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Welcome! This is the Year 10 Biology Page for Separate Science IGCSE (CIE)

Central Resources Pages - Biology Separates.

==‍**What have you produced towards these learning outcomes? What other resources do you have to help you with these outcomes?**== || ==‍**Reflection**==
 * ==‍**Unit and Topic**== || ==‍**Learning Outcomes**== || ==‍**Resources**==

‍**What could have been better?**
|| ==‍**Targets**==

‍**What are your next steps?**
|| ==‍**Follow up**==

‍**What is the evidence of this?**
|| ==‍**Comments**== || List and describe the characteristics of living organisms. Define the terms: • nutrition as taking in of nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them • excretion as removal from organisms of toxic materials, the waste products of metabolism (chemical reactions in cells including respiration) and substances in excess of requirements • respiration as the chemical reactions that break down nutrient molecules in living cells to release energy • sensitivity as the ability to detect or sense changes in the environment (stimuli) and to make responses • reproduction as the processes that make more of the same kind of organism
 * Charactersistics of Living Organisms || __1. Charactersistics of Living Organisms __

• growth as a permanent increase in size and dry mass by an increase in cell number or cell size or both • movement as an action by an organism or part of an organism causing a change of position or place || _ Many resources that helped me study this unit are compiled in my folder, which include separate worksheets set out from my teachers, Summary Questions from the text book gave out as homework. I can also use the textbook itself to revise and review what I've learnt about MRS GREN and the 7 Life Processes. In addition using Studywiz I was able to download a presentation just about the topic called 'Life Processes'. I could also attempt to search on the Internet some exercises to help me synthesise even more of what I've learnt. And of course, who could forget. What better source of information can I get than Mr. York Smith himself?

_In class, we performed tasks which helped us to understand better as well as 'regurgitate' this information. We played the game of Jeopardy, where we had to create questions which can be best answered to a simple word related to the 7 Life Processes. || As far as remembering goes, I'm quite confident with the 7 Life Processes and what I've learnt from it. There is no doubt that I can now state out the 7 MRS GREN processes of life, as well as give an adequate description of what they mean and give some examples to prove my point for example stating that the shriveling of the touch-me-not plant is a good example of Sensitivity. || Focus more on the scientific description of the processes. Even though concision is good, sometimes I don't give enough detail to get full marks in a definition question, so I need to learn to be concise, scientific, and descriptive at the same time to refrain from losing marks that I would've got fine enough. || I have re-read the page describing the life processes, went over my entire folder and salvage what I can find that is related to the 7 Life Processes to revise. I have now learnt to be more descriptive and scientific by not be too general with my word choice- instead of 'change in the environment', I have now learnt to use to word stimulus (or stimuli) instead. || Overall, this is quite a simple and straight forward topic, in which many of its important aspects have been gone over in the previous years in much more detail, so I'm pretty confident about it. || Core • Define and describe the // binomial system // of naming species as a system in which the scientific name of an organism is made up of two parts showing the genus and species • List the main features of the following vertebrates: bony fish, amphibians, reptiles, birds and mammals || _ In terms of resources, this topic again is similarly based on the previous topic- using more notes on the topic, more worksheets, more textbook reading to do, more question to Mr York Smith, such and such. However, the difference now is I've made a set of flashcards to be 'played' as a game, and in those cards I have listed out the key features of the different species- both vertebrates and invertebrates, as well as micro-organisms. || The problem for this topic is that when the aspect of something is recited I immediately remember which species that feature belongs to, yet when I'm given the species and is asked to write out the features I stumble a bit on getting every single one of them. Diversity is the problem. There are way too many things to