Download Biology Department YEAR 9 SCHEME OF WORK 2014

Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Biology Department
YEAR 9 SCHEME OF WORK
2014 - 2015
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
NOTES:
1. A large number of resources to support this SOW are available in the shared area
under IGCSE resources: they are sorted into appropriate topic areas and include
worksheets, teacher notes, pupil notes, PowerPoint presentations, crosswords, etc.
A good general resource (possibly more geared towards lower ability candidates) can be
found at: http://www.youtube.com/watch?v=7WX8zz_RlnE&feature=fvw some good
clips on osmosis, diffusion and active transport.
Also http://www.clickbiology.com/igcse-biology-2/ very good website for IGCSE
2. The specification content for each topic is contained in the boxes. The boxed content
is also available as specification reductions; these should be photocopied either onto
card, if files are used, or on to paper, if books are used, and given to candidates at the
start of each topic. Ideally all members of (Year 9) work in hard-bound exercise
books; only in exceptional circumstances should folders be used.
3. Please try to stick to the approximate timings for each topic.
4. The content in bold print is TAS only material but, as no pupils have yet decided which
avenue to pursue, all material must be covered.
5. End of topic tests will be put into the shared area. These are intended to be across
year group tests. They should be given as soon as possible after completing a
topic(s), but the scripts should not be returned to candidates until the whole year
group have completed the test. Marks should be recorded centrally onto the
spreadsheet in the shared area.
6. Addition or subtraction of resources will be discussed at departmental meetings
7. There is an assortment of text books and colleagues are encouraged to make their own
selection.
8. Content for the summer term may look very thin on the ground. This can be reviewed
in the Spring term and additions made if necessary. However, there are several very
large topics in this SOW and some are being taught more than 2.5 years before pupils
sit they sit the actual examination.
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Introduction to Biology
Use the first lesson to go through:
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Safe laboratory practice. Sheet available to stick in books; lab tech will have copies.
Equipment list i.e. pencils rulers calculators – A list will be drawn up for issue to them
all. The importance of being properly equipped must be stressed; being boring (and
positive) at this stage will save heart-ache later.
Expectations regarding preps, catching up with missed work, music lessons and
behaviour should be made abundantly clear.
Expectations regarding standard of prep. There will be a means of detaining pupils
whose work is below standard – possibly no need to threaten them at this stage.
Spec reductions – explain.
Structures and functions in living organisms
Section 2 Structures and functions in living organisms
a) Levels of organization:
Candidates will be assessed on their ability to
describe the levels of organisation within organisms: organelles, cells, tissues, organs and
systems.
b) Cell structure:
Candidates will be assessed on their ability to
• recognise cell structures, including the nucleus, cytoplasm, cell membrane, cell wall,
chloroplast and vacuole
• describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast and
vacuole
• describe the differences between plant and animal cells.
Notes
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Diagrams of simple cell ultra-structure, table comparing animal and plant cells,
Possible poster task here, model building (start with a shoebox???)
Brief outline of organelle function
Storage compounds
This is also an opportunity to introduce the rules for drawing, labeling and annotating.
Introduce size of structures.
Information Technology
o Tour of a plant cell
o http://www.youtube.com/watch?NR=1&feature=endscreen&v=ASYG1JQy7K
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o Tour of an animal cell
o http://www.youtube.com/watch?v=4DWaAIVlW3k&feature=related
o Into to organ systems video http://vimeo.com/39072453
Independent learning
o Cell posters using notes and text books
o Making a class person designate an organ system to a group and let them research
and “create” the organ system for their person.
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Practical work
Before beginning any practical work ensure that pupils are familiar with use of the microscope
and the production of temporary mounts –schedule in shared area
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Cheek scrapes, onion epidermis potato cells, Elodea
Prepared slides and/or projected images to show how cells are adapted for their function
e.g. neurones, sperm, ova – not necessary as covered later, but may be useful with bright
sets.
Possible rat dissection (demonstration) to demonstrate the organ systems in situ.
Draw round each other and assemble the body content – don’t spend too long on this.
