Cambridge igcse biology third edition end of-chapter answers

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Cambridge igcse biology third edition end of-chapter answers

Categories: Education. Written by an experienced teacher and examiner, Cambridge IGCSE Biology Coursebook with CD-ROM gives comprehensive and accessible coverage of the syllabus ... States of matter. Cambridge [CD Resources] | GCE Guide. Online Learning ? professional development, Past papers, examiner reports and specimen papers. Separating Substances. Start by marking "Complete Biology for Cambridge IGCSE" as Want to Read Reader QA. ALTERNATIVE TO PRACTICAL questions . Cambridge International Exam. Difficulty. 7. This is a useful practical teacher's handbook to support the student's practical workbook. Open the the first chapter of this book? Cambridge IGCSE Biology Coursebook (third edition) - Issuu. Title information. It develops learners' skills in creative thinking, enquiry and problem solving, giving learners excellent preparation for the next stage in their education. Examinations. Study tips throughout the text, exam-style questions at the end of each chapter and a host of revision and practice material on the CD-ROM are designed to help students... C2%AE-Chemistry-Coursebook-International/dp/1107615038, -- Select your Education Board -- CBSE (India) ICSE (India) Maharashtra State Board (India) Tamilnadu State Board (India) Karnataka State Board (India) IGCSE Common Core Standards (USA). Each guide is accompanied by a variety of online tools for lesson planning. To ask other readers questions about Complete Biology for Cambridge IGCSE, please sign up. Collins Cambridge IGCSE - Biology Student Book: Cambridge IGCSE [Second edition]. Please note: - this revision guide does not include answers/solutions - double check you are downloading the right year (when... . Suggestions for practical activities are included, designed to help develop the required experimental skills, with full guidance included on the CD-ROM. Add your answer. . CIE IGCSE Biology Revision Notes | Topic Questions | Past Papers, Cambridge IGCSE Biology Teacher's Resource (third edition)... - Issuu, IGCSE Resources : Secondary: Oxford University Press, Physics IGCSE David Sang end of chapter questions answers, Scheme of work Cambridge IGCSE Biology (0610), Teacher Guide 0610 Cambridge IGCSE Biology, igcse biology coursebook second edition answers - Bing... | AnyFlip, IGCSE Biology 0610 Past Papers 2019 March, June... | PapaCambridge. Electricity & Chemical change. Learners gain an understanding of the basic principles of biology through a... . Written by an experienced teacher and examiner, Cambridge IGCSE Biology Coursebook with CD-ROM gives comprehensive and accessible coverage of the syllabus content. Cambridge IGCSE Physics: Teacher's Resource by David Sang . Not? /5. Provides support for learners for the syllabus for examination from 2016. By clicking any link on this page you are giving your consent for us to. 5. Rana Ali. This paper. Hey I have homework due tomorrow about my biology IGCSE and I really dont have the time to do it due to other homework exams etc.. Study tips throughout the text, exam-style questions at the end of each ... Cambridge IGCSE Biology ? past paper questions and answers. 28 Full PDFs related to this paper. Cambridge IGCSE? English as a Second Language Coursebook (Cambridge International IGCSE) [Peter Lucantoni] ... (Cambridge International IGCSE) 5th Edition. Covering both the Core and the Supplement material, this workbook contains exercises arranged in the same order as the coursebook and are clearly marked ... Cambridge IGCSE ? Biology Coursebook Third edition. Provides support for international teachers of Science. Study tips throughout the text, exam-style questions at the end of each ... February 7, 2015 foxebook Science 2181 0. Supports the full syllabus for examination from 2016. . Cambridge IGCSE Biology Study and Revision Guide Book Description : The essential explanation and advice students need to achieve in their exams from a top Cambridge educator. . The guides contain practical ideas for classroom activities, including active learning, assessment for learning and reflective practice. A short summary of this paper. The Maths Skills for Cambridge IGCSE Biology write-in workbook allows students to practise their maths skills in science contexts. Cambridge IGCSETM Biology ? Breakthrough to CLIL Biology Workbook. 2. [4] At the end of the race the athlete's body temperature has increased. Material is presented in a clear and fresh way using accessible language. The 'Common errors to be aware of' and 'Discussion points' sections are valuable and there are ideas for differentiation. We've included all the answers to your Essential Biology for Cambridge IGCSE (2nd Edition) below, to help you gauge your progress and understanding. Reacting Masses and Chemical Equations . Written by an experienced teacher and examiner, Cambridge IGCSE Biology Coursebook with CD-ROM (third edition) gives comprehensive and accessible coverage of the syllabus content.Suggestions for practical activities are included, designed to help develop the required experimental skills, with full guidance included on the ... Cambridge Igcse Biology Coursebook Third Edition Answers.pdf - Free download Ebook, Handbook, Textbook, User Guide PDF files on the internet quickly and easily. Alternative to Practical 1 . Further information and sample material for this resource. During the Quiz End of Quiz. Cambridge IGCSE... Written by an experienced teacher and examiner, Cambridge IGCSE Biology Coursebook with CD-ROM gives comprehensive and accessible coverage of the syllabus ... Download. Our Cambridge IGCSE Biology course explores the way biology affects everyday life. Guidance for the practical activities in the book and answers to the exam-style questions are also included on the CD-ROM. A guide to help you score more marks on your IGCSE Biology exam. End-of-chapter questions 1 a Without looking back at the beginning of this chapter, decide which five of these characteristics are found in all living things. So I was wondering if anyone would be able to find the teachers book downloadable version (Complete Biology Teachers Resource Kit for IGCSE 2nd Edition). Cambridge IGCSE ? Biology Coursebook Third edition. 6. Cambridge igcse physics coursebook david sang answers, Cambridge IGCSE? Physics Coursebook with CD-ROM and Qualification: Cambridge IGCSE; Author(s):David Sang; Available from: Answers to the exam -style questions in the Coursebook are provided on the CD-ROM. Download Full PDF Package. Resources align to the syllabus they support, and have been through a detailed quality assurance process. The accompanying CD-ROM contains the source files required to complete the practical tasks set in the chapters. Short text-related questions, worked examples and exam-style questions provide exam preparation. Suggestions for practical activities are included, designed to help develop the required experimental skills, with full guidance included on the CD-ROM. Endorsed by Cambridge Resources align to the syllabus they support, and have been through a detailed quality assurance process. Cambridge IGCSE? First Language English Coursebook Digital Edition (5th ed.) Cambridge IGCSE? Biology Coursebook with CD-ROM (Cambridge International IGCSE) by Mary Jones Paperback $46.00. This book contains . Atoms Combining. Register for IGCSE Tuition with our best teacher to score more in your exams. An experiment was carried out to investigate the effect of different concentrations of sucrose solution on the length of potato strips. This Teacher's Book accompanies the Cambridge IGCSE English as a Second Language Coursebook and Workbook. ISBN: 9781107699830. CIE IGCSE. The Duke of Edinburgh's International Award, Teaching and learning when school is closed, Teaching and Learning when school returns, Cambridge Professional Development Qualifications, Novel coronavirus - Information for schools about the COVID-19 (coronavirus) outbreak. READ PAPER. Endorsed resources have been through a rigorous quality-assurance process to make sure they closely reflect the syllabus and are appropriate for Cambridge schools worldwide. English. Cambridge Igcse Mathematics Core And Extended, 4th Edition. Cambridge IGCSE Biology: Coursebook with CD-ROM Third Edition. How do organisms develop, grow and reproduce? The coursebook contains detailed explanations of concepts, worked examples and exercises to consolidate knowledge. Covers the Cambridge IGCSE Accounting syllabus (0452) and Cambridge O Level Accounting syllabus (7110), first examination 2020. Download your answers. IGCSE stands for International General Certificate of Secondary Education. 4. Resources align to the syllabus they support, and have been through a detailed quality assurance process. Lists of resources, clear objectives and outcomes and notes on common misconceptions are also included. Redox Reactions . 1 Completely Cambridge Cambridge resources for Cambridge qualifications Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, high-quality, endorsed resources. To find out more about Cambridge International Examinations visit Visit education.cie for information on our full range of Cambridge IGCSE titles including e-book versions and mobile apps. E Biology Teacher s Resource PL Other components of IGCSE Biology, Third edition: ISBN Coursebook Workbook ISBN Cambridge IGCSE M The Teacher s Resource contains: editable teaching notes for each chapter, including lesson plans, common misconceptions and homework ideas a collection of editable practical activities, with accompanying teacher s/technician s guidance notes editable Worksheets and answers organised by chapter answers to end-of-chapter questions from the Coursebook answers and workings to the exercises from the Workbook model exam papers and mark schemes animations. Mary Jones and Geoff Jones Third edition SA This Teacher s Resource contains a range of materials designed to support teaching of the syllabus. Its content has been revised and rearranged, ensuring that it is up to date and comprehensive in its coverage, with new material covered. A Coursebook and Workbook are also available. Jones and Jones Cambridge IGCSE Biology Teacher s Resource Mary Jones and Geoff Jones. C M Y K Cambridge IGCSE Biology, Third edition matches the requirements of the latest Cambridge IGCSE Biology syllabus (0610). It is endorsed by Cambridge International Examinations for use with their examination. Cambridge IGCSE Biology Teacher s Resource Cambridge IGCSE Biology, Third edition Teacher s Resource Mary Jones and Geoff Jones ISBN cvr.indd 20 12/09/ :06 2 These teaching notes are intended to provide outline ideas for ways in which you might cover the IGCSE Biology syllabus with your students. They do not provide a complete scheme of work, nor lesson plans. They are simply suggestions, some of which you might like to incorporate into your lessons. It is most important to remember that biology is not just a body of knowledge. Biology is a science, and students should be made constantly aware that research is ongoing and continues to surprise us with new findings, some of which contradict what we thought we already knew. They need to become familiar with scientific method. They should be asked to make careful observations and record them, to display, analyse and interpret results, to evaluate the reliability of results and to plan and evaluate their own experiments. The activities in the Coursebook, exercises in the Workbook and the worksheets supplied as part of this Teacher s Resource provide many opportunities for developing these skills, and you will probably also like to add some of your own. The notes for each chapter begin with a table suggesting a possible way of breaking up the material to be covered into a number of topics. The number of lessons you might spend on each topic is given as a range, because it will depend very much on what students have done before, and also on how much time you decide to spend on providing students with opportunities to develop skills such as data-handling or planning experiments. For each topic, relevant resources in the Coursebook, Workbook and worksheets are listed. Outline descriptions of what might be included in lessons covering each topic are then given. These are no more than suggestions, and they are not comprehensive. You may like to use all of them, some of them or none of them. Most indicate ways in which students can become actively involved in their learning, rather than passively absorbing information. There is also a list of some of the most common misunderstandings and misconceptions that are regularly seen in students answers, and some suggestions for tasks that could be set for homework. Introduction: 1 3 Chapter 1 Classifi cation Syllabus sections covered: 1.1 to 1.4 Teaching resources Syllabus section Topic 1.1 Characteristics of living things 1.2 Concept and use of a classification system 1.3 (part) The kingdoms of living organisms Viruses 1.3 (part) Classifying animals; Classifying plants; magnification 40-minute periods Coursebook Workbook Resources on this CD-ROM 1 EOCQ 1 Worksheet 1.1 Characteristics of living organisms 1 Question 1.1 EOCQ 2 2 to 4 Activity 1.1 Making biological drawings Questions 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 EOCQ 3 2 to 4 Activity 1.2 Calculating magnification EOCQs 5, Keys 1 to 2 Question with Fig EOCQ 4 Topic 1 Characteristics of living things Coursebook section 1.1 Exercise 1.1 Observing and drawing organisms Exercise 1.2 Using keys Worksheet 1.2 Characteristics of vertebrates Worksheet 1.3 Writing a key Many students are likely to already have some knowledge of the characteristics of living organisms. It is a good idea to try to draw these out from them, rather than simply telling them what the characteristics are. Some examples of ways you might do this are outlined below. Hold a living plant, an animal (or yourself) and a non-living object (for example, a kettle) where all students can see them. Ask students to suggest characteristics that the animal and the plant share, but which the non-living object does not have. Build up a list on the board. Chapter 1: 1 4 Alternatively, settle students into groups, and ask the groups to suggest a list of seven characteristics of all living organisms. Then ask one member of each group to feed back their ideas to the rest of the class. Make several sets of cards, each with a process written on it. Include the seven characteristics of living organisms, and also some others that could be mistaken by students for example, possessing a blood system, having a brain. Hand out a set of cards to each group, and ask students to sort them into characteristics that all