remember. There are about 10 species, and each have more/less than 5 key points to remember. Besides using the flashcards, I have ran out of ideas on how to fully remember all the features for this, so obviously my target would be...: || 1) Revise this topic more frequently, and much more thoroughly. Don't let it slip away from my head. Retaining a lot of information can lead to overload, and that is one of my fatal flaws. || I have been revisiting this topic every now and then for the last 2 weeks. I've been talking and discussing about it with my friends on group study sessions, or through social networking at home. || Quite a diverse topic to study and remember, but not impossible. || • Know that there are other classification systems e.g. cladistics (based on RNA/ DNA sequencing data) • List the main features used in the classification of the following groups: viruses, bacteria and fungi, and their adaptation to the environment, as appropriate || (*Same as above*) || _Similar to the above. However, aspects of micro-organisms come to me a bit easier than the vertebrates or invertebrates (the aspects are almost completely different, no similarities leading to confusion) || Revise this topic more frequently, and much more thoroughly. || The two topics of 2.1 are pretty much connected, so in my group studies we often talk about both instead of just solely focus on one (which would then be a waste of time). || I find this part of 2.1 a bit easier to remember than the one above. || (to be illustrated by examples wherever possible) Core • List the main features used in the classification of the following groups: flowering plants (monocotyledons and eudicotyledons (dicotyledons)), arthropods (insects, crustaceans, arachnids and myriapods), annelids, nematodes and molluscs || Only been studying this topic for about 2 days, yet it comes quite easy for me. The resources which I use are the notes in my folder about it. We did a Quick Quiz on this topic, and it turned out pretty well for me. We also summarized the whole two pages in ten words, while still being able to state out in much more detail. I also kept my Science exercise books from last year and that helped me a lot. || I fully understand the concept of adaptations of flowering plants as well as arthropods well, as well as annelids, nematodes, molluscs. || The most important thing here is just keep it in my head by revising it frequently. || I have no time to revise in group studies, but I did look at it a few times yesterday just to ensure. || Not a very hard topic, really. || Core • Use simple dichotomous keys based on easily identifiable features || We did go through this for our homework, so we didn't have much 'guidance' from our teacher. Yet, this is still a straightforward topic, and it basically just sums up our entire course for Section I, so all of my notes can be used for this one. || I find this quite interesting. We did attempt to sort out one from the previous years, but I'm sure we'll do more practice of this later on next lesson, so...not much to say. || My target here is just to actually create a real dichotomous key diagram to set as an example for future reference. || I really need to get on with that...(this will be updated later- still need some help from teacher) || .... || Core • State that living organisms are made of cells • Identify and describe the structure of a plant cell (palisade cell) and an animal cell (liver cell), as seen under a light microscope • Describe the differences in structure between typical animal and plant cells ||  ||   ||   ||   ||   || • Relate the structures seen under the light microscope in the plant cell and in the animal cell to their functions ||  ||   ||   ||   ||   || Core • Relate the structure of the following to their functions: • ciliated cells – in respiratory tract • root hair cells – absorption • xylem vessels – conduction and support • muscle cells – contraction • red blood cells – transport ||  ||   ||   ||   ||   || •// tissue // as a group of cells with similar structures, working together to perform a shared function •// organ // as a structure made up of a group of tissues, working together to perform specific functions •// organ system // as a group of organs with related functions, working together to perform body functions using examples covered in Sections II and III ||  ||   ||   ||   ||   || Core • Calculate magnification and size of biological specimens using millimetres as units ||  ||   ||   ||   ||   || 4.1 Diffusion Core • Define // diffusion // as the net movement of molecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement • Describe the importance of diffusion of gases and solutes and of water as a solvent ||  ||   ||   ||   ||   || Supplement • Define // active transport // as movement of ions in or out of a cell through the cell membrane, from a region of their lower concentration to a region of their higher concentration against a concentration gradient, using energy released during respiration • Discuss the importance of active transport as an energy-consuming process by which substances are transported against a concentration gradient, e.g. ion uptake by root hairs and uptake of glucose by epithelial cells of villi ||  ||   ||   ||   ||   || Core • Define // osmosis // as the diffusion of water molecules from a region of their higher concentration (dilute solution) to a region of their lower concentration (concentrated solution), through a partially permeable membrane • Describe the importance of osmosis in the uptake of water by plants, and its effects on plant and animal tissues ||  ||   ||   ||   ||   || potential gradient in the uptake of water by plants ||  ||   ||   ||   ||   || Core • Define the term // catalyst // as a substance that speeds up a chemical reaction and is not changed by the reaction • Define // enzymes // as proteins that function as biological catalysts • Investigate and describe the effect of changes in temperature and pH on enzyme activity ||  ||   ||   ||   ||   || • Explain enzyme action in terms of the ‘lock and key’ model • Explain the effect of changes in temperature and pH on enzyme activity • Describe the role of enzymes in the germination of seeds, and their uses in biological washing products and in the food industry (including pectinase and fruit juice) • Outline the use of microorganisms and fermenters to manufacture the antibiotic penicillin and enzymes for use in biological washing powders • Describe the role of the fungus // Penicillium // in the production of antibiotic penicillin ||  ||   ||   ||   ||   || Core • Define // nutrition // as taking in of nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them ||  ||   ||   ||   ||   || Core • List the chemical elements that make up: • carbohydrates • fats • proteins • Describe the synthesis of large molecules from smaller basic units, i.e. • simple sugars to starch and glycogen • amino acids to proteins • fatty acids and glycerol to fats and oils ||  ||   ||   ||   ||   || • starch (iodine solution) • reducing sugars (Benedict’s solution) • protein (biuret test) • fats (ethanol) • List the principal sources of, and describe the importance of: • carbohydrates • fats • proteins • vitamins (C and D only) • mineral salts (calcium and iron only) • fibre (roughage) • water • Describe the deficiency symptoms for: • vitamins (C and D only) • mineral salts (calcium and iron only) ||  ||   ||   ||   ||   || Core • Define // photosynthesis // as the fundamental process by which plants manufacture carbohydrates from raw materials using energy from light • State the word equation for the production of simple sugars and oxygen • Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls • Describe the intak e of carbon dioxide and water by plants • Explain that chlorophyll traps light energy and converts it into chemical energy for the formation of carbohydrates and their subsequent storage ||  ||   ||   ||   ||   || • State the balanced equation for photosynthesis in symbols • Investigate and state the effect of varying light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis (e.g. in submerged aquatic plants) • Define the term // limiting // factor as something present in the environment in such short supply that it restricts life processes • Explain the concept of limiting factors in photosynthesis • Explain the use of carbon dioxide enrichment, optimum light and optimum temperatures in glasshouse systems ||  ||   ||   ||   ||   || Core • Identify and label the cuticle, cellular and tissue structure of a dicotyledonous leaf, as seen in cross-section under the light microscope, and describe the significance of these features in terms of functions, to include: • distribution of chloroplasts – photosynthesis • stomata and mesophyll cells – gas exchange • vascular bundles (xylem and phloem) – transport and support ||  ||   ||   ||   ||   || Core • Describe the importance of: • nitrate ions for protein synthesis • magnesium ions for chlorophyll synthesis • Describe the uses, and the dangers of overuse, of nitrogen fertilisers ||  ||   ||   ||   ||   || • Explain the effects of nitrate ion and magnesium ion deficiency on plant growth ||  ||   ||   ||   ||   || Core • State what is meant by the term balanced diet and describe a balanced diet related to age, sex and activity of an individual • Describe the effects of malnutrition in relation to starvation, coronary