schemes of work biology 2 sow - stratford...

Stratford School Academy Schemes of Work

Biology 2 SOW

of 28

Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit)


Biology 2 SOW

of 28

Approx. 34 lessons

14 weeks

Cells and simple transport

Tissues, organs and organ systems

Photosynthesis

Organisms and their environment

Enzymes

Aerobic and anaerobic respiration

Cell division and inheritance

Speciation

Year 7 cells topic

Year 9 body systems

Year 9 respiration topic

Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences)

End of chapter assessment (exam questions) x8

6 mark question homework each week

Feedback from assessments

Feedback from 6 mark question homework

B2.1 – CELLS AND SIMPLE TRANSPORT

Label an animal cell and a plant cell.

Give the functions of each of the part of a cell.

Label a bacterial cell and a yeast cell.

Give examples of specialised cells and explain how they are adapted to their function.

Define diffusion.

Give a factor that affects the rate of diffusion.

Explain why diffusion is important for respiration. B2.2 – TISSUES, ORGANS AND ORGAN SYSTEMS

Describe what organisms are made up of in terms of cells, tissues, organs & systems.

Give functions of muscular tissue, glandular tissue and epithelial tissue in the stomach.

Label the digestive system.

Describe the role of the main organs in the digestive system.

Give examples of plant organs.

Describe the role of plant tissues (mesophyll, xylem, phloem, epidermis).

Label the internal structure of the leaf. B2.3 – PHOTOSYNTHESIS

Describe the process of photosynthesis.

Explain how the rate of photosynthesis can be limited by different factors.

Evaluate the pros and cons of artificially manipulating conditions within a greenhouse.

State what plants use glucose and nitrate ions for. B2.4 – ORGANISMS AND THEIR ENVIRONMENT

Be able to calculate the mean, median and mode.

Describe how to collect valid data on distribution of organisms & check reproducibility.

State some physical factors that can affect the distribution of organisms.

Evaluate the methods used to collect environmental data. B2.5 – ENZYMES

Describe what proteins are made up of.

State some types of proteins in the body.

Describe the role of catalysts.


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Describe factors that affect the shape of an enzyme.

Name enzymes involved in digestion, & name the substrate & products of breakdown.

Explain how hydrochloric acid and bile help enzymes in digestion.

Describe the role of enzymes in the home and industry.

Evaluate the role of enzymes in the home and industry. B2.6 – AEROBIC AND ANAEROBIC RESPIRATION

State where respiration takes place.

Give the word equation for aerobic respiration.

Describe what the energy released is used for in plants and animals.

Explain changes that take place to the heart rate & breathing rate during respiration.

Describe what anaerobic respiration is and why it happens.

Compare anaerobic and aerobic respiration in terms of the energy released

Explain what ‘oxygen debt’ means

Explain why muscles become fatigued after long periods of exercise. B2.7 – CELL DIVISION AND INHERITANCE

Describe where, why and how mitosis takes place.

Describe where and why meiosis takes place.

Describe the process of meiosis.

Describe what happens during fertilisation.

Describe what stem cells are.

Evaluate the use of stem cells in research and medicine.

Explain how sexual reproduction leads to genetic variation.

Define the terms gene, allele, chromosome and DNA.

State the sex chromosomes in males and in females.

Explain the link between genes, amino acids and proteins.

Describe what genetic fingerprinting could be used for.

Describe what polydactyl is.

Draw and interpret genetic diagrams for the inheritance of polydactyly.

Describe what cystic fibrosis is.

Draw and interpret genetic diagrams for the inheritance of cystic fibrosis.

Construct genetic diagrams using heterozygous, homozygous, genotype, and phenotype.

Evaluate embryo screening. B2.8 – SPECIATION

Describe how fossils are formed.

Explain why some organisms did not leave fossils behind.

Explain how fossils can be used to help us find out about changes to organisms.

State factors that can cause extinction.

Describe the process of speciation.


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Lesson

Clear learning intentions (KQ)

Clear success criteria (Bands) (Keywords)

Hook (starter)

Presentation of content (teacher input)

Guided practice (pupil activities)

Requisition (per group)

Independent practice (homework)

Closure (AfL)

B2.1 – Cells and simple cell transport

1. Cells and cell structure

What is the difference between a plant and animal cell?

Describe and label diagrams of animal and plant cells. Describe cell structure using a microscope. Explain how to prepare slides of plant and animal cells. Explain how cell organelles are related to their functions.

What are the main parts of animal and plant cells that you recall from KS3 and what are their functions?

