KS3 Biology Workbook - Higher ( - CGP Books

CGP Key Stage Three Biology Higher Level The Workbook Suitable for all hair types www.cgpbooks.co.uk P G C P G C CGP The best KS3 Maths books by far... CGP books — they might just save your life... OK, maybe not your life. But when it comes to revision, CGP are the undisputed champions. You can order any of our books (with next-day delivery!) from us, online or by phone: www.cgpbooks.co.uk • 0800 1712 712 Study Guides, Workbooks, Textbooks, Test Practice, 10-Minute Tests... whatever you need for KS3 Maths, CGP has it covered! ...all out now at cgpbooks.co.uk Or you’ll find our range in any good bookshop, including: 0819 - 19551 It’s another great book from CGP... We’ve packed this book with essential practice questions to help you master all the Biology skills you’ll need for KS3 (ages 11-14). It’s ideal if you’re working at a higher level — it covers what would have been called Levels 5-7 in the old Curriculum. CGP — still the best! J Our sole aim here at CGP is to produce the highest quality books — carefully written, immaculately presented and dangerously close to being funny. Then we work our socks off to get them out to you — at the cheapest possible prices. Contents Section 1 — Cells and Respiration The Microscope ��1 Cells ��3 Cell Organisation ��6 Respiration ��7 Section 2 — Humans as Organisms Nutrition ��12 Digestion �� 16 The Skeleton and Muscles ��21 How Muscles Work ��23 Gas Exchange �� 25 Breathing ��27 Exercise, Asthma and Smoking ��29 Human Reproductive Systems ��31 Having a Baby ��34 Health and Drugs ��37 Section 3 — Plants and Ecosystems Plant Nutrition �� 40 Plant Reproduction ��45 Fertilisation and Seed Formation �� 49 Investigating Seed Dispersal Mechanisms ��51 Dependence on Other Organisms ��53 Food Chains and Food Webs �� 55 Section 4 — Inheritance, Variation and Survival DNA and Inheritance ��59 Variation �� 61 Natural Selection and Survival �� 64 Extinction and Preserving Species �� 67 Published by CGP Compiled by Paddy Gannon Editors: Mary Falkner Rachel Kordan Sean Stayte With thanks to Janet Cruse-Sawyer, Sarah Williams and Charlotte Whiteley for the proofreading. BHW32~19551 Clipart from Corel® Illustrations by: Sandy Gardner Artist, email sandy@sandygardner.co.uk Text, design, layout and original illustrations © Richard Parsons (CGP) 2014 All rights reserved. Section 1 — Cells and Respiration 1 The Microscope XXX Q1 Below is a typical microscope found in the lab. Draw lines to join each letter to the correct label. A C B D E F Mirror A B Body tube Q2 CC D E FF Eyepiece len s Stage Low and High and high low power power objective objective lenses lenses knob Rough focusing Fine focusing knob Each part of a microscope has a different function (job). a) Which two parts of the microscope are used to move the objective lens? 1. �� 2. �� b) i) Which part of the microscope supports the slide that you are viewing? �� ii) How is the slide held steady so that it doesn’t move as you look at the object? �� c) What is the job of the objective lenses? �� Section 1 — Cells and Respiration 2 The Microscope XXX Q3 Jessica is setting up a microscope to look at some onion cells. a) She places the microscope next to a lamp. What part of the microscope can she adjust to make sure there is enough light shining up through the stage? ...............................................................................................................................................�� b) She clips a slide into position. Which objective lens should she select first? ...............................................................................................................................................�� c) Jessica then uses one of the two focusing knobs to move the objective lens towards the slide. i) Which focusing knob should she use to do this? �� ii) What position should she move the lens to? �� d) The image of the onion cells is a bit blurry with the lens in this position. i) Which focusing knob should Jessica adjust so that she can see the cells clearly? .................................................................................................................................................... ii) Jessica can use this focusing knob to move the lens towards or away from the slide. In which direction should she move the lens? �� iii) Why is it important that she moves it in this direction? .................................................................................................................................................... �� e) The cells look quite small. How could Jessica see them at a greater magnification? ...............................................................................................................................................�� Section 1 — Cells and Respiration 3 Cells Q1 All living things are made up of cells. The following diagrams show a plant cell and an animal cell. A simple plant cell A simple animal cell d) e) c) b) f) a) g) Name parts a) - g) of the plant cell in the diagram above, then fill in the table below: a) �� e) �� b) �� f) c) �� g) �� d) �� Both cells have Only plant cells have 1) 1) 2) 2) 3) 3) 4) Q2 Which part of both an animal cell and a plant cell controls what the cell does? �� Q3 Where in both animal and plant cells are most of the reactions involved in aerobic respiration carried out? �� Section 1 — Cells and Respiration 4 Cells Q4 Match each part of a cell on the left with its description on the right. chloroplast Jelly-like stuff where most of the reactions happen. vacuole Large space filled with sap. mitochondria Contains chlorophyll for photosynthesis. Outer coating which gives support to the cell. cytoplasm Where most of the reactions for aerobic respiration take place. nucleus Q5 cell membrane Thin skin around the cell. cell wall Controls what the cell does. Thandy is looking at two cells under the microscope. One is a human cheek cell. The other is a leaf mesophyll cell from a plant. a) Why does Thandy need to use a microscope to look at the cells? �� b) The cells were stained before being viewed. Why did they need to be stained? �� c) Tick the boxes in the table to show which cell parts Thandy should be able to see in each cell. Cytoplasm Cheek cell Leaf mesophyll cell Section 1 — Cells and Respiration Nucleus Cell Wall Vacuole 5 Cells Q6 Plant cells have a cell membrane and a cell wall. a) What two functions does the cell membrane have? 1. �� 2. �� b) i) Give one way that a cell wall is different from a cell membrane. �� ii) What material are plant cell walls made of? �� Q7 Some organisms are unicellular. a) What does unicellular mean? �� b) Below is a diagram of a Euglena. Euglena are unicellular organisms that live in water. chloroplast flagellum nucleus i) Name one feature of the Euglena that helps it to survive in its environment. �� ii) Explain how this feature helps the organism to survive. �� Section 1 — Cells and Respiration 6 Cell Organisation Q1 The following sequence shows how various bits come together to make an organism. a) Label the sequence using the following words: organ, tissue, organism, cell. ........................ ........................ ........................ ........................ b) Is it OK to use this sort of sequence for animals as well? �� Q2 The diagram below shows a cell. The cell contains molecules of oxygen and carbon dioxide. = carbon dioxide = oxygen a) The carbon dioxide molecules will move out of this cell by diffusion. Explain why. �� b) What part of the cell do the carbon dioxide molecules have to pass through to leave the cell? �� c) Will the oxygen molecules move into or out of the cell? Explain your answer. �� Section 1 — Cells and Respiration 7 Respiration Q1 Use the word list below to fill the blank spaces. Use each word once. growth movement glucose respiration energy reproduction Inside the cells in your body ..................................... is used to produce ...................................... . This process is called ..................................... . All living things need energy for processes such as ................................... , ................................... , and ................................... . Q2 Respiration takes place inside the cells of living organisms. a) What is respiration? �� b) What type of living organisms does respiration take place in? .......................................................................................................................................................� c) There are two types of respiration. Name both types. 1. �� 2. �� Q3 Tick the boxes below to show whether each statement applies to aerobic respiration or anaerobic respiration. Some statements might apply to both. aerobic a) Uses glucose b) Produces water c) Releases energy d) Uses oxygen anaerobic Section 1 — Cells and Respiration 8 Respiration Q4 Aerobic respiration is a chemical reaction. a) What are the two reactants (the bits you start with)? �� b) What are the two chemical products? �� c) What else is released during aerobic respiration? Name three things it is used for. �� d) Use the letters to fill in the boxes in this diagram describing aerobic respiration. One has been done for you. A = Carbon Dioxide C = Oxygen B = Glucose D = Water Example: + + E = Energy + E e) Where in the cell does aerobic respiration take place? �� Q5 Anaerobic respiration happens differently in humans and microorganisms. Using the words in the box, complete the word equations below. glucose ethanol lactic acid energy Anaerobic respiration in humans: + glucose energy Anaerobic respiration in microorganisms: carbon dioxide Section 1 — Cells and Respiration + + 9 Respiration Q6 Tim is running laps around his school field. a) He eats some sugary jelly sweets. Suggest how this will help Tim to keep running. .......................................................................................................................... .......................................................................................................................... b) Tim starts to respire anaerobically. What is anaerobic respiration? .........................................................................................................................