Download Digestion of starch - Pearson Schools and FE Colleges

Foundation/Higher
ACTIVITY 1.1
Digestion of starch
Student Sheets
Safety:
r use eye protection
3 Add a drop of iodine to the diastase/starch
mixture on the spotting tile and observe any
colour change.
r handle enzymes with care, minimise skin contact
4 Record what you observe.
r care with hot water
r iodine will stain skin and clothing
5 Repeat the procedure using diastase that has
been kept at different temperatures.
AIM
As a food scientist, you are currently experimenting
with enzymes. The part of the laboratory near to
the Bunsen burner flame can become very warm.
You are concerned that the enzymes you are
working with may denature (be destroyed). It is
your task to determine the temperature at which
enzymes are denatured.
APPARATUS
6 Draw up a table of results.
QUESTIONS
Q1 What colour change takes place with iodine if
starch is present?
Q2 Is there a colour change with iodine if starch
is not present?
Q3 What will happen to the iodine if the starch
has been digested by the diastase?
thermometer
Q4 For what temperatures did you find that
starch is not digested?
water bath
Q5 Using the information below, explain what
happens when starch is digested?
starch molecule
25
iodine
100°C
ON
glucose
molecule
enzyme
glucose
molecule
I O DIN E
starch ⫹
diastase
Q6 Complete the sentences that follow using the
words below to fill in the gaps.
catalyst
denatured
glucose
spotting tile
slow
Starch is a large carbohydrate molecule made
from molecules of
WHAT TO DO
Before you start your experiment, 2 cm3 of diastase
will have been placed in test-tubes located in water
baths. The various water baths are set at different
temperatures.
3
1 Add 1 cm of starch to a test-tube containing
diastase and leave the diastase/starch mixture
in the water bath for 10 minutes.
2 Using a long teat pipette, take a sample of the
diastase/starch mixture and place 3 drops on
one of the dimples on the spotting tile.
1
q Heinemann Educational Publishers, 2001
enzyme
. Diastase is
that digests the starch,
an
breaking it down into small soluble sugar
molecules called glucose. Diastase acts as
a
, greatly speeding up the rate
of digestion without being used up in the
reaction. If the temperature is too low the
rate of the reaction will be very
If the temperature is above 608C, the enzyme
diastase is
not be digested.
and the starch will
.
Foundation/Higher
ACTIVITY 1.2
Digestion of starch
Student Sheets
PROCEDURE
Safety:
r use eye protection
r care with hot water
r handle enzymes with care, minimise skin contact
r iodine will stain skin and clothing
Before you start your experiment, 2 cm3 of diastase
will have been placed in test-tubes located in
water baths. The various water baths are set at
different temperatures.
1 Add 1 cm3 of starch to the test-tube containing
diastase and leave the diastase/starch mixture
in the water bath for 10 minutes.
AIM
2 Using a long teat pipette, take a sample of the
diastase/starch mixture and place 3 drops on
one of the dimples on the spotting tile.
3 Add a drop of iodine to the diastase/starch
mixture and observe the colour change.
4 Repeat steps 2 and 3 after a further 5 and
10 minutes.
5 Record what you observe.
As a food scientist, you are currently
experimenting with enzymes. The part of the
laboratory near to the Bunsen burner flame can
become very warm. You are concerned that the
enzymes you are working with may denature (be
destroyed). It is your task to determine the
temperature at which enzymes are denatured.
APPARATUS
6 Repeat the procedure using diastase that has
been kept at different temperatures.
7 Draw up a table of results.
WHAT TO DO
1 Collect your apparatus.
2 Plan your experiment, including the following
aspects:
r your prediction ± use your scientific
thermometer
knowledge to explain the reasons for your
prediction
r fair test
r temperature ranges that you have available
r how you will ensure that your experiment is
safe.
water bath
3 Draw your results chart.
25
100°C
ON
4 Will you repeat any of your readings?
5 Analyse your results using your scientific
knowledge to explain your findings.
6 Now evaluate your experiment, including:
iodine
I O DIN E
r any further work that you could carry out to
provide additional evidence.
spotting tile
q Heinemann Educational Publishers, 2001
r any changes that you would make to
improve the experiment
starch ⫹
diastase
2
r reasons for any odd (anomalous) results
Foundation/Higher
ACTIVITY 1.3
Digestive system
Student Sheets
AIM
To understand the role of the various parts of the digestive system.
WHAT TO DO
A group of pupils have designed a poster to illustrate the role of the
digestive system. Unfortunately, some of the labelling is incomplete
and some labels need locating in their correct positions. It is your task
to complete this work. Use the words below to fill in the gaps in the
labels. Then link the numbers on the diagram with the letters at the
beginning of each text label.
tongue
absorbed
amino acids
1
contract,
A The muscles in the
pushing the food along the oesophagus.
bloodstream
fatty acids
This is called
.
glycerol
lipases
4
oesophagus
5
pancreas
7
peristalsis
6
2
3
B In the small intestine digestion is completed:
● carbohydrates are digested to
by
carbohydrases
● proteins are digested to
by
● fats are digested to
and
by
.
protease
proteases
stomach
sugars
8
9
wall
C Carbohydrate digestion
begins here with the
production of amylase by
the salivary glands.
D
enzymes begin the
.
digestion of protein in the
E Bile, released along
the bile duct,
emulsifies fat into
droplets with a large
total surface area.
G The small intestine is where the products
F Bile is stored here.
of digestion are
gut
H The
releases three types of
enzyme along a duct into
the duodenum.
3
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J
into the
through the
.
Water is reabsorbed into the blood.
I
Hydrochloric acid is
released here, providing
acidic conditions for
protease enzymes.
K Bile is produced here.
Foundation/Higher
ACTIVITY 1.4
Digestion of a beef sandwich
Student Sheets
AIM
To understand the digestion of a beef sandwich.
WHAT TO DO
Study the information in the boxes below and place them in the correct
order to explain how the body digests a beef sandwich. As an example,
the activity has been started for the digestion of the carbohydrate in
bread.
BEEF SANDWICH
A BREAD
B MEAT & BUTTER
C MEAT & BREAD
D Carbohydrate
E Carbohydrase enzymes
produced by the salivary
glands in the mouth begin
the digestion of starch.
G Hydrochloric acid is released into
the stomach to provide acid
conditions for the enzymes.
F Protein
I
Bile produced by the liver
and stored in the gall bladder
is released into the small
intestine. The bile neutralises
the acid that was added to
the food in the stomach.
J
H Fat
K Protease enzymes from the
pancreas catalyse the
breakdown of protein.
Protein digestion begins in the acid
conditions found in the stomach.
L Carbohydrase enzymes produced by
the pancreas catalyse the breakdown
of carbohydrates into sugars.
N Protease enzymes produced by
the small intestine complete
the digestion of protein.
M Bile emulsifies fats (breaks large drops of fats into
smaller droplets). The smaller droplets have a larger
total surface area for the enzymes to act upon.
O The lipase enzymes catalyse the breakdown
of fats into fatty acids and glycerol.
Q Amino acids are produced.
P Carbohydrate digestion is completed in the
small intestine ± glucose and other simple
sugars are absorbed into the bloodstream.
S Amino acids are absorbed into the
bloodstream in the small intestine.
4
q Heinemann Educational Publishers, 2001
R Lipases produced by the pancreas and small
intestine complete the digestion of fat.
T Fatty acids and glycerol are
absorbed into the bloodstream.
Foundation/Higher
ACTIVITY 1.5
Respiration
Student Sheets
Safety:
QUESTIONS
Eye protection required.
Q1
AIM
At the end of the experiment, what had
happened to the temperature of the gas jar?
Q2
What happened to the limewater?
To determine the reactants and products of
respiration.
Q3
What caused the change in the limewater?
Q4
What change took place to the cobalt
chloride paper?
Q5
What caused the change in the cobalt
chloride paper?
Q6
What are the reactants in this experiment?
Q7
What are the products in this reaction?
Q8
Write out a word equation for this reaction.
Q9
In the human body this reaction takes place
very slowly. What name is given to this
reaction?
APPARATUS
gas jar
oxygen
burning glucose
PROCEDURE
1 Your teacher will ignite glucose powder on a
spoon using a Bunsen burner.
Q10 Where in the body does this reaction take
place?
Q11 How does the body utilise the energy
produced in this reaction?
Q12 Fill in the labels on the diagram below.
2 The ignited glucose will be plunged quickly
into a gas jar of oxygen.
3 Your teacher will request a student to touch
the outside of the gas jar.
4 Limewater will be poured into the gas jar once
the glucose has stopped burning.
5 Cobalt chloride paper will then be wiped on the
inside of the gas jar.
Q13 Complete the sentences that follow, using
the words below to fill in the gaps.
cells
energy
respiration
WHAT TO DO
Aerobic
As your teacher performs the experiment it is
your task to make observations, record your
responses and then answer the questions.
with
the
oxygen
warmth
water
takes place in all of
of the body. Glucose reacts
and
is
produced. Carbon dioxide and
are waste products of the reaction. The
energy is used by the body for movement,
for
and for helping in cell
growth and repair.
Q14 (H only) What are the structures inside the
cell called where this reaction takes place?
5
q Heinemann Educational Publishers, 2001
Higher
ACTIVITY 1.6
Cell structure and respiration
Student Sheets
AIM
CELL MEMBRANE
To study the role of mitochondria in cellular
respiration.
The cell membrane of cell only allows certain
substances to enter and leave the cell.
MITOCHONDRIA
QUESTIONS
When a biologist uses an electron microscope
rather than a light microscope to view a cell,
extremely small objects can be seen.
Q1 What reactants enter the mitochondria?
cell membrane
nucleus
Q2 What waste products are produced by the
mitochondria?
Q3 Write the word equation for this chemical
reaction.
Q4 What name is given to this chemical reaction?
mitochondrion
If a general animal cell is viewed, objects called
mitochondria can be seen in the cytoplasm of the
cell. The mitochondria are very important in the
production of energy. Oxygen and sugar react
inside the mitochondria to release energy.
mitochondrion
The middle section of a sperm cell contains large
numbers of mitochondria.
sperm cell
head
6
tail
middle
section
q Heinemann Educational Publishers, 2001
Q5 The number of mitochondria in a cell is an
indication of the energy production in that
cell. Why has the sperm cell such a large
number of mitochondria in the middle section
of its structure?
Q6 What other cells in the body would have large
numbers of mitochondria?
Q7 What substances pass into the cell through
the cell membrane?
Q8 What substances pass out through the cell
membrane?
Foundation/Higher
ACTIVITY 1.7
The journey of a red blood cell
AIM
To study the role of a red blood cell on its journey
around the body.
Student Sheets
E The red blood cell travels
in a thin-walled vessel
called a capillary.
WHAT TO DO
Trace the journey of a red blood cell around the
body. The journey starts as a red blood cell leaves
the leg muscles of a marathon runner as she runs
a race.
Link the numbers on the diagram with the letters
at the beginning of each text label. For example, 1
links to F and 13 links to J.
F A deoxygenated red blood cell.
G The blood passes into the right atrium.
H The blood is pumped at low pressure and
leaves the heart along the pulmonary artery.
I The blood enters the lungs.
J The blood passes along the pulmonary vein to
the heart.
air sac
alveolus
K Haemoglobin in the red blood cell combines
with oxygen to form oxyhaemoglobin.
11
lungs
10
13
12
6
9
L The blood travels
along a blood vessel
at high pressure.
15
7
5
8
14
16
heart
M The blood enters the heart.
N Oxygen from the air diffuses into the blood.
O The blood is pumped at high pressure along the
aorta.
4
17
3
1
leg muscles
2
A The journey back to the heart.
P The blood enters the left atrium and passes
through a valve into the left ventricle.
Q The blood enters a capillary network and releases
oxygen very close to individual muscle cells.
B The blood passes through a valve into the right
ventricle.
QUESTIONS
C The capillaries join
up to form a larger
blood vessel called
a vein.
Q2 Which blood vessels have weak walls and valves
to prevent the blood flowing backwards?
Q1 Which blood vessels have very thin walls so
that oxygen can diffuse into individual cells?
Q3 Which blood vessels have elastic walls that
keep the blood flowing smoothly?
D The blood travels along the vena cava.
7
q Heinemann Educational Publishers, 2001
Foundation
ACTIVITY 1.8
Heartbeat
Student Sheets
Safety:
QUESTIONS
r students excused from similar activities in PE
Q1 What is your resting pulse?
r do not over exercise
Q2 What is your maximum pulse rate?