Watch video clip on plant and animal structures and discuss the similarities and differences. Discus if all cells are the same or not? Show how to use microscopes

Students describe and compare the similarities and differences between plant and animal cells from prior knowledge and extend to include mitochondria and ribosomes. They produce a presentation of this using media of their choice. Label diagrams of plant and animal cells. Models: Students make a plant or animal cell model and create a display to explain cells for year 7 pupils Can cells survive without mitochondria and ribosomes? Discuss: Discuss which structures could be seen and compare with EM images. Explain: how organelles are structured to suit their functions.

Cells: Microscopes, slides, coverslips, tiles, forceps, mounted needles, iodine solution, methylene blue, onion, rhubarb, spirogyra and moss. Sprouting mung beans Puzzles, quizzes and images can be found at www.cellsalive.com Useful information on cell structure can be found at www.biology4kids.com

Set B2.1 and B2.2 Homework Booklet. Due in 7 lessons.

True/false (mini-whiteboards)


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2. Specialised Cells

How are cells adapted to carry out different functions?

Give examples of specialised cells. Describe the functions of different specialised cells. Explain how the specialised cells are adapted to carry out their functions.

Fill in the gaps and label plant and animal cells.

Cells observation: microscopes, slides, coverslips, yeast culture, bacterial cultures Diagrams of bacteria and yeast cells. Comparing cell size http://www.bbc.co.uk/learningzone/clips/understanding-the-size-of-bacteria/2279.html

Match keywords with definition Identify organ systems and label them. Use post it notes to: Write parts of a specialised cell before labelling it together on the board. Relate the structure of different types of cells to their function.

Exp.: Microscopes, slides, coverslips, yeast culture, bacterial cultures and EM images.

Traffic light: True/false

3. Bacteria and Yeast

What are bacterial cells like and how are they different from yeast cells?

How are bacterial and yeast cells differ from plant and animal cells.

State 2 facts about Bacteria and Yeast cells.

Discuss: Bacterial cells have cytoplasm and a membrane surrounded by a cell wall; genes are not in a distinct nucleus. Yeast cells have a nucleus, cytoplasm and a membrane surrounded by a cell wall.

Relate the structure of

different types of cells

to their function.

Exit Pass. Pupils answer one question about the topic before being allowed to leave.


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4. Dissolved substances

Why is diffusion important for cells?

Dissolved substances can move into and out of cells by diffusion. Definition of diffusion and factors affecting rate. Oxygen passes through cell membranes by diffusion.

How can dissolved substances move into and out of cells by diffusion?

Explain: Diffusion is the spreading of the particles of a gas, or of any substance in solution, resulting in a net movement from a region where they are of a higher concentration to a region with a lower concentration. The greater the difference in concentration, the faster the rate of diffusion. Oxygen required for respiration passes through cell membranes by diffusion.

Developing argument Can diffusion occur in space? Do large particles diffuse too? Students are presented with a series of scenarios and present balanced arguments to arrive at an explanation. eg • Time how long it is before candidates can smell a perfume placed in a corner of the room • Fresh beetroot placed in iced water and warm water – compare and explain the difference in the depth of colour of the water. Are there a number of viewpoints? • Video: Watch a video or computer simulation of diffusion – see Mcgraw-Hill website. Explain using Models; Role play of diffusion in gases and liquids at different temperatures and concentrations. HT only Search for ‘interactive biochemistry’ on the internet, then choose ‘Wiley’ to find the related animations.

Demo: Concentrated NH4OH, concentrated HCl, gloves, mask, forceps, cotton wool, long glass tube with strips of damp litmus along length; two gas jars of NO2, two empty gas jars; beaker of water, pot perm crystals; agar in test tube; strong perfume; beetroot.

Agar: Agar plates impregnated with UI solution, cork borers, solutions of acids and alkalis.

Glucose: Beakers, cellulose tubing, glucose solution, timers, test tubes, Benedict’s solution and water bath or glucose test strips.

Further information can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebitesize be able to name the process by which oxygen passes into a lung cell.

A useful video on diffusion can be found on the McGraw-Hill website at http://highered.mcgraw-hill.com/sites/0072495855/student_view0 by selecting ‘Chapter 2’ and the ‘How Diffusion Works’ animation.

Assess using Powerpoint AQA B2.1 cells

B2.2 Tissues, organs and organ systems (could be taught before B2.1)

http://highered.mcgraw-hill.com/sites/0072495855/student_view0




http://filestore.aqa.org.uk/subjects/gcsescienceassessment/B2-1-CELLS-AND-SIMPLE-CELL-TRANSPORT.PPT




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5. Animal organs What is a tissue and what is an organ?

Explain the term organ system. Describe the main systems in the human body and state their functions.

Fill in the gaps /and labelling task

Describe what organisms are made up of in terms of cells, tissues, organs & systems. Give functions of muscular tissue, glandular tissue and epithelial tissue in the stomach. Label the digestive system. Describe the role of the main organs in the digestive system. Develop explanations using models

Large multicellular organisms develop systems for exchanging materials. During the development of a multicellular organism, cells differentiate so that they can perform different functions.

