unit 1 cells and cell - mrsgreenbiology web viewunit 1 cells and cell processes. ... push the...

Unit 1 Cells and Cell ProcessesWhat you need to be able to do:

1.1 Characteristics of living organisms

● List and describe the characteristics of living organisms

● Define nutrition, excretion, respiration, sensitivity, growth, reproduction and movement

1.2 Classification systems● Define and describe the binomial system of naming species

● List the main features of the following vertebrate groups - bony fish, amphibians, reptiles, birds and mammals

● Know of other classification systems, e.g.cladistics● List the main features used in the classification of viruses, bacteria and fungi

1.3 Adaptations of organisms● List the main features used in the classification of flowering plants

(monocotyledons/dicotyledons), arthropods (insects/crustaceans/arachnids/myriapods), annelids, nematodes and molluscs

1.4 Simple Keys● Use simple dichotomous keys based on easily identifiable features

1.5 Cell Structure and Organisation● 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 the animal cell to their functions

1.6 Level of Organisation● Relate the structure of the following to their functions - ciliated cells, root hair cells, xylem

vessels, muscle cells, red blood cells

● Define: tissue, organ and organ system

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1.7 Size of Specimens● Calculate the magnification and size of biological specimens using millimetres as units

1.8 Diffusion● Define diffusion

● Describe the importance of diffusion in gases and of water as a solvent

1.9 Active Transport● Define active transport● Discuss the importance of active transport, e.g. ion uptake by root hair cells and

the uptake of glucose by epithelial cells of villi

1.10 Osmosis● Define osmosis

● Describe the importance of osmosis in the uptake of water by plants and its effects on plant and animal tissues

● Describe and explain the importance of a water potential gradient in the uptake of water by plants

NB: Statements in bold are supplementary only

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1.1 Characteristics of Living OrganismsMatch the pictures and definitions to the correct life process.

MovementThe ability to detect or sense changes

in the environment (stimuli) and to make responses

RespirationThe processes that make more of the

same kind of organism

SensitivityAn action by an organism or part of an organism causing a change of position

or place

GrowthThe taking in of organic substances for growth and tissue repair, absorbing and

assimilating them

ReproductionRemoval of toxic materials, the waste

products of metabolism and substances in excess of requirements

ExcretionThe chemical reactions that break

down nutrient molecules in living cells to release energy

NutritionA permanent increase in size and dry mass by an increase in cell number or

cell size or both

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The Living Things Crossword

1. The process by which all living things obtain food.2. A waste product made by the kidneys.3. The process of releasing energy from food.4. Animals usually have to do this to find mates and food.5. The gas needed to help organisms respire.6. Living organisms show this when they respond to changes in the environment.7. Animals need to eat this but plants can make their own.8. If an organism does not show the 7 life processes it will be …………..9. All organisms must do this if they are to pass on their genes onto the next generation.10. These organisms use the process of photosynthesis to convert sunlight energy into food energy.11. Removal of waste products that the organism has made e.g. carbon dioxide.12. This must be released from food so organisms can grow, move and keep warm.13. Increasing in mass and complexity.14. If something shows all 7 life processes it means it is …………….

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1.2 Classification Systems

During the 16th and 17th centuries there were many voyages of discovery with thousands of new plants and animals being discovered every day. Scientists started realising that they needed a way of organising the new organisms they found. A Swedish naturalist, Carolus Linnaeus (1707 - 1778), created the natural binominal system. The binomial system is a classification system - a way of putting animals into groups according to their characteristics.

What does binomial mean?

Write down the rules for naming organisms as you watch this video:http://www.youtube.com/watch?v=rLnvyRUg11I&feature=relmfu

Rules for naming organisms

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2

3

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Describe some other ways that scientist classify living things:

Give an example to show how the classification system works:

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Look at the diagram showing the classification of a grizzly bear.

How do the organisms in each level change as we go down the taxonomic hierarchy (from kingdom to species)?

Write your own mnemonic to help you remember the order.

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Try past paper question 1.

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Key Features of Kingdoms

There is still much argument amongst scientists about how many kingdoms actually exist!In the UK (and therefore for your exam!) they use a 5 kingdom classification system - Animalia, Plantae, Fungi, Protoctista and Prokaryota (Bacteria). In the US, scientist split the Bacteria kingdom in two - Bacteria and Archaea - making 6 kingdoms all together. Luckily, you don’t need to worry too much about this as you only need to know about 4 of them - Animals, Plants, Fungi and Bacteria.

