Heinemann Science Scheme Book 1 - Pearson Schools

Teachers' resource Pack

Heinemann Science Scheme Book 1 Unit A Sample pages Please note: There is additional material to be added to this unit, for example, teachers' notes and answers; charts showing Science 1 opportunities etc. There may still be some uncorrected errors in these pages.

1 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

2 A1 What are living things made from?

Learning objectives

(from QCA Scheme of Work) Pupils should learn: l

l l

Teaching activities

that plants and animals contain organs that tissues make up organs to draw inferences from data

Learning outcomes

(from QCA Scheme of Work) Pupils: l

l

l

A2 Using the microscope

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A3 What are cells like?

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A2 Using the microscope Help How to use the microscope Core Looking at cheek cells Extension Looking at other types of cell

to use skimming, scanning, highlighting and note-taking as appropriate to different texts how ideas about the structure of living things have changed that plants and animals are made up of cells that plant and animal cells are similar in a number of respects, but have significant differences to make observations using a microscope

A3 Core Making models of animal and plant cells

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Specials

(learning support)

identify, locate and describe the functions of a range of plant and human organs make suggestions about the structure of living things from microscope evidence state that living things are made up of different types of tissue, which is made up from very small units

A1 What are living things made from?

A1 What are living things made from? (Wordsearch and cloze passage.)

prepare a specimen for microscopic observation, and correctly focus the microscope to view it describe how the objects appear under low magnification make careful drawings of the objects viewed

A2 Using the microscope

A2 Using the microscope (Cloze, labelling a diagram, and tick boxes)

describe some earlier ideas about the structure of living things explain how evidence from microscope observations led to new ideas state that living things are made from microscopic units called cells draw the cells observed identify observable similarities and differences between cells

A3 What are cells like?

A3 What are cells like? (Labelling a diagram and matching chart)

Extension resources

Scheme of Work

l

to use a microscope safely and effectively to prepare simple specimens on a slide for observation using a microscope to make observations using a microscope and to record these as drawings

Homework resources

Unit A Cells

q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

Book spread

Learning objectives


l

l

Teaching activities

that plant and animal cells have a cell surface membrane which keeps the cell together and controls what enters and leaves that cells have cytoplasm which occupies most of the cell that cells have nuclei which control activities of the cell

Learning outcomes


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A5 Tissues and organs

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A6 How are new cells made?

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to relate ideas about cells and cell structure that there are different types of cell, adapted for different functions to use secondary sources of information

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that cells form tissues, and tissues form organs name some important tissues explain the organisation of tissues that cells can make new cells by dividing that growth occurs when new cells are made and increase in size that cell division begins with division of the nucleus

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A6 Looking at pollen grains Core What do pollen grains look like? Extension How does sugar concentration affect pollen tube growth?

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Specials

Extension resources

Is a virus a cell?

(learning support)

make a generalisation about the differences between plant and animal cells relate the parts of model cells to diagrams and pictures of plant and animal cells identify that plant cells have a cell wall and a racuole and may have chloroplasts, but animal cells do not describe what plant and animal cells have in common classify cells as plant or animal explain that different types of cell can be found in plants and animals and that these cells carry out specialised functions identify specialised features and relate these to function

A4 What do cells do?

A4 What do cells do? (Cloze passage)

name some examples of tissues from plants and humans relate the different parts of a model to the cells and tissues making up an organ in a living organism

A5 Tissues and organs

A5 Tissues and organs (Cut and stick)

explain that growth of living things occurs by cells dividing to make new cells, and these cells increasing in size represent the process of cell division as a sequence that begins with division of the nucleus

A6 How are new cells made?

A6 How are new cells made? (Cut and stick; cloze passage)

3

Scheme of Work


A4 What do cells do?

Homework resources

Unit A Cells

Book spread

4

Learning objectives


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that cells have nuclei containing the information that is transferred from one generation to the next that in plants, pollen and ovule are specialised cells which enable information to be transferred from one generation to the next that at fertilisation, nuclei from pollen and ovule fuse to make a new and unique individual how to frame a question that can be investigated about the importance of sample size and the number of observations in biological investigations to identify trends shown in graphs to evaluate the strength of the evidence

Teaching activities

Learning outcomes


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explain the process of fertilisation in flowering plants as the transfer of information within nuclei from parents to offspring distinguish between the processes of pollination and fertilisation in flowering plants make drawings to illustrate the sequence of events during fertilisation in plants explain why they needed to use a particular number of pollen grains make accurate observations and record these appropriately draw an appropriate graph of data collected use the graph to identify trends and make generalisations compare graphs produced by different groups, and use these to evaluate the strength of evidence

Homework resources

Specials

(learning support)

Extension resources

Unit A Cells


Book spread

Scheme of Work

Teacher and technician notes

Using the microscope

A2

Extension

Resources available Help sheet

How to use the microscope

Core sheet

Looking at cheek cells

Extension sheet

Looking at other types of cell

CD-ROM

All text customisable

Links with Book 1

SoW

Sc1

A2

7A page 2

2g, i

l

l

l

To distinguish cells easily, it is important that the epidermis is placed onto the slide and flattened out in a single layer with no wrinkles or overlaps. A common mistake is for students to peel off a thick layer from the onion, with lots of tissue still attached. This obscures their view of individual cells.