Best of 5. Pupils are given 5 questions about the topic and answer then in full sentences.


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6. The digestive system

What is the digestive system and how does the food gets absorbed?

Identify and label a diagram of the digestive system. Describe the functions of the digestive system to digest and absorb food molecules. Describe the functions of the organs in the system – salivary glands, stomach, small intestine, liver, pancreas and large intestine.

Fill in the gaps and label the main organs of the human digestive system..

Explain digestion using different models eg • Label a diagram of the digestive system and colour areas where digestion, digestion and absorption of food, and absorption of water occur • Add labels to diagram to state functions of organs in the system • Watch a video about the digestive system and collect evidence to support explanation of digestive process • Make a life size model of digestive system • Develop animation of digestion

• Role play – what happens to food as it moves along the digestive system (opportunity for investigations – see B2.5.2).

Using models

Describe a model of the stomach showing different tissues. Label a diagram of the stomach with the names of the tissues and their functions.

Explain how tissues match with their functions.

Extended writing (remember

P – point

E – evidence

E – explanation

which is used in English lessons)

Describe different types of cells in the stomach and explain differentiation– link with lesson on specialised cells.

Use a model to

summarise, produce a

flow diagram showing

organisation in large

organisms and relate to

size.

Torso and posters of organ systems.

Model of stomach.

Be able to appreciate the sizes of cells, tissues, organs and organ systems.

Extended writing

(use Quality of Written

Communication

guidance to assess)

Pupil complete sentences: One thing I know about this topic is… One thing I don’t understand is… One question I have is…


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7. Plant organs What is a tissue and what is an organ?

Give examples of plant organs. Describe the role of plant tissues (mesophyll, xylem, phloem, epidermis). Label the internal structure of the leaf.

Can you give examples of plant organs? Label the plant organs (include stems, roots and leaves.)

Describe the main organs of a plant and describe their functions. Describe the role of plant tissues (mesophyll, xylem, phloem, epidermis). Recognise different tissues in a leaf and describe their functions.

Communication for audience and purpose

Do plant organs do the same job in all plants?

Describe and label a diagram of a plant with names and functions of organs.

Explain how shape of plant organs vary but tissue function is similar.

Analyse a cross section of a leaf and explain function of tissue. Evaluate efficiency of transport of coloured dye in celery or a plant – could prepare slides and observe them (links with B2.3, B3.1.3 and B3.2.3).

Plant tissues: eg celery Microscopes, slides etc. prepared slides and bioviewers.

Assessing risk and working safely

Make sections of plant tissue eg using celery stems. Students identify hazards and explain how risk is managed safely.

Observe and describe their prepared slides or bioviewers of leaves, stems and roots and identify different tissues; hypothesise what they are for.

Hot Seat. 2 Pupils are chosen and have to answer questions from the class.

B2.3 – PHOTOSYNTHESIS


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9. Photosynthesis equation

What is

photosynthesis?

Describe the process of photosynthesis.

Explain the word equation for photosynthesis.

List 3 facts about photosynthesis.

Explain

Photosynthesis equation.

Light energy is absorbed by chlorophyll in chloroplasts and used to convert carbon dioxide and water into glucose, oxygen is a by-product. Glucose may be converted into starch for storage.

Explain the word equation for photosynthesis.

Investigate how light, carbon dioxide and chlorophyll are needed to make glucose.

Explain why plants should be destarched before photosynthesis experiments and describe how this is done.

Describe experiments to show that plants produce oxygen in the light.

Explain the steps involved in testing a leaf for starch.

Explain why glucose is

converted to starch for

storage.

Developing explanations using ideas and models

Discuss: Brainstorm what plants need to survive and how they are useful to other organisms in order to come up with the word equation for photosynthesis.

Demo: Plants produce oxygen in the light.

Using models

Write word

equation for

photosynthesis –

produce cards for

equation and put

into correct order

Label diagram of

a plant to show

that water enters

via the roots and

travels in the

xylem to the

leaves; carbon

dioxide enters

leaves via

stomata; light is

absorbed by

chlorophyll in

leaves

Produce a 3D

model of a leaf to

explain

photosynthesis

Set B2.3 homework booklet. Due in 4 lessons.

6 mark question What are the raw materials for photosynthesis?


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10. Limiting factors

What factors limit the rate of photosynthesis?

Explain how the rate of photosynthesis can be limited by different factors. Evaluate the pros and cons of artificially manipulating conditions within a greenhouse.

Factors affecting the rate of photosynthesis – temperature, CO2 concentration, light intensity.

Limiting factors and the rate of photosynthesis.