living organisms share, and those that are possessed by only some living organisms. It may be best not to worry too much about defining each term in the list at this stage, as students are more likely to retain this knowledge when they cover each process in more detail. However, if you would like to deal with this in this lesson, you could have a second set of cards with definitions of each process, and ask the groups to match each process card with a definition card. Challenge students to explain why a moving car is not a living organism, even though it needs nutrients (fuel), releases energy through chemical reactions (between oxygen and fuel), can respond to stimuli (for example, the driver s foot on the brake pedal) and can move. Ask students if they think there is life on other planets. If so, would it have to show all of the characteristics of life here on Earth? End the lesson with a quick spelling quiz. Read out each of the seven characteristics, plus the other new terms introduced, and give a short time (say 15 seconds) to write each one down. This is probably best done in small groups, where the better spellers can work with weaker ones. Students often think only of animals when listing characteristics of living organisms. They may think that plants cannot move. Explain the difference between movement and locomotion. If possible, show them an example of movement in a plant. Excretion may be confused with egestion. Students may think that plants do not excrete. Remind them that they get rid of oxygen from their leaves when they are photosynthesising. Old leaves, containing excretory substances, may be dropped from a plant. They will look at this difference again when they study the digestive system and the kidneys. Respiration may be confused with breathing or gas exchange. Any one living organism does not have to carry out all the processes all the time. So, for example, the students are not reproducing at this moment, but humans as a species have the capacity to reproduce. Worksheet 1.1 Characteristics of living organisms Think of a mnemonic for the seven characteristics of living things. Bring to the next lesson, when the class votes for the best one, which then goes up on the wall. Explain why a car is not a living organism. Make a set of revision flash cards with a characteristic of living things on one side and the definition on the other. Design a living organism that lives on another planet, but which shows all the characteristics of living things. Research different ways in which plants can move. End-of-chapter question 1 Chapter 1: 2 5 Topic 2 Concept and use of a classifi cation system Coursebook section 1.2 Sit students in groups and give each group a set of objects (you will probably get more out of this exercise if each group has a similar set), which could be grouped in different ways for example, seeds and beads of different colours and shapes. Ask each group to choose a way of classifying them (by colour, shape, living or non-living, and so on). Use leading questions to encourage discussion: What features did they use for their classification? Why is it helpful to classify things? Which method of classifying these objects do they think is the most useful? (The answers should bring out the point that the way you classify objects depends on why you are classifying them. You might classify objects in a different way if you intend to make jewellery with them than if you intend to eat them, for example.) Lead the discussion towards reasons why biologists classify living organisms. Show students two organisms or pictures of two organisms, that have the same common name but that are clearly not the same. Alternatively, or as well, show them an organism that has different names in different places or countries. Examples should be taken from the local environment if at all possible. Discuss with the students why it might matter if people misunderstand each other when discussing a particular kind of animal or plant, and lead them towards the idea of having one name for each species that is used all over the world. Explain the binomial system of naming organisms, using Figure 1.3, or your own local examples of organisms, to illustrate this. For students studying the Supplement, you might like to discuss the use of DNA in classification here. Alternatively, you could leave this until you have covered the structure of DNA in Chapter 4, when it will be much easier for students to understand. Do question 1.1 as a class exercise. You will often see Latin names written incorrectly in the media for example, without the use of a capital letter for the generic name, and students may not realise that this is wrong. End-of-chapter question 1.2 Topic 3 The kingdoms of living organisms: viruses Coursebook sections 1.3 and 1.4 Note that Core students need only know about the animal and plant kingdoms. You might be able to cover this quite quickly, and move on to the next topic in the same lesson. Show students at least one example of each of the five kingdoms: an animal (including themselves, and some animals other than mammals), a plant (including a non-flowering plant, such as a moss), a fungus (perhaps a mushroom and a mould), and photographs of bacteria. Chapter 1: 3 6 Use this as an opportunity to ask students to recall the characteristics of living organisms, shared by all of these organisms. Use Coursebook pages 6 to 8 and your examples to discuss the characteristic features of each kingdom. For Supplement students, you could also cover viruses in this lesson, using the information on page 9. It is difficult for students to appreciate, so early in their course, why viruses are not normally classified as living organisms (and certainly do not belong to any of the five kingdoms), but this can be dealt with as a discussion. Students often use the word animal to mean mammal. End-of-chapter question 3 Topic 4 Classifying animals and plants: magnifi cation Coursebook sections 1.5, 1.6. Set out a circus of specimens and photographs representing each of the groups of vertebrates, as described on Coursebook pages 9 and 10. Hand out Worksheet 1.2 and ask students to complete this. Bring the class together, and discuss the features that can be used to classify vertebrates into these classes. A similar approach could be taken to deal with the classification of arthropods. It would also be good to take students outside to look for arthropods it is usually very easy to find examples of small animals with legs such as spiders, insects and millipedes. Ask students to make a large, labelled drawing of one or more of the animals used in the circus, or that they have found. Activity 1.1 in the Coursebook could be used here, and/ or Workbook exercise 1.1, where the self-assessment sheet could be used to help students focus on what is required from a biological drawing. Use their drawings to explain the concept of magnification. Activity 1.2 could also be done. Note that magnification will be revisited in Chapter 3. Classification of plants could be dealt with in a similar way to vertebrates and arthropods. Note that only ferns and flowering plants are required; flowering plants can then be identified as monocots or dicots. You should try to provide living examples for students to see and handle, or even better take them outside to find the plants growing. It is very common for students to confuse the characteristic