When athletes train they monitor the recovery rate
of their heart when exercise is complete. Short
recovery times indicate a high level of fitness.
Q3 Once you have completed your period of
exercise, how long did it take for your pulse to
return to its normal resting rate?
AIM
Q4 Explain carefully why your pulse rate
increases when you exercise.
To record your heartbeat when resting and when
exercising and to monitor your recovery time.
Q5 Complete the sentences that follow, using the
words below to fill in the gaps.
lungs
APPARATUS
faster to deliver more
the
interface
blood to the
infrared
sensor
infrared sensor meter
WHAT TO DO
1 Turn on the infrared sensor meter.
2 Set the computer to a time interval of 1 s and
duration of 10 minutes.
3 Climb onto the exercise bike.
4 Clip the infrared sensor to your ear lobe.
5 Click on Record and wait 1 minute whilst
your resting pulse is monitored.
6 At the end of this minute begin to cycle for 2
minutes. Do not over exercise. It is important to
try to keep your head as still as possible so that
you obtain a steady record.
7 After 2 minutes stop cycling and wait until
your pulse returns to its resting level.
8 Stop the recording. Go to Data and Smooth
and smooth the data several times. Print your
graph.
8
q Heinemann Educational Publishers, 2001
oxygen
When you begin to exercise your heart beats
ear
graph
plot
muscles
to
in your legs. The flow of
increases so that
extra oxygen is delivered to your muscles.
Higher
ACTIVITY 1.9
Heartbeat
Student Sheets
This activity is an extension to Activity 1.8.
QUESTIONS
Q1 Complete the word equation for this oxidation
reaction.
400m
‡ glucose ! carbon dioxide
‡
‡
Q2 What is the name given to the reaction in
question 1?
During exercise your muscles need extra oxygen.
The oxygen combines with glucose in the muscle
cells and energy is produced. Carbon dioxide and
water are produced as waste products.
FINISH
Q3 If an athlete carries out a short sprint his
muscles may suffer from a shortage of oxygen.
What will the athlete begin to feel if he
continues to run?
Under conditions of oxygen shortage the muscles
may carry out anaerobic respiration. During the
sprint the athlete's muscles still require energy
but the heart is unable to meet these increased
demands for oxygen. The muscles begin to
produce energy without using oxygen. Lactic acid
is produced as a waste product.
Q4 Complete the word equation for anaerobic
respiration.
!
‡ a little energy
When the athlete continues to sprint he will suffer
from cramp and his muscles will stop working.
The body needs oxygen to break down the lactic
acid.
Q5 Why is the recovery time greatly extended
when the athlete is suffering from cramp?
Q6 What is the term used to describe the extra
oxygen needed by the muscle cells?
9
q Heinemann Educational Publishers, 2001
Foundation/Higher
ACTIVITY 1.10
Joe the lorry driver
TRUCK
STOP
CAFE
Student Sheets
He recently noticed pains in his chest and was
forced by his wife to visit his doctor.
Unfortunately, the doctor's report was very
serious. Following further investigation in hospital
Joe was told that he must stop smoking and begin
to exercise. Most disturbingly, he was shocked to
hear that he needed a heart bypass operation.
The hospital provided Joe with a leaflet explaining
the reasons for his present health situation, the
treatment he will undergo and new lifestyle he
must now follow.
Joe has been driving a lorry for 20 years. He enjoys
his job but it can be lonely. To ease the boredom Joe
developed the habit of chain-smoking, often
smoking 30 to 40 cigarettes everyday. His working
day begins very early and he looks forward to
stopping for his cooked breakfast of bacon, egg and
fried bread in a transport cafe.
WHAT TO DO
Use the information below and your own research
to produce a leaflet that could be used by Joe's
hospital consultant.
r
r Heart attacks are a major cause of death in
Great Britain.
r Fatty foods can eventually block one of the
r
r
r
r
r
10
coronary arteries that supply the heart muscles
with oxygen.
The reduced level of oxygen entering the blood
makes a person short of breath and means that
the heart must work harder to deliver oxygen
to the cells for respiration to take place.
Goblet cells in the lungs manufacture mucus.
The mucus traps dust and bacteria.
Microscopic hairs called cilia then waft the
mucus to the back of the throat where it is
swallowed! Acid in the stomach then destroys
the bacteria.
Harsh coughing damages the very thin walls of
the alveoli, reducing the total surface area of
the lungs. This then reduces the amount of
oxygen that can diffuse into the blood.
Smoke stops the cilia from working. Dust and
bacteria enter the lungs, causing both infection
and a cough.
Regular exercise, stopping smoking and
altering your diet so that you stop eating fatty
q Heinemann Educational Publishers, 2001
r
r
r
r
r
foods will reduce the possibility of a future
heart attack.
The blood returns along the pulmonary artery
to the heart. Once the blood has passed
through the left atrium and ventricle it is
pumped at high pressure along the aorta and
so travels to all parts of the body.
Blood travels along the vena cava to the heart.
The deoxygenated blood enters the right
atrium and passes through a valve into the
right ventricle. The muscle of the right
ventricle pumps the blood at low pressure
along the pulmonary artery to the lungs.
The blocked artery can be removed and
replaced with a section of artery from the leg.
This bypass operation allows oxygen to reach
the damaged heart muscle.
In the lungs oxygen diffuses into the blood and
combines with haemoglobin to form
oxyhaemoglobin.
The build-up of fats, including cholesterol,
narrows the coronary artery.
If a coronary artery becomes blocked, then the
blood supply to part of the heart muscle is
reduced. This then leads to the death of the
heart muscle and reduces the pumping ability
of the heart.
Foundation/Higher
ACTIVITY 1.11
The spread of disease
Student Sheets
AIM
It is your task to explain how living conditions and lifestyle affect the
spread of disease.
A superbug nearly killed me
A YEAR ago, aged 53, I was diagnosed
with a heart `murmur'. I had had no
health problems of note since infant
appendicitis. I ate sensibly, drank
moderately and took exercise.
I had gone to see my GP about a
diabetes test, but I walked out with a
chit for an electrocardiograph (ECG). I
underwent five days of tests before I
was diagnosed as suffering from a
`mitral valve prolapse', which was
disrupting the heart's rhythm and blood
supply.
The operation took place six months
later. My sternum (breastbone) was
broken, and my vital functions
transferred to a machine while the
damaged valve was repaired.
Six days after the operation, I was
pronounced well enough to go home.
The next day, I was feeling nauseous. I
just managed to reach the bathroom
before a retch like a tidal wave split
open my sternum as though it had been
zipped rather than wired together.
Obviously, further surgery was now
needed.
During this second period of surgery
I contracted an infection, which should
have no business in a scrubbed and
sterile environment. Methicillin-resistant
staphylococcus aureus (MRSA) is a
monster ± a microbe harmlessly present
in, for example, nose mucus, but
potentially deadly once inside the body.
Following
the
operation
I
deteriorated a large amount. I acquired
a prison pallor, kwashiorkor belly and a
dizzy, staggering gait. It was a while
before we learnt about MRSA and the
reason why the nurses wore disposable
latex gloves and plastic aprons for fear
of contamination ± `Barrier Nursing'
was the sign on the door to my room.
The prescription for my MRSA was
an alternating drip of vancomycin and
gentamicin. I was a helpless spectator at
a race between the abatement of the
MRSA or the destruction of my kidneys
by the powerful antibiotics. For a
fortnight the issue hung in the balance
as my renal function plummeted to 10
per cent effectiveness.
I survived, and now, four months
after the operation, my kidneys work at
95 per cent, my heart is beating normally
but the wound in my chest still retains
traces of MRSA. I remain dizzy and
unstable on my feet and cannot
concentrate for more than two hours at
a time.
q The Daily Telegraph, 21/11/2000
The long and dirty history of hospital doctors
HYGIENE experts report
that many hospital patients
are being infected by lethal
microbes because doctors
find hand washing `unsexy'.
Such an attitude would have
come as no surprise to Ignaz
Semmelweis, the 19th
century Hungarian
physician who fought a lifelong battle against the
reluctance of doctors to
wash their hands.
When Semmelweis first
started working at the
Vienna Hospital in 1844,
women checking into the
maternity ward faced a 20
per cent chance of never
checking out again ± largely
because of the infections they
acquired while in hospital.
Semmelweis suspected a link
between the infections and
the hands of student
doctors, who proceeded
cheerfully from dissection
classes into the maternity
ward. He therefore
demanded that they wash
their hands in chlorinated
lime before examining
QUESTIONS
Q1 Using the information above explain why
MRSA can be described as a `ticking time
bomb'?
Q2 How did the patient contract MRSA?
Q3 A few years ago doctors prescribed antibiotics
for mild infections and many patients failed to
complete the course of medication. Why was
this a very dangerous situation?
11
q Heinemann Educational Publishers, 2001
mothers-to-be. The results
were dramatic: the death
rate plummeted from 18 per
cent to below 1.3 per cent.
Senior Viennese physicians
were not convinced and
ordered that Semmelweis
and his lime solution were
removed from the ward. The
death rate zoomed back up
to its former level.
However, Semmelweis's
claims were taken up by
Joseph Lister, who is now
regarded as the father of
antiseptic surgery.
Recently, the House of
Commons public accounts
committee claimed that
hundreds of deaths are still
being caused by sloppy
hygiene practices ± not least
by doctors failing to wash
their hands after examining
patients. Such figures are
somewhat alarming, though
nothing like as bad as they
were in the time of
Semmelweis and Lister.
q The Daily Telegraph,
30/11/2000
Q4 Semmelweis called the doctors who did not
wash their hands `murderers'. Why did he
think this?
Q5 What does the House of Commons report
mean in stating that doctors find hand
washing `unsexy'?
Q6 How can the modern doctor improve hygiene
practices?
Q7 In your home what precautions should you
take to prevent infection from microbes?
Foundation/Higher
ACTIVITY 2.1
Skin sensitivity
Student Sheets
Safety:
4 In less sensitive regions the two points will be
felt as only one touch.
r use clean wooden cocktail sticks
5 Reduce the distance between the points to
find the most sensitive regions.
r do not attempt to break the skin
AIM
To investigate how sensitive your skin is to the
sense of touch.
bulldog
clip
0
cm
1
2
3
APPARATUS
cm rule
cocktail
sticks
WHAT TO DO
This investigation is carried out with the
assistance of a partner.
1 Clamp two cocktail sticks in the bulldog clip as
shown in the diagram above. Position the
points at a distance of 20 mm.
2 Your partner looks away and you lightly touch
the surface of the skin on the back of their
hand simultaneously with the two points.
3 If the skin is particularly sensitive in that
region of the body the two points will be felt as
separate touches.
6 Using the above technique it is your task to
map out three regions of the body (the back of
the hand, the tip of a finger and the side of
the neck) to compare sensitivity.
7 Occasionally only use one point to touch the
skin so that your partner does not know if you
will be using one or two points.
8 You may wish to extend your experiment by
mapping a fourth region of the body, the
forearm.
9 Copy the results table below and record your
observations.
10 Use a key to record the degree of sensitivity:
****
***
**
*
highly sensitive
sensitive
less sensitive
least sensitive
OBTAINING
1 What safety precautions will you take?
2 Will you repeat any readings in your
investigation?
3 How will you make sure that your readings are
precise?
RESULTS
Region of body
Distance between
points 20 mm
Distance between
points
mm
Distance between
points
mm
Back of hand
Finger
Neck
(Forearm)
12
ANALYSING
EVALUATING
Once you have completed your investigation,
analyse your results.
Draw a bar chart showing the sensitivity of each
region.
Which part of the body did you find was the most
sensitive to touch?
Explain the scientific reason behind your findings.
Did your investigation work?
Were there any odd (anomalous) results?
How could you improve the experiment?
What changes would you make?
Describe in detail any further work that you could
do to extend your experiment.
q Heinemann Educational Publishers, 2001
Higher
ACTIVITY 2.2
Isotonic drinks
Student Sheets
AIM
To understand the importance of replacing body fluids.
Sports drinks are now big business. We have all seen athletes and
footballers drinking these specialised drinks. The table below illustrates
the different types available.
GLUCOSE
SPORT
Drink type
Content
Use
Isotonic
Water, electrolytes, carbohydrate
Restores electrolytes, fluid and increases
blood sugar levels
Hypertonic
High level of carbohydrate
Restores levels of carbohydrate
Hypotonic
Water, electrolytes, lower concentration
of carbohydrate
Restores fluid without the need to
restore carbohydrate
When athletes exercise they sweat, reducing the
amount of fluid in the blood. Sweat also contains
vital electrolytes (minerals, for example chloride,
phosphate, magnesium, sodium, calcium,
potassium). Failure to replace body fluids can lead
to dehydration.