�� c) Why is Tim starting to respire anaerobically? �� d) As he runs, the muscles in Tim’s legs start to hurt. Why is this? �� Q7 The diagram below shows some equipment used to make beer. The equipment must be sealed so no air can get in. mixture of barley, hops, water and yeast a) Barley contains sugar. Why is this important? �� b) Why is it important that no air gets into the equipment? �� c) Name the process (beginning with ‘f’) that is used to make beer. �� Section 1 — Cells and Respiration 10 Respiration Q8 Some students are planning an experiment to show that aerobic respiration produces carbon dioxide. They decide to set up their apparatus as shown in the diagram below and to run the experiment for exactly 30 minutes. soda lime air in air out limewater limewater tube A cricket tube B a) Soda lime absorbs carbon dioxide. Explain why the soda lime is used in this experiment. ..............................................................................................................................................�� b) Limewater is used to test for carbon dioxide. It starts off colourless, but carbon dioxide turns it cloudy. i) What do you think will happen to the limewater in tube A during the experiment? �� ii) What do you think will happen to the limewater in tube B during the experiment? �� c) At the end of the experiment, how do you think the level of oxygen in the air in tube B will compare to the level of oxygen in the air in tube A? ..............................................................................................................................................�� d) A teacher tells the students that they also need to set up a control experiment to show that their results were due to the presence of the cricket and not to any other environmental factor. Suggest how the students could set up a control experiment. ..............................................................................................................................................�� Section 1 — Cells and Respiration 11 Respiration Q9 Humans can respire aerobically and anaerobically. a) What are the differences between aerobic respiration and anaerobic respiration in humans? Think about the reactants and the products of each reaction. �� b) i) Which type of respiration releases the most energy? �� ii) Why is this? �� Q10 The key words for this section are listed below: aerobic respiration, glucose, carbon dioxide, energy, ethanol, water, oxygen, anaerobic respiration, fermentation, lactic acid. Fill the gaps in the puzzle below. a) _ _ _ o _ _ c r _ _ p _ _ _ t _ _ _, b) e _ h _ _ o _, c) _ n _ _ g _, d) _ a _ _ o _ _ i _ _ i _ _, e) _ _ t _ r, f) o _ _ g _ _, g) _ l _ c _ s _, h) a _ a _ r _ _ i _ _ e _ _ i _ a _ _ o _, i) _ a _ _ i _ _ c _ d, j) _ e _ m _ n _ a t _ _ n. Section 1 — Cells and Respiration Section 2 — Humans as Organisms 12 XXX Nutrition Q1 What does the word ‘nutrition’ mean? �� Q2 To keep your body healthy you need to eat sensible amounts of each type of nutrient. a) Describe the function (job) of each of these nutrients in the body: i) carbohydrates �� ii) lipids (fats and oils) �� iii) proteins �� iv) vitamins �� b) Calcium is a metal. Our bodies need small amounts of calcium to help keep our bones strong. What type of nutrient is calcium? �� c) Water is very important to the body. Humans can only survive without water for a few days. Explain why water is so important to the body. �� d) What is a deficiency disease? �� e) Explain why you need to make sure that you include plenty of fresh fruit and vegetables in your diet. �� Section 2 — Humans as Organisms 13 XXX Nutrition Q3 Peter is going on a 50 mile sponsored walk and he knows it is going to take him a long time. He really likes sausages, so he thinks it would be a good idea to take some to give him lots of energy. a) Why wouldn’t sausages be the best source of energy for Peter during his walk? �� b) Which of these foods would give him the most energy? Circle the correct answer. boiled eggs Q4 cereal bars a flask of hot tea celery sticks The pie charts below show which nutrients three different breakfast cereals contain. Sunflakes Hibran Flakes Carbohydrate Protein Muesli Fibre Fat Others a) Which type of nutrient is the largest in all three cereals? �� b) Which cereal has the largest fibre content? �� c) Why do we need fibre in our daily diet? �� d) A balanced diet is good. Does this mean eating equal amounts of all types of nutrient? Explain your answer. �� Section 2 — Humans as Organisms 14 Nutrition Q5 Having an unbalanced diet can lead to health problems. a) Eating more than you need to can lead to obesity. i) Explain why eating too much can make you obese. �� ii) Name one health problem that obesity can lead to. �� b) Not getting enough food can lead to starvation. Describe one effect that starvation has on the body. �� Q6 Our bodies need energy all the time so that we can live, move and grow. But different people need different amounts of energy. a) Which two types of nutrient provide us with most of our energy? �� b) The amount of energy that you need each day depends on your body mass. i) Give one reason why this is the case. �� ii) Name one other thing that affects how much energy you need each day. �� c) A computer operator, a professional athlete, a bus driver and a teacher all have the same mass. Which of them needs the most energy each day? Explain why. �� Section 2 — Humans as Organisms 15 Nutrition Q7 Your basic energy requirement (BER) is the amount of energy that you need to maintain your essential bodily functions. The formula for calculating daily BER is shown below. Daily BER (kJ/day) = 5.4 × 24 hours × body mass (kg) Mihir has a body mass of 65 kg. Calculate Mihir’s daily basic energy requirement. �� Q8 Sheena is training to complete a long distance run. The table below shows her training plan for three days. Day Tuesday Wednesday Thursday Activities 0.5 hour run 1 hour walk 0.5 hour run 1 hour swim 1 hour run 0.5 hour swim a) Sheena has a body mass of 60 kg. Calculate Sheena’s daily basic energy requirement. �� b) Use your answer to part a) and the information shown below to calculate how much energy Sheena needed in total on Thursday. For a person with a body mass of 60 kg: Walking uses 800 kJ per hour. Running uses 3000 kJ per hour. Swimming uses 1500 kJ per hour. �� Section 2 — Humans as Organisms 16 Digestion Q1 Complete these sentences using words from the box. Some words will be left over. food egestion small digestion nerves blood enzymes large water The process of ................................ is the breakdown of ................................ into soluble substances, and the passage of these substances into the ................................ . The food molecules are too ................................ to pass through the gut wall, so they are broken down first by special chemicals called ................................ . Q2 When food enters our bodies, it is broken down both mechanically and chemically. a) Explain what is meant by: i) breaking food down mechanically. �� ii) breaking food down chemically. �� b) Describe how food is broken down mechanically and chemically in the mouth. �� Q3 The stomach is an important digestive organ. a) Give two reasons why the stomach produces lots of acid. 1. �� 2. �� b) Why does the stomach contain muscular tissue? �� Section 2 — Humans as Organisms 17 Digestion Q4 The diagram below shows some of the human digestive system with five parts labelled. Give the name of each part in the correct space below and describe what each one does. a) b) d) c) e) a) Name:�� Function:�� b) Name:�� Function:�� c) Name:�� Function:�� d) Name:�� Function:�� e) Name:�� Function:�� Section 2 — Humans as Organisms 18 Digestion Q5 Complete these sentences using words from the box. Some words will be left over. blood urine join up fats catalysts cells break up mouth air Enzymes are biological ................................ . The body uses enzymes to ................................ big molecules into small ones. These smaller molecules can pass through the gut wall into the ................................. . From here they travel around the body, then pass into the ................................ to be used. Q6 The body uses enzymes to help digest food. a) Circle all of the organs shown below that produce enzymes which are used in digestion. pancreas liver small intestine large intestine rectum b) The diagram below shows different types of nutrient being digested by enzymes in the gut. Fill in the gaps in the diagram to show the names of the three different types of enzyme that the gut uses in digestion. Carbohydrates ........................................... Glucose and other simple sugars Protein ........................................... Amino acids Lipids ........................................... Glycerol and fatty acids c) Pepsin is an enzyme that helps to break down proteins. It works best in acidic conditions. In which organ of the digestive system would you expect to find pepsin? �� Section 2 — Humans as Organisms 19 Digestion Q7 Some pupils performed an experiment using dialysis tubing, which allows small molecules to pass through it, but not large molecules. They filled the tubing with starch and glucose solution. Then they placed it in a boiling tube filled with water and left it for 25 minutes. The apparatus that the pupils used and their table of results are shown below. Use them to help you answer the questions. Boiling tube Dialysis tubing bag containing starch and glucose solution Water Water Water outside tubing: Starch present Glucose present At start no no After 25 mins no yes a) Can starch pass through the tubing? Explain how you can tell. �� b) Explain why glucose could pass through the tubing. �� c) The dialysis tubing in this experiment acts like the wall of the small intestine. Explain how the dialysis tubing is similar to the wall of the small intestine. �� d) In the experiment which substance in the body does the water represent? �� e) What is the starch and glucose mixture supposed to represent? �� Section 2 — Humans as Organisms 20 Digestion Q8 Once food has been broken down into small, soluble molecules it needs to be absorbed from the alimentary canal into the blood. a) In which organ of the digestive system does this process of absorption take place? �� b) The diagram below shows part of the inner surface of this organ. X capillaries i) Name the structures labelled X on the diagram. �� ii) State three reasons why these structures are ideal for absorption. 1. �� 2. �� 3.�� c) What happens to the digested food molecules after they have been absorbed into the blood? �� Q9 Your alimentary canal contains lots of bacteria. Most of these are found in the small intestine and large intestine. Give two reasons why it is a good thing to have bacteria in your digestive system. 1. .�� 2. .