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Transcript
National 4 & 5 Biology Learning Outcomes Unit 1: Cell Structure Learning Outcomes I know: The difference between unicellular and multi-cellular How to draw and label a plant and animal cell How to describe the functions of all the parts of a plant and animal cell: cell membrane, cell wall, vacuole, chloroplasts, ribosome, mitochondria, nucleus and cytoplasm How to label the parts of a microscope and how to use a microscope correctly How to prepare slides for a microscope Why staining samples when preparing slides is important That the cell membrane is made up of fat (lipids) and proteins The cell membrane is called the fluid mosaic model The definition of diffusion: molecules moving from an area of high concentration to an area of low concentration. Examples of diffusion in living organisms like: glucose molecules, oxygen and carbon dioxide The definition of osmosis: movement of water molecules from a region of high water concentration to a region of low water concentration through a selectively permeable membrane. That when a plant cell gains water it becomes turgid and when it loses water it is said to be plasmolysed That when an animal cell gains water it bursts because it has no cell wall to support it and when it loses water it shrinks That active transport means molecules go through the cell membrane with the help of carriers and pumps. It occurs against the concentration gradient and requires energy Confidence in this: Unit 2: Cell Division Learning Outcomes I know: During sexual reproduction the sperm and egg (gametes) fuse to form a zygote Sexual reproduction maintains genetic variation within the population A diploid cell is a normal cell that has all the chromosomes needed to function E.g. all cells in a human body A haploid cell has a single set of chromosomes – sperm or egg. Cell division takes place all over the body in animals Cell division in plants takes place only in the MERISTEMS (root and shoot tips). There are 46 chromosomes that can be arranged into 23 pairs. All 6 stages of Mitosis diagrams and descriptions. Regeneration is the process by which an organism replaces lost or damaged parts. Plants have huge powers of regeneration due to growing in just meristems. Horticulturists use this to their advantage and call it vegetative propagation Mammals have limited regeneration properties. They can heal wounds and bones, replace blood that has been lost and heal a damaged liver Some animals like salamanders and starfish can grow back limbs. Confidence in this: Unit 3: DNA to Proteins Learning Outcomes I know: Chromosomes contain DNA which are grouped into genes. They are found in the nucleus of a cell. DNA is a Double-stranded molecule that has two singlestrands wound around each other. This shape is called a double helix. Each strand is made up from a repeating basic unit called a nucleotide: - Phosphate. - Deoxyribose sugar - A base Only certain bases can pair together when DNA is forming a double strand: Adenine = Thymine Guanine = Cytosine The order of bases is called the genetic code. The code is actually a ‘recipe’ for protein production. The bases of DNA are grouped in threes, these are called triplets, each triplet codes for a specific amino acid. The information contained in the DNA code is collected and taken out of the nucleus by the messenger mRNA. The nucleotides and are slightly different from DNA nucleotides: - There is only one strand of mRNA - Deoxyribose is replaced with ribose sugar The mRNA leaves the nucleus, it becomes attached to a ribosome. The amino acids are then joined together by peptide bonds to form proteins. If the polypeptide chains form parallel strands, fibrous proteins are formed E.g. Keratin it is very Strong and Provides protection If they become tangled up to form a spherical shape, globular proteins are formed E.g. enzymes, hormones and antibodies. Confidence in this: Unit 4: Enzymes in Action Learning Outcomes I can: State the function of a catalyst. Describe what enzymes are. Explain why enzymes are required for the functioning of living cells. State whether enzymes are changed by the reaction or not Describe an example of a breakdown reaction controlled by an enzyme. Describe an example of a synthesis reaction controlled by an enzyme. State what type of compound enzymes are. Describe the effect of temperature on enzyme activity. Describe the effect of a range of pH on the activity of Pepsin and Catalase. Explain what substrates are. Explain the term “specific” as applied to enzymes and their substrates. Explain the term “denaturation” and know what causes it. Explain the term “optimum” as applied to enzyme reactions. State the optimum temperature for enzymes found in the human body. State the optimum pH for the enzyme Pepsin, Amylase and Catalase Confidence in this: Unit 5: Respiration Learning Outcomes I can: State why cells and organisms need energy Describe where animals get their energy from and what kind of energy this is Describe and evaluate an experiment to measure the energy content of foods State which food group contains the most energy and which is used as an energy/carbon source for respiration State what controls respiration Describe when and where respiration occurs Explain the process of aerobic respiration in terms of raw materials and products (useful and waste) Describe experiments to show these products and raw material State the structure of ATP and ADP Explain the function of ATP and how it is formed Describe and experiment into the function of ATP Describe the stage common to aerobic and anaerobic respiration, including the products and location Describe the second stage of aerobic respiration, including the products and location Describe the second stage of anaerobic respiration in animals, including the products, location Explain muscle fatigue, what causes it and how this relates to the oxygen debt Describe the second stage of anaerobic respiration in plants and yeast, including the products, location Describe the function of a respirometer and explain the movement of liquid Confidence in this: Unit 6: Photosynthesis Learning Outcomes I can: Describe how plants get their food Discuss the raw materials of photosynthesis Discuss the essential requirements of photosynthesis Discuss the products that are made after photosynthesis Explain the differences between starch and cellulose and what their function in the cells are Take part in an experiment reading the procedure and understanding the variables and controls that have been used State what happens in photolysis State what happens in carbon fixation Explain what is meant by the term limiting factor List different limiting factors that can be found Confidence in this: Unit 7: Biotechnology and ‘Controversial Biology’ Learning Outcomes I can: State what is meant by ‘biotechnology’. Describe what yeast is. State the word equation for fermentation. Describe the use of yeast in baking. Describe the use of yeast in wine making and the brewing of beer. Describe the fermentation of sugar in milk by bacteria. State that cheese and yoghurt production is dependant on certain bacterial strains. Describe the production of cheese and yoghurt. Explain the consequences of the dumping of raw sewage into rivers. Describe how bacteria are put to use in sewage works, specifically during ‘biological filtration’. Describe what agar jelly is and its use in microbiology. Describe the various safety precautions which must be taken in a microbiology lab and explain why they are required. Explain the basis of genetic engineering. Describe the stages of genetic engineering to include: identifying the section of DNA that contains the required gene from a source chromosome; extraction of required gene; insertion of required gene into vector/bacterial plasmid; insertion of plasmid into host cell; growth of transformed cells to produce a genetically-modified (GM) organism. State what a biological detergent is and describe its usefulness. Appreciate the usefulness of genetic engineering but to realise that there are controversial aspects which have proved controversial with certain groups. Confidence in this: