Download Multicellular Organisms National 5 Biology: Learning Outcomes

Lesmahagow High School
Multicellular Organisms
Multicellular Organisms
National 5 Biology: Learning Outcomes
Circle a face to show how much understanding you have of each statement:
 if you fully understand enough to do what the outcome says
 if you have some understanding of the statement
 if you do not yet understand enough to do what the statement says.
Once you have completed this, you will be able to tell which parts of the topic that you need
to revise, by either looking at your notes again or by asking for an explanation from your
teacher or classmates. Remember to revisit these learning outcomes regularly to evaluate
your progression!
Each topic of biology requires you to learn and understand a variety of subject specific
vocabulary. The words you will be expected to define are in bold. To help you learn these
words you could produce a topic glossary or flashcards.
Key Area 1: Cells, tissues and organs
By the end of this key area I will be able to:
1
Name the biological unit considered to be the basic unit of life.
2
Describe the different levels of organisation found in a multicellular
organism.
3
Give examples of specialised cells in animals.
4
Give examples of specialised cells in plants.
5
Draw a diagram of one specialised animal cell and explain how it is
specialised to its function.
6
Draw a diagram of one specialised plant cell and explain how it is
specialised to its function.
Key Area 2: Stem Cells and Meristems.
By the end of this key area I will be able to:
1
Describe what a stem cell is.
2
Name two processes that stem cells are involved in.
Page 1 of 7
Lesmahagow High School
Multicellular Organisms
3
Describe (at least) one application of stem cells in modern medicine.
4
Explain why the use of stem cells is considered controversial.
5
Describe the difference between animal and plant growth.
6
Define the term meristems.
7
Identify and state the location of a meristem in root or shoot diagrams.
8
Give examples of tissue types that meristemic cells can differentiate
(become specialised) into.
Key Area 3: Control and Communication
(a) Nervous control
By the end of this topic I will be able to:
1
Name the organs that make up the Central Nervous System (CNS).
2
Describe brain structure in terms of the cerebrum, cerebellum and medulla
3
Identify the different parts of the brain in a diagram.
4
Describe the function of each part of the brain.
5
Describe the structure and function of a neurone.
6
Explain how a neurone is suited to its function.
7
Define the term reflex action.
8
Describe a reflex arc using the terms: receptors, sensory neurone, relay
neurones and motor neurones.
9
Describe the function of reflex actions in the body.
10
Name the gap that occurs between neurones.
11
Describe how electrical impulses are maintained through this gap.
(b) Hormonal control
By the end of this topic I will be able to:
1
Describe the function of the endocrine system.
2
Give examples of two glands in the endocrine system and the hormones
they release.
3
Describe how a hormone works using the terms chemical messengers,
receptor proteins and target cells.
4
Explain why hormones are specific to their target tissue.
5
Describe the effect of (at least) two different hormones
Page 2 of 7
Lesmahagow High School
6
Multicellular Organisms
Describe how blood glucose concentration is regulated in the body
including the role of insulin, glucagon, glycogen, pancreas and liver.
7
Describe the causes, symptoms and treatments of diabetes.
8
Suggest reasons why diabetes is continuing to increase in the Scottish
population.
Key Area 4: Reproduction
By the end of this topic I will be able to:
1
Define reproduction.
2
Explain why it is important for organisms to reproduce.
3
Describe the benefits of sexual reproduction.
4
Define the terms diploid and haploid.
5
Give examples of diploid cells
6
Give examples of haploid cells
Animal Reproduction
7
Describe the structure of sperm and egg cells.
8
Explain how sperm and egg cells are specialised to their function
9
Name (and be able to identify in a diagram) the main parts of the male
and female reproductive systems.
10
State the site of gamete production in both males and females.
11
Describe the process of fertilisation using the terms: fusion, nuclei,
haploid, gametes, diploid and zygote.
12
State the site of fertilisation.
13
State the site of embryo development.
Plant Reproduction
14
Name the structure in plants that contain both male and female
reproductive systems.
15
Name (and be able to identify in a diagram) the male reproductive parts
in a flower.
16
Name (and be able to identify in a diagram) the female reproductive parts
in a flower.
17
State the site of gamete production in flowering plants (male and female).
18
Describe the process of pollination.
Page 3 of 7
Lesmahagow High School
19
Multicellular Organisms
Describe the process of fertilisation in a flowering plant.