Materials required

Safety l

Students often find it very difficult to peel the epidermis from an onion. More able students can use a scalpel to help, although it is easier to snap one of the onion layers down the middle; the epidermis (an almost transparent layer) will peel off between the two halves produced.

Eye protection should be worn. If reagents come into contact with eyes, irrigate with running water for at least five minutes and seek medical help. Once used, slides of human cheek cells should be put directly into freshly made 1% sodium chlorate (I) (hypochlorite) solution, and students should make no attempt to clean them. Scalpels are not strictly necessary and should only be issued to the most responsible classes. Warn students about the associated dangers. Eye protection is impossible when using microscopes, so attention must be given to when it can safely be removed.

Activity procedure 1 Students must prepare several different

microscope slides as described on the student sheets.

2 All students would benefit from using the help sheet first.

Running the activity Core Ensure you stress to students the hygiene risks involved in using human cells and note the safety advice above.

For core (per group) l

microscope

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microscope slides

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cover slips

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mounted needle

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cotton buds

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methylene blue, 1% solution

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sodium chlorate (I) (hypochlorite) (1% aqueous solution)

Additional for help (per group) l

sand

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newsprint

Additional for extension (per group) l

iodine solution

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scalpel

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onion

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red petals

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plant roots

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potatoes

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tomatoes

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ruler

Sample results Students should draw what they see from each slide. Drawings should be at least half a page in size, using the drawing hints from 7A2.



Making models of animal and plant cells Resources available Core sheet

Making models of animal and plant cells

CD-ROM

All resources customisable

Notes on materials preparation The amount of cellulose paste you require will depend on the sizes of your plastic bags and boxes. Making models in groups of three would cut down the amount you need to make up.

Links with Book 1

SoW

Sc1

A3

7A page 3

2i

Safety l

Wear eye protection.

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Use cellulose paste rather than wallpaper paste because wallpaper paste contains fungicide.

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Irrigate eyes with water if cellulose paste comes into contact with them.

Activity procedure 1 Students should make up both the animal and plant cell models according to the core sheet.

2 They should be encouraged to relate the 3D model to the 2D diagrams in the textbook.

3 They should imagine taking a slice across

their models and drawing what they can see.

Running the activity There are many ways to make a mess with a plastic bag and cellulose paste! Ensure the supply of cellulose paste is controlled, and make students fill and seal their plastic bags with you present. Bags which are not completely sealed can act as excellent squirters ± be warned!

Materials required Per group l cellulose paste l black marker pen l green marker pen l two ping-pong balls l polystyrene l two large clear plastic bags l one small clear plastic bag l cotton or wire to be used for sealing bags l clear plastic box 6 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

A3


Looking at pollen grains

A6

may have to set up their slides early on in the lesson and examine them towards the end to give time for the tubes to germinate. It is preferable to leave them for one or two hours for best results.

Resources available Core sheet

What do pollen grains look like?

Extension sheet

How does sugar concentration affect pollen tube growth?

CD-ROM

All resources customisable

Running the activity

Links with Book 1

SoW

Sc1

A6

7A page 5

1b, 2a, d±h k±p

Extension The extension activity has a nasty habit of not working. It is worth having something in reserve in case students' results are unsuccessful. You will have to help students to focus their microscopes and to work out how to take a sample of 20 from all the pollen grains they can see under the microscope.

Materials required For core (per group)

Safety l

If sugar solution gets in contact with eyes, irrigate with running water.

l

microscope

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microscope slide

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Students with hay fever may be affected by even small amounts of pollen and should be warned to avoid contact.

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cover slips

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mounted needle

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teat pipette

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scissors

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paint brush

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flower with anthers bearing pollen (e.g. lilies or daffodils)

Activity procedure Core All students should follow the instructions on the core sheet, simply putting pollen grains onto a microscope slide, adding a drop of water and covering with a cover slip.

Additional for extension (per group) l

cavity microscope slides

Extension

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1 The extension activity can be attempted with

10% sucrose solution

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8% sucrose solution

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6% sucrose solution

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4% sucrose solution

2 Students should use different concentrations of

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2% sucrose solution

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0% sucrose solution (distilled water)

3 They need to place one or two drops of

Notes on materials preparation Ensure anthers are dehisced before you begin. This means they should have burst open, and you should be able to see the pollen on their outside surface. You should make up stock solutions of the different sugar concentrations for the extension activity.

more able students, but be aware it may take more than one lesson to prepare them for writing and carrying out an investigation plan. sugar solution (0%, 2%, 4%, 6%, 8%, 10%).

solution in the cavity of a cavity slide and transfer at least 20 pollen grains from the anthers to the sugar solution. Do this by using the paint brush to brush the pollen off the anther.