• End of topic test on Cell Structure – ½ - 1 lesson
• including introductory lesson, end of topic test and give back –
9 - 10 lessons
The nature and variety of living organisms
Section 1: The nature and variety of living organisms
a) Characteristics of living organisms
b) Variety of living organisms
a) Characteristics of living organisms
Candidates will be assessed on their ability to
• recall that living organisms share the following basic characteristics
they require nutrition
they respire
they excrete their waste
they respond to their surroundings
they move
they control their internal conditions
they reproduce
they grow and develop.
Notes
o Proper definitions of each RINGMER characteristic to be offered – i.e. differentiate
between excrete and egest, for example.
o Discuss ‘What is Life’? Poster.
o Invent an organism??
Practical work
How do you prove something is alive?
• Gas train experiment
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Design an experiment with cress, maybe, to investigate factors involved in
germination and growth; generates numbers to support all the above.
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Use this as an opportunity to introduce:
1. ‘How Science Works (HSW) terms data, variable, independent and
dependent variable, evidence, controls, fair test, precise, reliable,
anomaly. There are some useful definitions in the keynote file and on
accompanying CD (designed for A level but can be adapted).
2. Basic training towards all aspects of lab skills, and written skills. Method,
Result, Evaluation etc. However, do remember that pupils will never be
asked to write a scientific report at GCSE, so although we may like them to
‘write up experiments’ this is something which can be done once or twice
with bright sets but should not be expected after every practical.
Opportunity for IT:
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Tabulation and graph plotting. A simple Excel spreadsheet: To tabulate the data
from the germination experiment; height of seedlings at various time intervals,
maybe?
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6 lessons
Variety of Life:
b) Variety of living organisms
Candidates will be assessed on their ability to
a. understand that there is a wide variety of living organisms and that modern biology
classifies organisms on the basis of their structure and how they function
b. describe the common features shared by organisms within the five main groups;
plants, animals, fungi, bacteria and viruses, and for each group describe examples and
their features as follows, (details of life cycle and economic importance are not required).
Plants:
These are multicellular organisms; they contain chloroplasts and are able to carry out photosynthesis;
they have cellulose cell walls; they store carbohydrates as starch or sucrose. Examples include
flowering plants, such as a cereal (e.g. maize) and a herbaceous legume (e.g. peas or beans).
Animals:
These are multicellular organisms; they do not contain chloroplasts and are not able to carry out
photosynthesis; they have no cell walls; they usually have nervous coordination and are able to move
from one place to another; they often store carbohydrate as glycogen. Examples include mammals
(e.g. humans) and insects (e.g. housefly).
Fungi:
These are organisms that are not able to carry out photosynthesis; their body
is usually organised into a mycelium made from thread like structures called hyphae, which contain
many nuclei; some examples are single-celled; they have cell walls made of chitin; they feed by
extracellular secretion of digestive enzymes onto food material and absorption of the organic
products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen. Examples
include Mucor, which has the typical fungal hyphal structure, and yeast which is single-celled.
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Bacteria:
These are microscopic single celled organisms; they have a simple cell structure that lacks a nucleus
but contains a circular chromosome of DNA; some bacteria can carry out photosynthesis but most
feed off other living or dead organisms.
Examples include Lactobacillus bulgaricus, a rod shaped bacterium used in the production of yoghurt
from milk, and Pneumococcus, a spherical bacterium that acts as the pathogen causing pneumonia.
Viruses:
These are small particles, smaller than bacteria; they are parasitic and can only reproduce inside living
cells; they infect every type of living organism. They have a wide variety of shapes and sizes; they
have no cellular structure but have a protein coat and contain one type of nucleic acid, either DNA or
RNA. Examples include the tobacco mosaic virus that causes discolouring of the leaves of tobacco
plants by preventing the formation of chloroplasts, and the influenza virus that causes ‘flu’ HIV virus
that causes AIDS .
Recall the term ‘pathogen’ and know that pathogens may be fungi, bacteria, protoctists or viruses
Notes:
o Review the examples of organisms offered by the specification using texts, own research,
(internet??), images cut from magazines and mounted on poster material, own drawings etc.
o Stress the life-style of these things as much as just what they have.