�� Section 2 — Humans as Organisms 21 The Skeleton and Muscles Q1 Fill in the missing words in the passage below about the skeleton. Some letters have already been put in to help you. The b in your skeleton protect many important o in your body. Bones also allow m and they also s Q2 to occur at joints t the entire body. The human skeleton is made up of 206 bones. a) Using the diagram below, place the parts in the correct order to form a figure of a skeleton. B Put your letters in the boxes on the left. D A C b) Bones are important for protecting delicate parts of your body. Draw lines to match each of the bones on the left to the body part it protects on the right. backbone brain skull heart and lungs ribs spinal cord c) Your elbow is the structure where your arm bones meet. It allows the arm to bend in the middle. What is the name for a structure where two or more bones meet? �� Section 2 — Humans as Organisms 22 The Skeleton and Muscles Q3 Bones are made up of different types of tissue. The cross-section of a bone is shown in the diagram below. inner layer outer layer a) Briefly describe what the outer layer of bone tissue is like. �� b) Briefly describe what the inner layer of bone tissue is like. �� c) Some bones also contain a soft tissue called bone marrow. What function does bone marrow perform in the body? �� Q4 The bones in our skeletons are moved by our muscles. a) Look at the diagram on the right. It shows some of the bones and muscles in a human leg. Write the letter of: i) the arrow that is pointing to a bone. ii) the arrow that is pointing to a muscle. iii) the arrow that is pointing to a tendon. iv) the arrow that is pointing to the knee joint. B C A D b) What function do tendons perform? �� c) Explain how a muscle can make a bone move. �� Section 2 — Humans as Organisms 23 How Muscles Work Q1 Your arms and legs are moved by the action of antagonistic muscles. a) What are antagonistic muscles? �� b) Look at the diagram below. It shows some of the bones and muscles in an arm that is bent. Biceps Muscle A i) Name the muscle labelled muscle A in the diagram. �� ii) In this diagram the biceps muscle is contracted. What state is muscle A in? �� iii) Describe what would happen to the two muscles shown in the diagram when the arm is straightened. �� Q2 Complete these sentences by using words from the word list to fill in the blanks. turning lever Nm perpendicular distance force pivot a) A ............................................. is the point around which a rotation happens. b) Your arm works as a ............................................. with the elbow as a pivot. This means that when a force acts on your arm, a moment is created. c) Moments are a measure of the ............................................. effect of a force. d) Moments are calculated using the formula: Moment = ............................................. × ............................................. . e) Moments are measured in ............................................. . Section 2 — Humans as Organisms 24 How Muscles Work Q3 What would you do to calculate a moment if you knew the size of the force and the perpendicular distance from the pivot? �� Q4 Anne is holding her pet rat Roland in her hand. Roland’s weight is applying a force of 5 N to Anne’s arm. Biceps muscle 5N Tendon Elbow (pivot) 0.04 m 0.24 m a) Using information from the diagram, calculate the moment of the weight in Anne’s hand. �� b) Anne’s biceps muscle is applying an upward force to her arm. Explain why. �� c) Use your answer from part a) and information from the diagram to find the force applied by the muscle. The formula you will need to use is shown below. force = moment ÷ perpendicular distance �� Section 2 — Humans as Organisms 25 Gas Exchange XXX Q1 Label the diagram of the gas exchange system below by putting the correct letters in the table opposite the names. a) b) c) d) e) f) g) h) Name Letter Lung Trachea (wind pipe) Bronchus Bronchiole Alveoli Diaphragm Rib Intercostal muscle Q2 Use the following words to fill in the gaps in the passage below: blood air gas exchange oxygen carbon dioxide energy We need to take in ......................................... from the .................................... to stay alive. We also need to get rid of ........................................... from our bodies. This overall process is called ........................................... . The gas we take in enters our ........................................... and is used with sugar in the cells to release ........................................... . Section 2 — Humans as Organisms 26 Gas Exchange XXX Q3 The diagram below shows blood flowing past air sacs in the lungs and body cells. Body cells LUNG Air sac Air in and out Blood capillary BODY a) i) Which gas passes from the air sacs in the lungs into the blood capillaries? �� ii) Draw an arrow to show this on the diagram above. Label it with the name of the gas. iii) Where does this gas pass out of the bloodstream? What is it used for? �� b) i) Which gas passes out of the blood and into the air sacs in the lungs? �� ii) Draw an arrow to show this on the diagram above. Label it with the name of the gas. iii) Why is this gas present in the body? �� c) By what method do these gases pass into or out of the bloodstream? �� d) The lungs are adapted to allow these gases to pass easily in and out of the blood. Give three ways in which the lungs are well adapted for gas exchange. 1. �� 2. �� 3. �� Section 2 — Humans as Organisms 27 Breathing Q1 A piece of apparatus was set up as shown in the diagram. The idea was to show how breathing works. You get to explain how it works by answering the questions below. Tube A Tube B Bell jar Balloons Rubber sheet a) Which organ in the body do the balloons represent? ...............................................................................................................................................�� b) Which tube that brings air into and out of the body does tube A represent? ...............................................................................................................................................�� c) What is the name of the tubes that take air into and out of the lungs? They are represented by tube B in this experiment. ...............................................................................................................................................�� d) Which two muscles control breathing? ...............................................................................................................................................�� e) Name the muscle which the rubber sheet represents. ...............................................................................................................................................�� f) What structure in the body does this apparatus represent? ..............................................................................................................................................�� g) i) What happens to the balloons when the rubber sheet is pulled downwards? �� ii) What stage of the breathing process does this represent? �� Section 2 — Humans as Organisms 28 Breathing Q2 Draw arrows to match up the sentences on the left with those on the right to show how air is brought in and out of the lungs in the process of breathing. One has been done for you. 1. Rib muscles contract Rib cage moves downwards and inwards 2. Diaphragm contracts Diaphragm moves upwards 3. More space is formed in the chest Air is forced out from the chest space 4. Rib muscles relax Rib cage moves upwards and outwards 5. Diaphragm relaxes Diaphragm moves down and becomes flatter 6. Less space is left in the chest Q3 Air enters to fill the extra room Two students use a spirometer to measure their lung volume. The graphs below show their results. Student B Lung volume (L) Lung volume (L) Student A Time (s) Time (s) a) What is lung volume? �� b) Look at the graphs above. Which student has the largest lung volume? �� c) One of the students is 1.4 metres tall and the other is 1.6 metres tall. How tall is student A likely to be? Explain how you know this. �� Section 2 — Humans as Organisms 29 Exercise, Asthma and Smoking Q1 Exercise affects how you breathe. a) i) Describe how your breathing changes during exercise. �� ii) Why do these changes occur? �� b) If you exercise regularly, the muscles you use to breathe get stronger. Why is this an advantage? �� c) Over time, regular exercise can make gas exchange in your lungs more efficient. Explain why. Include the words blood vessels and alveoli in your answer. �� Q2 Imran has asthma. His lungs are too sensitive to pollen and dust. a) He breathes in some dust. What will happen to the muscles around his bronchioles? �� b) How else will breathing in the dust affect his airways? �� c) Imran is having an asthma attack. Give three symptoms of an asthma attack. 1. �� 2. �� 3. �� d) He uses his inhaler. How does using an inhaler help to stop the asthma attack? �� Section 2 — Humans as Organisms 30 Exercise, Asthma and Smoking Q3 Decide whether each of the following sentences is true (T) or false (F) and then tick the appropriate box. T Cigarette smoke contains carbon monoxide. Tar is good for you. Smoking can cause lung, throat and mouth cancer. Smoking makes you cough more. Tar helps the cilia to get rid of mucus. Cigarette smoke contains particulates. Bronchitis makes it easier to breathe. Q4 Cigarette smoke contains tar and many other things that are bad for you. F a) Name three other substances cigarette smoke contains that are bad for you. �� b) Use the words in the box to complete the passage below. mucus sticks cough covers cilia Tar .............................. the cilia on the lining of the airways. The damaged .............................. can’t get rid of .............................. properly. The mucus .............................. to the airways, which makes you ............................... more. c) i) Tar contains carcinogens, which cause cancer. Give two other diseases which can be caused by smoking. 1. �� 2. �� ii) Describe the effects each of these diseases have on the lungs. 1. �� 2. �� Section 2 — Humans as Organisms 31 Human Reproductive Systems Q1 Males and females have different reproductive systems. a) Use the diagrams to complete the tables below: K F A D C B G J H I E Male reproductive organs Female reproductive organs Name Name A G B H C I D J E K F b) What is the name of the male sex cell? �� c) What is the function of the testes? �� d) What liquid is ejaculated from the penis during sexual intercourse? �� e) What is the name of the female sex cell? �� f) What is the function of the Fallopian tubes? �� g) What happens to a female sex cell that has left the ovary if it isn’t fertilised? �� Section 2 — Humans as Organisms 32 Human Reproductive Systems Q2 The menstrual cycle concerns egg release which occurs every month in females. In the following set of sentences fill in the gaps using words from the box below. menstrual cycle month ovary uterus blood fertilised menstruation An egg cell is released from an ........................................................ once a ........................................................ . Each time an egg cell is released the ........................................................ gets ready to grow a baby. A thick lining full of ........................................................ vessels slowly develops. If the egg is ........................................................ it passes into the uterus and becomes attached to it. If the egg is not fertilised the breakdown of the uterus lining occurs. This is called ........................................................ . The whole sequence of making a new uterus lining and an egg is called the ........................................................ . Q3 Draw lines to match each term on the left with the explanation on the right. Term Explanation Ovary The female organ which nurtures the fertilised egg Uterus The female sex cell Menstruation The 4 week cycle of the female sex organs Egg The female organ which produces the egg Menstrual cycle The breakdown of the uterus lining Section 2 — Humans as Organisms 33 Human Reproductive Systems Q4 Study the following diagram showing the menstrual cycle. A B D C Lining of the Uterus 28/1 4 14 28/1 4 Day of the menstrual cycle Key = blood and lining = egg released from ovary a) For each sentence below, put the corresponding letter from the diagram in the box. You can use letters more than once. 1) The lining of the uterus is very thick and full of blood. 2) The lining of the uterus builds up. 3) The egg is released from the ovary. 4) The egg is travelling down the oviduct to be fertilised. 5) The thick lining of the uterus breaks down and blood flows out (menstruation). b) Why does the lining of the uterus need to become thick? ....................................................................................................................................................�� c) Use the diagram to work out how long it takes the uterus lining to build up again after menstruation. ....................................................................................................................................................�� d) At which point in the menstrual cycle is the egg released? ........................................................................................................................................................ Section 2 — Humans as Organisms 34 Having a Baby Q1 To have a baby, sperm need to be released inside the female. a) The diagram below shows this process taking place. Fill in the missing labels on the diagram. Ovum (egg) Vagina b) What is this process called? ........................................................................................................................................................ Q2 When sperm are released into the vagina they swim towards the egg. a) What must happen for an egg to be fertilised? ........................................................................................................................................................ ........................................................................................................................................................ b) Where in the body is the egg fertilised? ........................................................................................................................................................ c) What is a fertilised egg called? �� d) Describe how an egg becomes an embryo. �� e) Where does the embryo implant? ........................................................................................................................................................ f) Roughly when does implantation occur? �� Section 2 — Humans as Organisms 35 Having a Baby Q3 The diagram below shows an embryo attached to its mother. Complete the diagram using the words from the box. Foetus Mother’s blood Umbilical cord Placenta Amniotic fluid ........................................ ........................................ ........................................ ........................................ ........................................ Q4 The embryo develops over about 9 months. a) What is this period called? �� b) At what time after conception do the following developments occur? ....... month(s) The embryo has a brain, heart, eyes and legs. ....... month(s) ....... month(s) ....... month(s) The baby is fully developed. It kicks and its finger nails can be felt. The foetus is viable. c) How long after conception does the embryo become a foetus? ........................................................................................................................................................ d) How long after conception is the body completely formed? �� e) What does viable mean? ........................................................................................................................................................ �� Section 2 — Humans as Organisms 36 Having a Baby Q5 During pregnancy the placenta plays an important role. a) Describe the function of the placenta. �� b) i) This close connection between mother and baby means the mother’s lifestyle during pregnancy is important. Give two things the mother should avoid during pregnancy. �� ii) How do damaging substances taken in by the mother reach the foetus? �� iii) What effect could it have on the foetus if the mother doesn’t avoid these things? �� Q6 Complete the word search by finding the following key words from this topic: pregnancy, gestation, reproduction, intercourse, menstruation, fertilisation, oviduct, placenta, embryo, uterus, egg, sperm, penis, vagina. a i f e r t i l i s a t i o n i n t e r c o u r s e z k y e r d l x i u f q z j p a l z f g o v a e x b c m p n o y m r x j e k o g n v w e s g h s t e r t r m a a u b k t a r q i t y b o i o m n o a b g n h i Section 2 — Humans as Organisms g d p a l d p r e g n a n c y i e q b m x u s b p r c o c j n f r c n y i c c e s d p d k a o s d o z j t t n t e q p l a g v e p a k u d i u f r l m u h t i q b l v e s o g s a n t t t i u e f g d r c u m n s w f p l m v w n h t u c e o p x j v r s d c x g e x i v n q e g g k g w m h u t e s o p t y h i n o r y j m w x t a r s 37 Health and Drugs Q1 Having a healthy body means several things. Fill in the blanks in the list below. a) The absence of ............................... b) Eating a balanced ............................... c) Doing enough ............................... GO TO THE GYM d) Not abusing ............................... Q2 Drugs can affect all of the seven life processes. a) Match up the name of each process with its meaning by drawing a line between the two. Life Process Meaning Growth producing offspring Nutrition moving parts of the body Respiration getting to adult size Excretion responding and reacting Movement turning food into energy Sensitivity getting rid of waste Reproduction getting food to stay alive b) If a drug affects the liver, name one of these processes that it will affect. �� c) Alcohol affects the brain. Name the two life processes that it will affect most in the short term. 1. �� 2. �� Section 2 — Humans as Organisms 38 Health and Drugs Q3 People take drugs for many different reasons. a) Describe what a drug is. �� b) Some drugs are described as recreational. What does this mean? �� Q4 This table contains the names of some illegal drugs and some facts about them. Use the boxes on the right to complete the table by writing the correct number next to each letter. Name of drug Facts about drug a) ............ Developed as a painkiller; highly addictive 2) LSD Barbiturates c) ............ b) ............ Causes hallucinations; gives feeling of boundless energy; can cause death Amphetamine Q5 1) Depressants; can q2a help SHW31B p38 sleeping; very addictive edited slightly 3) Stimulant; gives feeling of boundless energy; can cause behaviour to deteriorate 4) Heroin d) ............ Alcohol is easy to buy legally if you are over 18 years of age, but it can damage your health if taken without care, and it is a drug. a) Circle the group of drugs that alcohol belongs to, given that it slows down the activity of the brain. hallucinogen stimulant depressant steroid b) Which two organs of the body are damaged most by drinking too much alcohol? �� c) Explain how the affects of alcohol make drink driving so dangerous. �� Section 2 — Humans as Organisms 39 Health and Drugs Q6 Drugs, such as alcohol, can be very addictive. What do you think is meant by the term addictive? ........................................................................................................................................................ ......................................................................................................................................�� Q7 Solvents are drugs that can be found in many everyday items. a) Name three things containing solvents that are commonly found in households. �� b) Circle i) the effects that solvent abuse has and ii) the damage it can do to the body. i) Makes you sleepy Gives hallucinations Makes you overheat Affects your behaviour ii) Can damage the lungs Can damage the nervous system Can damage the heart Draw lines to match each type of drug to the organs which it can damage. ESASTICK E TYPE OF DRUG GLU Q8 Can damage the brain ORGAN DAMAGED Section 2 — Humans as Organisms Section 3 — Plants and Ecosystems 40 PlantXXX Nutrition Q1 a) Use the words below to complete the photosynthesis equation. oxygen water ................................... + ........................... carbon dioxide glucose Sunlight Chlorophyll ........................... + ........................... b) Use the equation to answer the following questions: i) What are the reactants in photosynthesis? �� ii) What are the products of photosynthesis? �� c) Is glucose a fat, a protein or a carbohydrate? �� Q2 Fill in the blanks. Each word is something plants need for photosynthesis. 1) ............................... 2) ............................... A green chemical found in the chloroplasts of plant cells. 3) ............................... 4) ............................... Diffuses in from the air. Q3 The picture on the right shows a tree growing in a field. The Sun is shining, so photosynthesis is taking place rapidly in the leaves. a) What substance is taken in from the air by the tree? �� b) What substance is given out into the air by the tree? �� Section 3 — Plants and Ecosystems Absorbed from the soil by the plant roots and carried up to the leaves. 41 PlantXXX Nutrition Q4 Complete this crossword about photosynthesis. 