4 They cover with a cover slip and then focus on low and medium (100) power.

5 Students should count the number of pollen tubes germinated from a sample of 20. They


Activity

Looking at cheek cells

A2 Core

Aim To make drawings of cheek cells using the microscope. Equipment l l l l

microscope microscope slides cover slips mounted needle

l l l

After use put the cotton bud and slide in disinfectant.

cotton buds methylene blue disinfectant

What to do 1 Wipe a clean fresh cotton bud around the inside surface of your cheek and the outer lower side of the gum. 2 Dab the cotton bud on the centre of a microscope slide, add one drop of methylene blue and cover with a cover slip. The picture shows you how to do this properly. 3 Put the slide on the microscope stage and focus the microscope on a group of cells under low power. 4 Rotate the objective lens to medium power and re-focus using the fine focusing knob.

5

After use, ensure you put the cotton bud and the microscope slide directly into the disinfectant.

Results Draw what you can see on a blank piece of paper. Look at Topic A2 for hints on how to do really good drawings. Make sure you give your drawing a heading and calculate the total magnification: total magnification objective lens magnification eyepiece lens magnification 8 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

Activity

Looking at other types of cell

A2 Extension

Aim To look at different types of cell under the microscope. Equipment l l l l l l

microscope mounted needle microscope slides cover slips iodine solution scalpel

l l l l l l

onion red petals plant roots potatoes tomatoes ruler

Wear eye protection. If you get iodine solution in your eye, tell a teacher immediately.

What to do 1 Peel away the dead, dry layers from the outside of an onion. Break a layer off, and peel off the thin skin (epidermis) on its inside surface. 2 If you find this difficult, crack the layer down the middle, and the skin may peel off between the two halves. 3 Cut or tear your piece of epidermis so it is no bigger than 7 mm square. Always cut with the scalpel facing away from you, and use a mat or a cutting tile. 4 Place it in the centre of a microscope slide, making sure it is flat and not folded. 5 Add one drop of iodine and cover with a cover slip. 6 Put the slide on the microscope stage and focus the microscope on a group of cells under low power. 7 Rotate the objective lens to medium power and re-focus using the fine focusing knob. Results Draw and label a group of five cells under medium power. Extension 1 You have seen how to make slides of scraped cells (cheek cells) and layers of cells (onion cells). Make new slides of petal cells, root cells, potato cells and tomato cells. Draw what you see under medium power. 2 By putting a ruler under the objective lens, measure the width of the field of view. By estimating how far across the field of view each specimen stretches, estimate the size of each specimen you have prepared.


Activity

How to use the microscope

A2 Help

Aim To learn how to use the microscope. Equipment l l l

microscope cover slips mounted needle

l l l

microscope slides sand newsprint

What to do Preparing a slide 1 Cut out a letter è' from the newspaper you have been given. 2 Place it in the centre of a microscope slide. 3 Put one drop of water on top of the letter. 4 Lower a cover slip onto the drop. The picture shows you how to do this properly. Looking at a slide 1 Put the slide on the stage, and move it under the stage clips. 2 Check that the è' is above the centre of the hole in the stage. 3 Rotate the objective lenses until the shortest lens is pointing downwards as shown on the right. 4 Twist the focusing knob until the stage and objective lens are as close as they can be. 5 Look down the microscope and twist the focusing knob towards you. 6 Stop when you can see the è' clearly and sharply. Increasing the magnification 1 Twist the objective lenses until the middle lens is pointing downwards. 2 Look down the microscope and twist the fine focusing knob until you can see part of the è' clearly and sharply. Results 1 Draw what you see under the microscope on low power and medium power. 2 Use the same method to look at sand and hair under the microscope.


Be careful with sand. It can cause serious damage if it gets into your eyes.

Activity

Making models of animal and plant cells

A3 Core

Aim To make models of an animal cell and a plant cell. Wear eye protection. If you get any of the cellulose paste in your eyes, tell a teacher immediately.

Equipment l l l l l

cellulose paste black marker pen green marker pen two ping-pong balls polystyrene

l l l l

two large clear plastic bags one small clear plastic bag cotton or wire to be used for sealing bags clear plastic box

What to do Animal cell 1 Colour a ping-pong ball black and put it into the large plastic bag. 2 Make up the cellulose paste, pour it into the bag, and seal it. Plant cell 1 Fill the small plastic bag with water, seal it, and put it into the large plastic bag. 2 Roll ten pieces of the polystyrene into small balls (smaller than the ping-pong ball) and colour them green. 3 Colour the ping-pong ball black. 4 Put the polystyrene and the ping-pong ball into the large plastic bag. 5 Make up the cellulose paste, pour it into the bag, and seal it. 6 Place the bag in the plastic box and close the lid. Question Each part of the model represents a particular part of the cell. Copy and complete the table using the words below to show how they match up. cytoplasm Part of the model

chloroplasts

nucleus

cell membrane

cell wall vacuole

Part of the cell

polystyrene balls plastic box small bag of water cellulose paste large plastic bag ping-pong ball


Activity

What do pollen grains look like?

