
K
T
T
E
F
A
I
J
U
B
O
T
N
M
A
S
A
E
T
U
V
D
N
N
R
Z
T
S
C
E
J
O
U
S
S
U
G
H
O
Y
R
V
E
E
X
T
J
A
O
I
B
J
L
R
A
C
L
B
T
G
Q
R
D
T
O
E
H
V
T
K
L
F
H
T
B
O
D
E
S
N
C
Y
I
S
W
G
G
E
P
L
Q
R
B
E
Q
M
O
L
A
T
N
E
V
L
O
S
K
P
T
T
N
P
L
A
S
M
O
L
Y
S
I
S
U
S
H
Z
L
S
K
X
I
L
F
L
A
C
C
I
D
E
B
X
N
O
I
T
A
C
I
F
I
N
G
A
M
Words CELLWALL
MAGNIFICATION
SOLUTE
CHLOROPLAST
MICROMETRE
SOLVENT
CONCENTRATION
NUCLEUS
SPERM
DIFFUSION
OSMOSIS
TESTOSTERONE
EGG
PLASMOLYSIS
TURGID
FLACCID
PROGESTERONE
VACUOLE
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MYP9: The Building Blocks of Life Cross Word!
Across
Down
2. lutenizing hormone
1. feature of plant cells not found in animal cells
5. movement of water from a region of high water concentration to a region of low water concentration
3. liquid that dissolves a solute
9. substance being dissolved
4. movement of particles from a region of high concentration to a region of lower concentration
10. structure in cells that contains genetic information
6. feature of plant cells not found in animal cells 7. male reproductive cell
8. follicle stimulating hormone
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MYP9: The Building Blocks of Life Traffic Lights
â˜ş
No.
Question / Statement
1
I can calculate the magnification of a biological structure
2
I know the names and functions of the main parts of animals cells
3
I know the names and functions of the main parts of plant cells
4
I can give examples of specialised cells and their functions
5
I know the difference between tissues, organs and organisms.
6
I know how to prepare plant and animal cells for viewing under a microscope.
7
I can give examples of diffusion and osmosis
8
I know the significance of surface are and volume in biological processes
9
I can use standard deviation to describe data
10
I know the main parts of male and female reproductive systems
11
I can describe the main stages of contraception
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MYP9: The Building Blocks of Life Self Reflection What I liked about this Unit
What I disliked about this Unit.
What we could change to make the Unit better.
How useful I found this Unit.
Additional Comments
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MYP9: The Building Blocks of Life Learner Profile In this Unit where did you get the opportunity to develop being I asked questions or performed research about…
Inquirer I showed my understanding and knowledge when …
Knowledgeable I had to think a lot about….
Thinker I communicated best when…
Communicator I showed I was fair when….
Principled I accepted different points of view when…
Open-minded I looked after my classmates and/or the environment when…
Caring I was nervous about….
Risk taker I felt most positive in this unit when….
Balanced I learned best when I …
Reflective
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