1 3 2 4 5 6 7 8 9 10 11 12 13 Across Down 1) Pigment that absorbs light. (11) 2) Plants produce this gas in the light. (6) 4) Type of energy needed for a plant to make sugars. (5) 6) Plants need these to stay healthy. They get them from the soil. (8) 9) Plants make their food here. (4) 7) see 1) across. 11) Liquid needed for photosynthesis. (5) 10) Plants get carbon dioxide from here. (3) 1) across and 7) down — gas needed for photosynthesis. (6,7) 3) Roots absorb water from here. (4) 5) Carbohydrate made by plants in the light. (7) 8) How plants make food. (14) 12) Plants can’t photosynthesise in the . (4) 13) The colour of chlorophyll. (5) Section 3 — Plants and Ecosystems 42 Plant Nutrition Q5 As well as sunlight and carbon dioxide, plants need water and minerals. a) Where do plants get the water and minerals that they need from? �� b) Which part of the plant absorbs water and minerals? �� Q6 In an experiment with two plants, one was put on the windowsill, and the other was shut in a dark cupboard. Both were watered regularly. After three days, the plant in the cupboard was taken out and compared with the other one. The plant from the windowsill looked green and healthy, but the plant from the cupboard looked pale and some of its leaves had fallen off. Plant from windowsill Plant from cupboard a) How do you know that lack of water was not to blame for the differences between the plants? ........................................................................................................................................................ .............................................................................................................................�� b) It was suggested that the plant in the cupboard was not as healthy as the one on the windowsill in the first place. What could you do to show that this was not the cause of the difference? ........................................................................................................................................................ ....................................................................................................................................�� c) Two more plants were put on the windowsill. One was given water but the other one wasn’t. i) What do you expect to happen to the plant without water? �� ii) What would the results of these two experiments tell you about plants? .................................................................................................................................................... �� Section 3 — Plants and Ecosystems 43 Plant Nutrition Q7 Some students wanted to find out which minerals plants need to grow properly. They set up four beakers of water and put some small water plants in each. They then added some minerals to the beakers, and recorded the growth of the plants over the next few weeks. Their results are shown in the table below. Beaker Minerals Appearance of plants A nitrate, phosphate, potassium lots of healthy green leaves B nitrate and phosphate leaves are yellow with dead spots C nitrate and potassium leaves turning purple, roots not growing very well D phosphate and potassium yellow leaves with weak stem a) i) Which mineral is present in beaker A but not beaker B? ............................................................. ii) What happens to the plants if the mineral you named in part i) is missing? ..............................................................................................................................................�� b) Which mineral is needed for roots to grow properly? Explain how you know this. ..............................................................................................................................................�� ..............................................................................................................................................�� c) What happens to plants if nitrate is missing? ..............................................................................................................................................�� d) What would happen if you tried to grow the plants in pure water with no minerals? ..............................................................................................................................................�� Q8 This is a list of the features of many leaves: a) They are flat and wide; b) They have chloroplasts near the upper surface; c) They have lots of veins; d) They have little holes (stomata) in the lower surface. Explain how each feature helps the leaf to carry out photosynthesis efficiently. a) ................................................................................................................................................�� b) ................................................................................................................................................�� c) ................................................................................................................................................�� d) ................................................................................................................................................�� Section 3 — Plants and Ecosystems 44 Plant Nutrition Q9 Soda lime absorbs carbon dioxide. A plant in a container with a dish of soda lime begins to turn yellow and dies, even if it gets lots of light, water and minerals. What does this tell you about photosynthesis? .................................................................................................................................................... Q10 Alfie had two plants, A and B. He used some Vaseline® to coat the top of the leaves on plant A and the underside of the leaves on plant B. He left the plants on the windowsill for a week and watered them regularly. a) What do you expect happened to each plant? Plant A: �� Plant B: �� b) Explain the result you have predicted for plant B. ..............................................................................................................................................�� Q11 The diagram below shows an experiment to study photosynthesis in pond weed. Bubbles made by the plant were collected in the test tube. Gas Test tube Water Pond weed Beaker Funnel Plasticine a) What gas was collected in the test tube? ........................................................................�� b) Explain your answer to part a). ................................................................................................................................................�� Section 3 — Plants and Ecosystems 45 Plant Reproduction Q1 Complete this sentence about sexual reproduction in plants, by circling the correct words: The (male / female) sex cell is produced by the pollen, and the (male / female) sex cell is contained in the (ovule / ovum). Q2 The diagram below is a cut-away diagram of a flower. a) i) Add labels and labelling lines to the anther and the filament parts of a stamen. ii) What is the job of the filament? �� iii) What is the job of the anther? �� b) i) Add labels and labelling lines to the stigma, the style and the ovary on the diagram above. ii) What part of the flower do these three parts make up? �� iii) What do you expect to find in the ovary? �� c) i) Add labels and labelling lines to the sepals and the petals on the diagram above. ii) What is the main difference in appearance between the sepals and the petals? �� iii) What is the function of the sepals? �� iv) What is the function of the petals? �� Section 3 — Plants and Ecosystems 46 Plant Reproduction Q3 Complete the sentences by drawing lines to match up each beginning with the correct ending. Beginnings Q4 Endings The female sex cell in plants is contained inside... ...the filament and anther. The female sex organ in plants is called... ...the stigma, style and ovary. The female sex organ is made up from... ...the carpel. The male sex cell in plants is produced by... ...the stamen. The male sex organ in plants is called... ...the pollen. The male sex organ is made up from... ...the ovule. Below are the names of plants. Three are pollinated by insects, and three are pollinated by the wind. Decide which are which and fill in the table below. insect-pollinated buttercup wind-pollinated stinging nettle sunflower daisy grass willow tree Q5 Complete this flower word search. W P A O V U L The words to find are: C Z N T anther, filament, ovary, ovule, pollen, stigma, style. There are two other words in the grid to do with flowers — can you find them both? Here’s a clue: S .... .... .... .... N C .... .... .... .... L A E T E B Z E M O N I H E G V G R Y H E U U I I D S P R E M Z T K E X P E A R A S Q X A S O L V F L N O K I D F N T S L C O Y O L H P A F Q L S T Section 3 — Plants and Ecosystems E R A L D N P E A M E N Y Y B N 47 Plant Reproduction Q6 The pictures below show two flowers. One of the flowers is wind‑pollinated and the other is insect‑pollinated. The petals of flower A are bright red. The petals of flower B are pale green. B A a) What does pollination mean? ....................................................................................................................................................�� b) i) Which picture shows the wind-pollinated flower? �� ii) What features of this flower tell you that it is adapted to wind pollination? ..............................................................................................................................................�� c) i) Which picture shows the insect-pollinated flower? �� ii) What features of this flower tell you that it is adapted to insect pollination? ..............................................................................................................................................�� d) Pollen from wind-pollinated flowers is often much lighter and smaller than the pollen from insect-pollinated flowers. Why do you think there is this difference between them? ........................................................................................................................................................ ....................................................................................................................................