Interpret data showing how factors affect the rate of photosynthesis.

Describe factors that affect the rate of photosynthesis.

Explain how conditions in greenhouses can be controlled to optimise the growth of plants.

Evaluate the benefits of artificially manipulating the environment in which plants are grown.

Use horticultural/ gardening magazines or catalogues to design a garden which will grow plants in light, dark and semi shade. Use BBC and Channel 4 websites.

Create opportunities for pupils to research and critically analyse data related to the interplay of limiting factors in photosynthetic productivity and the implications for world food production.

Developing ideas and using models

Computer simulation to investigate factors that affect the rate of photosynthesis.

Describe factors that affect the rate of photosynthesis.

Interpret graphs and explain limiting factors.

Applications and implications

Can we feed a city of people on the moon?

Design a greenhouse to maintain optimum growth of plants on the moon. Explain all its design features.

Can anyone be ‘green fingers’ in the garden?

Investigate the effect of light intensity or temperature on the rate of photosynthesis and plot data.

Use sensors to measure oxygen, light, temperature and carbon dioxide levels.

Selecting and managing variables

Investigate growth of

tomatoes in

greenhouse, lab and

outside.

Sensors for use with any of the experiments.

Useful information can be found on the BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebitesize

Further information can be found at www.s-cool.co.uk

Tomato plants, pots, compost, fertiliser, sensors and balance.

http://www.bbc.co.uk/gardening/design/

http://www.channel4.com/4homes/rooms/outdoors

Guess the word. Teacher thinks of a word and the pupils ask yes or no questions to try and guess the word.

http://www.bbc.co.uk/schools/gcsebitesize

http://www.bbc.co.uk/schools/gcsebitesize

http://www.s-cool.co.uk/







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11. Uses of Glucose

How do plants store food?

State what plants use glucose and nitrate ions for.

What do plants do

with the food they

make?

Recognise ways in which glucose is used by a plant.

Describe functions of fats, oils, cellulose, starch and proteins in a plant.

Explain how plants obtain nitrate ions and what they are needed for.

Interpret data from the results of

bicarbonate indicator

experiment.

Glucose can be stored as starch and used in respiration.

Glucose is also used to produce fats and oils for storage, cellulose to strengthen cell walls and proteins.

To produce proteins,

plants also use nitrate

ions that are absorbed

from the soil.

Communication for audience and purpose

Discuss uses of glucose and produce a mind map or poster to demonstrate your ideas to the class.

Produce diagrams to illustrate the flow of carbon dioxide and oxygen in and out of a plant in bright light, dim light and darkness.

Reaching agreement on scientific explanations

What is the link between photosynthesis and respiration?

Explain the equations for photosynthesis and respiration – use cards previously made for photosynthesis and rearrange to show respiration.

Pupils complete sentences: One thing I know about this topic is… One thing I don’t understand is… One question I have is…


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12. Making the most of photosynthesis

How can we control the environment in which plants are grown?

Evaluate the pros and cons of artificially manipulating conditions within a greenhouse.

What are the advantages and disadvantages of growing plants in an artificial environment?

Describe: Factors such as light levels, low temperature and carbon dioxide levels affect the rate of photosynthesis. Explain: The environment can be artificially controlled to make sure these factors do not limit growth, which has a number of benefits.

Selecting and managing variables

Obtaining and presenting primary evidence

Do plants need to take in protein to survive?

Investigate the effect of mineral salts on plant growth.

Planning and approach

Can plants photosynthesise under water?

Do plants drown?

Students carry out elodea investigation to explain photosynthesis in aquatic plants, vary carbon dioxide concentration using sodium hydrogen carbonate.

Hot Seat. 2 Pupils are chosen and have to answer questions from the class.

B2 Test 1

B2.4 Organisms and their environment


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14. Distribution of organisms

What factors affect the distribution of organisms in their natural environment?

State some physical factors that can affect the distribution of organisms.

Name and explain how different factors can affect the distribution of organisms in a habitat.

Are animals as well as plants affected by physical factors?

Explain distribution of organisms in a habitat.

Physical factors that may affect organisms are:

temperature

availability of nutrients

amount of light

availability of water

availability of oxygen and carbon dioxide.

Working critically with primary and secondary evidence

Discuss factors that may affect the distribution of organisms. Use interactive modelling to change environment

Explain how these factors could affect the distribution of organisms

select an

environment such

as seashore/ school

fields/ woodland

use a range of examples to explore the impact of external and internal factors on the interdependence of organisms, e.g. poisons, disease, food shortages

Set B2.4 homework booklet.

Due in 4 lessons.

6 mark question

Explore, discuss and give viewpoints on the following: Physical factors that may affect the distribution of living organisms. Suggest reasons for the distribution of living organisms in a particular habitat.


