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RAINHILL HIGH SCHOOL MEDIA ARTS COLLEGE YEAR 9 CORE HALF-TERM 1 This half term I will learn: Prokaryotic and Eukaryotic cells Cell structure and function Specialised cells Atoms, Elements, mixtures and separation techniques. Scalars, Vectors and Forces Cell differentiation and Microscopy Assessment this term will be : Past paper questions Learning Outcomes Week 1 & 2 Combined Science and Biology Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus. Bacterial cells (prokaryotic cells) are much smaller in comparison. They have cytoplasm and a cell membrane surrounded by a cell wall. The genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, Key Terms I will learn this half term are: Prokaryotic Eukaryotic DNA Plasmid Cellular Respiration Scalar Vector Resultant force Vacuole Mitochondria Ribosomes Xylem Phloem Homework Worksheet on Structure of DNA and function of cells Past paper questions set on ALFIE Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document. chloroplasts in plant cells and plasmids in bacterial cells are related to their functions. Biology Candidates only In addition to the parts found in animal cells, plant cells often have: • chloroplasts, which absorb light to make food by photosynthesis • a permanent vacuole filled with cell sap. Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell. Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: Required Prac 1. Microscopy Use a light microscope to observe, draw and label a selection of plant and animal cells. A scale magnification must be included. Week 3 & 4 Combined Science and Chemistry All substances are made of atoms. An atom is the smallest part of an element that can exist. Atoms of each element are represented by a chemical symbol, eg O represents an atom of oxygen, Na represents an atom of sodium. There are about 100 different elements. Elements are shown in the periodic table. Compounds are formed from elements by chemical reactions. Compounds contain two or more elements chemically combined in fixed proportions and can be represented by formulae using the symbols of the atoms from which they were formed. Compounds can only be separated into elements by chemical reactions. Chemical reactions can be represented by word equations or equations using symbols and formulae. (HT only) write balanced half equations and ionic equations where appropriate. Worksheet on Atoms and Bonding Past paper questions set on ALFIE A mixture consists of two or more elements or compounds not chemically combined together. The chemical properties of each substance in the mixture are unchanged. Mixtures can be separated by physical processes Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document. such as filtration, crystallisation, simple distillation, fractional distillation and chromatography. These Physical processes do not involve chemical reactions. Students should be able to: • describe, explain and give examples of the specified processes of separation • suggest suitable separation and purification techniques for mixtures when given appropriate information. Week 5 & 6 Combined Science and Physics Scalar quantities have magnitude only. Vector quantities have magnitude and an associated direction. A vector quantity may be represented by an arrow. The length of the arrow represents the magnitude, and the direction of the arrow the direction of the vector quantity. Questions on resultant forces Past paper questions set on ALFIE A force is a push or pull that acts on an object due to the interaction with another object. All forces between objects are either: • contact forces – the objects are physically touching • non-contact forces – the objects are physically separated. Force is a vector quantity. Students should be able to describe the interaction between two objects and the force produced on each object. The forces to be represented as vectors. A number of forces acting on an object may be replaced by a single force that has the same effect as all the original forces acting together. This single force is called the resultant force. Combined Science & Biology Week 7 & 8 As an organism develops, cells differentiate to form different types of cells. Most types of animal cell differentiate at an early stage whereas many types of plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell. Past paper question cell differentiation QWC Past paper questions set on ALFIE An electron microscope has much higher magnification and resolving power than a light microscope. This means that it can be used to study cells in much finer detail. This has enabled Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document. biologists to see and understand many more sub-cellular structures. Limited to the differences in magnification and resolution. Required practical 2: investigate the effect of antiseptics or antibiotics on bacterial growth. Content Just for Biologists Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature. Bacteria can be grown in a nutrient broth solution or as colonies on an agar gel plate. Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics. Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document.