Download Learning Intentions

National 5 Biology
Unit 1
Cell Biolog
Cell Structure and Function
Learning Intentions
 Identify the main structures and organelles found in plant, animal, bacterial and fungal cells
 Know the functions of the different parts of a cell (ultra-structure) including cell walls,
mitochondria, chloroplasts, cell membrane, vacuole, nucleus, ribosomes and plasmids
using examples from typical plant, animal, bacterial and fungal cells
 Use a light microscope to view cell samples
 Use stains when viewing cells through a light microscope
 Calculate cell length and breadth when viewed through a microscope
 Know which structures each cell type has in common.
 Understand the differences between the cell walls of plant, bacterial and fungal cells.
Transport Across Cell Membranes
Learning Intentions












Describe the structure of the cell membrane
Explain the properties of the cell membrane
State what is meant by ‘selectively permeable’ transport
State what is meant by diffusion (passive transport)
Give examples of substances which move by diffusion (passive transport)
Explain the importance of diffusion (passive transport) to cells
State what is meant by osmosis in terms of water concentration
Explain the osmotic effects of water on animal cells
Explain the osmotic effects of water on plant cells
State what is meant by active transport
Describe the process of active transport
Give examples of substances which move by active transport
 State what factors limit the rate of active transport
Producing New Cells
Learning Intentions










State the number of chromosomes found in a human cell
State that body cells are diploid
Give examples of when cells need to divide
State what is meant by mitosis
Describe the process of mitosis
State that cells can be grown using growth media
Describe what is required in growth media to culture cells
Describe what is meant by aseptic technique
State what factors must be controlled during cell culture
Describe how fermenters are used in industry
DNA and the Production of Proteins
Learning Intentions











I can state where DNA is found within a cell.
I can describe the relationship between DNA, genes and chromosomes.
I can state that chromosomes are made of DNA.
I can state the structure and function of DNA.
I can explain what is meant by complementary base pairing in DNA.
I can state what is meant by a gene.
I have researched the scientists involved in the discovery of DNA and the determination
of its structure.
I can state that mRNA carries the genetic code from DNA in the nucleus to a ribosome
for protein synthesis.
I can describe how a protein is synthesised at a ribosome.
I can explain how the sequence of DNA bases determines protein structure and
function.
I can state that proteins are made of a chain of amino acids.
Proteins Structure and Function
Learning Intentions
 I can state that a protein molecule is a chain of amino acids linked together by peptide
bonds.
 I can state that the variety of protein shapes and functions arises from the sequence of
amino acids in the chain.
 I can name the four main groups of proteins.
 I can describe the role played by the proteins in these four groups.
2
Enzymes
Learning Intentions











I can describe the properties of an enzyme.
I can explain the importance of enzymes.
I can describe an enzyme reaction.
I can explain the specificity of enzymes for their substrate.
I can describe the properties of an enzyme.
I can describe a synthesis and degradation enzyme reaction.
I can complete an experimental report.
I can name factors which affect enzyme activity.
I can explain what is meant by the phrase ‘optimum conditions’
I can describe and explain an enzyme activity graph.
I can explain happens when an enzyme is denatured.
Genetic Engineering
Learning Intentions




I can state what is meant by genetic engineering.
I can identify the order of the stages of genetic engineering.
I can describe the stages of genetic engineering.
I can give examples of uses of genetic engineering.
Respiration
Learning intentions
 I understand that food contains chemical energy that can be converted into ATP in cells.
 I know the structure of ATP, understand that ATP is constantly being used to do cellular
work and is constantly being regenerated.
 I can state cells with a high energy requirement (such as muscle, sperm, neurones and
companion cells) contain many mitochondria.
 I can explain that respiration is an enzyme controlled process that occurs in all living cells.
 I can describe the two stages of aerobic respiration and that this results in the production of
38 ATP molecules.
 I can describe anaerobic respiration in both animals and plants and know that anaerobic
respiration is known as fermentation
 I can state anaerobic respiration/fermentation occurs in the cell’s cytoplasm and that
aerobic respiration begins in the cytoplasm and is completed in the mitochondria.
3
Photosynthesis
Learning intentions
 I can describe the basic structure of leaves and the function of a plants transport system
 State what is meant by photosynthesis and be able to write the word equation for
photosynthesis
 State that photosynthesis is a series of enzyme controlled reactions
 Name the stages of photosynthesis
 Describe what happens in the first stage of photosynthesis in terms of raw materials and
products
 Describe what happens in the second stage of photosynthesis in terms of raw materials and
products
 State the fate of sugar produced during photosynthesis
 State the limiting factors of photosynthesis
 Describe how the rate of photosynthesis can be measured
 Analyse graphs showing how limiting factors affect the rate of photosynthesis
 Explain the impact of a limiting factor on photosynthesis and cell growth
4