Use pages 8 and 9 of your textbook to complete the table below:

Kingdom Key features

Bacteria

Fungi

Plants

Animals

Viruses

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Why are viruses not included in the 5 kingdom classification system?

Use page 11 to label and annotate these diagrams of viruses:

Features of viruses:

Examples of viruses:

Watch this video:http://www.youtube.com/watch?v=Rpj0emEGShQ

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Now use the space below to draw a storyboard to explain how viruses use human body cells to replicate:

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Fungi

Some people think that fungi are plants. Explain why they are wrong.

Use page 13 to draw and label a yeast cell.

How does yeast feed?

What is yeast used to make?

What is the binomial name for yeast?

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Use page 12 of your textbook to draw and label pin mould fungus:

Where might you see this fungus?

How does it feed?

What is the name for organisms that feed this way?


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Bacteria

A microbe is an organism that cannot be seen clearly, if at all, with the naked eye. Go to www.cellsalive.com/howbig.htm to compare the size of viruses, bacteria and human cells.

What makes bacteria different from the other 3 kingdoms?

How do bacteria reproduce?

Examples of bacteria:

Use page 10 to draw and label a typical bacteria in the space below:

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Try past paper question 3.Bacteria can be classified according to their shape. 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).

Draw a picture of what you think Vibrio looks like:

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Animal KingdomVertebrate groups

Watch BrainPops “Vertebrates”

What phylum are the vertebrates in?

Complete the table showing the main features of each vertebrate group:

Group Key features Examples

Mammals

Birds

Reptiles

Amphibians

Fish

Watch BrainPop “Fish and Gills”

Fish Dissection

Background InformationFish are the largest group of vertebrates found in fresh and saltwater. In fact, over 25,000 species of fish comprise about 50% of the vertebrate population. Part of the reason for the

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large numbers of fish is due to how well adapted they are to life in an aquatic environment. In this laboratory you will observe the internal and external structures of a perch, a typical bony fish. You will see how its structures make it ideally suited to living in an aquatic environment.

ProblemHow are the structures of the fish adapted to life in the water?

Materials (per group)One fishOne dissecting kit including forceps, scissors, scalpel and mounted needles/probesDissecting panHand lens

Part A: Observing the Fish’s External Anatomy1. Ensure each group member is wearing a lab coat, goggles and gloves. 2. Place the fish in the dissecting pan.3. Locate all of the external features in Figure 1 (below) on your specimen.

Figure 1

4. Open and close the perch’s mouth to observe the action of the mandible and maxilla. Examine the teeth. Note the appearance of the teeth and the direction that the teeth point.5. Place your probe in the fish’s mouth and gently push it out from under the operculum. You should notice several gill arches, as shown in the enlarged circle in Figure 2. 6. Remove one gill arch by cutting its dorsal and ventral attachment. Place it in a small beaker of water and examine it with a hand lens. Look for the thin delicate structures called gill filaments. These filaments are filled with capillaries that carry blood from the heart.

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7. Locate the gill rakers on each gill arch. These projections separate the gill arches from each other and create spaces between each of the gill arches. Notice how the gill rakers project inside the fish’s mouth.

Figure 2

Part B: Observing the Fish’s Internal Anatomy1. Figure 3 shows the incisions (cuts) to be made for viewing the internal structures of the perch.Be careful not to cut too deeply, you might destroy some of the internal organs. 2. Use your scissors and make the incision toward the head, as shown in the diagram. 3. Incision 2 should begin on the ventral surface just forward of the anus. When you reach the gills, cut upward behind the gills. This will complete incision 3. 4. Lastly, finish this process by making incision 4 as shown in Figure 3. Very carefully, lift away the cut section of the body wall. Use your scissors to remove any membranes that stick to the body wall. If the body organs are covered with fat, you may use a forceps to remove this material.5. Use Figure 4 to identify the internal organs of the fish.

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Figure 3

Figure 4

Digestive SystemFind the tan-colored liver with the gall bladder attached to it.Cut the liver free from the body to expose the oesophagus and stomach. Trace the route a piece of food would travel as it passes through the fish’s digestive system. Find the mouth, pharynx, oesophagus, pyloric caeca (small sacs), stomach, intestine, and anus. To help you see the other organs, remove the entire digestive canal by cutting it free at the anus and at the mouth.

