1 life process meaning - myp science and dp biology...

Exploring Science edition © Pearson Education Limited 2008105

8Ca

A hidden world8Ca(1)

Name Class Date

1 Complete the table of life processes.

Life process Meaning

being able to move all or a part of itself

producing more living things like itself

sensing and reacting to things around it

increasing in size

using a chemical reaction to release energy

getting rid of waste materials that it makes

needing food

2 a Look at the organisms in the box. Circle three that are microbes.

bacteria cats daffodils dirt dust mice

oak trees pollen grains viruses yeasts

b Write down the three microbes that you circled in order of size, starting with the smallest.

I CAN... • recall the seven life processes • recognise different kinds of microbes.

M03_EXSC_CM_Y8GBR_2506_UC.indd 105 21/8/08 12:40:52

Types of Microbe

Cut and paste these boxes to group the facts together.

Bacteria

These are the smallest type of microbe. They are very simple and do not really have cells.

Most of these are formed from thin,

threads called hyphae.

Fungi

They reproduce by growing and then splitting in two.

Viruses

These are tiny, single cells. The cells are different from ours

because they do not have a nucleus.

They are easy to see because they have big reproductive structures. They make dust-like

spores that spread in the air.

They need to be in the cells of other living things to

reproduce, this is why they cause

diseases.

Use the names of the types of microbe to finish off the sentences...

....................are used to make bread and beer.

Food poisoning is usually caused by....................

.................... cause illnesses such as flu, colds and measles.

.................... are used to make cheese and yoghurt.

Mould on bread is caused by ....................

.................... are the smallest.

.................... are usually made up of branched threads.

.................... can only reproduce inside the cells of animals or plants.


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1 a From the following box, circle the things that are micro-organisms.

elephants yeasts humans earthworms daffodils bacteria viruses

b Write down the list again, in order of size. Start with the biggest one.

c Name one thing that elephants and bacteria can both do.

2 a Here are some drawings of different bacteria. Use the key to identify which is which. Write down the correct name underneath each picture (you do not need to remember the names).

Name Class Date

Microbe quest8Ca(3)

I CAN... • recall some differences between microbes • use a key to identify organisms.

i ii iii iv

b Draw a picture of what you think a Vibrio looks like.

YesNo

Is each cell ball-shaped?

Does the cell have more than one ‘tail’? Are the cells linked together in groups?

Is the cell comma shaped? Are there more than two bacteria in each group?

Are the bacteria arranged as a chain?

YesNo

YesNo

YesNo

YesNo

YesNo

SalmonellaCoccus

VibrioSpirillumDiplococcus

Staphylococcus Streptococcus

1 (biggest)

2

3

4

5

6

7 (smallest)



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1 The pictures show the outsides of a virus, a bacterium and a yeast cell. Which one is which?

a

b

c

Drawings not to scale

2 Look at the pictures in question 1 again.

a In real life, which one is the smallest?

b In real life, which one is the biggest?

Read the passage below and then answer the questions that follow.

3 a What is the proper name for a ‘living thing’?

b What is the other name for ‘microbe’?

c What piece of equipment do you need to use to see micro-organisms?

d List the seven life processes.

e Which of these life processes can viruses not do?

f Which of these life processes can viruses do when inside another living cell?

g If they are not really living, why do people tend to call viruses ‘micro-organisms’?

8Ca(4) Which microbe?

I CAN... • recall what a microbe is • recall some differences between microbes.

Very small living things are called microbes or micro-organisms; ‘organisms’ because they are living things, ‘micro-’ because they are very small. All living things should be able to carry out the seven life processes. However, viruses are a bit of an exception to this rule and some scientists do not think that they are really living. Of the seven life processes, they can only reproduce and even then they cannot do this on their own – they need to be inside another living cell. People often think of viruses as microbes because they are very small and, like all living things, contain genes (the instructions for life – our genes are in the nuclei of our cells).



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8Ca(6) Microbial world

Microbes come in many shapes and sizes. The pictures below show the outsides of some microbes with a scale given for each. 1 µm (micrometre) = 0.001 mm, 1 nm (nanometre) = 0.000001 mm.

I CAN... • present data as a table • interpret drawings at different scales• describe the basic structure of different microbes.

1 a Design a table to show the lengths (or diameters if they are round) of each microbe. Put the organisms in order starting with the longest.

b What do you think is unusual about Thiomargarita namibiensis?

2 a Copy these drawings and fi ll in the missing labels.

b What feature do some bacteria have that allows them to move?

c Why is it not really correct to call a virus a microbe?

d What is the name given to the process that viruses use to reproduce? (Hint: It’s an anagram of PELICAN RIOT.)

1 m

Adenovirus

1 nm

Vibrio cholerae

1 m

Yeast

1 m

Retrovirus

50 nm

Ebola virus

200 nm

Thiomargarita namibiensis

1 mmEscherichia coli



8Cb(1) Microbes in action

Name Class Date

I CAN... • recall some uses of microbes• describe the conditions in which microbes grow well.

1 Here is a list of foods. Circle the ones that are made using microbes.

2 What microbe is used to brew beer?

3 a What gas from the air do the microbes in bread dough use?

b What gas causes bread dough to rise?