Independent learning:
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Research prep; select a number of unfamiliar organisms and encourage pupils to present
them; poster, by Powerpoint, by talk. Beware! This could take too long…
Practical work
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Pickled specimens, living material,
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Grow Mucor, compare with yeast and mushroom; could do microscopic examination
of mushroom gills
• End of topic test on Characteristics of Life and Variety of life
test - ½- 1 lesson
• 6 – 7 lessons
This point may mark the beginning of Long Leave
Movement of substances into and out of cells
Section 2
d) Movement of substances into and out of cells
Candidates will be assessed on their ability to
• recall simple definitions of diffusion, osmosis and active transport
• understand that movement of substances into and out of cells can be by diffusion,
osmosis and active transport
• understand the importance in plants of turgid cells as a means of support
• understand the factors that affect the rate of movement of substances into and out of cells to
include the effects of surface area to volume ratio, temperature and concentration gradient
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
• describe simple experiments on diffusion and osmosis using living and non-living
systems.
Notes:
o Explain transport in terms of energy, gradients, analogies to stones on hills etc.
o Examples of the different types of transport.
o Use the term ‘water potential’ as soon as possible; positively obliterate any mention of
‘concentration of water’!
o Water-logged soils and metabolic poisons.
o Low ability sets will need reminding of the differences between solids, liquids and gases.
o Factors affecting rate of transport – link to kinetic theory.
o Another opportunity to reinforce HSW terms, tabulation and graph plotting
POSSIBLE PRACTICAL WORK
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Demonstrations using potassium permanganate in measuring cylinder.
Visking tubing with different mixtures hanging in distilled water; analyse water outside demo.
Try iodine solution diffusing into a Visking tube of starch suspension. Possibly
investigate the effect of temperature on the rate of colour change of the starch?
potato tubes in hypo-, hyper- and isotonic solutions. Measure and weigh.
Observation of onion/rhubarb epidermis in different solutions.
Observation of animal blood cells (horse blood or just as theory) in different solutions.
Use of centrifuge with blood cells bursting in distilled water.
Dandelion strips
IT
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Diffusion
http://video.google.com/videoplay?docid=5242394503257451479#
Osmosis http://www.youtube.com/watch?v=sdiJtDRJQEc
Active and passive transport
http://www.youtube.com/watch?v=kfy92hdaAH0&feature=BFa&list=SP5
E0A399A87163D19 (first three minutes only)
Creation of a table following potato practical
Independent learning
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Prep: collect examples of osmosis, diffusion and active transport from the world?
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End of topic test on movement of substances into and out
of cells
• 9 lesson
POSSIBLY END OF TERM
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Spring Term
Respiration
Section 2
f) Respiration
Candidates will be assessed on their ability to
• recall that the process of respiration releases energy in living organisms
• describe the differences between aerobic and anaerobic respiration
• recall the word equation and the balanced chemical symbol equation for aerobic
respiration in living organisms
• recall the word equation for anaerobic respiration in plants and in animals
• describe simple controlled experiments to demonstrate the evolution of carbon dioxide
and heat from respiring seeds or other suitable living organisms.
Notes::
o Re-establish definitions.
o Uses of energy
o Discuss differences between aerobic and anaerobic.
o Go through equations (word (chemical for top sets)) and consequences (stress difference
between word and symbolic).
o With brighter sets can cover ‘oxygen debt’ and fitness.
o Fermentation and the use of its end products (CO2 and ethanol) very briefly, covered in
more detail later
IT
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Creation of a table following respiring peas exothermic reaction experiment
Calculating averages in tables following oxygen dept practical
Tabulate seeds in thermos germination experiment – see below.
Independent learning
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Own notes on the role of yeast in the brewing and baking industries.
Practical work
• Gas train if not done previously
• Set up wet and dry seeds in thermos flasks; record temperature ecery lesson beyond
decay. Plot and tabulate – see above. Look for rise in temperature, post-mortem.