A6 Core

Aim To examine the surface of pollen grains. Make sure you wash your hands after handling any living material.

Equipment l l l l

microscope microscope slide cover slips mounted needle

l l l l

teat pipette scissors paint brush flower with anthers bearing pollen

What to do 1 Remove one anther from your flower using the scissors. 2 Place it on your microscope slide and put it onto the microscope stage. 3 Look at the anthers under low power. Try to find the tiny round pollen grains clinging to their surface. Avoid contact with pollen, especially if you already suffer from hay fever. 4 Remove the slide from the microscope and tap the anthers onto the slide. Some pollen should drop onto the slide. If not, try using the paint brush to transfer the pollen from the anther to the slide. 5 Add one drop of water and cover with a cover slip. 6 Replace the slide on the microscope, and focus on the pollen grains under low power. 7 Twist the objective lens to medium power and focus again.

Results Draw the pollen grains that you can see. You may need to look on high power to see what the pollen grains look like on their surface.


Activity

How does sugar concentration affect pollen tube growth? Aim To find out whether sugar concentration affects how many pollen tubes germinate. Equipment l l l l l

microscope cavity microscope slides cover slips mounted needle teat pipette

l l l l

A6 Extension

Wear eye protection. If you get any sucrose solution in your eyes, tell a teacher immediately. Avoid contact with pollen

scissors paint brush flower with anthers bearing pollen sucrose solutions (10%, 8%, 6%, 4%, 2%, 0%)

Plan and predict 1 Write a plan for the investigation using some or all of the equipment above. When you think about your method, you need to consider: l The other variables you need to control (e.g. temperature) l How many pollen grains you need to look at to give you a reliable result l How you are going to record your results 2

Predict what you think the result will be. Before you begin any practical work, your plan must be checked by a teacher.

Analyse 1 Plot a graph of your results with concentration along the x-axis (the one which goes across) and number of germinated pollen grains on the y-axis (the one which goes up). Draw a line through the points. 2 As sugar concentration increases, does the number of germinating pollen grains increase? Evaluate Compare your graph to those obtained by other groups. Are your graphs identical? If they are not, try to explain why. Answering the following questions will help get you started. l Are all pollen grains identical? l Were all anthers from the same flower? l Was it easy to see if pollen grains had germinated? l Did any results seem out of place? 13 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

Homework

What are living things made from? 1 a Match the letter to the organs on the diagram. Choose from the list.

A1

2 a Match the letter to the organ: A

yy ;; ;; yy stem leaf

A

heart

B

lung

C

leg

B

flower roots

D stomach

C

b For each organ labelled on the diagram write one sentence describing what it does.

D

3 Organs are made of lots of tiny building blocks. What is the name of these building blocks? 4 Where would you find tissues and b For each organ labelled on the what are they made of? diagram write one sentence describing what it does. .........................................................................................

"

Homework

Using the microscope Look at the two drawings of an onion cell. A is drawn properly. B is not.

magnification 100

2 What do the following parts of the microscope do?

a eyepiece and objective lenses b stage clips c focusing knob

onion cells

A

A2

B

1 By comparing the two sets of drawings, explain what you must do to draw microscope specimens properly.

3 a John looks at a specimen which appears 100 times bigger than it actually is. What magnification is he using?

b Muna is looking at a leaf under her microscope. She is using an objective lens with magnification 40 and an eyepiece lens with magnification 10. What is the total magnification?


Homework

What are cells like?

A3

1 Plant and animal cells look different.

a Copy the table. Put a tick or a cross in the first two columns of the table to show which type of cell has which characteristic. b In the final column of the table, write a short sentence to describe the function of each part of the cell. plant cell

animal cell

function

nucleus chloroplast cell membrane cytoplasm cell wall

2 Read the passage and answer the questions which follow: In the seventeenth century, Robert Hooke became the first person to see the world through a microscope. In his book Micrographia, Hooke describes how pieces of cork are actually made of tiny boxes which he called cells. As time went on, techniques for preserving tissue were improved, tools for slicing tissue thinly were invented, and lenses got much much better. This helped scientists see lots of detail under the microscope. In the nineteenth century, Matthias Jakob Schleiden and Theodor Schwann examined hundreds of different

a Who was the first person to use a microscope? b Why does a specimen need to be thin to see it under the microscope? c Why does a microscope have lenses? d Cells can reproduce to make new cells. Who discovered this? e What are the `vital units' mentioned by Virchow in his cell theory?

animals and plants and concluded that they were all made of cells. Schwann also realised that each cell could divide to make two new cells (people had believed that new cells just appeared às if by magic'!). This showed that it was not just the whole animal that was alive, but each cell was living too! It took Rudolph Virchow in 1858 to state the cell theory clearly: Every animal (and plant) appears as a sum of its vital units, each of which bears in itself the complete characteristics of life.

f Before the cell theory was introduced, people were vitalists. This means they thought that no single part of an animal or plant was alive, and that animals and plants were not made of cells. Write an article for the science page of a newspaper in 1859. In the article, you must explain what has been discovered about cells, and try to persuade the vitalists to change their beliefs.