features of one class of arthropods (e.g. insects) with the characteristic features of arthropods in general. Activity 1.2 Calculating magnification End-of-chapter-questions 5 and 6 Chapter 1: 4 7 Topic 5 Keys Coursebook section 1.7 Students normally find using a dichotomous key very easy. Show them how to use the key on page 15 in the Coursebook. Then provide a key that you have written yourself to enable the identification of different kinds of trees that grow in your school grounds. Ideally, allow the students to go outside to identify selected trees; otherwise, bring small branches or individual leaves into the classroom. (For future lessons, you may be able to use keys that your students have written in previous years.) Students could then be asked to construct their own keys. Worksheet 1.3 provides material for this, and so do Figure 1.23 and end-of-chapter question 4. It would also be an excellent idea to ask students to construct keys to identify a small range of animals or plants that can be found in the school grounds. Students may try to use a key by looking at all the organisms at once and trying to match them against descriptions, rather than looking at just one organism and working systematically through the key to identify it. When writing keys, they may use terms such as long or dark, which are subjective and therefore not useable by a person looking at just one type of organism. All descriptions should be objective, as explained on Coursebook page 16. Workbook exercise 1.2 Using keys Worksheet 1.3 Writing a key Question in the caption of Figure 1.23 in the Coursebook End-of-chapter question 4 Construct a key to identify the leaves of five trees that grow in the school grounds Chapter 1: 5 8 Chapter 2 Cells Syllabus sections covered: 2.1, 2.2, 2.3 Teaching resources Syllabus section Topic 40-minute periods Coursebook Using a microscope 2 Activity 2.1 Using a microscope 2.1 Cell structure and organisation Questions 2.1, Activity 2.2 Looking at animal cells EOCQs 3, 4 Questions 2.3 to 2.19 Activity 2.3 Looking at plant cells 2.2 Cells and organisms 1 EOCQs 1, 2, 5 Topic 1 Using a microscope Coursebook section 2.1 Workbook Exercise 2.1 Animal and plant cells Exercise 2.2 Drawing cells and calculating magnification Exercise 2.3 Organelles Resources on this CD-ROM Worksheet 2.1 The parts of a microscope Worksheet 2.2 Cell structure Worksheet 2.3 Magnification calculations Ascertain how familiar students are with using a microscope. If they are already competent in this skill, you can move straight on to the next topic. Show students the microscopes that you have in your laboratory, and demonstrate how to use one. You could use Worksheet 2.1 The parts of a microscope, to check they know the names of the different parts. Ask students to do Activity 2.1 Using a microscope. Students could then make temporary slides of drops of pond water, or moss leaves. If you have suitable equipment, you could project images from a microscope onto a screen. There are no common misunderstandings associated with this topic. Worksheet 2.1 The parts of a microscope Chapter 2: 1 9 Topic 2 Cell structure and organisation Coursebook section 2.1 Ascertain how familiar students are with the structure of animal and plant cells. If they already have good knowledge of them you may be able to move quickly through this topic. Project a large image of some cells onto a screen. Ask students what they are. Ask them to try to identify the different parts. Ask them how big they think cells really are. Tell them that a large cell may be about 0.1 mm long, and ask them to look at a ruler and imagine 10 cells side by side between two of the millimetre marks. Revise the concept of magnification. Coursebook questions 2.3 to 2.5 could be done as a class discussion, or as group work. Students could make model cells, using a plastic bag (cell membrane), water or jelly (cytoplasm) and a small rubber ball (nucleus). Put the whole thing inside a cardboard box to represent the cell wall of a plant cell. Challenge students to suggest how they could add chloroplasts and vacuole to the plant cell model. Discuss and explain the structure of animal cells. Students could carry out Activity 2.2 Looking at animal cells. They could exchange their drawings with one another, and mark them using the self-assessment check list for drawing (on the student CD-ROM). Discuss any difficulties that students had with this activity, and how they solved them. Use a similar approach to deal with the structure of plant cells. You could perhaps begin by drawing a rectangle on the board, and asking pupils to come to the front and complete the diagram to show the structures in a plant cell. Activity 2.3 Looking at plant cells, could be carried out. (You will need to demonstrate how to obtain and mount the piece of onion epidermis.) Students should now have enough information to be able to construct their own comparison of features found in animal cells and plant cells. This could possibly be done as a class or group activity. Coursebook questions 2.6 to 2.19 can now be answered. Students frequently confuse cell membrane and cell wall. Worksheet 2.2 Cell structure Worksheet 2.3 Magnification calculations Workbook exercise 2.1 Animal and plant cells Workbook exercise 2.2 Drawing cells and calculating magnification Workbook exercise 2.3 Organelles Topic 3 Cells and organisms Coursebook section 2.2 Chapter 2: 2 10 Discuss the idea that there are many different kinds of cell in an organism such as an animal or plant. (It is suggested that you wait to cover the detailed structure of the cells listed in Section 2.2 in the syllabus until you reach the topics where the functions of these specialised cells are covered.) Introduce the ideas of tissues, organs and organ systems. Ensure that students know they need to learn these definitions. Students with Spanish as their first language often seem to use the term organism to mean body (for example, It is bad for your organism to eat too much fat ), which is incorrect. End-of-chapter questions 1, 2 and 5 Chapter 2: 3 11 Chapter 3 Movement in and out of cells Syllabus sections covered: 3.1, 3.2, 3.3 Teaching resources Syllabus section Topic 40-minute periods Coursebook 3.1 Diffusion 2 to 3 Questions 3.1 to 3.3 Activity 3.1 Demonstrating diffusion in a solution Activity 3.2 Investigating factors that affect the rate of diffusion Activity 3.3 Diffusion of substances through a membrane EOCQ Osmosis 3 to 6 Questions 3.4 to 3.15 EOCQs 1, 2, 3 Activity 3.4 Investigate and describe the effects on plant tissue of immersion in different solutions Activity 3.5 Measuring the rate of osmosis Activity 3.6 Osmosis and potato strips Workbook Exercise 3.1 Diffusion experiment Exercise 3.2 How plants take up water Exercise 3.3 Osmosis and potatoes 3.3 Active transport 1 to 2 EOCQ 4 Exercise 3.4 Diffusion and active transport Resources on this CD-ROM Worksheet 3.1 Drying mangoes Worksheet 3.2 Diffusion, osmosis and active transport Topic 1 Diffusion Coursebook section 3.1 Chapter 3: 1 12 It is worth checking students understanding of particle theory, which they may have covered in earlier science lessons. Before they can understand diffusion or osmosis, they must understand: the concept of particles moving randomly the terms molecule, atom and ion that a solution contains particles of a solute dispersed in a solvent. If you are concerned about any of this, you