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15. Measuring the distribution of organisms

How can you measure the distribution of organisms in their environment?

Be able to calculate the mean, median and mode. Describe how to collect valid data on distribution of organisms & check reproducibility. Evaluate the methods used to collect environmental data.

Factor list – Ask the students to write down as many measurable environmental factors as they can.

Evaluate methods used to collect environmental data and consider the validity and reliability as evidence of environmental change.

Investigate methods of measuring abiotic factors.

Describe how to carry out random sampling of organisms using a quadrat.

Evaluate data gathered by using a transect line

Calculate mean, median, mode and range.

Evaluate how environmental data can be collected efficiently –use prior knowledge.

Developing argument

Explore with pupils how diagrams in different textbooks show the same concept but could lead to misconceptions, e.g. scales used in diagrams such as pyramids of numbers and biomass or directional arrows on

Obtaining and presenting primary evidence

Know that sample size is important in terms of reliability and validity eg

look at distribution

of alga

Pleurococcus on

walls, fences,

trees

Estimate cover

using diagrams/

photographs and

cover slips as ‘mini

quadrats’

Use transect lines and quadrats to collect data.

Analyse ecological data

Interpret various types of diagrams that illustrate the distribution of organisms in a habitat (Links with B1.4.1, B1.4.2 and B3.4.1).

B2.5 Enzymes – their functions and uses


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17. Proteins, catalysts and enzymes

What is an enzyme and how do they work?

Describe what proteins are made up of. State some types of proteins in the body. Describe the role of catalysts.

Keywords word search + anagrams

Describe:

Protein molecules are made up of long chains of amino acids.

These long chains are folded to produce a specific shape that enables other molecules to fit into the protein.

Proteins act as:

structural components of tissues such as Muscles

Hormones

Antibodies

catalysts.

Catalysts increase the rate of

chemical reactions. Biological

catalysts are called enzymes;

these are proteins.

Describe the structure of protein molecules.

Explain the function of some protein molecules are found inside living organisms.

Define the terms

‘catalyst’ and ‘enzyme’.

Developing explanations using ideas and models

Watch a computer simulation of protein structure eg using APP on mobile phone.

Reaching agreement on scientific explanations

Students describe how bias or lack of evidence can cause/ give incorrect theories.

Students can explain and justify why a scientific claim can be justified by use of validated evidence eg structure of insulin.

Research project to include the structure of proteins and names and functions of some proteins in the body. Produce a poster, PowerPoint presentation or mind map.

Revise chemical bonding so that students can explain 3D structure of protein and binding sites.

Set B2.5 homework

booklet.

Due in 7 lessons.



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18. Factors affecting enzymes action

What are the factors that can affect enzymes’ action?

Describe factors that affect the shape of an enzyme. Explain in detail the concept of the active site of the enzyme. [HT]

What happens to milk when it goes off?

Explain: The shape of an enzyme is vital for the enzyme's function. High temperatures change the shape. Different enzymes work best at different pH values. Investigate: The effect of temperature on enzymes – Students can use their own saliva to carry out this experiment on the action of amylase on starch.

Describe: The chemical reactions inside cells are controlled by enzymes. Some enzymes work outside the body cells. Investigate: The effect of pH – The effects of varying pH can also be investigated by modifying the experiments described above. Keep the temperature constant and vary the pH by using a range of buffer solutions.

How science works: Does temperature affect the speed of enzyme reaction? How science works: Lines of best fit and error bars. Experiment: Investigating the effect of temperature on enzymes Equipment and materials required Test tubes and racks, water baths for different temperatures, 2% starch solution, fresh saliva, boiled saliva, iodine solution, white tiles, glass rods, eye protection.

What temperature do I work best at? – Discuss what might be the optimum temperature for the enzymes in the human body. What happens if we get a fever? Why do parents worry when you get too hot? Contrast our body temperature with that of other organisms – include some fish, reptiles and invertebrates. Do all enzymes have the same optimum temperature?


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19. Enzymes in digestion

How are enzymes involved in the digestion of your food?

Name enzymes involved in digestion, & name the substrate & products of breakdown. Explain how hydrochloric acid and bile help enzymes in digestion.

A quick quiz – What we know about enzymes so far? Ask 10 questions on enzyme structure and factors affecting

their action.

Explain: The digestive enzymes are produced by specialised cells in glands and in the lining of the gut. The enzymes then come into contact with food molecules. They catalyse the breakdown of large molecules into smaller molecules.

Experiment: Breaking down hydrogen peroxide Equipment and materials required Manganese(IV) oxide, fresh liver, tiles and knives for cutting, test tubes, hydrogen peroxide solution, eye protection, some method of collecting the gas given off (syringes/inverted test tubes, rulers if height of froth to be measured), water bath if liver is to be boiled and denatured.