�� e) Circle the stigmas on both flowers. f) Explain why the two flowers have different types of stigma. �� Section 3 — Plants and Ecosystems 48 Plant Reproduction Q7 Jacinta finds a flower in a meadow. She wants to work out if it is pollinated by insects or by the wind. She smells it and finds that it doesn’t have any scent. a) Do you think the flower is insect-pollinated or wind-pollinated? Explain why. �� b) Describe what you expect the petals to look like. �� c) i) What are nectaries? �� ii) Do you expect the flower to have any nectaries? �� Q8 Read the information below, then answer the questions. Cross-pollination is when the pollen of a flower lands on the stigma of another flower. Self-pollination is when the pollen of a flower lands on the stigma of the same flower. Cross-pollination gives more variety between plants, often producing better quality seeds. Many plants have adaptations to make cross-pollination more likely than self-pollination. a) i) How many plants are involved in self-pollination? �� ii) How many plants are involved in cross-pollination? �� b) Circle all of the statements below that describe an adaption a plant could have that would make cross-pollination more likely than self-pollination. Some plants only have male flowers, and others only have female flowers. Flowers have a stigma that is directly beneath the anther. The stamens and carpels of the flowers mature at the same time. The stamens and carpels of the flowers mature at different times. Section 3 — Plants and Ecosystems 49 Fertilisation and Seed Formation Q1 Plants need to be pollinated to produce seeds. a) When a pollen grain lands on a stigma, a pollen tube grows down to the ovary and then into it. What is the name of the part of the flower that the pollen tube grows down through? ..............................................................................................................................................�� b) The nucleus from the male sex cell passes through the pollen tube, meets the female sex cell, and joins with it. When a male sex cell joins with a female sex cell, what is this called? ..............................................................................................................................................�� c) After the sex cells join together, the ovule develops into a seed. In which part of the flower does this happen? ..............................................................................................................................................�� d) i) Each seed contains a dormant embryo plant. What else does it contain? �� ii) When is the part of the seed that you named in part i) used? �� e) Once the seeds have developed enough, they are dispersed from the parent plant. What does this mean? ........................................................................................................................................................ ....................................................................................................................................�� Q2 The processes below are all to do with reproduction in flowering plants. Write them down in the correct order, starting with “release of pollen” and ending with “growth of seedling”. Dispersal Growth of seedling Fertilisation Growth of pollen tube Germination Pollination Release of pollen Seed production ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ....................................................................................................................................�� Section 3 — Plants and Ecosystems 50 Fertilisation and Seed Formation Q3 Plants have developed various methods to carry their seeds far from the parent plant. Some plants, such as peas and lupins, are able to flick the seeds away from them. Other plants spread their seeds using the wind or animals. a) The pictures show seeds from dandelions and sycamore trees. These plants rely on the wind to spread their seeds. For each seed, use the picture to explain how it is adapted to carry it far away from the parent. Dandelion Sycamore Dandelion: ...................................................................................................................................... ....�� Sycamore: ....................................................................................................................................... ..............................................................................................................................................�� b) In many plants, the ovary develops into a fleshy fruit that contains the seeds. These fruits are often eaten by animals. What is the advantage to a plant of having its fruits eaten by animals? ........................................................................................................................................................ ....................................................................................................................................�� c) The pictures show fruits from a tomato plant and a burdock plant. bright red skin little hooks Tomato Burdock These plants rely on animals to spread their seeds. For each fruit, use the information in the picture to explain how it is adapted to carry the seeds far away from the parent. Tomato: ........................................................................................................................................... ........................................................................................................................................................ Burdock: .......................................................................................................................................... ...........................................................................................................................................�� d) Name a fruit eaten by animals. Suggest why it is attractive to animals. ........................................................................................................................................................ ....................................................................................................................................�� Section 3 — Plants and Ecosystems 51 Investigating Seed Dispersal Mechanisms Q1 Maya is investigating how well different seeds disperse. She plans to drop some different fruits that contain seeds and see how far away they land from the point where she dropped them. a) What three things does Maya need to keep the same to make sure the experiment is a fair test? 1. �� 2. �� 3. �� b) What is the variable that she is going to change within the experiment? �� Maya chooses to use a sycamore fruit and a elm fruit and drop them from 1 m above the ground. c) Suggest a piece of equipment that Maya could use to measure how far away the seeds land from the point where she drops them. �� d) Maya drops each type of fruit three times. Why does she repeat the experiment? �� Maya records her results in the table below. Distance Seeds Dispersed (cm) 2 3 Sycamore 20 25 21 Elm 18 14 16 To find the average, add up the results for each seed and then divide that total by the number of results. | | | | | | | | | | | | | | | | | | | | | | | | | | || e) Work out the average distance dispersed for each seed. | | | | | | | | | | | | | | | | | | | | | | | | | || | | | | | | | | | | | | | | 1 | | | | | | | | | | | | Fruit Type | i) Sycamore:�� ii) Elm:�� f) Write a conclusion for Maya’s experiment. �� Section 3 — Plants and Ecosystems 52 Investigating Seed Dispersal Mechanisms Q2 Some students investigated whether the size of sycamore fruit affects how well the seeds disperse. They made paper models of the fruits with different lengths of wings and dropped them from a height of 1 metre. There was a fan at a set distance behind the person dropping the models. a) The students dropped each different model three times. Their results are shown in the table below. Work out the averages for each length of wing and complete the table. Length of Wing (cm) Distance Dispersed (cm) 1 2 3 0 6 10 5 1 9 7 11 2 15 17 19 3 26 24 25 4 30 33 27 Average b) On the graph paper below, draw a scatter graph of the results. The vertical axis should show the average distance dispersed. The horizontal axis should show the length of the wing. Remember to add a line of best fit to your graph once you have plotted the points. c) How much further on average did the model with the longest wings travel than the one with no wings? �� d) What can you conclude about the size of sycamore fruit and dispersal? �� Section 3 — Plants and Ecosystems 53 Dependence on Other Organisms Q1 Almost all living things depend on plants capturing and storing energy. a) Where does all the energy on earth come from? ..............................................................................................................................................�� b) How do plants capture this energy? ..............................................................................................................................................�� c) Explain why all living things rely on plants. �� Q2 Humans need to respire to stay alive. a) Look at the following list. Which of these things respire? bacterium, bird, dandelion, dead donkey, dog, fish, frog, seaweed, snake, soil, wooden table ........................................................................................................................................................ ................................................................................................................................................�� b) Which gas in the air do we need to breathe in to respire? ..............................................................................................................................................�� c) When we breathe out, our breath contains less of this gas, but a lot more of another gas. Which other gas? ..............................................................................................................................................�� d) Which gas do plants release during photosynthesis? �� e) Explain why photosynthesis is important for respiration. �� Section 3 — Plants and Ecosystems 54 Dependence on Other Organisms Q3 Organisms in an ecosystem are interdependent. a) What is an ecosystem? �� b) What does interdependent mean? �� Q4 Read this extract from a newspaper article about bees. BYE BYE BEES, HELLO HUNGER Scientists are worried that declining insect numbers may lead to a fall in crop yields. Beekeepers across the UK have been reporting up to 50% losses in the populations of their bees. Food scientists are concerned that any further drops in the numbers of bees Honeybees are declining. and other insect species may seriously affect our food production industry. a) Why are insects so important for plant reproduction? ..............................................................................................................................................�� b) Suggest why a decline in insect numbers could lead to a fall in crop yields. ..............................................................................................................................................