Reproductive System Determine if your fish is a male or female by locating either a pair of testes, small, pale yellow masses on the ventral side or a single, large, yellow ovary filled with eggs. The testes and

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ovaries are connected by tubes to the urogenital opening found behind the anus.Check around the classroom with other groups to ensure you observe both a male and a female fish.

Respiratory and Excretory SystemsLocate and remove the bright white, gas-filled swim bladder in the dorsal (top) portion of the fish. On the dorsal wall of the body cavity locate the kidneys. The kidneys are connected by tubes to a bladder from which wastes pass out of the body through the urogenital opening.

Circulatory SystemCut through the fish’s body wall anterior to where the liver was located. Doing this exposes a cavity where the heart is suspended. Find the one thin-walled atrium and the one thicker-walled muscular ventricle. You may be able to locate the one enlarged vein (sinus venosus) where blood enters the heart and the one enlarged artery (bulbus arteriosus) where the blood leaves the heart. The blood leaving the heart goes to the gills where it flows through capillaries in the gills and then throughout the body in various veins and capillaries and arteries and finally returns to the heart to be pumped throughout the body again

Describe the shape of the fish. What adaptations does it show to life in the water?

The fish has three main fins - pectoral, caudal and dorsal. How does each of these fins help the fish to move through the water?

Describe the scales of the fish. Which direction do they face and why is this important?

The fish has an endoskeleton (internal skeleton) - what advantage does this give the fish?

What do you think is the function of the swim bladder?

Describe how the heart of the fish is different from our own.

Draw the external features of your fish here. Label the major features.

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Try this past paper question 4.The picture below shows a 5 year old cod.

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What can you remember about the other vertebrate groups? Try past paper question 4.

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1.3 Adaptations of OrganismsInvertebrate GroupsGo to http://ngm.nationalgeographic.com/2011/01/seven-billion/biodiversity-game and play the Biodiversity Game

How many of the Earth’s animals are invertebrates?

Watch BrainPop “Invertebrates”

The only invertebrates you need to be able to remember are:· Annelids (e.g. earthworms)· Molluscs (e.g. snails, leeches and octopus)· Nematodes (un-segmented worms)· Arthropods (e.g. crabs, spiders, insects and millipedes)

In Paper 6 it’s likely that you will have to draw a biological specimen and name its characteristic parts. Use p.16 to help you prepare for this make notes about and label the following phyla:

Annelids Features:

Examples:

Molluscs

Features:

Examples:

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Nematodes

Examples:

Features:


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Arthropods

What does the word arthropod mean?

What are the three features shared by all the arthropod groups?

Use your text book to complete the table below:

Class Arachnids Crustacea Insects Myriapods

Number of legs

Number of body parts

Number of antennae

Other features

Examples

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Arachnids

Crustacea

Myriapods

Insects


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[5]

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Plants

Watch BrainPop “Seed Plants” Look at the examples of monocotyledonous and dicotyledonous plants

Use the picture clue to help you complete the table to show the differences between the two.Remember to give some examples!

Monocotyledonous Plants Dicotyledonous Plants

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1.4 Simple Keys

What does the word dichotomous mean?

Work through the keys on pages 18 - 21 in your textbook to make sure you understand keys.

Go to: http://www.district158.org/sdelorenzo/Biology/Foundations/making_a_dichotomous_key.htm

To sort the beetles into groups1. Look at the drawings of the beetles.2. Choose ONE observable characteristic and sort the beetles into two groups based on

whether they have the characteristic or not.3. Record the chosen characteristic and write the numbers of the beetles under either

Group 1 or Group 2 on your diagram.4. Select another characteristic of each subgroup, and repeat step 3.5. Repeat this process until you have only one beetle in each group.6. Once the diagram is complete, use it to create a dichotomous key for the beetles.