could try setting students a short verbal or written test (for example, 10 multiple-choice questions), so that you can discover early on if you need to spend time on these concepts. Activity 3.1 Demonstrating diffusion in a solution, could provide a good starting point. You could set this up as a demonstration (involving students in setting up the apparatus if possible) near the beginning of the lesson, and return to it at the end. Alternatively, students could do Activity 3.1 themselves, in small groups. If possible, leave the apparatus until next lesson before recording results. If you can take your class into a space where they can move around freely a hall, playground or sports field, for example they can act as though they were gas particles. Ask them to stand in one spot in one small part of the room, approximately equally spaced from each other and not touching (that is, like the particles in a gas). Each student then moves in a randomly chosen direction in a straight line. They only change course when they hit a wall of their container, or another particle, in which case they bounce off and travel in a straight line in a different direction. After a short while, stop the students, asking them to stand still and tell you what has happened they should have spread into all the available space and be approximately evenly distributed. You could repeat the exercise as though they were particles in a liquid in this case, they should hold out their hands and always be lightly touching another particle as they move. Ask students to make suggestions of instances where diffusion is important to living organisms. There are several mentioned on page 29 in the Coursebook. Activity 3.2 is a planning exercise. Demonstrate the technique of using agar jelly and an alkali to measure diffusion. If your class has had no experience of planning experiments before, you should do this as a class exercise, discussing with them what they need to think about as they plan. It is recommended that you use the terms independent variable and dependent variable, and consider all of the variables that should be kept constant. If the class already has experience of planning their own experiments, this could be done as group work, with different groups investigating different independent variables. Activity 3.3 is well worth carrying out. It introduces the idea of diffusion through microscopic holes in a membrane, which can be built on when you move on to discuss osmosis. Show students some Visking tubing, and explain that it has molecule-sized holes in it, much too small for them to see. Show them how to moisten and open the tubing. They can then set up the apparatus for themselves. They should begin to get results quite swiftly. They may be able to begin writing up their experiment while they are waiting for their final results. When everyone has results, lead a discussion about them: What did they see? What does this mean? How did the iodine get into the starch solution? Why didn t the starch get into the iodine solution? What do they think the water molecules were doing? This is an opportunity to emphasise that each particle is moving on its own; they should be thinking about iodine particles and water particles, not iodine solution, when considering what is moving Chapter 3: 2 13 If you plan to set Workbook exercise 3.1 Diffusion experiment, as homework, you may like to show students a Petri dish containing agar jelly, make some holes in the jelly and add some coloured solution to it. Depending on the students previous experience, you may also need to discuss how to calculate means. This is also a good opportunity to think about what is meant by a hypothesis, and how an experiment can be set up to test one. They will also need to think about variables. They do not need to know the terms dependent variable (what they measure) and independent variable (the parameter that they change, in this case the temperature) but you may find it helpful to use these terms. Check what is done in chemistry and physics lessons. Students will also need to think about sources of experimental error, and not confuse these with mistakes. In this case, the main source of error is likely to be in deciding exactly where the edge of the colour is in the agar, so that it is difficult to measure it. It is also likely that the coloured areas will not be absolutely circular. Mistakes should not be included as sources of error these could include not measuring the temperature properly or not adding the same volume of liquid to each hole. It is very common for students to think that the movement of particles in diffusion is somehow purposeful that the particles try to move so that they end up evenly spaced. Students may also think that cells somehow make substances diffuse. This misconception may become apparent through statements such as The cell diffuses oxygen into itself. Students who do not have a clear grasp of particle theory may confuse diffusion with mass flow (although they will not know this term). It is very important that they think of diffusion in terms of individual particles each moving randomly. Coursebook questions 3.1 to 3.3 Workbook exercise 3.1 Diffusion experiment Topic 2 Osmosis Coursebook section 3.2 This lesson introduces osmosis. The crucial factor is to develop this from the students work on diffusion, because osmosis is simply a particular example of diffusion, not something totally different. There is also considerable opportunity here to help students to develop various skills, including taking measurements and recording results (make sure that all the values in the results table are recorded to the same number of decimal places), drawing a line graph, processing the results (calculating mean rate of movement), making predictions and planning an experiment. If all this is new to the students, you may need an extra lesson to cover it. Set up the apparatus shown in Activity 3.5 Measuring the rate of osmosis (but do not attempt to actually do the activity yet this is simply a demonstration of osmosis at this stage). Many students will be able to use their understanding of what happened in Activity 3.2 to explain what they see happening here. If you allow them to work out for themselves what is happening, they will end up with a much firmer grasp of osmosis than Chapter 3: 3 14 if they are simply presented with a description of it. Ensure that they understand that water molecules are moving in both directions through the membrane, not all from the water into the concentrated sugar solution. Through discussion, build up the formal definition of osmosis. Ensure that students do not become confused between the idea of a concentrated solution that is, one in which there is a lot of solute and a solution where there is a high concentration of water molecules that is, a dilute solution. You may like to avoid this by using the term water potential (see below) instead. Note that the correct term to use for the membrane is partially permeable, not selectively permeable. If your students are studying the Supplement, this is a good time to introduce the idea of water potential. This should be dealt with very, very simply. Students only need to know that a solution with a lot of water in it has a high water potential, and that one with less water and more solute has a lower water potential. Most students have no difficulty with this concept. From