�� c) Suggest how a decline in insect numbers would affect how much food humans have. ..............................................................................................................................................�� Section 3 — Plants and Ecosystems 55 Food Chains and Food Webs Q1 Q2 Draw arrows to match up each word below to its meaning. carnivores animals that eat both plants and animals omnivores animals that eat plants herbivores animals that eat other animals consumers organisms that can make their own food producers organisms that rely on other organisms for their food A sea food chain is shown on the right. algae limpet lobster a) What do the arrows mean? ...................................................................�� b) i) Write down the name of the herbivore, the carnivore, and the producer. Herbivore: �� Carnivore: �� Producer: ................................................................................................................................... ii) Explain your answer to part i). �� Q3 Food chains always begin with a certain type of living thing. a) What type of living thing is this? �� b) Why do they always start off food chains? ........................................................................................................................................................ ................................................................................................................................................�� Section 3 — Plants and Ecosystems 56 Food Chains and Food Webs Q4 The names below are all words to do with food chains, but with the letters muddled up. Unscramble the letters to find out what the words are and then find them in the word search. Vince Roar, Mrs Oncue, Dina Choof, Ron Movie, Dr Prouce, Rover Hibe. ......................................................................................................................................................... ......................................................................................................................................................... .....................................................................................................................................................�� E P C O N S U M E R R R F O I D C H A O O E O O A E R B M I V C O M H I V N C A I U D A C H I N G R B D C E D V O R E S R O H S O K I Z X L E R A R O A R N I H P E R F V I X E R O V I Q5 V B R A N R A C Look at the food chain below. grass → grasshopper → snake → hawk a) What is a primary consumer? Name the primary consumer in this food chain. �� b) What is a secondary consumer? Name the secondary consumer in this food chain. �� c) What is a tertiary consumer? Name the tertiary consumer in this food chain. �� d) What is a top carnivore? Name the top carnivore in this food chain. �� Section 3 — Plants and Ecosystems 57 Food Chains and Food Webs Q6 Look at this woodland food web. Hawk Fox Owl Rabbit Blue Tit Vole Caterpillar Mouse Grass Aphid Blackberry a) i) Circle the carnivores. ii) Which one is not a top carnivore? �� b) Write down all the food chains that start with the blackberry and end with the hawk. �� c) Write down all the food chains that end with the owl. �� d) Explain what might happen to the number of voles if the amount of grass increased. �� e) i) Explain what might happen to the number of blue tits if all the hawks die. �� ii) Explain what might happen to the number of aphids if all the hawks die. �� Section 3 — Plants and Ecosystems 58 Food Chains and Food Webs Q7 Decide whether each of the following sentences is true (T) or false (F) and then tick the appropriate box. T Primary consumers are always carnivores. All carnivores are secondary consumers. In a food chain, arrows point from the organism being eaten to the organism that’s eating it. Top carnivores are always very large. All plants are producers. Tertiary consumers are always top carnivores. In food chains, arrows show the direction of energy flow. Q8 Toxic materials can get into food chains and harm the organisms. Look at the food web below. hawk fox owl frog F weasel rabbit squirrel cricket grass mouse shrubs Mouse Poison a) The mice are given some poison. Which other organisms could end up with poison in their bodies? .........................................................�� b) When toxic materials enter a food chain, which organisms tend to be worst affected? Explain why. ....................................................................................................................................................�� c) Which of these organisms would probably be worst affected by a poison put on the grass: the cricket, the frog, the owl or the hawk? ......................................................................................................................................................... Section 3 — Plants and Ecosystems Section 4 — Inheritance, Variation and Survival 59 DNA andXXX Inheritance Q1 DNA is a molecule that contains all the information needed to make an organism. a) Read each sentence below and write down what is being described. You can choose from gene, nucleus, cell, DNA and chromosome. A The part of the cell that contains the chromosomes. Found in most cells. B A long, coiled-up length of DNA. C Your body is made up of trillions of these. Most of them have a nucleus. D A short section of DNA. E A long list of chemical instructions on how to build an organism. �� b) Use the letters from part a) to label the diagram below. �� Q2 �� Genes control many of the characteristics of living things. a) Read the sentences below and put a cross (8) next to the one that’s incorrect. A — Each gene controls a different characteristic. B — Genes normally work in threes. C — Genes control things like hair and eye colour. D — In a pair of genes, one is normally dominant over the other. b) Rewrite the incorrect sentence so that it is correct. �� Section 4 — Inheritance, Variation and Survival 60 DNA and Inheritance Q3 During human reproduction, the egg from the mother is fertilised by sperm from the father. a) What happens to the nuclei of egg and sperm cells during fertilisation? �� b) Answer each of these questions by writing the correct number in the gap. i) The cells in the human body have ............................ chromosomes. ii) Chromosomes in human body cells are arranged in ............................ pairs. iii) Sperm and egg cells only have ............................ chromosomes. iv) A fertilised egg contains ............................ matched pairs of chromosomes. v) Fertilised eggs have ............................ copy(ies) of each gene from the mother and ............................ from the father. c) Use what you know about genes and reproduction to explain why offspring inherit a mixture of characteristics from their parents. �� d) What is the name for the process of passing down genes? �� Q4 Scientists only worked out the structure of the DNA molecule fairly recently. Two scientists called Crick and Watson built the first model of DNA in 1953. a) Crick and Watson were able to make their discovery because they used data from two other scientists, Wilkins and Franklin. Name one kind of data they used. �� b) The data showed that the DNA molecule has a double helix structure. Explain what a double helix is. �� Section 4 — Inheritance, Variation and Survival 61 Variation Q1 Here are three different organisms that show variation. Rodney Natasha p Arp arp ar A seal a) Complete the sentence below by circling the correct word in the brackets. .Natasha looks different from the seal because they are ( the same / different ) species. b) What causes the differences between Natasha and the seal? �� c) Fill in the gaps in these sentences using the words on the right. Variation can happen within a ................................. . That means that plants and ................................. that have basically the same ................................. will still show differences between them. differences animals genes For example, human beings have different skin colours. These ................................. are known as characteristic features. species d) Characteristic features can be inherited or environmental. What do these terms mean? Inherited: �� Environmental: �� e) Here are some of Natasha and Rodney’s characteristic features. Write whether each one is inherited or environmental. Natasha’s eye colour: �� Natasha’s tattoo: �� Rodney’s haircut: �� Section 4 — Inheritance, Variation and Survival 62 Variation Q2 The tally chart below shows the eye colour of the children in a class at school. a) Fill in the number of children with each eye colour in the table below. Eye colour Tally Brown |||| |||| Blue |||| |||| || Green |||| Hazel |||| | Number of children b) On the graph paper below, draw a bar chart of number of children against eye colour. �� | | | | | | | | | To find the percentage, firs t you need to work out the total number of children. | || | | | | | | �� || | | | | | | | | | | | | | | | | | | || | | | | | | | | | | | | | | | | | | | | | | | | | | | || | c) What percentage of the children had blue eyes? �� d) Is eye colour an example of continuous or discontinuous variation? Explain your answer. �� Section 4 — Inheritance, Variation and Survival 63 Variation Q3 The heights of the girls in two Year 7 classes were measured to the nearest cm. Height is an example of continuous variation because it can take any value (within a certain range). a) The results are shown below. Use them to fill in the grouped frequency table on the right. Height (cm) 134 < h £ 139 Height (cm) 152 156 159 148 154 158 143 146 155 147 141 157 160 151 159 168 153 146 152 153 154 150 160 148 164 149 144 163 136 158 139 < h £ 144 144 < h £ 149 149 < h £ 154 154 < h £ 159 For each height range, count the number of results that fall in to it and write the total in the frequency table. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | || | | | | | | | Frequency 159 < h £ 164 164 < h £ 169 || | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | b) On the graph paper below, draw a bar chart of the results. c) How tall would a girl have to be... i) ...to be among the tallest five girls? �� ii) ...to be among the shortest ten girls? �� d) Give three more examples of continuous variation in living things. 