To make the key1. Create a series of numbered steps with the first step showing the first characteristic you

used.2. At each step, offer two choices for classifying the beetle based on a single characteristic.3. e.g. you may have used the characteristic “antennae longer than front legs” as your first

dividing characteristic.4. The first numbered step in your key would be:

(1a) antennae longer than front legs................Go to 2(1b) antennae not longer than front legs...........Go to 3

Use the space on the next two pages to design your key:

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1.5 Cell Structure and Organisation

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Watch BrainPop “Microscopes”Label the light microscope:

See what you can remember about cells. Go to:http://www.kscience.co.uk/animations/animal_cell.htmandhttp://www.kscience.co.uk/animations/plant_cell.htm

Watch BrainPop “Cells and Cell Structures”

Draw and label a typical animal cell and a typical plant cell in the space below:

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Complete the table:

Structure Description A, P or both?

chemical reactions take place here, controlled by enzymes

aerobic respiration occurs here to release energy

contains genetic material which controls the activities of the cell

contains cell sap to keep the cell turgid

strengthens the cell and provides support

contain chlorophyll which absorbs light energy for photosynthesis

partially permeable, controls what comes in and out of the cell

Looking at cells under the microscope

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Follow your teacher’s instructions or watch the video to see how to prepare temporary slides of animal and plant cells.

Draw and label what you see in the space below. Make sure you follow the rules for biological drawings!

This is a good revision video for cells: http://www.youtube.com/watch?v=v2lHztS4sMU


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1.7 Size of Specimens

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Look at these two websites to gain an idea of how big cells are http://www.cellsalive.com/howbig.htmandhttp://scaleofuniverse.com/

When we view something under the microscope it is useful to know how much bigger it appears than in real life. The object has been magnified (made bigger). How much bigger it appears is called the magnification.

What is the formula for calculating the magnification of the microscope? Give an example.

The drawing you make of an object under a microscope is usually much larger than the object’s actual size. You need to indicate how much bigger.

There are three things involved in magnification calculations, these are:

-

-

-

What is the formula for calculating the size of your drawing?

Sometimes you can be asked to calculate the actual size of the object, so it can be useful to put

this formula into a

triangle.

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Make an onion skin slide and use a ruler to estimate the average length and width of the cells.Show your working here:


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1.6 Level of Organisation

Complete the Specialised Cells card sort.Watch BrainPop “Cell Specialisation”

Use the information to complete the table below:

Cell Plant or animal? Function Specialised structure

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Define these terms and give an example of each:

Tissue

Organ

Organ System

Draw a flow diagram to show the level of organisation starting with a nerve cell:

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Name the organ systems:

A

B

C

D

E

F

G

H

I

J

K

Play the game!http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?organs

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1.8 Diffusion

What substances need to go in and out of a cell and why?

A respiring animal cell

A photosynthesising plant cell

What controls what goes in and out of the cell?

What are the 3 ways that substances can move in and out of the cell?

Add one crystal of potassium permanganate to a beaker of hot water and a beaker of cold water.

Describe what happens.

Complete the definition:

Diffusion is...

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Watch the video http://www.youtube.com/watch?v=fhJ-ylTiplM and describe two important processes in humans that rely on diffusion.

What other factors affect the rate of diffusion?

Complete the table:

Factor Effect on rate Explanation

Short diffusion distance

Large particle size

Large surface area

Small concentration gradient

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1.10 Osmosis

Define these terms:

Solute

Solvent

Solution

What is water potential and how does it affect the movement of water?

Which side has a higher water potential?

Which way does the water move?

Osmosis is a special type of diffusion, it only involves water.

What needs to be present for osmosis to occur?


Osmosis is...

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Osmosis Potato Chip Experiment

Method1. Take 6 boiling tubes and a test tube rack

2. Label the tubes 100%, 80%, 60%, 40% , 20% and 0%.

3. Measure out 20 ml of each solution into the appropriate test tube.

4. Cut six equal sized pieces of potato, record the mass of each one and add to the tubes.

5. Seal each tube with a bung.

6. Label your test tube rack and leave on the bench.

7. Measure the mass of the potato chips next lesson.

Questions

1. Write a hypothesis (what you think will happen and why)

2. List the ways you have made it a fair test

3. What variables have you controlled?

4. What variable have you changed?

5. Why did we seal the tubes with a bung?

6. How could you make your results more reliable?

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ResultsConcentration

of sugar solution (%)

Mass at start (g)

Mass at end (g) Change in mass (g)

% change in mass

0

20

40

60

80

100

Conclusion

Describe and explain your results. Make sure you use the following words in your explanation - osmosis, water potential, water particles

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The significance of Osmosis in Plants and Animals

Look at this animation http://www.kscience.co.uk/animations/turgor.htm

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Try this experiment:

Taken from www.practicalbiology.org

Describe what happens. Can you explain why?