4 Microbes grow best in certain conditions. Circle these conditions.

8Cb

cold temperature damp dry little sugar lots of sugar warm temperature

biscuits

celery

chicken

tomato

yoghurt

sausages

cheese

bread



8Cb(2) Rising dough 1

Which temperature is best for dough to rise?You are going to investigate how temperature affects the rising of bread dough. Yeast is a microbe that is added to bread dough. When the yeast cells respire they produce carbon dioxide, which makes the dough rise. Respiration is a chemical reaction that happens in all living cells including yeast cells.

Prediction

1 a Do you think the dough will rise furthest in cold or warm conditions?

b Why do you think this?

Method

A Measure out 5 g of sugar, 3.5 g of yeast and 100 g of bread fl our. Add them all to a large beaker.

B Now measure out 65 cm3 of water.

C Pour the water, a little bit at a time, into the beaker. Each time you have added some water, stir the mixture using the spoon.

D Keep stirring until the mixture is a smooth paste. Now very slowly pour or spoon 20 cm3 of the mixture into a measuring cylinder. Put another 20 cm3 of mixture into each of the other two measuring cylinders. Push any bits that get stuck to the side down to the bottom with the stirring rod.

E Label the cylinders to show the different temperatures they will be placed at – ‘cold’, ‘cool’ and ‘warm’.

F Record the volume of dough in each cylinder.

G Put the cylinders in the different places for the different temperatures. Use a thermometer to measure the exact temperature in each area.

H Leave them for 1 hour.

I Now read the new volume of the dough in each cylinder.

Apparatus

• three measuring cylinders • bread fl our • dried yeast• large beaker• stirring rod• sugar • tablespoon • thermometer• water

Do not eat any dough.

20 cm3

0

100 cm3

cold

20 cm3

0

100 cm3

cool

20 cm3

0

100 cm3

warm

Page 1 of 2

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Recording your results

2 Record your results in a table like this:

Temperature of the area the dough was

left in (°C)

Volume of dough at the start of the experiment (cm3)

Volume of dough at the end of the

experiment (cm3)

Increase in the volume of the dough

(cm3)

cold ( )

cool ( )

warm ( )

Considering your results/conclusions

3 Draw a bar chart to show the increase in volume of the dough at each temperature.

4 a Which was the best temperature for the rising of dough?

b How do you know this?

5 a Why does the dough rise?

b Why do you think it rises faster at some temperatures than others?

Evaluation

6 a Which was the trickiest part of the experiment?

b How do you think this might have affected your results?

c Try to think of a way of improving this part of the experiment.

7 How would you show that the bread needs yeast to make it rise?

Rising dough 1 (continued)8Cb(2)

I CAN... • carry out a safe and fair investigation • make careful observations • present data as a bar chart • draw a conclusion • evaluate my method. Page 2 of 2

8Cb



Name Class Date

8Cc(5) Diseases

1 The grid below shows the names of some common diseases. Each name has some letters missing. The missing letters are all found in the box. Write in the correct missing letters for each disease.

I M I G O

S Y I S

C O M M O N C

F O O D O N I N G

E R C U O S I S

A T H E ‘S F O O T

C E N P O X

I N E N Z A

M S

C R A

2 a Which of the diseases is the most common?

b How is this disease spread from person to person?

c Name two other ways that a disease can be spread.

3 Look at the letters shaded in grey in question 1. Unmuddle the letters to complete this sentence.

If you catch a disease you are said to be with it.

4 Some diseases are commonly called by shortened names.

a Which disease is commonly called ‘fl u’?

b Which disease is commonly called ‘TB’?

easlefl u

hickholeletoldpetphilpoistub

Missing letters:

I CAN... • name a disease caused by each type of microbe• describe how diseases are spread.

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8Cc(3) Making a diagnosis

Your temperature: 37 °C

Symptoms:• a bad headache at the top of

your nose• you had a cold last week

Your disease is:sinusitis (sY-new-sY-tis) – blocking of spaces inside your head, caused by bacteria


Symptoms:• swallowing is very painful• very sore throat

Your disease is:tonsillitis (ton-sil-lite-tis) – swollen tonsils at the back of your mouth, usually caused by a virus


Symptoms:• rash on your body• swellings on your neck

Your disease is:rubella (roo-bell-a) – caused by a virus


Symptoms:• rash on your body that forms

yellow scabs

Your disease is:impetigo (imp-pet-tie-go) – caused by a type of bacterium

Your temperature:: 38 °C

Symptoms:• round red patches on your

body, forming an itchy rash

Your disease is:ringworm – caused by a fungus


Symptoms:• a swollen lump on your neck

Your disease is:mumps – caused by a virus


Symptoms:• you have a rash on your face

and chest (mainly on your chest)

• the spots have yellow tops

Your disease is:chickenpox – caused by a virus


Symptoms:• you have a rash on your face

and chest (mainly on your face)

• the spots are fl at and a dull red colour

Your disease is:measles – caused by a virus


Symptoms:• you have a rash just on your

chest• you have swellings on your

neck

Your disease is:roseola – caused by a virus

Page 1 of 2DO NOT MAKE A DOUBLE-SIDED COPY OF THIS WORKSHEET.

