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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 q Heinemann Educational Publishers, 2001 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. 72 q Heinemann Educational Publishers, 2001 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