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S2 Pupil Workbook Name: ______________________ We have all heard of bacteria and fungus and the horrible illnesses that they can give us. There are microbes that will harm (or kill) just about every living thing on planet earth. There are even microbes that attack other microbes. So is it all just about killer microbes? Should we get rid of them all? In this topic we will investigate what a microbe actually is, how it stays alive and whether they really are all evil! Topic Pages Useful Microbes Harmful Microbes Dealing with Microbes 4–6 7–8 9 - 10 2 Listed in the boxes below are the outcomes and experiences which you will cover in this topic. After completing the topic look over all your work in your folio and your booklet then honestly decide if you fully understand each outcome and could confidently carry out any tasks described. Tick one of the 3 boxes e.g. GREEN, ORANGE, RED. If you chose S then explain how you know this. For any which you did not tick the secure box, explain what you are going to do to develop your understanding. This will be useful to look back at before and tests. Outcomes and experiences R O G How do I know I can do this or can you do to improve your learning in this outcome? I can give examples of bacteria and fungi that are useful to humans and describe how they are used. I can give examples of bacteria and fungi that are harmful to humans and how they effect the body I can describe methods that the body uses to fight disease I can Contribute to investigations into different types of organisms and explain how their growth can be controlled I can describe how microbes can be used to help fight disease How do you feel overall about your learning in this topic? What are your next steps? 3 Sort the cards under the headings ‘True’, ‘False’ and ‘Don’t Know’. From the information on the cards and any general knowledge you might have complete the following statements to show your opinions. The most useful microbe is …………………… because… The most surprising thing about microbes is … The microbe that will probably most effect my life is ……………… because … In the future maybe someone will find a microbe that can …. Choose one statement from Activity 2 and find out more! NOTES 4 Carry out the experiment as instructed. Complete the results table below Trial Time taken for milk to clot using active rennet(s) 1 2 Average Write a conclusion for this experiment. Include the following words – active, inactive, clotting. My Conclusion DEVELOPING INFORMED VIEWS Rennet can be gained from different sources. Summarise the information in the table. Form of Rennet Calves Fungal How is this product produced? Give some advantages of this product Give some disadvantages of this product 5 GM Yeast Identify words or ideas that you are unfamiliar with and write them below. Your teacher will suggest how you can find out about these. My view is that we should use …………………………………….. because…. FIND OUT….Where does the rennet in your favourite cheese come from? Microbes can also be green! (Environmental rather than the colour!) Microbes reduce waste made by some industries, break down potential pollution to harmless chemicals and reduce our energy costs. Try to find out about an example of how ONE of these occurs. Be prepared to discuss your findings in class. 6 What do these words mean? Discuss them in groups and try to agree a meaning for both. DISEASE – INFECTION – Research the information needed to complete one row of the table below. Meet quickly with your group at the start of next lesson to exchange information and fill in the rest of the table. Name of Infectious Disease Micro-Organism that Causes it Group Task – As a group you will produce an information leaflet that could be available from your GP. You will be given an opportunity to gather information and must work together to collect all the facts you need from the different sources. MY NOTE 7 Have you washed your hands today? Your teacher has agar plates that you can use to check how clean your hands really are. Suggest other things that could be tested. Listen to what your teacher has to tell you and answer the following questions. What does an agar plate contain and why? What will happen to the agar plates now? When you see them next, how will you be able to tell if your hands were clean? Why will they be sealed from now until they are destroyed? Complete the diagrams below to show your results Appearance after 24 hours Contents of plate Conclusion: _________________________________ _________________________________________ FIND OUT: What types of microbes appear on the plates? How can you tell what types they are? 8 Viruses are another type of micro-organism that can make us ill. Viruses are different from the other types of microbes that we have looked at. The information box tells you about viruses. Read the information and summarise what you have learned by completing a labelled diagram(s) in the space below. Viruses are non-living microscopic particles that attack healthy cells inside living things. They do not have most characteristics of living things and are not able to metabolize food. To metabolize means to change food energy into chemical energy that the body can use. Viruses are not alive, so they do not have a need for food like living organisms. Most viruses can't survive very long if they're not inside a living thing like a plant, animal, or person. Whatever a virus lives in is called its host. When viruses get inside people's bodies, they can spread and make people sick. Viruses cause chickenpox, measles, flu, and many other diseases. The flu virus gets around in little drops that spray out of an infected person's mouth and nose when he or she sneezes, coughs, or even laughs. You can catch the flu from someone who has it if you breathe in some of those tiny fluinfected drops. You can also catch the flu if those drops get on your hands and you touch your mouth or nose. The virus then injects its own DNA structure into your healthy cells. It takes over these now infected cells then uses their resources and cell machinery to make more copies of itself. Once the cell is full of new copies of the virus, the infected cells burst open allowing them to go and do the same thing elsewhere. MY DIAGRAM(S) MORE TO DO….Draw up a table to compare the growth of bacteria, fungi and viruses. 9 Your teacher will show you an agar plate where bacteria are growing, and an agar plate with the same bacteria and discs of paper which have been soaked with antibiotics. Complete the diagram to show how the two plates appear Plate with bacteria Plate with bacteria and antibiotic What does this experiment tell us? (include the words antibiotic, bacteria, growth and prevent in your answer) Within your group your teacher will allocate topics to research. At the start of next lesson you will be given 10 minutes back in your group to exchange information so that everyone has a short note completed under each heading. Where antibiotics come from How they are mass produced How antibiotics act upon bacteria Why we need many different types of antibiotics 10 In your groups rearrange the comic strip pictures into the correct order. When you have agreed an order, answer Emma’s question below with as much information as you can. Emma: My little brother needs his MMR vaccination (Measles, Mumps and Rubella) next week. What’s it for? Your teacher will issue you with the assignment for this topic. You may wish to make notes below. 11