their understanding of diffusion, they should be able to predict that there will be net diffusion of water molecules from the solution with a higher water potential to the solution with a lower water potential. Once you are happy that the class has a good basic understanding of osmosis, you can begin to look at how it affects living cells. Draw an animal cell on the board, and ask students to tell you where there is a partially permeable membrane. Then draw a piece of Visking tubing containing sugar solution. Draw a beaker around the cell and another around the Visking tubing, and draw water in each beaker. Ask students what is inside the cell, and draw out the idea that it is a fairly concentrated solution (there are many solutes, such as proteins, for example). Now ask them to tell you what will happen to the Visking tubing, and then what will happen to the cell. Most groups of students will be able to predict that water will move into the cell and into the Visking tubing by osmosis. Now replace the drawing of the Visking tubing with a drawing of a plant cell. Explain that water and solutes can all move freely through the cell wall it is fully permeable. Again, students should be able to predict that water will move into the cell. Discuss the fact that the animal cell may burst and the plant cell will not, because of the strength of the cell wall. Work through a similar train of thought with the cells placed in a solution more concentrated than the cytoplasm. Students will almost certainly not be able to predict that the cell contents pull away from the cell wall in the plant cell, but if you tell them it happens they should be able to explain why. (Note that, in many types of cell, the membrane remains fixed to the wall at some points. It is when these points do eventually tear away that the cell is irreversibly damaged.) Activities 3.4, 3.5 and 3.6 could each be carried out. The definition of osmosis frequently causes confusion between a concentrated solution and a high concentration of water molecules. This can result in weaker students saying that osmosis is the opposite of diffusion. As for diffusion, confusion arises if students are not able to visualise the water molecules and solute molecules as separate entities. Students often confuse the cell wall and cell membrane. Students may say that plant cells do not burst when placed in pure water because the cell wall prevents the water from going in. Chapter 3: 4 15 Coursebook questions 3.4 to 3.15 End-of-chapter questions 1, 2 and 3 Workbook exercise 3.2 How plants take up water Workbook exercise 3.3 Osmosis and potatoes Worksheet 3.1 Drying mangoes Topic 3 Active transport Coursebook section 3.3 Discuss the ideas on page 35 in the Coursebook. Build up the formal definition with the class. Ask students to do Workbook exercise 3.4 Diffusion and active transport. It may be useful for them to work in groups, so they can discuss their ideas within the group. When all have finished, ask one person in a group to tell you their suggested answers to a question, gradually working your way through all of them. More able students will be able to understand this concept, but it does require the ability to visualise very small particles, and to appreciate how energy is required to move particles against their concentration gradient. End-of-chapter question 5 Workbook exercise 3.4 Diffusion and active transport Worksheet 3.2 Diffusion, osmosis and active transport Chapter 3: 5 16 Chapter 4 The chemicals of life Syllabus section covered: 4 Teaching resources Syllabus section Topic 4 Water Carbohydrates 40-minute periods Coursebook 2 to 4 Questions 4.1 to 4.6 EOCQs 1, 3 Activity 4.1 Testing foods for sugars Activity 4.2 Testing foods for starch 4 Fats 2 to 3 Questions 4.7 to 4.9 Activity 4.3 Testing foods for fats 4 Proteins 2 to 5 Questions 4.10 to 4.14 EOCQs 2, 4 Activity 4.4 Testing foods for protein Workbook Exercise 4.1 Carbohydrates Exercise 4.2 Proteins Exercise 4.3 Testing a hypothesis 4 DNA 1 to 2 EOCQ 5 Exercise 4.4 DNA Topic 1 Water; Carbohydrates Coursebook sections 4.1 and 4.2 Resources on this CD-ROM Worksheet 4.1 Carbohydrates Worksheet 4.2 Using lipids (fats and oils) Worksheet 4.3 Body composition Ask students for suggestions about how much of their body consists of water. (It is a little below 70%.) Ask them why we need water. You are likely to get the answer so we don t get dehydrated, so you will need to move the thinking on by asking what happens when we get dehydrated, which can then lead towards ideas about what water actually does in the body. This may be a good time to introduce the term metabolism. Show students a plate of different foods and ask them which ones contain carbohydrates. This can lead into a discussion of what carbohydrates are. You could use popper beads to illustrate how sugar molecules link together to form disaccharides and polysaccharides. Show them how sugar dissolves in water but starch does not. (The starch that is often used in biology experiments may be soluble starch, but still does not easily dissolve in cold water.) Students will probably be able to tell you that carbohydrates are energy foods. You could show them Chapter 4: 1 17 video clips or photographs (there are plenty on the Internet) of athletes in a long-distance race, or tennis players, drinking fluids containing carbohydrates, and ask them why they do this. Do Activity 4.1 Testing foods for sugars, and Activity 4.2 Testing foods for starch. Depending on the previous experience of the class, and their confidence in a practical situation, you could run these two activities together, so that they test each of the foods for both reducing sugars and for starch. This is a good opportunity to develop the skills of careful observation and recording of results. Ensure that they do not write no change in the colour column, but state the colour that they see. This is usually a straightforward topic, with no difficult concepts so long as students are able to use the term molecule with confidence. Workbook exercise 4.1 Carbohydrates Coursebook questions 4.1 to 4.6 Worksheet 4.1 Carbohydrates End-of-chapter questions 1, 3 Topic 2 Fats Coursebook section 4.3 For continuity from the previous lesson, you could show students the same plate of foods and now ask which ones contain fats. Discuss the need for fats in living organisms. Tell students that fats contain twice as much energy per gram as carbohydrates. You could discuss the relatively high fat content of the diet of Inuit people, or others who live in cold climates, and perhaps also investigate the diets of people carrying out strenuous activities in polar regions, such as polar explorers. Ensure that students also think about the uses of fats in plants; you could show them bottles of various cooking oils (groundnut, olive, corn and so on) and draw out the idea that these all come from plant seeds, and why seeds often contain oils. (Oils are fats that are liquid at room temperature.) Do Activity 4.3 Testing foods for fats. You may prefer to do this as a demonstration, as it works best with absolute ethanol rather than a solution of it, but in that case do try to involve the students in the tests and ensure that they each write down the results. Many students will think that fats are bad for you, so it is important to emphasise their positive roles in the body as well as mentioning why too much high-fat food in the diet