During exercise the level of blood sugar decreases
as the uptake by the muscles increases. To
prevent the levels of blood sugar falling
dangerously low, glycogen stored in the liver is
converted into blood sugar. In preparation for a
marathon athletes eat carbohydrate before the
race to help boost the body's glycogen stores.
WHAT TO DO
Select a type of drink and then use the data above
to complete the information labelling located on
the drinks container.
Part of the information has been completed for
you.
GLUCOSE SPORT
INFORMATION:
GLUCOSE SPORT ISOTONIC
is a drink designed for
CONTENTS:
Water,
Nutritional values (values per 100 ml):
13
q Heinemann Educational Publishers, 2001
energy,
120 kJ
carbohydrate,
8.0 g
fat,
nil
Foundation/Higher
ACTIVITY 2.3
Temperature regulation
Safety:
r students excused from similar activities in PE
should not take part
Student Sheets
7 Continue to exercise for a few minutes after
you have begun to sweat.
8 Stop. Replace the Feverscan thermometer on
your forehead and write down the reading.
Record and smooth the data from the computer
temperature sensor.
r do not over exercise
AIM
To determine what happens to body temperature
when we exercise.
9 Print out the graph.
QUESTIONS
APPARATUS
Q1 What happens to your body temperature?
35
94
36
96
37
98
38
100
39
40°C
102
104°F
Q2 Does your body temperature continue to rise?
Q3 What happens to your body temperature
when you begin to sweat?
35.0
Your teacher will now place a few drops of alcohol
onto the back of your hand.
Q4 What do you notice as the alcohol evaporates?
35
94
36
96
37
98
38
100
39
40°C
102
104°F
Feverscan forehead thermometer
WHAT TO DO
In this experiment you will use both a computer
temperature sensor and a Feverscan forehead
thermometer to record your temperature.
14
Q5 Was your prediction correct? Explain your
findings.
Q6 Complete the sentences that follow, using the
words below to fill the gaps.
blood
evaporates
brain
dilate
rises
skin
skin
Body temperature is monitored in a special
1 Find your normal healthy body temperature
when at rest.
centre in the
2 Write down what you predict will happen to
your body temperature when you exercise.
receptors sensitive to the temperature of
that is sensitive to
changes in temperature. This centre has
3 Hold the end of the computer temperature
sensor in the middle of the palm of your hand.
the
. Temperature sensors in
the
send impulses to the brain
4 Place the Feverscan thermometer on your
forehead and hold it there until the colour
stabilises.
When we exercise, the temperature of the
giving information about skin temperature.
body
. Blood vessels supplying the
5 Use the instructions that come with the
Feverscan thermometer to read the correct
body temperature. Remove the Feverscan
thermometer and write down the reading.
capillaries in the skin
6 When the computer temperature sensor has
stabilised either climb onto the exercise bicycle
and begin to cycle or carry out a jumping on
the spot exercise.
Sweat glands begin to release more sweat and
q Heinemann Educational Publishers, 2001
(become
larger in diameter) so that more heat energy is
lost from the surface of the
as the sweat
.
it cools the body.
Foundation/Higher
ACTIVITY 2.4
Cigarette pack design
THIS is how packets of cigarettes could
look in the near future ± showing
horrific pictures of mouth problems,
diseased lungs, damaged brains and even
amputated legs.
An international treaty being drawn
up by the World Health Organisation
(WHO), which will be legally binding on
member states, including Britain, says
that photographs of smoking-related
diseases should cover up to 50 per cent
of cigarette packets.
Student Sheets
The
WHO
hopes
that
the
photographs will deter would-be
smokers and help addicted adults to give
up. Tobacco manufacturers are resisting
pressure to use such images.
The WHO estimates that four million
people worldwide die each year of
tobacco-related illness, such as heart
disease, cancer or lung disease. By 2003,
an estimated 10 million more will fall
victim annually.
q The Sunday Telegraph, 2000
WHAT TO DO
It is your task to design packets of cigarettes following the guidelines of
the WHO. The packs must illustrate the disease as well as providing
factual information.
15
q Heinemann Educational Publishers, 2001
Foundation/Higher
ACTIVITY 2.5
Is chlorophyll necessary?
Student Sheets
Safety:
AIM
r use eye protection
You are provided with a variegated leaf. The parts of
the leaf that contain chlorophyll are green. The white
parts of the leaf do not contain chlorophyll. It is your
task to follow the instructions below and determine
if chlorophyll is necessary for photosynthesis.
r iodine stains skin and clothing
r ethanol is highly flammable ± do not use it
while Bunsen flames are still lit
PROCEDURE
3
1
2
draw leaf
water bath
boiling
water
ethanol
5
80°C
ON
6
4
I O DIN E
1 Make a careful drawing of the leaf, shading in
the parts that are green.
7
2 Place the leaf in 150 cm3 of water in a 250 cm3
beaker and boil for 5 minutes. The boiling
destroys the cell membranes.
white tile
3 Turn off your Bunsen burner and remove the
leaf from the beaker using tweezers.
4 Collect the boiling tube containing ethanol.
Safety: Do not do this if any Bunsen flames are
still lit. Remove the rubber bung from the
boiling tube and transfer the leaf into the
ethanol.
5 Place the boiling tube into one of the racks in
the electrically heated water bath. The ethanol
will boil at 808C and dissolve the chlorophyll
out of the leaf.
6 Remove the leaf when the ethanol is deep
green and the leaf is whitish in colour and
rinse it in water.
7 Once the leaf is rinsed thoroughly it can be
spread out on a white tile. Add iodine to the
surface of the leaf, completely covering it.
8 Make another drawing of the leaf, shading in
the coloured areas.
16
q Heinemann Educational Publishers, 2001
8
?
redraw leaf
QUESTIONS
Q1 What colour does iodine turn when starch is
present?
Q2 Which areas of the leaf contain starch?
Q3 What does this experiment prove?
Q4 Complete the sentences that follow, using the
words below to fill in the gaps.
chloroplasts
green
light
photosynthesise
energy is absorbed by
a
pigment called chlorophyll.
The chlorophyll is found in the
in some plant cells. Chlorophyll is necessary
for the plant to
.
Foundation/Higher
ACTIVITY 2.6
Photosynthesis
Student Sheets
EXPERIMENT 1: Is carbon dioxide necessary for photosynthesis?
Safety:
WHAT TO DO
r use eye protection
r iodine will stain skin and clothing
r ethanol is highly flammable ± do not use it
while Bunsen flames are still lit
r do not open the flask containing the sodium
hydroxide
AIM
To determine if carbon dioxide is necessary for
photosynthesis to take place.
APPARATUS
Planning
Sodium hydroxide is a chemical that absorbs
carbon dioxide from the air.
Q1 Using the apparatus shown, it is your task to
design an experiment to show that carbon
dioxide is necessary for photosynthesis to take
place.
Q2 What will you use as a control in this
experiment?
Analysing
growing
geranium plant
Q3 How will you determine if the leaf has been
able to photosynthesise?
pot of
Vaseline
;;;;
;;;;
Q4 What result will you expect to find in this
experiment?
V A SELIN E
conical flask and
sodium hydroxide
retort stand
cotton
wool
EXPERIMENT 2: Is light necessary for photosynthesis?
Safety:
WHAT TO DO
r use eye protection
Planning
r iodine will stain skin and clothing
r ethanol is highly flammable ± do not use it
while Bunsen flames are still lit
Light is unable to pass through metal foil.
AIM
Q1 Using the apparatus shown, it is your task to
design an experiment to show that light is
necessary for photosynthesis to take place.
To determine if light is necessary for
photosynthesis to take place.
Q2 What will you use as a control in this
experiment?
APPARATUS
Analysing
Q3 How will you determine if the leaf is able to
photosynthesise without light?
Coo
kin
gF
oil
aluminium
foil
growing
geranium plant
17
scissors
q Heinemann Educational Publishers, 2001
2 paper clips
Q4 What result will you expect to find in this
experiment?
Foundation/Higher
ACTIVITY 2.7
Observing transpiration
Student Sheets
Safety:
WHAT TO DO
r keep fingers and loose clothing away from fan
1 You have been provided with a stick of celery
and a 50 cm3 beaker containing ink.
blades
r take care not to cut yourself when using a
scalpel
AIM
2 Cut the stem of the celery straight across at
right angles, 2 cm from its base, and
immediately place the cut end into the ink.
To investigate transpiration.
3 Support the stem using a retort stand and
clamp, as shown in the diagram.
APPARATUS
4 Your teacher will tell you where to position
your experiment:
r in the moving air in front of a fan
stick of
celery
r in the warm moving air from a heater
stop clock
15
45
40
35
5
10
;;
;;
;;
55
50
5
30
20
25
electric fan
heater
scalpel and
cutting tile
red or
blue ink
fan
r in still air.
5 Start the stop clock.
6 After 20 to 30 minutes stop your experiment
and remove the celery from the ink.
7 Record the length of time the celery was in the
ink.
8 Cut across the stem of the celery, beginning at
the top. Continue to cut slices off the top of the
stem until you can see the ink colour inside the
stem.
9 Measure the length of stem that contains ink.
Write your results down and then calculate the
rate at which the ink travelled up the stem.
Conditions
Length of stem
containing ink (in cm)
Time
(in minutes)
Rate of travel
(in cm/min)
Moving air
Warm air
Still air
QUESTIONS
Q1 Under what conditions does the celery
transpire at the fastest rate?
Q2 What are the vessels called that transport the
ink up the stem of the plant?
Q3 How does the water vapour leave the leaves of
the celery?
Q4 Complete the sentences that follow, using the
word below to fill in the gaps.
stomata transpiration vapour warm
The loss of water vapour from a leaf is
called
. Plants transpire at a
faster rate in
currents. The water
moving air
passes out
of the leaf through tiny holes called
18
q Heinemann Educational Publishers, 2001
.
Foundation/Higher
ACTIVITY 2.8
Transpiration: stomata
Safety:
r avoid inhaling vapour from nail varnish/polish
r nail varnish/polish is highly flammable
Plant nurseries must protect their plants from the
wind. It is important that the plants do not lose
too much water by transpiration otherwise the
plants will begin to wilt.
Student Sheets
QUESTIONS
Q1 What are the holes called on the underside of
the leaf?
Q2 What are the cells called that surround the
central hole in the leaf?
Q3 What gases pass into and out of the stoma?
AIM
Q4 If you observe the top of the leaf it can be
seen to be shiny. What is the name given to
this shiny layer?
To make an imprint of the underside of a leaf.
Q5 What is the function of this shiny layer?
APPARATUS
Q6 Complete the sentences that follow, using the
words below to fill in the gaps.
cuticle
brush
privet
leaf
from the
surface of their leaves. This loss is
called
tweezers
section of
nail varnish
transpiration
windy
Plants lose water
clear nail
varnish
small section of
leaf painted with
clear nail varnish
dry
vapour
. Dry, hot,
conditions speed up the loss of water. Most
plants have a waxy
microscope
slide
microscope
on their
leaves, which stops them losing too much
water. Plants living in
conditions have a thicker cuticle.
WHAT TO DO
1 Paint a small section of the underside of a leaf
with clear nail varnish and allow the varnish to
dry thoroughly.
2 When the leaf is thoroughly dry use a pair of
tweezers to peal a section of the nail varnish
away from the underside of the leaf.
3 Place the section of nail varnish onto a
microscope slide and add a drop of water. Hold
the nail varnish in place by lowering a
microscope cover slip onto it.
4 Place the microscope slide onto the stage of a
microscope and view on low power. Once
focused, you can turn to higher power lenses.
5 Make a careful drawing of the structures that
you observe.
19
q Heinemann Educational Publishers, 2001
Q7 If plants begin to lose water faster than it is
replaced the stoma can close to prevent
wilting. What precautions can the nursery
owner take to prevent this from happening?
Foundation/Higher
ACTIVITY 2.9
Plant plumbing
Student Sheets
Plants have a complicated plumbing system
transporting water, sugar and minerals around
the plant.
A Carbon dioxide enters the leaves
It is your task to complete a plumbing diagram for
a plant by placing the labels in the correct location
and completing the labels using the words below.
B Photosynthesis takes place here.
diffusion
leaves
permeable
soluble
starch
stomata
surface area
transpiration
by
.
sugars are changed into insoluble starch and
stored here.
C Water vapour and carbon dioxide enter and
leave the leaf through tiny holes
xylem
. Draw a diagram of these
called
holes and guard cells here.