8Cc



Use this key to work out what disease your patient has. You will need to ask your patient questions about what they feel like and what their temperature is.

8Cc(3) Making a diagnosis (continued)

Page 2 of 2I CAN... • describe how doctors reach a diagnosis by observing symptoms.

8Cc

food poisoning

38 °C37 °C over 38 °C

Is your patient vomiting?

What is your patient’s temperature?

Does your patient have a rash?

NO YES

Does your patient have a headache?

NO YES

NO YES NO YES

Is the rash just on the chest?

Has your patient recently had a cold?

Does your patient have a sore throat?

Do the spots have yellow tops?

Does your patient have a rash?

Is swallowing very painful?

Does your patient have swellings in the neck?

Does your patient have swellings in the neck?

Does the rash form yellow scabs?

NOYES

NO YES

NO YES

NO YES

NO YESYES

NO YES

NO YES

glandular fever

sinusitisheadache

tonsillitissore throat

ringworm

roseola

measles chickenpox

mumpssore throatrubella

impetigo



8Cd(1) Stopping the spread

1 Here are the names of some ways we try to stop microbes harming us. Circle all the ways that kill bacteria.

2 What is used to stop these diseases spreading?

a legionnaire’s disease

b tuberculosis

c typhoid

d food poisoning

3 Michael has not washed his hands. He puts his thumb on some ‘nutrient agar’. Nutrient agar is a substance that lets bacteria increase their numbers very quickly. Draw what you would expect to see on the dish after a few days.

Name Class Date

I CAN... • describe ways that we kill microbes• explain how keeping things clean stops microbes spreading.

8Cd

adding chlorine to water cooking freezing

pasteurisation refrigerating using soap



8Cd(7) Natural defences 1

1 Cut out the outline of the human and the information boxes below it.

2 Stick the boxes around the human and draw labelling lines to the parts of the body that match the information.

3 Use the words in the box to complete the information boxes.

ciliated gullet microbes mucus scab skin stomach white windpipe

I CAN... • recall ways in which our bodies stop microbes causing problems.

A chemical in your tears kills

.

Your nose produces ,

which traps microbes.

Cells in your also

produce mucus.

epithelial cells sweep the mucus to the top of your

to be swallowed.

covers your whole

body. It stop microbes getting in. If you get a cut, a

forms.

blood cells destroy

microbes.

Your contains acid

that kills microbes.

8Cd



8Cd(10)8Cd(10) Louis Pasteur

Louis Pasteur (1822–1895) founded the study of microbes (called ‘microbiology’). Microbes were fi rst seen by a Dutch scientist called Antoni van Leeuwenhoek (1632–1723) in 1674, but nobody realised their importance and people thought they were produced by spontaneous generation. This theory said that the food or drink that they were found in had created them.

A brewer called Bigo asked Pasteur to help him work out why wine sometimes went off when it was fermenting. Pasteur discovered that a microbe caused fermentation and that the wine went off if other sorts of microbes got into it at the same time.

He developed the theory that the microbes that made the wine go off came from the air. He tested this by taking fl asks of a clear soup called broth. Some fl asks had long curled tubes, and others did not. He boiled the broth in the fl asks and then left them to sit around his laboratory. The broth in the fl asks with the long tubes did not go off, because the microbes got stuck in the tubes and could not reach the broth. This disproved the theory of spontaneous generation. Pasteur addressed meetings of scientists at the French Academy of Sciences, to tell others about his work. He also wrote ‘papers’ that were published in ‘journals’. Papers are like investigation reports that scientists write. They are published in scientifi c magazines called journals, which other scientists can then read.

Emperor Napoleon III then asked Pasteur to fi nd a way of stopping his wine going off after it had been bottled. Pasteur invented pasteurisation to stop this happening.

Later, Pasteur showed that some diseases were caused by microbes from the air. He came up with what today is called the ‘germ theory of disease’. Scientists still believe this theory to be correct (although it doesn’t explain how all diseases are caused).

1 a Who was the fi rst person to see microbes?

b What is the study of microbes called?

2 a Before Pasteur, how did people think that microbes came to be in food and drink?

b What was this theory called?

c What would have happened in Pasteur’s fl asks if this theory had been correct?

3 Some people thought that microbes were caused by the air itself, rather than microbes in the air. How does Pasteur’s experiment also disprove this theory?

4 a Pasteur discovered that a microbe caused fermentation. Which microbe?

b Suggest what other sort of microbe might have made the wine go bad.

5 a Why do you think wine that tasted all right before it was bottled might go off in the bottles?

b Name the process Pasteur invented to stop this happening.

c Other than some wines, what common drink is this process also used for today?

I CAN... • describe an example of a scientist using the scientifi c method• recall how Louis Pasteur has changed our lives.

8Cd

The other fl ask has gone cloudy but in this fl ask I think that the microbes have got stuck in the tube here.


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M03_ES_AB_Y8_5415_U8C.indd 81 28/8/08 11:47:42

1 life process meaning - myp science and dp biology...

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