• Aerobic respiration practical – schedule in shared area
• Anaerobic respiration practical schedule in shared area
• Recovery after steps ups or run round Emms centre (OUTSIDE)
• 6 – 7 lessons
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
Gas exchange
Section 2
g) Gas exchange
Candidates will be assessed on their ability to
• understand the role of diffusion in gas exchange.
Section 2
g) Gas exchange
Humans
• describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm,
trachea, bronchi, bronchioles, alveoli and pleural membranes
• understand the role of the intercostal muscles and the diaphragm, in ventilation
• explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and
blood in capillaries
• understand the biological consequences of smoking in relation to the lungs and the
circulatory system
• describe a simple experiment to investigate the effect of exercise on breathing in
humans.
Notes:
o Discussion of anatomy (notes and suitable diagrams) and breathing mechanisms in
mammals, stress pressure/volume changes
o Use Bell jar model and syringe version to demonstrate
o Revise diffusion
o Effects of smoking could do as a prep/research exercise
IT
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Creation of a table and averages of exercise practical
Brief introduction to breathing
http://www.youtube.com/watch?v=HiT621PrrO0
From lungs to cells
http://www.youtube.com/watch?v=5LjLFrmKTSA&feature=related
Effects of smoking introduction video
http://www.youtube.com/watch?v=TqqApcqKcY0
Independent learning
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Research into the effects of smoking on the lungs and body
Practical work
• Lung histology - slides of trachea, lung tissue etc. (revise microscope technique)
• Lung dissection- demonstrate a pluck – order significantly in advance
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
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Smoking machine
Record resting pulse and breathing rates then exercise (step ups, run round outside of
EMMS centre) and then record and plot recovery. Might be better to work in pairs so
one records whilst other works, then switch . This is another experimental design task –
discuss ‘class data’ variables, tabulation and graph plotting possibly
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End of topic test on Respiration and Gas exchange
• 6 – 7 lessons
Transport
Section 2
h) Transport
Candidates will be assessed on their ability to
• understand why simple, unicellular organisms can rely on diffusion for movement of
substances in and out of the cell
• understand the need for a transport system in multicellular organisms.
Humans
• recall the composition of the blood: red blood cells, white blood cells, platelets and
plasma
• understand the role of plasma in the transport of carbon dioxide, digested food, urea,
hormones and heat energy
• describe the adaptations of red blood cells for the transport of oxygen, including shape,
structure and the presence of haemoglobin
• describe how the immune system responds to disease using white blood cells illustrated by
phagocytes ingesting pathogens and lymphocytes releasing antiobodies specific to the
pathogen.
Understand that vaccination results in the manufacture of memory cells, which enables
future antibody production to the pathogen to occur sooner, faster and in greater
quantity.
• recall that platelets are involved in blood clotting, which prevents blood loss and the
entry of microorganisms
• describe the structure of the heart and how it functions
• understand that the heart rate changes during exercise and under the influence of adrenaline
• describe the structure of arteries, veins and capillaries and understand their roles
• recall the general plan of the circulation system to include the blood vessels to and from
the heart, the lungs, the liver and the kidneys.
Notes – there is a lot to cover here
o review diffusion
o Could introduce “surface area to volume ratio” concept
o Discuss adaptations and functioning of rbcs
o The heart as a double pump
o Pulse rate and blood pressure tied in with smoking and fitness and diet, many health
issues can be raised. Topical health campaigns which can be tied in – Prep exercise
or class if time permits
o Excellent PowerPoints, worksheets crosswords etc in shared area
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Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
IT
The components of blood
http://www.youtube.com/watch?v=R-sKZWqsUpw&feature=related
Phagocytes
http://www.youtube.com/watch?v=CEOVSFTlpY&NR=1&feature=endscreen
• Lymphocytes http://www.youtube.com/watch?v=cD_uAGPBfQQ
• HPV http://www.youtube.com/watch?v=jq346hkaEec&feature=related
• Vaccination http://www.youtube.com/watch?v=Syz0RWe-x20&feature=related
• Clotting http://www.youtube.com/watch?v=--bZUeb83uU
• Heart pumping short video
o http://www.youtube.com/watch?v=JA0Wb3gc4mE&feature=related
• Blood circulating http://www.youtube.com/watch?v=pN3suKiyZqw
• Heart disease
• http://www.youtube.com/watch?v=tBQa8IBzP6I&feature=related
• Heart disease
• http://www.youtube.com/watch?v=Z_uTp31Fgx8&feature=related
• High blood pressure
• http://www.youtube.com/watch?v=pPxnIh_WTb8&feature=related
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Independent learning
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Research into the effects high blood pressure and heart disease
Practical work
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prepared blood slides,
heart dissection N,
blood pressure meter,
monitor effect of exercise and/or posture on pulse rate N
U6th EMPA from Summer 2012; effect of squatting on heart rate.