heart disease, constipation and obesity ||  ||   ||   ||   ||   || Core • Discuss ways in which the use of modern technology has resulted in increased food production (to include modern agricultural machinery, chemical fertilisers, pesticides and herbicides, artificial selection) ||  ||   ||   ||   ||   || • Discuss the problems of world food supplies • Discuss the problems which contribute to famine (unequal distribution of food, drought and flooding and increasing population) ||  ||   ||   ||   ||   || Core • Define // ingestion // as taking substances (e.g. food, drink) into the body through the mouth • Define // egestion // as passing out of food that has not been digested, as faeces, through the anus • Identify the main regions of the alimentary canal and associated organs including mouth, salivary glands, oesophagus, stomach, small intestine: duodenum and ileum, pancreas, liver, gall bladder, large intestine: colon and rectum, anus • Describe the functions of the regions of the alimentary canal listed above, in relation to ingestion, digestion, absorption, assimilation and egestion of food (cross reference 6.3.4, 6.3.5, 6.3.6 and 6.3.7) ||  ||   ||   ||   ||   || Core • Define // digestion // as the break-down of large, insoluble food molecules into small, watersoluble molecules using mechanical and chemical processes • Identify the types of human teeth and describe their structure and functions • State the causes of dental decay and describe the proper care of teeth • Describe the process of chewing • Describe the role of longitudinal and circular muscles in peristalsis • Outline the role of bile in emulsifying fats, to increase the surface area for the action of enzymes ||  ||   ||   ||   ||   || • Describe how fluoride reduces tooth decay and explain arguments for and against the addition of fluoride to public water supplies ||  ||   ||   ||   ||   || Core • State the significance of chemical digestion in the alimentary canal in producing small, soluble molecules that can be absorbed • State where, in the alimentary canal, amylase, protease and lipase enzymes are secreted • State the functions of a typical amylase, a protease and a lipase, listing the substrate and end-products ||  ||   ||   ||   ||   || Core • Define // absorption // as movement of digested food molecules through the wall of the intestine into the blood or lymph • Identify the small intestine as the region for the absorption of digested food • Describe the significance of villi in increasing the internal surface area of the small intestine ||  ||   ||   ||   ||   || • Describe the structure of a villus, including the role of capillaries and lacteals • State the role of the hepatic portal vein in the transport of absorbed food to the liver • Identify the role of the small intestine and colon in absorption of water (the small intestine absorbs 5–10 dm 3 per day, the colon 0.3–0.5 dm 3 per day) ||   ||   ||   ||   ||   || Core • Define // assimilation // as movement of digested food molecules into the cells of the body where they are used, becoming part of the cells • Describe the role of the liver in the metabolism of glucose (glucose → glycogen) and amino acids (amino acids →  proteins and destruction of excess amino acids) • Describe the role of fat as an energy storage substance ||  ||   ||   ||   ||   || • Define // deamination // as removal of the nitrogen-containing part of amino acids to form urea, followed by release of energy from the remainder of the amino acid • State that the liver is the site of breakdown of alcohol and other toxins ||  ||   ||   ||   ||   || Core • State the functions of xylem and phloem • Identify the positions of xylem and phloem tissues as seen in transverse sections of unthickened, herbaceous, dicotyledonous roots, stems and leaves ||  ||   ||   ||   ||   || Core • Identify root hair cells, as seen under the light microscope, and state their functions • State the pathway taken by water through root, stem and leaf (root hair, root cortex cells, xylem, mesophyll cells) • Investigate, using a suitable stain, the pathway of water through the above-ground parts of a plant ||  ||   ||   ||   ||   || • Relate the structure and functions of root hairs to their surface area and to water and ion uptake ||  ||   ||   ||   ||   || Core • Define // transpiration // as evaporation of water at the surfaces of the mesophyll cells followed by loss of water vapour from plant leaves, through the stomata • Describe how water vapour loss is related to cell surfaces, air spaces and stomata • Describe the effects of variation of temperature, humidity and light intensity on transpiration rate • Describe how wilting occurs ||  ||   ||   ||   ||   || • Explain