Homework

What do cells do?

A4

All cells do not look the same. Some cells are specialised to do particular jobs. This means they may have special features which help them do their job properly. 1 A young fish is made when an egg cell and a sperm cell join together in the water. The sperm cell has to swim through the water to find the egg. If the egg and sperm join together and a new fish starts to develop, the egg needs to provide food for it to grow until it hatches. Look at the diagram of the egg and sperm cells. For each one describe how it is specialised to do its job. 2 The nerve cells which carry messages around our body are very long and are branched at each end. Explain why. 3 Red blood cells carry oxygen around the body. It is important that each one carries as much oxygen as possible. By thinking about this, explain why red blood cells have no nucleus? 4 Epithelium cells are usually flat and cover the surface of organs. There is a special type of epithelial cell which is shown in the diagram. Millions of these cells line our windpipe and help stop dust travelling all the way into our lungs. Once the dust has been stopped they also push it back up the windpipe to the throat. How do you think they do this?

windpipe

lung

tiny hairs


Homework

Tissues and organs

Palisade cell

A

B

C

D

y ; y;y;y;;y;yy;yy ;; ; y ; y ;; yy ; y ; y ; y ; y ; y ; y ; y yy ;; ;; yy ; y y;y ; y ; y ; yy ;; ; y ; y ; y y; y; ;y

2 Copy and complete the passage using the given words: protects

transparent upper epidermis gases palisade light epidermis tissue

A leaf has several layers of

spongy

. The

at the top of the leaf. Its cells are thin and is made of

Epidermal cell

Spongy mesophyll cell

y ; ; y ; y ; y ; y ; y y;y;y; y;y;y; y;y;y;y;y;y;y;y;y; y;y;y;y;y;y;y;y;y;

1 Use these diagrams to help you write down the name of each tissue (A, B, C, D) in the cross-section of the leaf. A cross-section lets us look inside the leaf at its tissues.

yy ;; ;; yy ;; yy

y;y;y; y ;

In humans, lots of nerve cells make nerve tissue and lots of muscle cells make muscle tissue. There are also tissues in plants. Look at the diagrams showing the different cells which you can find inside a leaf:

A5

is the tissue . The palisade tissue

cells. Their job is to catch

energy to make food. Below the palisade tissue is the

mesophyll

tissue. It can also make food, but its cells have gaps in between to let in and out of the leaf. The lower bottom of the leaf. It holds the leaf together and

is at the it.

3 Write down one function of the upper and lower epidermis. 4 Which part of a plant cell catches light energy to make food? 5 Which two types of tissue can make food? 6 Why is it important that the upper epidermis cells are thin and transparent? 7 Why is it important that the palisade tissue is near the top of the leaf? 17 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

Homework

How are new cells made?

A6

1 This picture shows the cells in a plant's root.

a At which point have cells just been produced by cell division? Explain why you have chosen this point. b At which point are cells getting bigger?

b

a

c

d

2 a Copy out these sentences in the correct order to show what happens during cell division. Next to each sentence, draw a diagram to show what happens at each stage.

The cell starts to divide into two. l The nucleus divides first. l The cell finishes dividing. Two cells have been produced. l There are two copies of the nucleus in the cell. b Why does the nucleus divide first during cell division? l

3 Copy and complete this passage using the words below: pollination

sex cells

egg

cells

fertilisation

is the transfer of pollen grains from one flower to another. Pollen grains carry pollen

. These are the male

or gametes. When the nucleus of a pollen cell joins together with the nucleus of a female happens. 4 Copy out these sentences in the correct order to show what happens between pollination and fertilisation: l l

l l

l

Pollen grain lands on the stigma of a flower. Pollen cell nucleus joins together with the egg cell nucleus. Pollen tube grows down into the ovary. Pollen tube grows from the pollen grain into the stigma. Pollen cell moves down the pollen tube to the ovary.


cell,

Specials

What are living things made from?

A1

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Fill in the gaps and find the missing words in the grid:

m

1 When living things go from place to place they

.

2 When humans reproduce they have c 3 When living things get bigger, they

.

g

.

4 Feeding is also called n

.

5 All living things are made of c 6 A

t

.

is a group of cells all working together.

7 A group of tissues is called an o

.

8 The part of the plant which makes food is the 10 The heart pumps b

l

.

around your body.


Specials

Using the microscope

A2

1 Complete the passage using these words: small

magnify

bigger

lenses

Microscopes are used for looking at

things like cells.

Microscopes make objects look

than they actually are.

We say they

them.

on the

microscope make things look bigger. 2 Label the diagram of the microscope using these words: lens

lens

stage

mirror

focus knobs

3 When you draw something seen with a microscope, you must do it properly. Some of the instructions below are correct and some are incorrect. Put a tick or a cross beside each one to show whether they are right or wrong. Use a sharp pencil Use lots of colour on your drawing Make sure your drawing fills at least half a page Draw a circle around your drawing Give your drawing a heading


Specials

What are cells like?