20 Describe the end result of fertilisation in flowering plants.
Key Area 5: Variation and Inheritance
By the end of this topic I will be able to:
1
Name the two types of variation that exist amongst members of a
species.
2
Give examples of traits that demonstrate the two types of variation.
3
Define the term polygenic inheritance.
4
Give an example of a trait controlled by polygenic inheritance.
5
Give the number of genes that control traits that demonstrate discrete
variation.
6
Define the terms:
a.
phenotype,
b. genotype,
c. alleles,
d. dominant,
e. recessive,
f. homozygous,
g. heterozygous
h. true-breeding
7
Carry out monohybrid crosses to the F2 generation.
8
Identify examples of true-breeding, heterozygous, dominant and
recessive characteristics from numbers and phenotypes of given
crosses.
9
Identify generations as P1, F1 and F2 from given examples of crosses.
10
Predict the proportions of the phenotypes of the F2 offspring of a
monohybrid cross.
11
Explain differences between observed and predicted figures in a cross.
12
Use family trees to identify the genotype and phenotype of individuals.
Page 4 of 7
Lesmahagow High School
Multicellular Organisms
Key Area 6: The need for Transport
By the end of this topic I will be able to:
(a) Plant Transport Systems
1. Describe (and be able to identify in a diagram) the different parts of a leaf.
To include upper epidermis, palisade mesophyll, spongy mesophyll, vein, lower
epidermis, guard cells and stomata.
2. State why water is required in plants.
3. Name the tissue that transports water (and minerals) in a plant
4. Explain how xylem vessels are specialised to their function.
5. Describe the movement of water through a plant from the root to the leaf.
6. Define transpiration.
7. Give examples of environmental factors that could increase transpiration
rate
8. Give examples of environmental factors that could decrease transpiration
rate
9. Name the tissue responsible for sugar transport in a plant.
10. Explain how phloem tissue is specialised to its function.
(b) Animal Transport and Exchange Systems
1
Describe the function of the circulatory system in animals.
2
Give examples of substances transported in the blood.
3
Describe (and be able to identify in a diagram) the features of the heart
and associated vessels. To include right and left atria, left and right
ventricles, valves, aorta, vena cava, pulmonary artery, pulmonary vein and
coronary artery.
4
Describe the pathway of oxygenated blood through the heart, lungs and
body.
5
Describe the pathway of deoxygenated blood through the heart, lungs
and body.
6
Name the 3 types of blood vessels.
7
Describe the function of each blood vessel
8
Describe and compare the structure of each type of vessel
9
Explain how a red blood cell is specialised for its function
10
Name the pigment found in red blood cell that binds to and transports
oxygen around the body
Page 5 of 7
Lesmahagow High School
11
Multicellular Organisms
Describe the changes that will occur to haemoglobin as it moves from an
oxygen rich environment (the lungs) to an oxygen poor environment (the
body).
12
Name (and be able to identify in a diagram) the different parts of the
respiratory system
13
Describe the function of the rings of cartilage in the airways.
14
Name the gas that moves from the lungs into the blood.
15
Name the gas that moves from the blood into the lungs.
16
Describe the structure of alveoli
17
Describe the features of alveoli that make them efficient at the
diffusion of gases.
18
Describe the self-cleaning mechanism present in the lungs.
19
Name (and be able to identify in a diagram) the different parts of the
digestive system. To include the oesophagus, stomach, liver, pancreas,
small intestine, large intestine, rectum and anus.
20 Describe the movement of food through the digestive system
21
Explain in simple terms why animals need food.
22 Define digestion
23
24
25
26
State the sites of production of the main digestive juices in a mammal.
Describe the mechanism of peristalsis.
Explain how the structure of the small intestine is related to its function.
Explain how the villi and associated structures are adapted for
absorption and transport of food particles.
27 Describe the role of the large intestine.
Page 6 of 7
Lesmahagow High School
Multicellular Organisms
Key Area 7: Effects of lifestyle choices on human transport and exchange
systems
By the end of this topic I will be able to:
1
Give examples of lifestyle choices that could lead to development of
certain diseases.
2
Give examples of diseases that could develop due to poor lifestyles
3
Describe the effect of lack of iron in the diet
4
Give examples of environmental factors that could cause disease.
5
Describe the role that heredity (genes) may play a part in the incidence
of some conditions.
Page 7 of 7