Colouring exercise: The pH in the gut – Give the students unlabelled diagrams of the digestive system and ask them to label them and colour in the different regions according to the different pH conditions that exist in the gut. Support students by giving them the list of different pH conditions. Extend students by getting them to work out the different regions and to add the names of the major enzymes present in each region.


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20. Making use of enzymes

How are enzymes used in the food industry?

Describe the role of enzymes in the home and industry.

Show an advert of a Dishwasher detergent and brain storm if students could relate it to the use of enzymes.

Explain uses of enzymes and give examples: In the home:

• biological detergents may contain protein-digesting and fat-digesting enzymes (proteases and lipases) • biological detergents are more effective at low temperatures than other types of detergents. In industry: • proteases are used to ‘pre-digest’ the protein in some baby food. • carbohydrases are used to convert starch into sugar syrup • isomerase is used to convert glucose syrup into fructose syrup, which is much sweeter and therefore can be used in smaller quantities in slimming foods.

Discuss: Some microorganisms produce enzymes that pass out of the cells. These enzymes have many uses in the home and in industry. Make a booklet or design an advert for a product.

Will it come out in the wash? – Get students to suggest stains they might get on their clothes and build up a list. Add a few of your own suggestions (such as tar, ballpoint pen, etc.). Then ask which ones will come out if the clothes are washed with a biological detergent. Support students by making the list fairly simple and reminding them about the enzymes in the detergent. Extend students by including some more unusual examples (chilli sauce!) and get them to identify the class of enzyme that would get rid of the stain.


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21. High-tech enzymes

What are the advantages and disadvantages of using enzymes in industry?

Evaluate the role of enzymes in the home and industry.

A question of temperature – Some washing machine cycles can operate at temperatures as low as 30 °C. Ask: ‘Is this always a good thing?’ Draw up a balance sheet of advantages and disadvantages of the lowering of the temperature. Ask: ‘Do the advantages outweigh the disadvantages? Would you wash your baby’s dirty clothes in a low temperature wash?’

Explain: That in industry, enzymes are used to bring about reactions at normal temperatures and pressures that would otherwise require expensive, energy-demanding equipment. However, most enzymes are denatured at high temperatures and many are costly to produce.

Experiment: Use agar plates containing starch, milk and mayonnaise (or salad cream or egg yolk) to demonstrate the activity of enzymes in biological detergents (see ‘Practical support’). This activity can be used to compare different biological washing powders or liquids (the advantage of liquids is that volumes can be measured and dilutions made more easily). It can also be used to compare dishwasher detergents with clothes washing detergents and to discover whether the age of the detergent has any effect on its efficiency. Use a separate plate for each enzyme or detergent tested and the number of holes should correspond to the number of different temperatures tested. The plates should then be treated as above and the clear areas measured and recorded. A graph can then be plotted of temperature against area of clear zone.

Enzymes table - Give the students two minutes to write down as many advantages and disadvantages of using enzymes in commercial processes as they can. Gather together the suggestions and build up a table of advantages and disadvantages. Discuss how the disadvantages can be overcome.

B2.6 Aerobic and anaerobic respiration


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22. Aerobic respiration

What is aerobic respiration?

State where respiration takes place. Give the word equation for aerobic respiration. Describe what the energy released is used for in plants and animals.

Turning limewater cloudy – ‘How long does it take? What is happening?’ Go over the reaction and introduce respiration.

Discuss: The chemical reactions inside cells are controlled by enzymes. During aerobic respiration (respiration that uses oxygen) chemical reactions occur that:

• use glucose (a sugar) and oxygen • release energy.

Aerobic respiration is summarised by the equation: glucose + oxygen → carbon dioxide + water (+ energy)

Explain: Aerobic respiration takes place continuously in both plants and animals. Most of the reactions in aerobic respiration take place inside mitochondria.

Experiment: Turning limewater cloudy. Equipment and materials required Limewater, soda lime in U-tube, small mammals in a bell jar, potted plant, earthworms, maggots or woodlice, black paper, tubing, air pump, 2 boiling tubes, bungs, delivery tubes, boiling tube rack, eye protection.


Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson.

23. The effect of exercise on the body

How does your body respond changes in oxygen demands during exercise?

Explain changes that take place to the heart rate & breathing rate during respiration.

Cardiac muscle contraction – Show an MPEG file or a video clip of contracting heart muscle. Discuss what the energy source for this movement will be and the reaction involved. Support students by prompting and extend students by asking how the energy source gets to the muscle and what happens to the waste products.