A3

1 Label these diagrams of a plant cell and an animal cell using the words below: nucleus

cytoplasm

cell membrane vacuole

cell wall

chloroplast

2 Name the 3 features which only a plant cell has. 3 Use the words from the list below to complete the table. nucleus

cell membrane

chloroplast vacuole

cytoplasm

cell wall

controls what goes in and out of the cell and holds it together a large space filled with sap (a store of salt and sugar) contains information which controls the cell food is made here (photosynthesis) makes a strong box which stops the cell bursting or collapsing chemical reactions happen here


Specials

What do cells do?

A4

1 Large animals have different types of cells which do different jobs in the body. The shape and structure of each cell helps each one to do its job properly. Fill in the gaps using the words below: nucleus

long

food

long tail oxygen female

a Red blood cells carry

male

messages

around the

body. They do not have a

. This

gives them more room to carry more oxygen.

cell membrane

Red blood cell

b A sperm cell is produced by a nucleus

animal and joins with the egg from a

cell membrane

head

animal to form the

first cell of a new baby. To help it swim a

tail

Sperm cell

.

long way, it has a

c Egg cells are large so they can store a lot of

nucleus

. Once the egg and sperm have joined together, the new baby needs the food to help it cell membrane

develop properly.

d Nerve cells carry

Egg cell

around

cell membrane

your body. Nerve cells are

nucleus

so they can carry messages a long way.

Nerve cell


Specials

Tissues and organs

A5

The leaf is an organ. Organs are made of tissues and tissues are made of cells. The diagram below shows what a leaf looks like inside. Cut out the cells at the bottom of the page, and stick them onto the correct part of the diagram. upper epidermal tissue palisade tissue

spongy mesophyll tissue lower epidermal tissue

palisade cells

mesophyll cells

epidermal cells


Specials

How are new cells made?

A6

1 When a cell divides it makes two new cells. Rearrange these pictures into the correct order to show what happens when a cell divides.

2 A new plant is made when a pollen cell joins together with an egg cell. Look at the pictures. It shows how the pollen from one flower reaches the egg from another flower. Fill in the gaps to explain what's happening. Use the following words: seed

tube

pollen cell

insects

anther

stigma

stigma stigma with pollen brushed from bee

anther

ovary

a Pollen is made in the pollen grain

of one flower. It is taken by

stigma

or the wind to a different flower. The

pollen cell

pollen grain lands on the flower's b A

. grows from the

egg cell ovary

pollen grain down to the ovary. The

moves down the tube and fertilises the egg in the ovary. The fertilised egg grows into a which grows into a new plant. 24 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

,

pollen tube

Extension

Is a virus a cell?

A4

Viruses can only be seen with an electron microscope. They are between 30 and 300 millionths of a millimetre long. The outermost layer of a virus is made of protein. Inside, they do not have a nucleus or cytoplasm. Instead, they contain a chemical called DNA. These chemicals are usually found in the nucleus of a cell, and contain the instructions needed to run the cell. When a virus wants to reproduce it does not divide. Instead, it injects its DNA into the cell of a plant or animal. The virus DNA copies itself lots of times, and uses the cell to make lots of new protein coats to surround its new DNA. After millions of new viruses have been made in this way, the cell bursts open.

1 Copy the table below and place a tick or a cross in the boxes to show which features are present in a virus and which are present in a cell. virus

cell

cell membrane cytoplasm nucleus protein coat

2 By comparing their characteristics, explain why viruses are not a type of cell. 3 Explain how (a) viruses and (b) normal cells reproduce. 4 By thinking about how viruses reproduce, suggest why they often make us ill. 5 Using the library, Internet or textbooks, make a leaflet about the following types of virus:

bacteriophage virus l poliomyelitis virus l tobacco mosaic virus For each, you should (a) draw a picture, (b) explain which type of organism it lives inside, and (c) make a list of the problems that it causes. l


Test yourself

Cells

Unit A

1 Underline which of these are true about all living things:

A they think B they move

C they grow D they chew

E they are made of cells

2 Complete the sentences by crossing out the wrong words:

a Magnification means to make a specimen look bigger/smaller. b The magnification of your eyepiece lens is 10. The magnification of your objective lens is 10. The total magnification is 10/100. 3 Label the diagram of the animal cell and plant cell using these words: nucleus

cytoplasm

cell wall

chloroplast

cell membrane

4 By drawing lines, match up the features with their function in a cell:

Feature Nucleus Cytoplasm Cell wall Chloroplast Vacuole Cell membrane

Function chemical reactions happen here makes food using light controls what happens in the cell stops the cell bursting or collapsing controls what goes into and out of the cell stores water, salt and sugar

5 Different cells have different structures to help them carry out different functions. By drawing lines, match the type of cell to its function and then to the feature which helps it carry out its function.