may be bad for health. This latter point is dealt with more fully later in the course. Produce a poster defending the reputation of fats that is, emphasising why we need them in the diet. Coursebook questions 4.7 to 4.9 Worksheet 4.2 Using lipids (fats and oils) Chapter 4: 2 18 Topic 3 Proteins Coursebook section 4.4 As for carbohydrates and fats, students should be able to tell you examples of foods that contain protein. Students will probably be able to tell you that proteins are needed for growth and repair, but they should now be introduced to some particular examples of proteins for example, haemoglobin, enzymes, antibodies or insulin. Do Activity 4.4 Testing foods for protein. It is a good idea to set up a tube showing the colour obtained when there is no protein present, and another showing the purple colour, for reference. Workbook exercise 4.3 Testing a hypothesis, could be done as a class exercise. Students could then carry out their plans. There are usually no difficulties with this topic. Workbook exercise 4.2 Proteins Workbook exercise 4.3 Testing a hypothesis Worksheet 4.3 Body composition Coursebook questions 4.10 to 4.14 End-of-chapter questions 2, 4 Topic 4 DNA Coursebook section 4.5 If at all possible, show learners a model of part of a DNA molecule. They do not need to know the detailed structure, but should understand that each strand is made up of a series of bases, and that complementary bases pair up with each other. End-of-chapter question 5 is a good test of understanding of the structure of DNA. This could be discussed as a class or group exercise. There are usually no difficulties with this topic, as long as no attempt is made to teach too much detail. The way in which DNA codes for the assembly of amino acids into proteins is dealt with in Chapter 18. Workbook exercise 4.4 DNA Chapter 4: 3 19 Chapter 5 Enzymes Syllabus section covered: 5 Teaching resources Syllabus section Topic 40-minute periods Coursebook Workbook Resources on this CD-ROM 5 Biological catalysts 1 Questions 5.1 to 5.6 Worksheet 5.1 Enzyme facts 5 Properties of enzymes Topic 1 Biological catalysts Coursebook section to 8 Activity 5.1 The effect of catalase on hydrogen peroxide Questions 5.7 to 5.9 EOCQs 1, 2, 3, 4 Activity 5.2 Investigating the effect of ph on the activity of catalase Activity 5.3 Investigating the effect of temperature on the activity of amylase Activity 5.4 Investigating the effect of temperature on the activity of catalase Exercise 5.1 Writing enzyme questions Exercise 5.2 Lipase experiment Exercise 5.3 Finding the optimum ph for amylase Exercise 5.4 How enzymes work Worksheet 5.2 Catalase Note that this chapter provides ideal opportunities for students to work intensively on building their practical skills. There are many practical activities in the Coursebook, and exercises in the Workbook and worksheets. The sequence suggested below is just one of many possibilities. You may like to use all of the material provided or select just some of it, depending on the time available. Consider beginning almost straight away with Activity 5.1 The effect of catalase on hydrogen peroxide. Students always enjoy this, and you could use it to get their attention and interest for a discussion covering the properties of enzymes. It is a simple experiment Chapter 5: 1 20 for students to do, making a good starting point for the more demanding practical activities coming up in the next few lessons. Following Activity 5.1, discuss what enzymes are and how they work. Students could make models of enzymes and substrates, making the substrate a complementary shape to the enzyme. Students often appear to believe that enzymes are alive. This leads to statements like high temperatures kill enzymes. Try to deal with this misconception very early on. Questions 5.1 to 5.6 Worksheet 5.1 Enzyme facts Topic 2 Properties of enzymes Coursebook section 5.2 Activity 5.2 Investigating the effect of ph on the activity of catalase follows smoothly on from Activity 5.1, as it involves the same enzyme. However, the technique involved is very different and the level of difficulty for the students is much greater, involving more complex manipulation, measurement and the collection and display of quantitative results. At this relatively early point in the course, an outline results table is provided. The questions ask students to address the reliability of their data and to think about important sources of experimental error. They are likely to need help with this at this stage, especially in distinguishing between sources of experimental error and mistakes they may have made. This technique has several very significant sources of error, which should make it possible for most students to be able to recognise them. Students could do Activity 5.3 Investigating the effect of temperature on the activity of amylase. This gives them an opportunity to work with a different enzyme, and a different method of measuring the rate of activity. The extra step of having to test for the disappearance of the substrate using iodine solution is often confusing to students, who lose track of what is actually happening inside the test tubes. Set groups the task of planning the experiment in Activity 5.4 Investigating the effect of temperature on the activity of catalase. The task is made easier because they will be using an enzyme they have used before. They could measure the rate of reaction as in Activity 5.2 or they could measure the height of the froth produced after a set time. When they have put together their main ideas, ask someone from each group to report back to the class, and discuss the various plans. Encourage them to focus clearly on the variables they will change, keep the same and measure. They could use the self-assessment checklist for planning in the Workbook and also on the student CD-ROM. Workbook exercise 5.2 Lipase experiment, is another opportunity to develop planning skills; it could be done as a class or group exercise. Chapter 5: 2 21 As mentioned above, students frequently confuse experimental error and human mistakes. The distinction will need reinforcing here, and again each time they discuss the results of their experiments in the future. Some students may think that a longer time (giving a larger number in their results table) represents a higher rate of reaction. Coursebook questions 5.7 to 5.9 Workbook exercise 5.1 Writing enzyme questions Workbook exercise 5.2 Lipase experiment Workbook exercise 5.3 Finding the optimum ph for amylase Workbook exercise 5.4 How enzymes work Worksheet 5.2 Catalase Chapter 5: 3 22 Chapter 6 Plant nutrition Syllabus sections covered: 6.1, 6.2, 6.3 Teaching resources Syllabus section Topic 6.1 Types of nutrition; photosynthesis 40-minute periods Coursebook Workbook Resources on this CD-ROM 1 Questions 6.1 to 6.3 Worksheet 6.1 The photosynthesis equation 6.2 Leaves 2 to 3 Questions 6.4 to 6.15 EOCQs 2, 4 Activity 6.1 Use a microscope to observe the cells that cover a leaf 6.1, 6.3 Products of photosynthesis 6.1 Factors affecting photosynthesis 2 to 4 Questions 6.16 to 6.19 EOCQs 1, 3, 5, 6, 7 Activity 6.2 Testing a leaf for starch Activity 6.5 To show that oxygen is produced in photosynthesis 2 to 6 Questions 6.20 to 6.22 EOCQ 8 Activity 6.3 To see if light is needed for photosynthesis Activity 6.4 To see if chlorophyll is needed for photosynthesis Activity 6.6 To see if carbon dioxide is needed