Discuss: Energy that is released during respiration is used by the organism. The energy may be used:

to build larger molecules from smaller ones

in animals, to enable muscles to contract

in mammals and birds, to maintain a steady body temperature in colder surroundings

in plants, to build up sugars, nitrates and other nutrients into amino acids which are then built up into proteins.

Explain: During exercise a number of changes take place: • the heart rate increases • the rate and depth of breathing increases. These changes increase the blood flow to the muscles and so increase the supply of sugar and oxygen and increase the rate of carbon dioxide removal. Muscles store glucose as glycogen, which can then be converted back to glucose for use during exercise.

Experiment: Measuring pulse rate before and after exercise. Interpret the data relating to the effects of exercise on the human body.

What do I need energy for? – Ask students to write down as many uses for the energy released by respiration that they can think of. Build up a list on the board. Support students by providing prompts once they have completed their initial list. Extend students by ensuring their lists include references to cell activities and animals other than humans.


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24. Anaerobic respiration

How do muscles use anaerobic respiration to obtain energy?

Describe what anaerobic respiration is and why it happens. Compare anaerobic and aerobic respiration in terms of the energy released Explain what ‘oxygen debt’ means Explain why muscles become fatigued after long periods of exercise

Sprinting! – Show a video of a 100 m sprint (from the Olympics or the World Championships), where the athletes are shown immediately before and afterwards. Get students to observe the behaviour of the athletes. Comment on breathing, whether they collapse, etc. Support students by asking questions such as: ‘Are they breathing deeply? Can they talk?’ Extend students by getting them to make their observations without prompting and expecting more detailed comments and reasons.

Discuss: If muscles are subjected to long periods of vigorous activity they become fatigued, i.e. they stop contracting efficiently. One cause of muscle fatigue is the build-up of lactic acid in the muscles. Blood flowing through the muscles removes the lactic acid.

If insufficient oxygen is reaching the muscles they use anaerobic respiration to obtain energy. Anaerobic respiration is the incomplete breakdown of glucose and produces lactic acid. As the breakdown of glucose is incomplete, much less energy is released than during aerobic respiration. Anaerobic respiration results in an oxygen debt that has to be repaid in order to oxidise lactic acid to carbon dioxide and water.

The long distance runner – Show video footage of a long-distance race, at the beginning, during and at the end. Students to observe the behaviour of the athletes and compare with the sprint shown as a starter. Ask: ‘Do the athletes seem so out of breath? Or are they breathing as deeply?’ Discuss why there are differences in behaviour.

25. B2 Test 2

What grade am I working at?

Complete end of unit test Peer-assess homework as revision activity

Conduct test

Pupils complete test

Self-marking. Pupils are given a question to answer about the work covered. They are then given the answers and mark themselves.

B2.7 – Cell division and inheritance


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26. Cell division and growth

What is cell differentiation and how does is it differ in animals and plants?

Describe where, why and how mitosis takes place.

Matching exercise – Give each student pieces of paper with ‘cell’, ‘nucleus’, ‘chromosome’, ‘gene’ and ‘DNA’ on them, plus definitions all muddled up. They have to join them correctly.

Introduce students to the names of the stages of mitosis Explain that- When a body cell divides by mitosis: • copies of the genetic material are made • then the cell divides once to form two genetically identical cells. Mitosis occurs during growth or to produce replacement cells. Most types of animal cells differentiate at an early stage whereas many plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement.

Pupils should describe: - that cells which divide to form gametes undergo meiosis - that gametes have a single set of genetic information, whereas body cells have two sets - fertilisation results in the formation of a cell with new pairs of chromosomes, so sexual reproduction gives rise to variation


Mitosis dominoes – In groups of four, play a dominoes-style game showing the stages of mitosis and a general description. No details, i.e. named stages, are required.


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27. Cell division in sexual reproduction

How does sexual reproduction give rise to variation?

Describe where and why meiosis takes place. Describe the process of meiosis. Describe what happens during fertilisation.

Naming the sex cells – Give the students an empty grid to stick in their books. They are to complete this with the names of the sex cells from animals and plants. Students could be supported by prompting or by providing a list which they can sort out into animals and plants. Students could be extended by getting them to find out and use the correct spellings i.e. ‘spermatozoa’ etc. and discussing where in animals and plants the sex cells are

Explain that - Body cells have two sets of chromosomes; sex cells (gametes) have only one set. The type of cell division in which a cell divides to form gametes is called meiosis. When a cell divides to form gametes: • copies of the genetic material are made • then the cell divides twice to form four gametes, each with a single set of chromosomes. When gametes join at fertilisation, a single body cell with new pairs of chromosomes is formed. A new individual then develops by this cell repeatedly dividing by mitosis.

Describe: The cells of the offspring produced by asexual reproduction are produced by mitosis from the parental cells. They contain the same alleles as the parents. Sexual reproduction gives rise to variation because, when gametes fuse, one of each pair of alleles comes from each parent.