Type of cell Sperm cell Egg cell Nerve cell Red blood cell Epithelium cell Root hair cells

Function To take in water from the soil To carry as much oxygen as possible To cover the surface of organs To feed developing young To carry messages To swim to egg


Feature Flat and in sheets Very long Long tail Long and very thin Large food stores No nucleus

Test yourself

Cells

Unit A

6 Complete the sentences by crossing out the wrong words:

a b c d e

A tissue is made of lots of cells/organs. An organ is made of lots of tissues/keys. Muscle is a tissue/organ. The heart is a cell/tissue/organ. Xylem is a tissue/organ.

7 New cells are made by cell division. Which part of the cell divides first during cell division?

A cytoplasm B nucleus C cell membrane 8 Choose from these words to fill in the gaps in the sentences. You may use the words once, more than once, or not at all. pollen tube

style

egg cell

pollen cell

stigma

a Pollination happens when a pollen grain lands on the of another plant. b The pollen grain grows a

which grows down through

the style to the ovary. c The

moves down the pollen tube into the ovary.

d When fertilisation happens in plants a with an

joins together

.


End of unit test

Cells

Unit A Tier 2±5

1 The drawing shows a pond. Fish and waterweed live in the pond.

a Write out the two things that both fish and waterweed can do: They both reproduce. They both grow. They both eat. They both make their own food.

(2 marks)

2 Farmer Giles wants to grow bigger and better crops. He wants his plants to reproduce more, and he wants them to make more food. He knows that it is good to water them, and does so every night.

a Which plant organ is involved in reproduction? (1 mark) b Which plant organ is involved in making food? (1 mark) c Through which organ does water enter a plant? (1 mark) d Insects carry pollen from one plant to another and leave it on the stigma. Which of these words describes this process: (1 mark) pollination

fertilisation


nutrition

excretion

End of unit test

Cells

Unit A Tier 2±5

3 a Jane drew this diagram of the body, but forgot to finish labelling it. Match up each organ with the correct letter. (4 marks) muscle

B

skin

C

heart

D

stomach

A b Tissues are made up of cells. Below is a diagram of a cell which has come from an animal. Copy it and put the labels below in the correct places: (1 mark) A

nucleus

cell membrane

C

B

cytoplasm

4 Scientists from the Natural History Museum spent 1996 in the Gobi Desert in Mongolia. Whilst there, they found a group of fossilised cells which are drawn in the picture below.

;y;y;y;y;y y;y;y;y;y;y; ; y ; y ; y ; y ; y ; y ; y y; y;y;; y ; y y;y; y ; y ; y ; y ; y;y;y;y;y; y;y;y;y;y;y; y; y; A

B

a Are these plant or animal cells? Explain how you know this. (1 mark) b Which part of the plant or animal might these cells have come from? Explain your answer. (1 mark) c Which group contains some cells which have just divided? Explain how you know. (1 mark) d Why do cells divide? (1 mark) 29 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

End of unit test

Cells

Unit A Tier 3±6

1 a Jane drew this diagram of the body, but forgot to finish labelling it. Match up each organ with the correct letter. (4 marks) muscle

B

skin

C

heart

D

stomach

A b Tissues are made up of cells. Below is a diagram of a cell which has come from an animal. Copy it and put the labels below in the correct places: (1 mark) A

nucleus

cell membrane

C

B

2 Scientists from the Natural History Museum spent 1996 in the Gobi Desert in Mongolia. Whilst there, they found a group of fossilised cells which are drawn in the picture below.

;yy;y;y;y; y;y;;yy;y;y; y ; ; y y ; ; y ; y ; y y ; y; y;y;y ; y ; y;y; ; ; y y ; ; y y y;y;y;y;y; y;y;y;y;;yy; y; y; A

cytoplasm

B

a Are these plant or animal cells? Explain how you know this. (1 mark) b Which part of the plant or animal might these cells have come from? Explain your answer. (1 mark) c Which group contains some cells which have just divided? Explain how you know. (1 mark) d Why do cells divide? (1 mark) 30 q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

;;;; ;;;; ;;;;

End of unit test

Cells continued

Unit A Tier 3±6

3 The drawing below shows a nerve cell from a frog.

Nerve cell

a What is the job of a nerve cell? (1 mark) b Explain two ways in which the structure of the nerve cell helps it to do its job. (2 marks) c Nerve cells are long and thin. Root hair cells in plants are also long and thin but for a different reason. Explain why root hair cells are long and thin. (1 mark) 4 Bacteria and viruses both cause diseases. The diagrams below show a bacterium and a virus. Although the bacterium has no nucleus, it is still called a cell because it has most of the other features which cells have.