D The plant loses water vapour here: this is
yy
;;
;;
yy
20
q Heinemann Educational Publishers, 2001
.
called
tubes transport water and
E
minerals from the roots to the leaves. Draw a
diagram of the tube here.
F Phloem tissue carries nutrients such as sugars
from the
to the rest of the plant
as well as to storage organs such as tubers in
potatoes. Draw a diagram of phloem tissue
here.
G Insoluble
is stored here.
H Water enters the plants by osmosis when water
diffuses across a partially
membrane into the root.
I Water enters the plant through tiny root hairs.
These increase the
mineral salts to be absorbed.
for water and
Foundation/Higher
ACTIVITY 1.1
Digestion of starch
Teacher and Technician Notes
AIM
To determine the temperature at which the enzyme diastase is denatured.
r
Advance preparation ± students
r
Students need to be familiar with the food test
for starch.
r
r
r Determination of the temperature at which
the enzyme diastase is denatured.
Advance preparation ± technical
r The role of enzymes in digestion.
3
Place 2 cm of 1% diastase in test-tubes. Then
place the test-tubes in the water baths
20 minutes before the practical is due to start.
Running the activity
Introduce the activity, explaining the nature
and structure of enzymes and that they can be
destroyed (denatured) by high temperatures.
Higher-level students could also study a time
variable, varying the length of time that the
starch is reacted with the diastase.
SAFETY
r use eye protection
r enzymes may produce allergic reactions so
minimise skin contact and avoid inhalation
r students should be told what to do if they scald
themselves with hot water
r clean up spillages
r iodine is `Harmful' and, of course, it stains skin
and clothing
TECHNICAL NOTES
3
r 5 cm of 1% starch solution at pH 4 reacts with
1 cm3 of 1% diastase solution in 10 minutes.
r The temperature range of diastase is 208C to
608C (the optimum is 508C). 708C will denature
diastase.
r Water baths should be set for room
temperature, 308C, 458C, 608C and 708C.
Expected outcomes
r
Things to bear in mind
Diastase, a mixture of amylase-type enzymes
extracted from malt, is used rather than amylase
because of cost factors. The use of diastase will
therefore need to be explained to the students.
(Amylase can be used, if wished.) Diastase also
contains reducing sugars and therefore the
experiment cannot be extended to test for
glucose. The results will depend upon the
particular enzyme used ± diastase or amylase.
ANSWERS
Q1 Colourless to blue/black.
Q2 No colour change.
Q3 Starch will not be present and therefore no
colour change will take place.
Q4 Individual to the experiment. Denaturing
takes place above 608C.
Q5 The starch molecule is digested by amylase
(diastase), which breaks it down to maltose.
The digestion of this sugar is continued
by maltase released from the pancreas and
later on in the ileum. Maltose is broken up
into glucose molecules. The enzymes break
the links between the individual sugars. This
process cannot take place if the globular
nature of the enzyme is denatured.
Q6 glucose, enzyme, catalyst, slow, denatured
EQUIPMENT
This is a class practical; the equipment listed below is for one pair of students.
1 Starch solution (1%) provided in 50 cm3
beakers.
2 Diastase (1%) 2 cm3 in test-tubes, with the
test-tubes placed in the water baths
20 minutes before the practical is due to start.
One test-tube containing diastase is needed
per pair of students per water bath.
3 Water baths set at room temperature, 308C,
458C, 608C and 708C.
64
q Heinemann Educational Publishers, 2001
4 Thermometers, positioned in the water baths.
5 Iodine, 1% solution is a nuisance due to
staining. The solid is `Harmful'.
6 Two long teat pipettes (more may be provided
to prevent contamination).
7 Spotting tile.
8 Stop clock.
9 10 cm3 measuring cylinder.
Foundation/Higher
ACTIVITY 1.2
Digestion of starch
Teacher and Technician Notes
AIM
To determine the temperature at which the enzyme diastase is denatured.
r
Advance preparation ± students
r The length of time needed for starch to be
digested.
Students need to be familiar with the food test
for starch.
r
r
Advance preparation ± technical
Place 2 cm3 of 1% diastase in test-tubes. Then
place the test-tubes in the water baths 20
minutes before the practical is due to start.
Running the activity
Introduce the activity, explaining the nature
and structure of enzymes and that they can be
destroyed (denatured) by high temperatures.
r
Expected outcomes
r Determination of the temperature range
over which the enzyme diastase is
denatured.
r The role of enzymes in digestion.
r
Things to bear in mind
Diastase, a mixture of amylase-type enzymes
extracted from malt, is used rather than
amylase because of cost factors. The use of
diastase will therefore need to be explained to
the students. (Amylase can be used, if wished.)
Diastase also contains reducing sugars and
therefore the experiment cannot be extended to
test for glucose. The results will depend upon
the particular enzyme used ± diastase or
amylase.
SAFETY
TECHNICAL NOTES
r use eye protection
r 5 cm of 1% starch solution at pH 4 reacts with
r enzymes may produce allergic reactions so
minimise skin contact and avoid inhalation
r students should be told what to do if they scald
themselves with hot water
r clean up spillages
r iodine is `Harmful' and, of course, it stains skin
and clothing
3
1 cm3 of 1% diastase solution in 10 minutes.
r The temperature range of diastase is 208C to
608C (the optimum is 508C). 708C will denature
diastase.
r Water baths should be set for room
temperature, 308C, 458C, 608C and 708C.
EQUIPMENT
This is a class practical; the equipment listed below is for one pair of students.
1 Starch solution (1%) provided in 50 cm3
beakers.
2 Diastase (1%), 2 cm3 in test-tubes, with the
test-tubes placed in the water baths 20
minutes before the practical is due to start.
One test-tube containing diastase is needed
per pair of students per water bath.
3 Water baths set at room temperature, 308C,
458C, 608C and 708C.
4 Thermometers, positioned in the water baths.
5 Iodine, 1% solution is a nuisance due to
staining. The solid is `Harmful'.
6 Two long teat pipettes (more may be provided
to prevent contamination).
7 Spotting tile.
8 Stop clock.
9 10 cm3 measuring cylinder.
q Heinemann Educational Publishers, 2001
65
Foundation/Higher
ACTIVITY 1.3
Digestive system
Teacher and Technician Notes
AIM
To summarise the role of the digestive tract.
r
Advance preparation ± students
r
Students need to be familiar with the structure
of the digestive tract and the roles of the three
different types of enzyme.
r
Running the activity
Issue Activity Sheet 1.3 when the topic of
digestion is completed, to act as a summary sheet.
Expected outcomes
r Summarised information on the digestive
system.
r Learning about the location and role of
enzymes in the digestion of the three
different food types and absorption of
digested food into the bloodstream.
ANSWERS
1 C
6 H
A oesophagus, peristalsis
2 I/D
7 E
B sugars; amino acids, proteases, fatty acids, glycerol, lipases
3 D/I
8 G
D protease, stomach
4 K
9 J
G absorbed, wall, bloodstream
5 F
66
q Heinemann Educational Publishers, 2001
H pancreas
Foundation/Higher
ACTIVITY 1.4
Teacher and Technician Notes
Digestion of a beef sandwich
AIM
To summarise the topic of digestion.
r
Advance preparation ± students
Students need to be familiar with the topic of
digestion.
r
Running the activity
Issue Activity Sheet 1.4 at the end of the topic
of digestion to test the level of understanding
and also to act as a summary document.
r
Expected outcomes
Summary of the topic of digestion and the role
of the digestive tract.
ANSWERS
A BREAD
B MEAT & BUTTER
C MEAT & BREAD
D Carbohydrate
H Fat
F Protein
E Carbohydrase enzymes
produced by the salivary
glands in the mouth
begin the digestion of
starch.
I Bile produced by the liver and
stored in the gall bladder is released
into the small intestine. The bile
neutralises the acid that was added
to the food in the stomach.
G Hydrochloric acid is released
into the stomach to provide
acid conditions for the
enzymes.
L Carbohydrase enzymes
produced by the pancreas
catalyse the breakdown
of carbohydrates into
sugars.
M Bile emulsifies fats (breaks large
drops of fats into smaller droplets).
The smaller droplets have a larger
total surface area for the enzymes to
act upon.
P Carbohydrate digestion is
completed in the small
intestine ± glucose and
other simple sugars are
absorbed into the
bloodstream.
O The lipase enzymes catalyse the
breakdown of fats into fatty acids and
glycerol.
R Lipases produced by the pancreas
and small intestine complete the
digestion of fat.
T Fatty acids and glycerol are
absorbed into the bloodstream.
J Protein digestion begins in
the acid conditions found in
the stomach.
K Protease enzymes from the
pancreas catalyse the
breakdown of protein.
N Protease enzymes produced
by the small intestine
complete the digestion of
protein.
Q Amino acids are produced.
S Amino acids are absorbed
into the bloodstream in the
small intestine.
q Heinemann Educational Publishers, 2001
67
Foundation/Higher
ACTIVITY 1.5
Respiration
Teacher and Technician Notes
AIM
To determine the reactants and products of respiration.
r
Advance preparation ± students
Students need to know that glucose and oxygen
are available in the bloodstream as a result of
digestion and breathing, respectively.
r
the oxidation of glucose in the process of
cellular respiration.
r
Do not over fill the spoon with glucose
because during combustion the sugar
will bubble and spill, discolouring the
limewater.
Students often fail to realise that both CO2
and H2 O are products of the reaction between
glucose and oxygen.
Running the activity
The students are issued with Activity Sheet 1.5
and then observe the demonstration from
behind a safety screen.
r
Things to bear in mind
Expected outcomes
Determination of the reactants and products of
SAFETY
r all present should use eye protection
r cobalt chloride may cause skin sensitisation ±
handle paper with tweezers
r a safety screen, either clamped or free-
standing, needs to be positioned between the
students and the experiment as close to the gas
jar as possible
r if using an oxygen cylinder beware of
contaminating the outlet tube with oil or
grease (`vaseline')
ANSWERS
Q1
The outside of the gas jar feels warm from
the heat energy produced by the burning
glucose.
Q2
The limewater turns milky.
Q3
The presence of carbon dioxide, a product of
the reaction.
Q4
The cobalt chloride paper turns pink.
Q5
The presence of water, a product of the
reaction.
Q6
Oxygen and glucose.
Q7
Carbon dioxide and water; energy is also
produced.
Q8
Q9
Respiration.
Q10 In all of the cells of the body.
Q11 Warmth, movement, growth and repair of
cells.
Q12 oxygen
carbon dioxide
ENERGY
glucose
Oxygen ‡ glucose ! carbon dioxide ‡
water ‡ ENERGY
water
Q13 respiration, cells, oxygen, energy, water,
warmth
Q14 (H only) Mitochondria.
EQUIPMENT
68
Class observation.
3 One 50 cm3 beaker containing glucose powder.
1 Two gas jars, full of oxygen with lids sealed
with Vaseline. Oxygen is usually from an
oxygen cylinder. However, it can be produced
by the reaction between 50 cm3 of 20 vol
hydrogen peroxide (irritant) and 3 spatulas of
manganese(IV) oxide (harmful).
4 Dried cobalt chloride paper in Petri dish
protected from air.
2 Two deflagrating spoons.
7 Tweezers to handle cobalt chloride paper.
q Heinemann Educational Publishers, 2001
5 Bottle of limewater.
6 Safety screen, clamped or free-standing,
located between the students and the
experiment.
Higher
ACTIVITY 1.6
Teacher and Technician Notes
Cell structure and respiration
AIM
To summarise cellular respiration and the role of the mitochondria.
r
Advance preparation ± students
r
Students need to be familiar with respiration
and basic cellular structure.
r
Expected outcomes
Summary of the topic: reinforcement of
respiration and the role of the mitochondria.
Running the activity
Use this as a summary activity.
ANSWERS
Q1 Oxygen and sugars.
Q2 Carbon dioxide and water.
Q3 Oxygen ‡ glucose ! carbon dioxide ‡ water
‡ energy
Q4 Respiration.
Q5 Energy production required for the movement
of the tail so that the sperm can swim towards
the ovum.
Q6 Muscle cells.
Q7 Oxygen and sugars.
Q8 Carbon dioxide and water.
q Heinemann Educational Publishers, 2001
69
Foundation/Higher
ACTIVITY 1.7
The journey of a red blood cell
Teacher and Technician Notes
AIM
To act as a summary activity for the circulatory system.
r
Advance preparation ± students
r
Students need to be familiar with the role of
the blood in transporting gases around the
body and how the blood travels round the
circulatory system.