True or false? – Present students with statements about mitosis and meiosis. They are to write ‘True’ or ‘False’ on mini whiteboards. OR Mitosis or meiosis? – Ask students to draw up a table of differences between mitosis and meiosis. Support students by giving them a list of simple statements about the two processes which they place in the correct column. Extend students by encouraging them to put as much detail as they can into their tables.

28. Stem Cells What is special about stem cells?

Describe what stem cells are. Evaluate the use of stem cells in research and medicine. Explain how sexual reproduction leads to genetic variation.

Stem cells salamander style – Search the internet for a clip called ‘Building Body Parts: Saving lives, salamander style’. Make notes on the points covered in the clip and discuss with the class their opinions on the potential new technology.

Research Task- Present an argument concerning one of these two topics: 1. Use of stem cells from embryos in medical research. 2. The use of embryo screening to identify deformities

Discuss and Debate: Can you justify embryonic stem cell research?



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29. From Mendel to DNA

How DNA fingerprinting is used to identify individuals?

Define the terms gene, allele, chromosome and DNA. Describe what genetic fingerprinting could be used for.

How did Mendel start? – Give the students a collection of dried peas to sort out into groups. Include smooth and wrinkled skins, yellow and green if possible. Ask them to predict what would happen if the peas were planted. Would you get peas identical to the ones you planted? Discuss. If students are interested, they could plant the peas and await the results.

Explain: In body cells the chromosomes are normally found in pairs. Body cells divide by mitosis. The chromosomes contain the genetic information. A gene is a small section of DNA.

State the sex chromosomes in males and in females. Explain the link between genes, amino acids and proteins. Describe what genetic fingerprinting could be used for. Describe what polydactyl is. Draw and interpret genetic diagrams for the inheritance of polydactyly.

Press conference – Select a student who is prepared to be Mendel. Other students are to interview him about his work and why he did not get recognition at the time. The student can choose other members of the class to represent workers who followed up his discoveries. Differentiation by outcome: support level students will ask simpler questions and may need prompting. Students can be extended by asking ‘Mendel’ questions about what he thought the benefits of his work might be.


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30. Inheritance in action

How do we predict what a child might inherit?

Describe what polydactyl is. Draw and interpret genetic diagrams for the inheritance of polydactyly.

Can you? – Ask some of these: ‘Can you roll your tongue? Can you taste quinine (the bitter tasting anti-malaria chemical present in Indian tonic water)? Do you have dimples? Do you have dangly ear lobes? Do you have straight thumbs or bendy thumbs?’ Discuss some of these characteristics. Build up a list of positive and negatives on the board. Are there any discernible trends?


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31. Inherited conditions in humans

How can we use genetic diagram to predict whether a child will inherit a genetic disorder?

Describe what cystic fibrosis is. [HT only] Draw and interpret genetic diagrams for the inheritance of cystic fibrosis. Construct genetic diagrams using heterozygous, homozygous, genotype, and phenotype. Evaluate embryo screening

Show a video on cystic fibrosis and

Some characteristics are controlled by a single gene. Each gene may have different forms called alleles. An allele that controls the development of a characteristic when it is present on only one of the chromosomes is a dominant allele. An allele that controls the development of characteristics only if the dominant allele is not present is a recessive allele. Interpret genetic diagrams, including family trees.

Sexual reproduction gives rise to variation because, when gametes fuse, one of each pair of alleles comes from each parent. In human body cells, one of the 23 pairs of chromosomes carries the genes that determine sex. In females the sex chromosomes are the same (XX); in males the sex chromosomes are different (XY). Construct genetic diagrams of monohybrid crosses and predict the outcomes of monohybrid crosses and be able to use the terms homozygous, heterozygous, phenotype and genotype. Predict and/or explain the outcome of crosses between individuals for each possible combination of dominant and recessive alleles of the same gene.

B2.8 – Speciation

32. The origins of life on earth

What can we learn from fossils?

Describe how fossils are formed.

Brain storm: What is the evidence for the origins of life on earth?




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33. Exploring the fossil evidence

How much have organisms changed over time?

Explain why some organisms did not leave fossils behind. Explain how fossils can be used to help us find out about changes to organisms.

34. More about extinction

How does environmental change over long time scales affect the living organisms?

State factors that can cause extinction.

35. Isolation and the evolution of new species

How do new species arise?

Describe the process of speciation.

36. B2 Test 3 What grade am I working at?

Complete end of unit test Peer-assess homework as revision activity

Conduct test

Pupils complete test

Peer-marking. Pupils are given a question to answer about the work covered. They are then given the answers and mark other’s papers.

schemes of work biology 2 sow - stratford...

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