the mechanism of water uptake and movement in terms of transpiration producing a tension (‘pull’) from above, creating a water potential gradient in the xylem, drawing cohesive water molecules up the plant. • Discuss the adaptations of the leaf, stem and root to contrasting environments, to include pond, garden and desert, with emphasis on local examples (where appropriate) and the factors described in the core ||  ||   ||   ||   ||   || Core • Define // translocation // in terms of the movement of sucrose and amino acids in phloem; • from regions of production • to regions of storage OR to regions of utilisation in respiration or growth ||  ||   ||   ||   ||   || • Describe translocation throughout the plant of applied chemicals, including systemic pesticides • Compare the role of transpiration and translocation in the transport of materials from sources to sinks, within plants at different seasons ||  ||   ||   ||   ||   || Core • Describe the circulatory system as a system of tubes with a pump and valves to ensure one-way flow of blood • Describe the double circulation in terms of a low pressure circulation to the lungs and a high pressure circulation to the body tissues and relate these differences to the different functions of the two circuits ||  ||   ||   ||   ||   || Core • Describe the structure of the heart including the muscular wall and septum, chambers, valves and associated blood vessels • Describe the function of the heart in terms of muscular contraction and the working of the valves • Investigate, state and explain the effect of physical activity on pulse rate • Describe coronary heart disease in terms of the blockage of coronary arteries and state the possible causes (diet, stress and smoking) and preventive measures ||  ||   ||   ||   ||   || Core • Name the main blood vessels to and from the heart, lungs, liver and kidney • Describe the structure and functions of arteries, veins and capillaries ||  ||   ||   ||   ||   || • Explain how structure and function are related in arteries, veins and capillaries • Describe the transfer of materials between capillaries and tissue fluid ||  ||   ||   ||   ||   || Core • Identify red and white blood cells as seen under the light microscope on prepared slides, and in diagrams and photomicrographs • List the components of blood as red blood cells, white blood cells, platelets and plasma • State the functions of blood: • red blood cells – haemoglobin and oxygen transport • white blood cells – phagocytosis and antibody formation • platelets – causing clotting (no details) • plasma – transport of blood cells, ions, soluble nutrients, hormones, carbon dioxide, urea and plasma proteins ||  ||   ||   ||   ||   || • Describe the immune system in terms of antibody production, tissue rejection and phagocytosis • Describe the function of the lymphatic system in circulation of body fluids, and the production of lymphocytes • Describe the process of clotting (fibrinogen to fibrin only) ||  ||   ||   ||   ||   || Core • Define // respiration // as the chemical reactions that break down nutrient molecules in living cells to release energy • State the uses of energy in the body of humans: muscle contraction, protein synthesis, cell division, active transport, growth, the passage of nerve impulses and the maintenance of a constant body temperature ||  ||   ||   ||   ||   ||
 * || __2.1 Classification and diversity of living organisms__
 * || Supplement
 * || 2.2 Adaptations of organisms to their environment
 * || 3. Simple Keys
 * Section II: Organisation and maintenance of the organism || 1. Cell Structure and Organisation
 * || Supplement
 * || 2. Levels of Organisation
 * || Define:
 * || 3. Size of Specimens
 * || 4. Movement in and out of cells
 * || 4.2 Active Transport
 * || 4.3 Osmosis
 * || • Describe and explain the importance of a water
 * || 5. Enzymes
 * || Supplement
 * || 6. Nutrition
 * || 6.1 Nutrients
 * || • Describe tests for:
 * || 6.2.1 Photosynthesis
 * || Supplement
 * || 6.2.2 Leaf structure
 * || 6.2.3 Mineral requirements
 * || Supplement
 * 6.3 Animal nutrition || 6.3.1 Diet
 * || 6.3.2 Food supply
 * || Supplement
 * || 6.3.3 Human alimentary canal
 * || 6.3.4 Mechanical and physical digestion
 * || Supplement
 * || 6.3.5 Chemical digestion
 * || 6.3.6 Absorption
 * || Supplement
 * || 6.3.7 Assimilation
 * || Supplement
 * 7. Transportation || 7.1 Transport in plants
 * || 7.1.1 Water uptake
 * || Supplement
 * || 7.1.2 Transpiration
 * || Supplement
 * three **
 * || 7.1.3 Translocation
 * || Supplement
 * || 7.2 Transport in humans
 * || 7.2.1 Heart
 * || 7.2.2 Arteries, veins and capillaries
 * || Supplement
 * || 7.2.3 Blood
 * || Supplement
 * || 8. Respiration