• End of topic test : Transport in Humans
• 14 – 15 lessons
SUMMER TERM
Transport Flowering plants
Section 2
h) Transport
Flowering plants
• describe the position of phloem in transporting sucrose and amino acids between the
leaves and other parts of the plant.
• describe the role of the xylem in transporting water and mineral salts from the roots to
other parts of the plant
• explain how water is absorbed by root hair cells
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
• recall that transpiration is the evaporation of water from the surface of a plant
• explain how the rate of transpiration is affected by changes in humidity, wind speed,
temperature and light intensity
• describe experiments that investigate the role of environmental factors in determining the
rate of transpiration from a leafy shoot.
Notes:
Flowering plants:
o Root structure including the role of root hairs. Central position of vascular bundle
o Introduce xylem and phloem
o Very simple root structure – no need for much on the tissues but piliferous layer
(root hairs) vital; stress increase in surface area. ?Revisit active transport; remind
pupils of soil air and the need for aerobic respiration in roots.
o Absorption of water as passive process. Revisit osmosis as they will have forgotten
the detail, including terms Turgid and Flaccid, support of plant cells and role of
cell wall. A good idea to draw some cells
o Stem anatomy (dicot only), with vascular bundles arranged round edge for support
IT
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Movement of water up the xylem
http://www.youtube.com/watch?v=At1BJJDcXhk
Transport of nutrients in a plant
http://www.youtube.com/watch?v=q44wMhdGGsc&feature=related
Independent learning
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Research adaptations of plants to inhospitable habitats; for weaker sets provide
examples of plants; possibly in tabular form?
Practical Work
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View prepared slides of stems roots and leaves
Celery in Eosin or White Dead Nettle
Mass and Bubble potometers Factors affecting rate of transpiration (temperature,
humidity, wind speed, surface area of leaf) (Discuss adaptations of leaves/plants in
hostile environments). Use as an opportunity to reinforce planning, recording and
analysing data.
Cobalt chloride paper on upper and lower leaf surfaces - difficult
Nail varnish leaf peels. comparing upper and lower surfaces of dicot. Structure and
function of stomata could use model
• 6 lessons
Gas exchange in Flowering plants
Section 2
g) Gas exchange
Flowering plants
Sunday, 24 February 2013 Cranleigh Abu Dhabi Biology Department
• understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and
photosynthesis
• understand that respiration continues during the day and night, but that the net
exchange of carbon dioxide and oxygen depends on the intensity of light
• explain how the structure of the leaf is adapted for gas exchange
• describe the role of stomata in gas exchange
• describe simple controlled experiments to investigate the effect of light on net gas
exchange from a leaf, using hydrogen-carbonate indicator.
Notes
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o Brief revision of diffusion.
o Structure of the mesophytic leaf structure in relation to function as notes or for prep
Practical work
• Boiling tube with muslin round it, Elodea inside, sodium hydrogen carbonate
indicator inside also; alter number of layers of muslin (changing light intensity) review
colours of indicator (make it more interesting, for stronger sets, add some
invertebrates. Use as an experiment planning exercise.
IT
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Independent learning
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• End of Topic Test: Transport and gas exchange in plants
• 5 - 6 lessons
This marks the end of Year 9 work; end of year examinations.