Running the activity
Issue Activity Sheet 1.7 following the study of
the circulatory system.
r
Expected outcomes
Summary of the role of the circulatory system
and the function of the red blood cell.
ANSWERS
70
13 J
17 Q
10 I
14 P
Q1 Capillaries.
7 G
11 N
15 O
Q2 Veins.
8 B
12 K
16 L
Q3 Arteries.
1 F
5 D
2 E
6 M
3 C
4 A
q Heinemann Educational Publishers, 2001
9 H
Foundation/Higher
ACTIVITY 1.8/1.9
Heartbeat
Teacher and Technician Notes
AIM
To monitor the heartbeat during and after exercise.
r
Running the activity
Set up the apparatus as in the diagram on
Activity Sheet 1.8.
If possible borrow an exercise bicycle from the
PE department for best results.
Students need to follow the instructions on
Activity Sheet 1.8. Students need to read the
experimental procedure carefully if outcomes
are to be successful.
r
Expected outcomes
Students will observe an increase in heartbeat
during exercise and the following recovery
period, which will vary depending upon the
fitness of the student.
r
Things to bear in mind
Position the exercise bike so that the students
will be able to view the screen without needing
to turn their head.
Sit the student on the exercise bike and have
the student clip on the infrared sensor.
In order to obtain a smooth readout it will be
necessary to instruct the student to keep his/
her head as still as possible.
If the sensor proves too sensitive to movement,
then the following method could be used:
(i) use sensor to record resting pulse
(ii) remove sensor
(iii) exercise for 2 minutes
(iv) clip sensor back to record pulse during
recovery period.
Some students may not wish to participate in
this activity. The issue of participation requires
sensitivity.
SAFETY
TECHNICAL NOTES
r to prevent infection use mediwipes or baby
Instructions on how to carry out this activity are
on Activity Sheet 1.8, in the `WHAT TO DO'
section.
ANSWERS FOR ACTIVITY 1.8
ANSWERS FOR ACTIVITY 1.9
Q1 Individual reading.
Q1 oxygen ‡ glucose ! carbon dioxide
wipes to clean the infrared ear clip each time it
is used
r do not let students over exercise
r no student should take part if excused from
similar PE activities
Q2 Individual reading.
‡ water ‡ energy
Q3 Individual reading.
Q2 Aerobic respiration.
Q4 The muscles in the legs need extra oxygen
and therefore the heart must increase its
pumping rate to deliver more blood to the
lungs in order to collect oxygen.
Q3 Muscular cramp.
Q5 oxygen, muscles, lungs
Q4 glucose ! lactic acid ‡ a little energy
Q5 Extra oxygen is needed to oxidise the lactic
acid. This is why we continue to breathe
heavily once exercise has been completed.
Q6 Oxygen debt.
EQUIPMENT
See the diagram on Activity Sheet 1.8.
q Heinemann Educational Publishers, 2001
71
Foundation/Higher
ACTIVITY 1.11
The spread of disease
Teacher and Technician Notes
AIM
Candidates should be able, when provided with appropriate information, to explain how living conditions
and lifestyle affect the spread of disease.
r
Running the activity
Students are issued with Activity Sheet 1.11 to
analyse.
r
Expected outcomes
The analysis of information will lead to an
understanding of how medical conditions have
lead to the evolution of the `superbug.'
ANSWERS
Q1 Normal antibiotics cannot control the
`superbug'. Powerful antibiotics are needed to
control this infection. Infection by a
`superbug' can be lethal.
Q5 Washing of hands is not a `cool' practice ± or
similar comment!
Q2 Unhygienic medical practices and a lack
of ability to control infection by the
`superbug'.
Q7 A selection from the following:
r washing hands following the use of the toilet
r washing hands when preparing food
r separate chopping boards for uncooked
meats
r washing of utensils when preparing food
r wiping down of work surfaces with hot
soapy water
r careful storage of uncooked meat in the
refrigerator
r thorough cleaning of toilet facilities.
Q3 Over-prescribing of antibiotics and failure to
complete the course of antibiotics provided
the opportunity for the bacteria to survive
treatment and to develop immunity to the
standard drugs.
Q4 The doctors failed to listen to Semmelweis,
ignoring how he linked their failure to wash
their hands with infection and the death of
their patients.
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Q6 Wash their hands between dealing with each
patient.
Students may extend this list further.
Foundation/Higher
ACTIVITY 2.1
Skin sensitivity
Teacher and Technician Notes
AIM
To investigate skin sensitivity. This activity also could be used to gather quantitative data.
r
Advance preparation ± students
r
Students need to know that the nervous system
enables humans to react to their surroundings.
Cells called receptors detect stimuli: these
include receptors in the skin that are sensitive
to touch and pressure.
r
Students will realise that different parts of the
skin vary in sensitivity. Fingers will probably
be the most sensitive, followed by the neck and
the back of the hand, with the forearm being
the least sensitive (although these results will
depend on individuals and the exact location
tested).
Running the activity
Students follow the instructions. They need to
be warned of the potential dangers of using
sharpened implements.
Expected outcomes
r
Things to bear in mind
Students must be careful not to press too hard.
Often students will not respond accurately.
SAFETY
EQUIPMENT
r use new cocktail sticks for each student
This is a class practical; the equipment listed
below is for one pair of students.
r warn students not to attempt to break the skin
with sharp points
1 One bulldog clip.
2 50 cm rule with a scale in mm.
3 Two cocktail sticks per student (one broken in
half makes a usable pair).
q Heinemann Educational Publishers, 2001
73
Higher
ACTIVITY 2.2
Isotonic drinks
Teacher and Technician Notes
AIM
To provide information on the importance of replacing fluids, electrolytes and sugars following exercise.
r
Advance preparation ± students
produce information for the consumers of a
sports drink. Different drinks have specific
roles.
The students should be familiar with blood
sugar and glycogen exchange and their roles.
r
Running the activity
Students could be asked to bring in packaging
from sports drinks or use drinks that they
bring in for their packed lunch.
r
Expected outcomes
That students will utilise literature and their
scientific knowledge and understanding to
ANSWERS
The following is an example:
GLUCOSE SPORT
INFORMATION:
GLUCOSE SPORT ISOTONIC
is a drink designed for runners. During a race you
will sweat and this will lower your body fluid levels,
leading to dehydration. Sweat contains electrolytes
such as chloride and magnesium that must be
replaced. During your race your blood sugar levels
will fall. Stores of glycogen in your liver are
converted into blood sugar. GLUCOSE SPORT is
designed to help restore your body fluid
levels, provide blood sugar and to replace
minerals lost as a result of sweating.
CONTENTS:
Water, lemon juice, glucose, preservative, salt,
chloride, phosphate, magnesium, sodium,
calcium, potassium.
Nutritional values (values per 100 ml):
energy,
120 kJ
carbohydrate,
8.0 g
fat,
nil
74
q Heinemann Educational Publishers, 2001
r
Things to bear in mind
Sports drinks are big business. It is the
intention of this activity that students use their
scientific knowledge and understanding and
not to acclaim these drinks as enhancers of
performance. Students are often unable to list
the contents of specific drinks.
Foundation/Higher
ACTIVITY 2.3
Temperature regulation
Teacher and Technician Notes
AIM
To determine what happens to body temperature when we exercise. Use of data-logging to record body
temperature for analysis.
r
Running the activity
If possible borrow an exercise bicycle from the
PE department. As an alternative, the student
can carry out 1 minute of `star' jumps.
Set the computer for a duration of 20 minutes
with a recording interval of 1 second. The
experiment may be halted when the student
has begun to sweat.
The student does need to exercise vigorously
for the experiment to produce good quality
results.
r
Expected outcomes
Sweating lowers body temperature. Students
will realise that body temperature does not
continue to rise during exercise.
r
Things to bear in mind
The body temperature as recorded by the datalogging thermistor will be several degrees lower
than 378C. (To record a true body temperature,
it is necessary to locate a good quality
previously sterilised clinical thermometer
beneath the tongue and prevent the
thermometer from being in an air current.)
However, the experiment does demonstrate
that the body temperature does not continue to
rise when we exercise and that sweating does
cool the body.
The use of the Feverscan forehead thermometer will produce a more accurate body
temperature. Use the instructions provided
with the thermometer.
Body temperature will vary between students.
SAFETY
r check the exercise bicycle for security and
stability before use
r take care to prevent alcohol on the skin
entering cuts or abrasions
r do not allow students to over exercise
r no student excused from similar PE activities
should take part
ANSWERS
Q1 Body temperature will begin to rise but then
will fall.
Q2 Body temperature does not continue to rise.
Q3 Temperature begins to reduce.
Q4 As the alcohol evaporates it cools the skin.
Q5 Individual answer.
Q6 brain, blood, skin, rises, dilate, skin,
evaporates
EQUIPMENT
1 Temperature sensor. Settings: duration
20 minutes, interval 1 second.
2 Feverscan forehead thermometer.
3 Bottle of alcohol with teat pipette.
q Heinemann Educational Publishers, 2001
75
Foundation/Higher
ACTIVITY 2.4
Cigarette pack design
Teacher and Technician Notes
AIM
To provide an opportunity for students to study the effects of tobacco on body functions.
r
Advance preparation ± students
Students should have a good understanding of
the diseases caused by smoking. Students could
be provided with information directly from the
syllabus. This information is provided in the
answers given below.
r
Running the activity
Students follow the instructions on Activity
Sheet 2.4.
r
Expected outcomes
Students will find out factual information
about the diseases caused by smoking. There
will be reinforcement of information about the
types of disease caused by smoking.
r
Things to bear in mind
The aim is to produce high-quality illustrations
for cigarette packs. The activity could be part
of a competition or form part of a display on
drugs, alcohol and tobacco.
Students may concentrate too much on the
design of the artwork and not on the factual
information on the causes of the diseases.
ANSWERS
Packets illustrate:
Tobacco smoke contains substances that can help
to cause:
r lung cancer
r other diseases such as bronchitis and emphysema
r disease of the heart and blood vessels.
76
q Heinemann Educational Publishers, 2001
Tobacco smoke also contains carbon monoxide,
which reduces the oxygen-carrying capacity of the
blood. In pregnant women this can deprive a fetus
of oxygen and lead to a low birth mass.
(H only) Carbon monoxide combines irreversibly
with haemoglobin in red blood cells.
Foundation/Higher
ACTIVITY 2.5
Is chlorophyll necessary?
Teacher and Technician Notes
AIM
This activity can be used as an investigation and also to assess the students' use of simple equipment and
to collect some observations safely.
r
r
Advance preparation ± students
Students need to be familiar with
photosynthesis. They need to know the test for
starch using iodine.
r
Advance preparation ± technical
r
Technicians can set up the experiment on a
growing plant.
r
Ethanol must not be brought near to the naked
flame of the Bunsen burner.
Running the activity
Both Activities 2.5 and 2.6 can be combined
during one lesson.
Expected outcomes
Chlorophyll is necessary for photosynthesis.
Things to bear in mind
Low levels of light will produce poor results.
For positive results carry out the experiments
in the spring or summer months and also in
the late morning or early afternoon.
SAFETY
r use eye protection
r iodine is `Harmful' if solid, in solution it is a
nuisance because of staining
r ethanol is highly flammable ± do not use it
while any Bunsen flames are lit
ANSWERS
Q1 From colourless to blue/black.
Q2 Green areas.
Q3 Chlorophyll is necessary for photosynthesis.
Q4 light, green, chloroplasts, photosynthesise
EQUIPMENT
This is a class practical; the equipment listed below is for one pair of students.
1 250 cm3 beaker
2 Tweezers.
3 White tile.
6 Boiling tubes one-third full of ethanol, sealed
with rubber bungs.
7 Variegated leaves.
4 Iodine, 1% (harmful).
5 Water bath set at 808C containing racks to
support boiling tubes.
q Heinemann Educational Publishers, 2001
77
Foundation/Higher
ACTIVITY 2.6
Photosynthesis
Teacher and Technician Notes
AIM
To investigate the necessity of carbon dioxide and light for photosynthesis to take place.
r
Advance preparation ± technical
r
Technicians can set up the experiment on a
growing plant.
r
Students will plan, obtain results and analyse
experiments demonstrating that carbon dioxide
and light are necessary for photosynthesis.
Running the activity
Students will test the leaf for starch as in
Activity 2.5.
Both Activities 2.5 and 2.6 can be combined
during one lesson.
Expected outcomes
r
Things to bear in mind
Low levels of light will produce poor results.
For positive results carry out the experiments
in the spring and summer months and also in
the late morning or early afternoon.