for photosynthesis Activity 6.7 Photosynthesis in a pond weed Activity 6.8 Investigating the effect of light intensity on photosynthesis Exercise 6.1 How a palisade cell obtains its requirements Exercise 6.2 Sun and shade leaves Exercise 6.3 Limiting factors Exercise 6.4 Effect of increased carbon dioxide and temperature on tree growth Worksheet 6.2 Leaves as food and shelter (continued) Chapter 6: 1 23 Syllabus section Topic 40-minute periods Coursebook Workbook Resources on this CD-ROM Activity 6.9 Investigating the effect of carbon dioxide concentration on the rate of photosynthesis Activity 6.10 Investigating the effect of temperature on the rate of photosynthesis Topic 1 Types of nutrition; photosynthesis Coursebook sections 6.1, 6.2 This chapter, like Chapter 5, provides ideal opportunities for students to work intensively on building their practical skills. There are many practical activities in the Coursebook, and exercises in the Workbook and worksheets. Most students are likely to know something about photosynthesis, so you could ask them to tell you what plants use and what they make, and what the energy source is. You can then build up the word equation. It is good to have some plants visible, either in the room or outside encourage students to look at them and to tell you why they are green. Students following the Supplement also need to know the balanced equation. You could use Worksheet 6.1 The photosynthesis equation, at this point. Students often write that photosynthesis is the way that plants respire. Coursebook questions 6.1 to 6.3 Worksheet 6.1 The photosynthesis equation Topic 2 Leaves Coursebook section 6.3 Leaf structure is easy for students to study and understand. You could give students two very different leaves (e.g. from a monocot and dicot) and ask them to make drawings of them, calculate magnification, and produce a table comparing their structures. Activity 6.1 Use a microscope to observe the cells that cover a leaf, makes a good introduction to the internal, microscopic structure of a leaf students learn that there are little holes in the lower epidermis, and can then find out where they lead to. Introduce diagrams or photographs of the internal structure of leaves. Scanning electronmicrographs, such as Figure 6.4 in the Coursebook, are a good starting point, as they show the structures in three dimensions, which may be easier for some students to relate to reality than diagrams such as Figure 6.3. Show students a whole leaf, cut or tear it in half and explain that they are looking at the very thin edge. Chapter 6: 2 24 You could provide a sheet of paper with drawings of individual cells from each of the layers, which students can cut out and paste onto a sheet of paper to build up a diagram of a transverse section through a leaf. Once the structure of the leaf has been covered, you can ask students to suggest how water, light and carbon dioxide get to a chloroplast inside a palisade cell (which is where most photosynthesis takes place). If you have a model showing leaf structure, this can be very helpful. Students often do not appreciate what diagrams of a transverse section of a leaf represent, because they cannot imagine that something as thin as a leaf can contain so many layers of cells. Students often think that water enters leaves through the stomata. They may think that leaves (particularly the stomata) do something active to bring carbon dioxide into the leaf. Students say that chlorophyll attracts sunlight, rather than absorbs energy from it. They tend to confuse chlorophyll with chloroplasts. Coursebook questions 6.4 to 6.15 End-of-chapter questions 2, 4 Workbook exercise 6.1 How a palisade cell obtains its requirements Workbook exercise 6.2 Sun and shade leaves Worksheet 6.2 Leaves as food and shelter Topic 3 Products of photosynthesis Coursebook section 6.4, 6.5 You could begin this topic by asking students what plants make in photosynthesis, working towards the idea that a leaf will contain starch. Ask them to tell you how to test for starch, and then drop some iodine solution onto the leaf. Ask the students why the leaf does not go blue-black. Use discussion to draw out the idea that the starch is inside the chloroplasts in the palisade cells, and that the iodine solution cannot get through the partially permeable cell membranes to reach it. This can lead to a demonstration of how to test a leaf for starch, as described in Activity 6.2 Testing a leaf for starch. Activity 6.5 To show that oxygen is produced in photosynthesis provides students with first-hand experience of the production of oxygen. Depending on the temperature and light intensity in the laboratory, you may be able to obtain results quite quickly, but may need to leave the collection of results until the next lesson. Alternatively, Activity 6.7 Photosynthesis in a pond weed involves the collection of quantitative results. A good follow-up to these practical activities could be the discussion of the other products of photosynthesis, which are covered in Section 6.4 in the Coursebook. This is also a good time to deal with the need for magnesium ions and nitrate ions. Chapter 6: 3 25 Students often do not appreciate what diagrams of a transverse section of a leaf represent, because they cannot imagine that something as thin as a leaf can contain so many layers of cells. Students often think that water enters leaves through the stomata. They may think that leaves (particularly stomata) do something active to bring carbon dioxide into the leaf. Students often say that chlorophyll attracts sunlight, rather than absorbs energy from it. They tend to confuse chlorophyll with chloroplasts. Coursebook questions 6.16 to 6.19 End-of-chapter questions 1, 3, 5, 6, 7 Topic 4 Factors affecting photosynthesis Coursebook section 6.5, 6.6, 6.7 There are numerous Activities that could be done at this point. Activity 6.3, To see if light is needed for photosynthesis, Activity 6.4, To see if chlorophyll is needed for photosynthesis could be done by students. Activity 6.6, To see if carbon dioxide is needed for photosynthesis, would be best done as a demonstration. Activity 6.8, Investigating the effect of light intensity on photosynthesis, is a planning exercise. This is an excellent task for helping students to develop their scientific enquiry skills. It is also a good introduction to the concept of limiting factors. Activity 6.9, Investigating the effect of carbon dioxide concentration on the rate of photosynthesis, also involves limiting factors. Activity 6.10, Investigating the effect of temperature on the rate of photosynthesis, is another planning exercise. The importance of photosynthesis to other living organisms can be discussed. This can be revisited later, when respiration is discussed. Alternatively, you might like to carry out the experiment described in Workbook exercise 11.2 The effect of animals and plants on the carbon dioxide concentration in water, at this point. Students often have difficulty in understanding that, when a graph such as that in Figure 6.13 levels off, something other than the factor on the y-axis is limiting the rate of photosynthesis. Coursebook questions 6.20 to 6.22 End-of-chapter question 8 Workbook exercise 6.3 Limiting factors Workbook exercise 6.4 Effect of increased carbon dioxide and temperature on tree growth Chapter 6: 4

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