Osmosis in Plants

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___________ _________ cells take up water from the soil by the process of ______________

The water then travels up the rest of the plant through the ______________ to the

________________where photosynthesis takes place.

Water going into the plant cells makes them ____________________up.

Plant cell walls made of __________________ stop the cells from _________________after

they have swollen up with water.

If there is plenty of water the cells are ___________ = firm and full.

Water has moved into the ________________ which pushes against the sides of the cell. We

say that the cells have turgor pressure. The plant will stand ____________________.

If there isn’t enough water, the cells will go flaccid = _________________________

Water has moved ________ of the ____________ and the plant will __________.

We say that plasmolysis has occurred or that the cell is _____________________.

This is when the _____________________________ has moved away from the cell wall.

A plant cell is placed in the following solutions:

a) one that is the same concentration as the cytoplasm

b) one that is more dilute

c) one that is more concentrated

Draw diagrams to predict what will happen. Add arrows to show water movement.

Osmosis in Animals

Animal cells have no _________ ____________ to stop them from __________________

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What do you think happens when an animal cell is placed in same three solutions? Draw diagrams of your predictions.

Use the idea of water potential to predict and explain what happens to these visking osmometers:

1.9 Active Transport


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Active transport is...

Use the diagrams below to explain the significance of active transport in plants and animals.

Watch BrainPop “Active Transport”

Look at this animation

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http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/homeostasis/importancerev6.shtml

Now produce a diagram to explain how active transport works.


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1.11 Enzymes

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Carry out this experiment:

ResultsComplete the table:

Contents of Tube Observations Explanation

Complete the definitions:

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A catalyst...

Enzymes...

Watch the Enzymes video http://www.youtube.com/watch?v=0XjyAkeQJag and make your own notes

Now complete the paragraph below by adding the missing words:

Enzymes are_________ ____________.

They speed up chemical reactions in _________ things. Each enzyme catalyses one reaction,

we say they are ____________.

e.g. protease breaks down ___________ and ________ breaks down lipids (fats and oils).

Their names end in "______".

The enzymes are not _________ ______ but can be used many times to catalyse the same

reaction.

The substance that the enzyme breaks down is called the __________. The substance that is

made is called the ________. They work by the ________ ____ _____mechanism.

Enzymes are affected by _____ and _____________. Enzymes have an _______________ pH

and temperature at which they work best. At low temperatures enzyme work ________ but at

high temperatures they may become ______________.

Factors Affecting Enzyme Activity

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Open up the link: http://www.kscience.co.uk/animations/anim_2.htmThe last animation is a virtual experiment that lets you manipulate different variables and see their effect on the enzyme.

Effect of changing enzyme concentrationChoose 1 enzyme and 20 substrates. Leave all other settings the same.Let the animation run for 30 seconds and then record the number of product molecules formed.Repeat the experiment but change the number of enzymes.

Number of enzyme molecules Number of product molecules formed in 30s

1

What is the effect of increasing the concentration of enzymes?

Can you explain why this happens? Effect of changing substrate concentrationChoose 1 enzyme and 20 substrate molecules. Leave all other settings the same.Let the animation run for 30 seconds and then record the number of product molecules formed.Repeat the experiment but change the number of substrate molecules.

Number of substrate molecules Number of product molecules formed in 30s

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What is the effect of changing the substrate concentration?

Can you explain why?

Effect of changing temperatureChoose one enzyme and 20 substrate molecules.

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Set the temperature to 5 degrees and leave the other settings the same.Let the animation run for 30 seconds and then record the number of product molecules formed.Repeat the experiment but increase the temperature.

Temperature /0C Number of product molecules formed in 30s

5

What is the effect of changing temperature on this enzyme?


Effect of changing pHChoose one enzyme and 20 substrate molecules.Set the temperature to 25 degrees and leave the other settings the same.Set the pH to 1Let the animation run for 30 seconds and then record the number of products molecules formed.Repeat the experiment but increase the pH.

pH of experiment Number of product molecules formed in 30s

1

4

7

11

14

.What is the effect of pH on this enzyme?