SAFETY
r use eye protection
r ethanol is highly flammable ± do not use it
r iodine is `Harmful' if solid otherwise it is a
nuisance because of staining
while Bunsen flames are still lit
r sodium hydroxide pellets are `Corrosive', avoid
any skin contact
ANSWERS
Experiment 1 ± carbon dioxide
Experiment 2 ± light
Q1 The experimental design is illustrated below.
Q1 The experimental design is illustrated below.
sealed with
Vaseline
growing
geranium plant
cotton wool
paper clips
aluminium
foil
shape cut out
of foil
leaf attached to
growing plant
sodium
hydroxide
retort stand
Q2 A leaf on the plant that is not placed in the flask
with the sodium hydroxide, or a leaf in a conical
flask but with the sodium hydroxide missing.
Q3 Test the leaf for starch.
Q4 Starch will not be found in the test leaf because
carbon dioxide is not available to the leaf.
Q2 A leaf on the plant that is not covered in foil.
Q3 Test the leaf for starch.
Q4 Starch will only be found in the parts of the
leaf that have been exposed to light.
EQUIPMENT
Experiment 1 ± This is a class practical; the
equipment listed below is for one pair of students.
1 Growing geranium plants are ideal for this
experiment. More than one may be needed,
depending upon class size.
2 20 pellets of sodium hydroxide (corrosive).
3 Conical flask.
4 Retort stand, boss and clamp.
5 Cotton wool.
6 Vaseline to seal container.
78
q Heinemann Educational Publishers, 2001
7 Equipment for test for starch.
See Activity 2.5.
Experiment 2 ± This is a class practical; the
equipment listed below is for one pair of students.
1 Growing geranium plants.
2 Aluminium foil.
3 Scissors.
4 2 paper clips.
5 Equipment for testing for starch.
See Activity 2.5.
Foundation/Higher
ACTIVITY 2.7
Observing transpiration
Teacher and Technician Notes
AIM
To study how plants transpire.
r
Advance preparation ± students
r
Students need to be familiar with the loss of
water during transpiration.
r
The students will determine that warm air
currents increase the rate of transpiration.
Transpiration increases in warm windy
conditions.
Advance preparation ± technical
The activity may be run as a demonstration or
as a class practical. If run as a class practical, it
could be set up as a circus activity.
It is necessary to purchase celery with leaves.
Many supermarkets remove the leaves.
It is best to perform this experiment when the
celery is beginning to wilt.
Expected outcomes
r
Things to bear in mind
Use concentrated ink if possible, rather than
food dye.
Begin a lesson with this investigation. The
students may then study the structure of the
underside of a leaf (Activity 2.8) whilst the
celery is transpiring.
SAFETY
r warn students of the danger of using scalpels
r never use a fan with exposed blades
r take care when using electrical equipment (fan
heater and fan) near water
ANSWERS
Q1 Warm air currents.
Q2 Xylem.
Q3 Water vapour transpires through stomata.
Q4 transpiration, warm, vapour, stomata
EQUIPMENT
1 Celery with leaves.
2 Food dye or concentrated ink, red or blue in
colour, 3 or 4 mm depth in a 50 cm3 beaker.
3 Scalpel.
5 Stop clock (students may use laboratory wall
clock).
6 Fan.
7 Electric fan heater adjusted to warm air.
4 Cutting tile.
q Heinemann Educational Publishers, 2001
79
Foundation/Higher
ACTIVITY 2.8
Transpiration: stomata
Teacher and Technician Notes
AIM
To provide direct evidence of stomata on the underside of a leaf.
r
Advance preparation ± students
the underside of different leaves could be made.
The number of stomata in the field of view
provides an ideal counting area.
Pupils need to know that water is lost from
plants.
r
Advance preparation ± technical
In order to prevent delay during the lesson, the
nail varnish can be painted on the base of the
leaves before the lesson.
r
Running the activity
Privet leaves are ideal for this purpose.
A study of the different numbers of stomata on
r
Expected outcomes
Students are able to view the underside of a
leaf, seeing the tiny openings, called stomata.
r
Things to bear in mind
The layer of nail varnish can be painted on too
thickly and consequently take a long time to
dry.
SAFETY
r avoid inhaling fumes from nail varnish which is
also highly flammable
ANSWERS
Q1 Stomata.
Q2 Guard cells.
Q3 Carbon dioxide passes into the leaf through
the stomata. Oxygen and water vapour pass
out of the stomata.
Q4 Cuticle.
Q5 To reduce water loss by evaporation through
the top of the leaf.
Q6 vapour, transpiration, windy, cuticle, dry
Q7 The nursery owner should attempt to position
in plants behind a windshield so they are
protected from the prevailing breeze and also
preferably placed in the shade.
EQUIPMENT
1 Nail varnish and brush.
4 Microscope slide.
2 Privet leaves, picked prior to the lesson. Store
in a covered Petri dish. It may be better to
paint the leaves with nail varnish 1 or 2 hours
before the lesson.
5 Pipette.
3 Microscope.
80
q Heinemann Educational Publishers, 2001
6 Beaker.
7 Pointed tweezers.
Foundation/Higher
ACTIVITY 2.9
Plant plumbing
Teacher and Technician Notes
AIM
To provide a summary sheet about the movement of water in plants.
ANSWERS
A Carbon dioxide enters the
leaves by diffusion.
C Water vapour and carbon dioxide
enter and leave the leaf through
tiny holes called stomata.
yy
;;
;;
yy
B Photosynthesis takes place
here. Soluble sugars are changed
into insoluble starch and stored
here.
F Phloem tissue carries nutrients such as
sugars from the leaves to the rest of
the plant as well as to storage organs
such as tubers in potatoes.
D The plant loses water vapour:
this is called transpiration.
E Xylem tubes transport water and minerals
from the roots to the leaves.
G Insoluble starch is stored here.
I
Water enters the plant through tiny root hairs.
These increase the surface area for water
and mineral salts to be absorbed.
H Water enters the plants by osmosis when
water diffuses across a partially permeable
membrane into the root.
q Heinemann Educational Publishers, 2001
81
Humans as organisms
Foundation Test
FOUNDATION TIER
QUESTION THREE
You must do one Tier only, either the
Foundation Tier or the Higher Tier.
The Higher Tier starts on page 000.
The diagram shows a section through the heart.
Match words from the list with each of the labels
1±4 in the drawing.
Questions ONE to FIVE.
artery
In these questions match the words in the list
with the numbers.
Use each answer only once.
Mark your choices on the answer sheet.
vein
atrium
ventricle
QUESTION ONE
1
The diagram shows a bacterium and a cell from
inside the cheek.
;;
;;
;;
2
Match words from the list with each of the labels
1±4 in the drawing.
3
cell membrane
cell wall
;;;
;;;
;;;
;;;;;;
4
cytoplasm
nucleus
1
2
3
4
bacterium
cheek cell
QUESTION TWO
The table is about the jobs of parts of our blood.
Match words from the list with each of the
numbers 1±4 in the table.
plasma
QUESTION FOUR
The table is about the transport of substances by
the blood.
Match words from the list with each of the
numbers 1±4 in the table.
carbon dioxide
glucose
oxygen
platelet
urea
red cell
SUBSTANCE
white cell
PART OF BLOOD
130
ONE JOB
1
transporting oxygen
2
producing antitoxins
3
transporting carbon
dioxide
4
forming clots at wounds
q Heinemann Educational Publishers, 2001
TRANSPORTED
1
From the lungs to the
organs
2
From the small intestine
to the organs
3
From the organs to the
lungs
4
From the liver to the
kidneys
Humans as organisms
QUESTION FIVE
The diagram show four kinds of cells that are
found in the human body.
Match words from the list with drawings 1±4.
Foundation Test
they allow food materials to pass through
their walls into the organs
they have valves
they have very thin walls
ingests bacteria
lines the atria of the heart
;;
;; ;;;;;
;;
;;
;;;
;;;;;;;
;;;;;
;;;;
;;;
;;;;;
;;;
;;
;;;;;
;;;;
;;;
;;;
;;;;;;;
moves mucus in the lungs
Questions EIGHT to TEN.
passes information to other cells
Each of these questions has four parts.
In each part choose only one answer.
Mark your choices on the answer sheet.
;;
;;
tiny hairs
1
2
3
4
Questions SIX and SEVEN.
In these questions choose the best two answers.
Do not choose more than two.
Mark your choices on the answer sheet.
QUESTION EIGHT
The information in the table is from a tin of soup.
AMOUNT PER 100 g
Energy
200 kJ
Protein
1.0 g
Carbohydrate
5.1 g
Fat
1.88 g
8.1
A 200 gram serving of soup will provide . . .
QUESTION SIX
Most human cells contain a nucleus.
In addition to a nucleus, which two of the
following parts do most human cells contain?
cell membrane
cell wall
8.2
A
1/100 of the daily requirement for
energy.
B
1/50 of the daily requirement for energy.
C
1/25 of the daily requirement for energy.
D
1/5 of the daily requirement for energy.
cytoplasm
During digestion the protein in the soup will
be broken down into . . .
muscle
A
glycogen.
protein coat
B
fatty acids.
C
glucose.
D
amino acids.
QUESTION SEVEN
Capillaries are one of the types of blood vessel in
the body.
8.3
Protein-digesting enzymes are produced in
the . . .
A
salivary glands only.
B
small intestine only.
they all carry blood away from the organs
C
pancreas and small intestine.
they all carry blood rich in carbon dioxide
D
stomach, pancreas and small intestine.
Which two of the following features are shown by
capillaries?
131
The recommended daily intake of energy for
a 16-year-old pupil is 10 000 kJ.
q Heinemann Educational Publishers, 2001
Humans as organisms
8.4
Digested proteins are absorbed into the blood
mainly in the . . .
Foundation Test
QUESTION TEN
The diagram shows some of the structures
concerned with digestion.
A
stomach.
B
pancreas.
P
C
small intestine.
Q
D
large intestine.
R
S
T
QUESTION NINE
Respiration occurs in all living cells.
9.1
9.2
9.3
9.4
132
U
Aerobic respiration produces . . .
10.1
The part where bile is produced is . . .
A
lactic acid, carbon dioxide and energy.
B
water, lactic acid and energy.
A
P
C
energy, water and carbon dioxide.
B
Q
D
energy, glucose and carbon dioxide.
C
R
D
S
In anaerobic respiration cells use . . .
10.2
Bile does not . . .
A
amino acids.
B
glucose.
A
emulsify fats.
C
water.
B
neutralise acids.
D
protein.
C
provide alkaline conditions for
enzymes.
D
digest fats into fatty acids and glycerol.
Anaerobic respiration involves . . .
A
breathing deeply.
B
breathing through the nose rather than
the mouth.
C
producing energy in the cells in the
absence of oxygen.
D
diffusion of oxygen into the alveoli.
Energy is not required for . . .
A
diffusion of oxygen into the blood.
B
moving food along the gut.
C
the formation of new proteins in cells
during growth.
D
replacement of heat lost from the body.
q Heinemann Educational Publishers, 2001
10.3
10.4
The parts which produce enzymes that
digest carbohydrates are . . .
A
Q and R
B
R and S
C
R and T
D
S and T
Faeces are produced in the . . .
A
large intestine.
B
liver.
C
pancreas.
D
small intestine.
Humans as organisms
Higher Test
HIGHER TIER
Questions THREE and FOUR.
You must do one Tier only, either the
Foundation Tier or the Higher Tier.
The Foundation Tier starts on page ???.
In these questions choose the best two answers.
Do not choose more than two.
Mark your choices on the answer sheet.
Questions ONE and TWO.
In these questions match the words in the list
with the numbers.
Use each answer only once.
Mark your choices on the answer sheet.
QUESTION ONE
QUESTION THREE
Capillaries are one of the types of blood vessel in
the body.
Which two of the following features are shown by
capillaries?
they all carry blood away from the organs
The diagram show four kinds of cells that are
found in the human body.
Match words from the list with drawings 1±4.
ingests bacteria
;;
;; ;;;;;
;;
;;
;;;
;;;
;;;;;
;;;;
;;;
;;;;
;;;;;
;;;
;;
;;;;;
;;;;
;;;
;;;
;;;;;;;
lines the atria of the heart
moves mucus in the lungs
they all carry blood rich in carbon dioxide
they allow food materials to pass through
their walls into the organs
they have valves
they have very thin walls
passes information to other cells
;;
;;
tiny hairs
1
2
3
4
Substances pass out of the blood as it flows
through the capillaries of an organ.