Bacterium

Virus

a Do you think the virus is a cell? (1 mark) a Explain your answer. (1 mark)


Mark scheme

Cells

Unit A Tier 2±5

Question

Part

Answer

Mark

Level

1

a

They both reproduce They both grow

1 1

2 2

2

a

Flower

1

3

b

Leaf (or stem)

1

3

c

Roots

1

3

d

Pollination

1

3

a

A stomach B heart C muscle D skin

1 1 1 1

3 3 4 4

b

A cytoplasm B nucleus C cell membrane

1 1 1

4 4 4

a

Plant cells They have a cell wall or vacuole or chloroplasts

1 1

4 4

b

Leaf (or stem) They have chloroplasts to help make food

1 1

4 4

c

Group A Some cells are half the size of the others

1 1

5 5

d

For growth/to repair tissues

1

5

3

4

Scores in the range of:

Level

3±5

2

6±10

3

11±14

4

15±20

5


Mark scheme

Cells

Unit A Tier 3±6

Question

Part

Answer

Mark

Level

1

a

A stomach B heart C muscle D skin

1 1 1 1

3 3 4 4

b

A cytoplasm B nucleus C cell membrane

1 1 1

4 4 4

a

Plant cells They have a cell wall or vacuole or chloroplasts

1 1

4 4

b

Leaf (or stem) They have chloroplasts to help make food

1 1

4 4

c

Group A Some cells are half the size of the others

1 1

5 5

d

For growth/to repair tissues

1

5

a

Carry messages/conduct nerve impulses

1

4

Any two from: long ± carries messages a long way l insulated ± stops message getting lost l branched ± carry information from/to lots of different places

2

5,5

c

To absorb lots of water

1

5

a b

No The virus does not have cytoplasm/cell membrane/ nucleus (two of these required for the mark)

1 1

6 6

2

3

b

l

4

Scores in the range of:

Level

3±6

3

7±12

4

13±15

5

16±20

6


Student record sheet

Cells

Unit A

I can do this very well I know the names of the main organs in a plant and in a human I know where these organs are in a plant and a human I know the function (job) of these organs I know how to use a microscope correctly I know how to make good drawings from a microscope observation I know what cells are and can describe the parts of a cell I can describe how microscopes helped early scientists I can explain differences between animal and plant cells I can describe what animal and plant cells have in common I know that there are different types of cell and I know what specialised means I know the difference between cells, tissues and organs I can describe how cells make new cells I can describe how growth occurs I can describe the difference between pollination and fertilisation in flowing plants I know what pollen is and what an ovule is I can collect data and draw a graph of the data I can explain what a graph shows I can evaluate a graph

What I enjoyed most in this unit was

The most useful thing I have learned in this unit was

I need to do more work on


I can do this quite well

I need to do more work on this

Key words

Unit A Cells Key word list nutrition organ organism ovary/ovaries palisade tissue pollen cell pollination red blood cell reproduce root hair cell

focus grow growth heart lenses living organism magnification microscope move nerve cell nucleus

anther cell division cell membrane cell wall cells chloroplast cover slip cytoplasm epidermal tissue epithelium cell fertilisation

slide specialised specimen sperm cell stain stamen stigma stomach tissue vacuole

"

.........................................................................................

Glossary

Unit A Cells Glossary anther

part of a flower which makes pollen cells

fertilisation

when the male and female gametes join together

cell division

the way in which new cells are made

focus

to make a microscope image more clear

cell membrane

holds the cytoplasm together and controls what goes into and out of the cell

grow

increase in size

growth

an increase in size

heart

the organ which pumps blood

lenses

the part of the microscope which makes a specimen look bigger

living organism

something showing all of life's characteristics

magnification

how much bigger an image is than the object

microscope

used to examine very small living organisms

move

when a living thing, or part of a living thing, goes from one place to another

nerve cell

carries messages around the human body

cell wall

stops the cell changing shape, collapsing or bursting

cells

the building blocks of animals and plants

chloroplast

the place in the cells where chlorophyll is found

cover slip

place this over your specimen when you examine it under the microscope

cytoplasm

the place where chemical reactions happen in a cell

epidermal tissue the outer protective layer of cells on a leaf epithelium cell

the outer protective layer of cells in animals


Glossary

Unit A Cells nucleus

controls what happens inside a cell

nutrition

the process of making, getting and using food

organ

a structure in a plant or animal which has a special function and is made up of tissues

slide

the piece of glass upon which you place your microscope specimen

specialised

see adapted

specimen

the name for anything you look at using a microscope

sperm

cell the male gamete in humans

stain

the liquid you can add to a specimen to make it easier to see using a microscope

organism

a living thing

ovary/ovaries

make egg cells in humans and plants

stamen

palisade tissue

the tissue inside a leaf which makes food

the part of a flower which makes pollen in its anthers

stigma

pollen cell

the male gamete in plant cells

pollination

the transfer of a pollen grain from the anther of one plant to the stigma of another

the part of a flower where pollen grains must land for pollination to happen

stomach

the organ which processes your food

red blood cell

carries oxygen around the body

tissue

reproduce

make new living things

a group of similar cells which work together to do the same job

root hair cell

absorbs water from the soil

vacuole

contains the cell sap (a store of water, salt and sugar)


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Scheme of work Teacher and technician notes Activities Homework Specials Extension Test yourself End of unit test Mark scheme Student record sheet Key words and glossary

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