Describe and explain the shape of these graphs:

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Experiments involving Enzymes

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© Nuffield Foundation / Biosciences Federation 2008 • Downloaded from Practicalbiology.org

Investigating the effect of pH on amylase activityThis practical allows you to:

· discover how pH affects the rate of an enzyme controlled reaction· evaluate the experimental procedure

Procedure Wear eye protection when handling the iodine solution.

a Place single drops of iodine solution in rows on the tile.b Label a test tube with the pH to be tested.c Use the syringe to place 2 cm3 of amylase into the test tube.d Add 1 cm3 of buffer solution to the test tube using a syringe.e Use another syringe to add 2 cm3 of starch to the amylase/ buffer solution. Start the stop clock and leave it on throughout the test. Mix using a plastic pipette.f After 10 seconds, use the plastic pipette to place one drop of the mixture on the first drop of iodine. The iodine solution should turn blue-black. Squirt the rest of the solution in the pipette back into the test tube.g Wait another 10 seconds. Then remove a second drop of the mixture to add to the next drop of iodine.h Repeat step g until the iodine solution and the amylase/ buffer/ starch mixture remain orange.i You could prepare a control drop for comparison with the test drops. What should this contain?j Count up how many iodine drops you have used, each one equals 10 seconds of reaction time.k Repeat the whole procedure with another of the pH buffers or pool your results with others in your class.l Collect repeat data if there is time.m Plot a graph of time taken for starch to break down against pH.ORCalculate the rate of the reaction by calculating 1 ÷ time. Plot rate of reaction against pH.

Results

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Graph

QuestionsIt is important to add the buffer to the enzyme before adding the starch. Why is this?

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How does a control help you with the colour comparison?

Are there any anomalies or inconsistencies in your results?

Do you think your results are reliable? How would repeating the investigation help you to check the reliability?

Describe your graph. What is the effect of pH on the enzyme controlled reaction?

Explain how pH affects enzyme reactions.

How could you improve this investigation?

Investigating the effect of changing concentration on catalase activityThis practical allows you to

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-investigate the effect of substrate concentration on the activity of catalase-evaluate a practical protocol

ProcedureWear eye protection and protect clothing from hydrogen peroxide. Rinse splashes of peroxide and pureed potato off the skin as quickly as possible.

a Use the large syringe to measure 20 cm3 pureed potato into the conical flask.b Put the bung securely in the flask – twist and push carefully.c Half-fill the trough, bowl or sink with water.d Fill the 50 cm3 measuring cylinder with water. Invert it over the trough of water, with the open end under the surface of the water in the bowl and with the end of the rubber tubing in the measuring cylinder. Clamp in place.e Measure 2 cm3 of hydrogen peroxide into the 2 cm3 syringe. Put the syringe in place in the bung of the flask but do not push the plunger straight away.f Check the rubber tube is safely in the measuring cylinder. Push the plunger on the syringe and immediately start the stop clock.g After 30 seconds, note the volume of oxygen in the measuring cylinder in a suitable table of results.h Empty and rinse the conical flask and measure another 20 cm3 pureed potato into it. Reassemble the apparatus, refill the measuring cylinder, and repeat from d to g with another concentration of hydrogen peroxide. Use a 100 cm3 measuring cylinder for concentrations of hydrogen peroxide over 20 vol.i Calculate the rate of oxygen production in cm3/ s.j Plot a graph of rate of oxygen production against concentration of hydrogen peroxide.

Results

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Graph

QuestionsApart from oxygen, what product is made when hydrogen peroxide breaks down?

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Identify any anomalies or inconsistencies in your results.

Describe the shape of the graph.

Explain the shape of the graph in relevant biological terms.

Describe any technical difficulties you had with this apparatus and explain how these could be overcome.

Describe how you would extend this investigation to provide more evidence/ data to support your understanding of enzyme-controlled reactions.

The Importance of Enzymes

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Draw a diagram to show why enzymes are important in seed germination:

Complete the table:

Make a list of advantages and disadvantages of using enzymes in industry:

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Useful enzymes can be extracted from plants and animals, but most are obtained from microbes, especially fungi and bacteria.

Write a few sentences to explain the advantages of using microbes to obtain enzymes.

Complete the paragraph

As well as _____________ other useful products can be made by microbes. One of these

products is _______________. Penicillin is an _____________ which is used to kill bacteria.

Penicillin is made by the mould __________________ which is grown in a special piece of

apparatus called a _________________. In this apparatus conditions such as ______ and

___________________ need to be carefully controlled in order to provide _______________

conditions for the enzymes of penicillium mould.

Label the fermenter and write a sentence to explain why each of these labelled items is

necessary:

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