Which two of the following substances pass out of
blood flowing through the capillaries of the
stomach?
carbon dioxide
glucose
oxygen
QUESTION TWO
protein
The table is about activities which protect the body.
starch
Match words from the list with each of the
numbers 1±4 in the table.
production of acid
production of antibodies
production of clots
production of mucus
Activity
133
QUESTION FOUR
Function in body
1
kills bacteria in the blood
2
kills most of the microbes in the
food we swallow
3
prevents loss of blood plasma
4
reduces the risk of lung infections
q Heinemann Educational Publishers, 2001
Questions FIVE to TEN.
Each of these questions has four parts.
In each part choose only one answer.
Mark your choices on the answer sheet.
QUESTION FIVE
The information in the table is from a tin of soup.
Amount per 100 g
Energy
200 kJ
Protein
1.0 g
Carbohydrate
5.1 g
Fat
1.88 g
Humans as organisms
5.1
The recommended daily intake of energy for
a 16-year-old pupil is 10 000 kJ.
Higher Test
6.3
A 200 gram serving of soup will provide . . .
5.2
5.3
5.4
A
1/100 of the daily requirement for energy.
B
1/50 of the daily requirement for energy.
C
1/25 of the daily requirement for energy.
D
1/5 of the daily requirement for energy.
During digestion the protein in the soup will
be broken down into . . .
6.4
A
breathing deeply.
B
breathing through the nose rather than
the mouth.
C
producing energy in the cells in the
absence of oxygen.
D
diffusion of oxygen into the alveoli.
Energy is not required for . . .
A
diffusion of oxygen into the blood.
A
glycogen.
B
moving food along the gut.
B
fatty acids.
C
C
glucose.
the formation of new proteins in cells
during growth.
D
amino acids.
D
replacement of heat lost from the body.
Protein-digesting enzymes are produced in
the . . .
QUESTION SEVEN
A
salivary glands only.
B
small intestine only.
C
pancreas and small intestine.
P
D
stomach, pancreas and small intestine.
Q
The diagram shows some of the structures
concerned with digestion.
R
Digested proteins are absorbed into the blood
mainly in the . . .
A
stomach.
B
pancreas.
C
small intestine.
D
large intestine.
S
T
U
7.1
The part where bile is produced is . . .
A
P
Respiration occurs in all living cells.
B
Q
6.1
Aerobic respiration produces . . .
C
R
A
lactic acid, carbon dioxide and energy.
D
S
B
water, lactic acid and energy.
C
energy, water and carbon dioxide.
D
energy, glucose and carbon dioxide.
QUESTION SIX
6.2
134
Anaerobic respiration involves . . .
7.2
Bile does not . . .
A
emulsify fats.
B
neutralise acids.
In anaerobic respiration cells use . . .
C
provide alkaline conditions for enzymes.
A
amino acids.
D
digest fats into fatty acids and glycerol.
B
glucose.
C
water.
D
protein.
q Heinemann Educational Publishers, 2001
Humans as organisms
7.3
7.4
Higher Test
The parts which produce enzymes that digest
carbohydrates are . . .
8.3
Oxygen is transported by the blood . . .
A
as oxyhaemoglobin in red blood cells.
B
as oxyhaemoglobin in white blood
cells.
R and T
C
as haemoglobin in red blood cells.
S and T
D
as haemoglobin in red blood cells.
A
Q and R
B
R and S
C
D
8.4
Faeces are produced in the . . .
A
large intestine.
B
liver.
C
pancreas.
D
small intestine.
Arteries can control the amount of blood
flowing through an organ because they
have . . .
A
muscular tissue in their walls.
B
elastic tissue in their walls.
C
valves.
D
thin walls.
QUESTION EIGHT
The bar chart shows the volume of blood (cm3 per
minute) flowing through organ systems when a
student was doing light exercise.
QUESTION NINE
The drawing shows a side view of the chest during
breathing movements.
Other
Skin
Muscle
Heart muscle
Brain
Kidneys
Digestive system
sternum
(breastbone)
0
8.1
1000 2000 3000 4000
Blood flow (cm3 per minute)
pivot points
of a rib
rib
5000
The student ran for five minutes.
backbone
How much blood flowed through his brain
during this time?
8.2
135
A
680 cm3
B
3750 cm3
C
6800 cm3
D
40 800 cm3
diaphragm
⫽ position during inhalation
9.1
The sternum is moved upwards by . . .
A
air moving into the lungs.
The total amount of blood flowing through
the organs was 9000 cm3 per minute.
B
contraction of the diaphragm muscles.
What percentage of the blood was flowing
through the skin?
C
contraction of the rib muscles.
D
peristalsis.
A
0.17%
B
1.7%
C
6.7%
D
17%
q Heinemann Educational Publishers, 2001
Humans as organisms
9.2
The movements of the ribs and diaphragm
during inhalation cause . . .
A
9.3
9.4
the volume of the thorax to increase
and the pressure inside it to
decrease.
B
the volume of the thorax to decrease
and the pressure inside it to
increase.
C
the volume of the thorax and the
pressure inside it both to decrease.
D
the volume of the thorax and the
pressure inside it both to increase.
Oxygen passes from the alveoli into the blood
in the lung capillaries mainly by . . .
A
active transport.
B
circulation.
C
diffusion.
D
respiration.
Breathing increases the rate at which oxygen
enters blood because . . .
A
it maintains a difference in
concentration of oxygen between the
alveoli and the blood.
Higher Test
QUESTION TEN
The drawing shows an investigation into fat
digestion.
Milk contains a large number of fat droplets.
Tube W
contains
milk
lipase
bile
pH indicator
10.1
10.2
Tube X
contains
milk
lipase
water
pH indicator
Tube Y
contains
milk
boiled lipase
bile
pH indicator
Tube Z
contains
milk
boiled lipase
water
pH indicator
In which tube would you expect the
indicator to change colour the quickest?
A
W
B
X
C
Y
D
Z
A pH indicator is used because the contents
of the tube become . . .
A
more acid as fat digestion proceeds.
it removes carbon dioxide from the
blood.
B
more alkaline as fat digestion proceeds.
C
more aerobic as fat digestion proceeds.
C
it keeps the alveoli moist for diffusion.
D
more anaerobic as fat digestion proceeds.
D
it stimulates aerobic respiration.
B
10.3
10.4
One major function of bile is . . .
A
to provide acid conditions in which
lipase works best.
B
to break down the fats into fatty acids.
C
to increase the surface area of fats.
D
to increase the size of fat droplets.
Cells on the surface of the villi have large
numbers of mitochondria.
This suggests that much of the absorption
of soluble food occurs via . . .
136
q Heinemann Educational Publishers, 2001
A
active transport.
B
diffusion.
C
respiration.
D
digestion.
Humans as organisms
Foundation Answer Sheet
Instructions on how to complete this answer sheet are given on the question paper.
Please make sure you follow them carefully.
Questions ONE to FIVE: Choose one answer for each of the parts 1 to 4.
QUESTION ONE
1
2
3
QUESTION TWO
4
cell membrane
plasma
cell wall
platelet
cytoplasm
red cell
nucleus
white cell
QUESTION THREE
1
2
3
QUESTION FOUR
4
artery
carbon dioxide
atrium
glucose
vein
oxygen
ventricle
urea
QUESTION FIVE
1
2
3
1
2
3
4
1
2
3
4
4
ingests bacteria
lines the atria of the heart
moves mucus in the lungs
passes information to other cells
Questions SIX and SEVEN: Choose two answers for each question.
QUESTION SIX
QUESTION SEVEN
cell membrane
they all carry blood away from the organs
cell wall
they all carry blood rich in carbon dioxide
cytoplasm
they allow food materials to pass through their walls into the organs
muscle
they have valves
protein coat
they have very thin walls
Questions EIGHT to TEN: Choose one answer for each of the parts 1 to 4.
QUESTION NINE
QUESTION EIGHT
8.1
A
B
C
D
9.1
A
B
C
D
8.2
A
B
C
D
9.2
A
B
C
D
8.3
A
B
C
D
9.3
A
B
C
D
8.4
A
B
C
D
9.4
A
B
C
D
10.1
A
B
C
D
10.2
A
B
C
D
10.3
A
B
C
D
10.4
A
B
C
D
QUESTION TEN
137
q Heinemann Educational Publishers, 2001
Humans as organisms
Higher Answer Sheet
Instructions on how to complete this answer sheet are given on the question paper.
Please make sure you follow them carefully.
Questions ONE and TWO: Choose one answer for each of the parts 1 to 4.
QUESTION ONE
1
2
3
4
1
2
3
4
ingests bacteria
lines the atria of the heart
moves mucus in the lungs
passes information to other cells
QUESTION TWO
production of acid
production of antibodies
production of clots
production of mucus
Questions THREE and FOUR: Choose two answers for each question.
QUESTION THREE
QUESTION FOUR
they all carry blood away from the organs
carbon dioxide
they all carry blood rich in carbon dioxide
glucose
they allow food materials to pass through their walls into the organs
oxygen
they have valves
protein
they have very thin walls
starch
Questions FIVE to TEN: Choose one answer for each of the parts 1 to 4.
QUESTION SIX
QUESTION FIVE
5.1
A
B
C
D
6.1
A
B
C
D
5.2
A
B
C
D
6.2
A
B
C
D
5.3
A
B
C
D
6.3
A
B
C
D
5.4
A
B
C
D
6.4
A
B
C
D
7.1
A
B
C
D
8.1
A
B
C
D
7.2
A
B
C
D
8.2
A
B
C
D
7.3
A
B
C
D
8.3
A
B
C
D
7.4
A
B
C
D
8.4
A
B
C
D
9.1
A
B
C
D
10.1
A
B
C
D
9.2
A
B
C
D
10.2
A
B
C
D
9.3
A
B
C
D
10.3
A
B
C
D
9.4
A
B
C
D
10.4
A
B
C
D
QUESTION EIGHT
QUESTION SEVEN
QUESTION TEN
QUESTION NINE
138
q Heinemann Educational Publishers, 2001
Maintenance of life
Foundation Test
FOUNDATION TIER
QUESTION THREE
You must do one Tier only, either the
Foundation Tier or the Higher Tier.
The Higher Tier starts on page 000.
The table is about the activity of different parts of
a plant.
Questions ONE to FIVE.
In these questions match the words in the list
with the numbers.
Use each answer only once.
Mark your choices on the answer sheet.
QUESTION ONE
The diagram shows a section through the eye.
Match words from the list with each of the
numbers 1±4 in the table.
leaf
phloem
stomata
xylem
PART OF PLANT
Match words from the list with each of the labels
1±4 in the drawing.
cornea
1
iris
2
retina
3
suspensory
ligament
4
QUESTION TWO
The table is about different receptors in the body
of an owl, which hunts small animals at night.
Match words from the list
with each of the numbers
1±4 in the table.
ear
1
transports sugars
2
open to allow carbon
dioxide to enter the
plant
3
transports water
4
makes food
QUESTION FOUR
The table is about the growth of plants, which
may be affected by a number of factors.
Match words from the list with each of the
numbers 1±4 in the table.
hormone
eye
light
skin
nitrate
tongue
PART OF
BODY
141
ACTIVITY
the force of gravity
CONTAINS RECEPTORS
WHICH ALLOW OWL TO . . .
FACTOR
PLANT ACTIVITY
1
feel the pressure of air on its
wings as it flies
1
shoots grow against the direction
of it
2
hear small animals moving
through the grass
2
stimulates the growth of roots in
cuttings
3
see small animals as it is flying
3
shoots grow towards it
4
taste its prey
4
absorbed by root hairs
q Heinemann Educational Publishers, 2001
Maintenance of life
Foundation Test
QUESTION FIVE
Questions EIGHT to TEN.
The diagram shows a cell from the leaf of a green
plant.
Each of these questions has four parts.
In each part choose only one answer.
Mark your choices on the answer sheet.
Match the words from the list with each of the
labels 1±4 in the drawing.
absorbs light energy to make food
controls the cell's activities
filled with cell sap
QUESTION EIGHT
The diagram shows the apparatus used in an
investigation about photosynthesis.
The apparatus was placed in sunlight for a few
hours.
strengthens the cell
2
1
4
gas
water
plant
3
Questions SIX and SEVEN.
In these questions choose the best two answers.
Do not choose more than two.
Mark your choices on the answer sheet.
8.1
QUESTION SIX
Some substances are removed from the body as
waste.
Which two of the following are involved in the
removal of water from the body?
8.2
A
carbon dioxide.
B
nitrogen.
C
oxygen.
D
water vapour.
