DANE+Sonali

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**== ||
 * Charactersistics of Living Organisms || ====__ 1. Charactersistics of Living Organisms __ ====

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 ==== ====

• 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
|| To memorize these definitions, I use " MRS GREN" to help me remember all of them. Besides the textbook, other resource I've used were the Internet=> as by looking up these terms, it had helped me understand it more. Moreover, as this had been a topic studied in year 7/8, using mnemonics had really consolidated my knowledge, helping me to progress in deeper ideas of the topic. || With the mnemonic of MRS GREN, I've remembered the 7 life processes meanings. Though it's not identical to the definition in the book, I can paraphrase it, conveying it in my own words. What worked well for me was looking up unknown words, and getting quizzed in class. Everything from the cue cards, partner games, online cross words/match the pairs and other interactive games, have helped me remember more as such stimulation makes Biology seem more enjoyable. Commendations that came with this encouraged us to work harder in order to achieve those prizes.

Improvements could've been more experiments with the microscope to enhance our practical skills and create more unique experiences observing organisms. || I would need to constantly revise the terms of the 7 life processes, in order to remember it for next year's exam and be confident in it. My next steps would be to find new, efficient ways of revising, like creating more cross words, playing interactive games on the web, playing in teams for class competitions, etc. || I've went on many sites like puzzle-maker.com to make a crossword, and test my self. By doing so, I've managed to remember the almost-full definitions of the processes. As my score improve on these internet games, hopefully, my knowledge will too. || Personally, I think this section is mostly memorizing the definitions, and though it's a short section, it's important for me to revise it properly; as it contributes fundamentally in the understanding of organic organisms. || 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 ||  As this section is new to me, I've made notes of it in my folio, and did the summary questions to ensure my understanding of it.
 * || __2.1 Classification and diversity of living organisms__

I've also used the internet to research some of this bionomial names, and looked up pictures of these organisms for further identification.

<span style="font-family: 'Times New Roman',Times,serif;">The vertebrate section was like a revision, so our class used online games. || I am quite confident now in this section, especially when I can remember the definition of bionomial system and the order of classifying an organism.

What worked well was making the cue cards on the main features of vertebrates, and getting peer-assessed on how much we remember those features. This helped massively on consolidating forgettable ideas like these. Improvements: include more team games to push us into remembering these facts. || My next steps would be similar to the ones above, especially gaining more confidence,speed and accuracy when I have to list the features down. || Through practice, my speed has gotten quicker, hence I hope my target will soon be achieved. I will keep doing interactive games to stimulate my knowledge into remembering these for long term. || Despite the vertebrate classification being a revision, the bionomial system has been something new to me.I found this interesting, therefore, it appeared as quite useful topic to me. Hopefully, I will be able to use this knowledge for further reference later on. || • 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 || Genetics and mircoorganisms had always been a part of my interests. Besides doing summary questions, I drawn my own diagrams on the micro-organism, labelling it and then comparing it to the textbook to check my answers. This personal test had helped me memorize it. || Similar to above, I've been able to name the main features of these organisms, meeting most of the criteria. Also by playing board games, and partner reading, the stimulation created had triggered me into revising this knowledge further in order to win commendations. || I would continue to look up unknown definitions, enhance my memory through online games and revise constantly. || I'm quite confident, yet I still need to revise again to avoid missing out any essential point; as I'm still trying to memorize it. || More effective revision will help strengthen my knowledge in this area. || (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 || As it's a new chapter for me, I'm still trying to revise the facts more often. I've taken down main points on cue cards and did the summary questions to consolidate the main facts. || I'm proud of 100% on the quiz in class. These quizzes often encourage me to try summarizing the texts, for more effective memorization of key points. Group reading stimulates me, making Biology a more enjoyable subject. || Putting it in tables, labelling diagrams and highlighting main features, then testing myself over again and again to make sure I remember. || I'm okay with the classification of arthropods, however, flowering plants is still hard for me, I'll just re-read it and do more interactive activities to get my head around it. || Hopefully, these targets will soon be handy to me, by making this section more memorable. || Core • Use simple dichotomous keys based on easily identifiable features || I've done most of the summary questions and tried out the classification key to make sure I understood it. || I find this interesting so I'm keen to do interactive games on it in class next lesson. || I will experiment with other organisms and trying to create my own key, in order to help my understanding of its function. || I'm okay with this, just need to make sure I don't make errors whilst using this. || This section is quite straightforward, however I'll still revise it properly. || 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 ||  ||   ||   ||   ||   ||
 * || 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