Which of the following does the water plant
absorb during photosynthesis?
bladder
A
carbon dioxide.
heart
B
nitrogen.
liver
C
nitrate.
lungs
D
oxygen.
pancreas
8.3
QUESTION SEVEN
Some substances we take into our body may harm
our organs.
Which two of the following problems are caused
by substances in tobacco smoke?
brain damage
142
The gas given off by the water plant is
mainly . . .
8.4
The green substance that absorbs energy
during photosynthesis is . . .
A
cellulose.
B
chlorophyll.
C
cytoplasm.
D
nitrate.
During the night, the gas that collects in the
tube is mainly . . .
constipation
A
carbon dioxide.
emphysema
B
nitrogen.
liver damage
C
oxygen.
low birth mass in babies
D
water vapour.
q Heinemann Educational Publishers, 2001
Maintenance of life
Foundation Test
QUESTION NINE
QUESTION TEN
Batches of potato cylinders each weighing 40 g
were immersed in sugar solutions of different
concentrations for the same length of time.
The eye and the brain enable us to see.
10.1
Mean mass of potato cylinder (g)
The potato cylinders were then removed, blotted
dry and reweighed. The results are shown on the
graph.
70
60
50
40
30
20
10
0
9.1
9.2
9.3
9.4
143
10.2
0
0.1
0.2
0.3
Concentration of sugar solution (M)
0.4
10.3
In which concentration of sugar solution did
the potato cylinders lose mass?
Light enters the eye through the . . .
A
cornea.
B
lens.
C
pupil.
D
sclera.
Light is focussed by the . . .
A
ciliary muscles.
B
cornea.
C
iris.
D
pupil.
The amount of light which enters the
retina is controlled by the . . .
A
ciliary muscles.
A
0M
B
cornea.
B
0.1 M
C
iris.
C
0.2 M
D
lens.
D
0.3 M
This loss of mass is due to loss of . . .
A
cellulose.
B
solute.
C
sugar.
D
water.
By how much did the mass of the potato
cylinders in 0 M sugar solution increase?
A
10 g
B
20 g
C
30 g
D
40 g
The process which causes the changes of
mass of the potato cylinders is called . . .
A
active transport.
B
osmosis.
C
transpiration.
D
wilting.
q Heinemann Educational Publishers, 2001
10.4
Which of the following carries information
to the brain?
A
capillary.
B
ciliary muscle.
C
hormone.
D
sensory neurone.
Maintenance of life
Higher Test
HIGHER TIER
Questions THREE and FOUR.
You must do one Tier only, either the
Foundation Tier or the Higher Tier.
The Foundation Tier starts on page 000.
In these questions choose the best two answers.
Do not choose more than two.
Mark your choices on the answer sheet.
Questions ONE and TWO.
QUESTION THREE
In these questions match the words in the list
with the numbers.
Use each answer only once.
Mark your choices on the answer sheet.
Some substances we take into our body may harm
our organs.
QUESTION ONE
Which two of the following problems are caused
by substances in tobacco smoke?
brain damage
The diagram shows a cell from the leaf of a green
plant.
constipation
Match the words from the list with each of the
labels 1±4 in the drawing.
liver damage
absorbs light energy to make food
emphysema
low birth mass in babies
controls the cell's activities
filled with cell sap
QUESTION FOUR
strengthens the cell
Substances are filtered from the blood by the
kidneys.
2
1
Which two of the following substances are actively
reabsorbed from the kidney tubules.
ADH
4
3
dissolved ions
glucose
QUESTION TWO
urea
Hormones control many processes in the body.
water
Match words from the list with each of the
numbers 1±4 in the table.
ADH
glucagon
glucose
glycogen
Substance
144
Part played in control of body
process
Questions FIVE to TEN.
Each of these questions has four parts.
In each part choose only one answer.
Mark your choices on the answer sheet.
QUESTION FIVE
1
released from the pancreas when
blood glucose levels fall
The diagram shows the apparatus used in an
investigation about photosynthesis.
2
stored in the liver
3
released by the pituitary gland
when blood water concentration
falls
The apparatus was placed
in sunlight for a few hours.
4
released by the liver when blood
glucose concentration falls
q Heinemann Educational Publishers, 2001
water
plant
gas
Maintenance of life
5.1
5.2
5.3
5.4
Higher Test
6.1
The gas given off by the water plant is
mainly . . .
A
carbon dioxide.
A
0M
B
nitrogen.
B
0.1 M
C
oxygen.
C
0.2 M
D
water vapour.
D
0.3 M
Which of the following does the water plant
absorb during photosynthesis?
A
carbon dioxide.
B
nitrogen.
C
nitrate.
D
oxygen.
A
cellulose.
B
chlorophyll.
C
cytoplasm.
D
nitrate.
During the night, the gas that collects in the
tube is mainly . . .
A
carbon dioxide.
B
nitrogen.
C
oxygen.
D
water vapour.
6.2
6.3
The green substance that absorbs energy
during photosynthesis is . . .
QUESTION SIX
6.4
7.1
Mean mass of potato cylinder (g)
7.2
0
0.1
0.2
0.3
Concentration of sugar solution (M)
q Heinemann Educational Publishers, 2001
A
cellulose.
B
solute.
C
sugar.
D
water.
By how much did the mass of the potato
cylinders in 0 M sugar solution increase?
A
10 g
B
20 g
C
30 g
D
40 g
The process which causes the changes of
mass of the potato cylinders is called . . .
A
active transport.
B
osmosis.
C
transpiration.
D
wilting.
The eye and the brain enable us to see.
The potato cylinders were then removed, blotted dry
and reweighed. The results are shown on the graph.
70
60
50
40
30
20
10
0
This loss of mass is due to loss of . . .
QUESTION SEVEN
Batches of potato cylinders each weighing 40 g
were immersed in sugar solutions of different
concentrations for the same length of time.
145
In which concentration of sugar solution did
the potato cylinders lose mass?
0.4
Light enters the eye through the . . .
A
cornea.
B
lens.
C
pupil.
D
sclera.
Light is focussed by the . . .
A
ciliary muscles.
B
cornea.
C
iris.
D
pupil.
Maintenance of life
7.3
7.4
Higher Test
The amount of light which enters the eye is
controlled by the . . .
A
ciliary muscles.
B
cornea.
C
iris.
D
lens.
8.3
8.4
Which of the following carries information to
the brain?
A
capillary.
B
ciliary muscle.
C
hormone.
D
sensory neurone.
Part Q on the diagram represents . . .
A
the brain.
B
the pituitary gland.
C
a nerve.
D
a synapse.
The effectors in this response are . . .
A
capillaries.
B
glands.
C
hormones.
D
muscles.
QUESTION NINE
QUESTION EIGHT
If you touch something hot you automatically pull
your hand away. The diagram represents this
reflex action.
Two different plants, A and B, with similar leaf
area, were pulled up out of the ground. The soil
was shaken off their roots and the plants were
then weighed at intervals over a period of 20
hours. The results are shown in the table.
Time (h)
U
;;;
;;;
;;;;;
;;;;;
;;;;;
;;;;;
P
T
Q
S
R
spinal cord
8.1
8.2
146
Which part of the diagram represents the
receptor in this reflex action?
9.1
Plant A
Plant B
0
410
440
5
390
426
10
376
417
15
363
410
20
350
405
How much water did plant B lose in the
period 0±10 hours?
A
R
A
14 g
B
S
B
23 g
C
T
C
35 g
D
U
D
60 g
Which part of the diagram represents a relay
neuron?
9.2
Mass of plant (g)
The period when the rate of water loss is
2.6 g per hour is . . .
A
P
A
0±10 hours for plant A.
B
R
B
10±20 hours for plant A.
C
S
C
0±10 hours for plant B.
D
T
D
10±20 hours for plant B.
q Heinemann Educational Publishers, 2001
Maintenance of life
9.3
9.4
Which is the most likely explanation for the
lesser rate of water loss from plant B?
A
Plant A has a thicker cuticle on its upper
surface than plant B.
B
10.1
Which one of the substances was
completely re-absorbed from the filtrate by
the kidneys?
A
water
Plant B was in drier air than plant A.
B
ions
C
Plant B was in warmer air than plant A.
C
glucose
D
Plant A had a greater number of
stomata per unit area than plant B.
D
urea
10.2
Stomata in a plant leaf . . .
What percentage of the water was
re-absorbed?
A
release only water into the atmosphere.
A
0.9
B
allow only carbon dioxide to enter the
leaf.
B
99.1
C
116.6
C
sometimes close to conserve water in the
plant.
D
173.5
D
never close during daylight.
10.3
Energy is needed to re-absorb all the . . .
A
carbon dioxide.
B
glucose.
QUESTION TEN
C
oxygen.
The table shows the amounts of substances
filtered from blood by the kidneys and the
amounts appearing in the urine in a 24-hour
period.
D
water.
Substance
Water (litres)
Ions (g)
Glucose (g)
Urea (g)
147
Higher Test
Amount of
filtrate
produced by
kidneys in
24 h
Amount
appearing in
urine in 24 h
175
1000
200
60
1.5
15
0
35
q Heinemann Educational Publishers, 2001
10.4
On a hot day the volume of urine released
is much less than 1.5 litres. This reduction
in urine volume is the result of . . .
A
the release of glucagon causing more
water to be re-absorbed into the blood.
B
the release of ADH causing less water
to be re-absorbed into the blood.
C
the release of glucagon causing less
water to be re-absorbed into the blood.
D
the release of ADH causing more water
to be re-absorbed into the blood.
Maintenance of life
Foundation Answer Sheet
Instructions on how to complete this answer sheet are given on the question paper.
Please make sure you follow them carefully.
Questions ONE to FIVE: Choose one answer for each of the parts 1 to 4.
QUESTION ONE
1
2
3
QUESTION TWO
4
cornea
ear
iris
eye
retina
skin
suspensory ligament
tongue
QUESTION THREE
1
2
3
QUESTION FOUR
4
leaf
hormone
phloem
light
stomata
nitrate
xylem
the force of gravity
QUESTION FIVE
1
2
3
1
2
3
4
1
2
3
4
4
absorbs light energy to make food
controls the cell's activities
filled with cell sap
strengthens the cell
Questions SIX and SEVEN: Choose two answers for each question.
QUESTION SIX
QUESTION SEVEN
bladder
brain damage
heart
constipation
liver
emphysema
lungs
liver damage
pancreas
low birth mass in babies
Questions EIGHT to TEN: Choose one answer for each of the parts 1 to 4.
QUESTION NINE
QUESTION EIGHT
8.1
A
B
C
D
9.1
A
B
C
D
8.2
A
B
C
D
9.2
A
B
C
D
8.3
A
B
C
D
9.3
A
B
C
D
8.4
A
B
C
D
9.4
A
B
C
D
10.1
A
B
C
D
10.2
A
B
C
D
10.3
A
B
C
D
10.4
A
B
C
D
QUESTION TEN
148
q Heinemann Educational Publishers, 2001
Maintenance of life
Higher Answer Sheet
Instructions on how to complete this answer sheet are given on the question paper.
Please make sure you follow them carefully.
Questions ONE and TWO: Choose one answer for each of the parts 1 to 4.
QUESTION ONE
1
2
3
4
1
2
3
4
absorbs light energy to make food
controls the cell's activities
filled with cell sap
strengthens the cell
QUESTION TWO
ADH
glucagon
glucose
glycogen
Questions THREE and FOUR: Choose two answers for each question.
QUESTION THREE
QUESTION FOUR
brain damage
ADH
constipation
dissolved ions
emphysema
glucose
liver damage
urea
low birth mass in babies
water
Questions FIVE to TEN: Choose one answer for each of the parts 1 to 4.
QUESTION SIX
QUESTION FIVE
5.1
A
B
C
D
6.1
A
B
C
D
5.2
A
B
C
D
6.2
A
B
C
D
5.3
A
B
C
D
6.3
A
B
C
D
5.4
A
B
C
D
6.4
A
B
C
D
7.1
A
B
C
D
8.1
A
B
C
D
7.2
A
B
C
D
8.2
A
B
C
D
7.3
A
B
C
D
8.3
A
B
C
D
7.4
A
B
C
D
8.4
A
B
C
D
9.1
A
B
C
D
10.1
A
B
C
D
9.2
A
B
C
D
10.2
A
B
C
D
9.3
A
B
C
D
10.3
A
B
C
D
9.4
A
B
C
D
10.4
A
B
C
D
QUESTION EIGHT
QUESTION SEVEN
QUESTION TEN
QUESTION NINE
149
q Heinemann Educational Publishers, 2001