1. �� 2. �� 3. �� Section 4 — Inheritance, Variation and Survival 64 Natural Selection and Survival Q1 Lobsters use their claws to catch prey and defend themselves. Look at these three lobsters and answer the questions below. A B C a) i) In a population of lobsters, which of these lobsters do you think would be most likely to survive? Explain why. �� ii) Which lobster do you think would be least likely to survive? �� b) Use some of the words from the box to fill in the gaps in the paragraph below. reproduce lobster C lobster A population lobster B genes In a population of lobsters the individuals which are most like ................................. would be more likely to survive. This means that they are more likely to ................................. and pass their ................................. on to their young. Gradually the whole population would become more and more like .................................. . c) What is the name of the process described in part b)? �� Section 4 — Inheritance, Variation and Survival 65 Natural Selection and Survival Q2 Foxes chase, catch and eat rabbits. Rabbits have features that let them run away and escape. The flow chart below shows how rabbits have adapted to run fast and escape foxes. Fast parents produce more fast babies Fox chases rabbits no Slow rabbit? Rabbit escapes yes Rabbit eaten by fox Rabbit has babies a) Why don’t many slow rabbits pass on their genes to the next generation? �� b) Explain why more fast rabbits pass on their genes to the next generation than slow rabbits. �� c) Explain why rabbits become more able to escape the fox after a few generations. �� d) In a race between a rabbit from a field where there are foxes and a rabbit from a field without any foxes, which rabbit is more likely to win? Explain your answer. �� Section 4 — Inheritance, Variation and Survival 66 Natural Selection and Survival Q3 Two scientists are tracking Boris, a polar bear that lives in the Arctic. a) Like all polar bears, Boris needs to catch and eat seals to stay alive. Circle all the types of organism that Boris competes with in order to get food. Other species that eat seals Seals Other polar bears b) The scientists made the table on the right which lists the characteristics that allow polar bears to survive in the Arctic. Adaptation White fur i) What controls the characteristics that an organism inherits? Powerful limbs �� ii) The previous winter was very cold, and many polar bears with weak limbs died. Why do you think this happened? Thick layer of fat Scientists How it helps They blend in with the snow so they can sneak up on seals. They can break through the ice to get to seals underneath. They can survive for a while when there are no seals to eat. �� Q4 Put the steps of natural selection in the order that they happen. One has been done for you. A ristics that Organisms with characte mpeting are make them better at co d reproduce. more likely to survive an Over time, the useful becomes characteristic gradually lation. more common in a popu B ion have Organisms in a populat because varying characteristics nes. of differences in their ge D D ve and The organisms that survi genes reproduce pass on the ristics for their useful characte to their offspring. C E The organisms compete for the resources they need to survive. ......................... , ......................... , ......................... , ......................... , .............................. First Last Section 4 — Inheritance, Variation and Survival 67 Extinction and Preserving Species Q1 Mountain gorillas live in the rainforests of central Africa. They need to eat lots of leaves to get enough food to stay alive. a) Use the words from the box to fill in the gaps in these sentences about gorillas. compete reproduce survive food struggle Gorillas ..................................... in rainforests because they are well adapted to ..................................... for food in that environment. When the trees in the rainforest are cut down to make room for fields, there is less ..................................... for the gorillas to eat. Those gorillas that are less able to compete successfully for food will ..................................... to survive and ...................................... . b) Mountain gorillas are an endangered species and could become extinct. Write down what each of the words below means. i) Extinct: ....................................................................................................................................... ii) Endangered: . .............................................................................................................................. Q2 Humans depend on plants and animals for many things. a) Write down two things, other than food, that humans get from plants or animals. Item 1: �� Item 2: �� b) For each thing you wrote down in part a), suggest an organism that humans get that thing from, and describe how humans might suffer if that organism became extinct. Item 1: Organism: �� Effect on humans: �� Item 2: Organism: �� Effect on humans: �� Section 4 — Inheritance, Variation and Survival 68 Extinction and Preserving Species Q3 Seed banks store the seeds of many important plant species. a) What do the seeds contain that determines which plant they grow into? Tick (4) the right answer. Sperm Genes Eggs b) Seed banks could be a way of maintaining a wide variety of plant species on Earth. What term do we use to describe this variety? �� Q4 Humans try to prevent animals from becoming extinct by storing their genes in gene banks. a) Which two types of animal cells are stored in gene banks? 1) ..................................................................... 2) ..................................................................... b) What has to be done to the animal cells before they are stored? �� ing ain y int rsit Ma dive Bio by nks Ba ne e G c) The genes of many endangered animal species are stored in gene banks. What could scientists do if one of these species became extinct and they wanted to reintroduce it? �� d) Gene banks are one way that humans are trying to maintain biodiversity. What is a better way of maintaining biodiversity? Suggest one way that humans could do this. �� Q5 Rainforests are very complex ecosystems. They probably contain lots of species that we haven’t discovered yet. A company wants to cut down a large area of rainforest in South America. Scientists are worried that this may cause some of the species in the rainforest to become extinct. Explain two reason that it could be a problem for humans if species in the rainforest go extinct. 1. �� Section 4 — Inheritance, Variation and Survival BHW32 2. �� Contents Biology Section 1 — Cells and Respiration��1 Section 2 — Humans as Organisms��2 Section 3 — Plants and Ecosystems��5 Section 4 — Inheritance, Variation and Survival��8 Published by CGP SHA32 ~ 0219 - 18723 www.cgpbooks.co.uk Clipart from Corel® Text, design, layout and original illustrations © Richard Parsons 2014. All rights reserved. 1 Answers Biology Q6 a) Section 1 — Cells and Respiration b) i) Pages 1-2 — The Microscope Q1 A — Eyepiece lens B — Body tube C — Rough focusing knob D — Fine focusing knob E — High and low power objective lenses F — Stage Q2 a) The rough focusing knob and the fine focusing knob. b) i) The stage. ii) The slide is clipped to the stage / held in place by clips. c) To magnify the object. Q3 a) The mirror. b) The lowest powered objective lens. c) i) The rough focusing knob. ii) She should move it down to just above the slide. d) i) The fine focusing knob. ii) Away from the slide. iii) To make sure the lens and slide don’t crash together. e) She could switch to using a higher powered objective lens. nucleus cell membrane cell wall mitochondria vacuole cytoplasm chloroplast Q5 a) b) c) Q1 a) b) Q2 a) b) c) Both cells have Only plant cells have 1) cell membrane 1) cell wall 2) nucleus 2) chloroplasts 3) cytoplasm 3) vacuole The nucleus. The mitochondria. Chloroplast — contains chlorophyll for photosynthesis. Vacuole — large space filled with sap. Mitochondria — where most of the reactions for aerobic respiration take place. Cytoplasm — jelly-like stuff where most of the reactions happen. Nucleus — controls what the cell does. Cell membrane — thin skin around the cell. Cell wall — outer coating which gives support to the cell. Because they are too small to see with just your eyes. To make the parts of the cells easier to see. c) Q3 a) b) c) d) Q4 a) b) c) d) e) Q5 Q6 a) b) c) d) Q7 a) b) Cytoplasm Nucleus Cell wall Vacuole Cheek cell Leaf mesophyll cell ✓ ✓ ✓ ✓ c) ✓ cell, tissue, organ, organism yes Because there is a lot of carbon dioxide inside the cell but not much outside the cell. The cell membrane. The oxygen molecules will move into the cell because there is lots of oxygen outside the cell but not much inside the cell. Pages 7-11 — Respiration O2 a) b) 4) mitochondria Q2 Q3 Q4 Page 6 — Cell Organisation Q1 Pages 3-5 — Cells Q1 a) b) c) d) e) f) g) ii) Q7 a) b) i) ii) It holds the cell together and controls what goes in and out of the cell. E.g. a cell wall is a rigid outer coating but a cell membrane is just a thin skin. / The cell wall only provides support for the cell but the cell membrane also controls what goes in and out of the cell. cellulose Having only one cell. E.g. has a flagellum / contains chloroplasts E.g. Euglena live in water, so having a tail‑like structure helps them to swim. / Having chloroplasts means that Euglena can make their own food. Inside the cells in your body glucose is used to produce energy. This process is called respiration. All living things need energy for processes such as movement, growth and reproduction. The process of releasing energy from glucose. Respiration takes place in all types of living organism. Aerobic and anaerobic. Aerobic and anaerobic should both be ticked. Aerobic should be ticked. Aerobic and anaerobic should both be ticked. Aerobic should be ticked. Glucose and oxygen. Carbon dioxide and water. Energy is released, which is used for e.g. building proteins, muscle contraction and keeping warm. B+C→A+D+E In the mitochondria. glucose → lactic acid + energy glucose → carbon dioxide + ethanol + energy He can use the sugar to produce more energy through respiration. Anaerobic respiration is respiration without oxygen. He is starting to respire anaerobically because he can’t get enough oxygen to his muscle cells. Anaerobic respiration produces lactic acid which is starting to build up in Tim’s muscles. The yeast need sugar to respire. The yeast must respire anaerobically to make ethanol, so they must be kept away from the oxygen in the air. fermentation ✓ Answers 2 Answers Q8 a) b) i) ii) c) d) Q9 a) b) i) ii) Q10 a) b) c) d) e) f) g) h) i) j) The soda lime is used to absorb any carbon dioxide that is already in the air. This means that any carbon dioxide in tube B must have been produced by the cricket respiring. The limewater in tube A will stay colourless. The limewater in tube B will turn cloudy. There will be less oxygen present in tube B than in tube A. They could set up a second set of apparatus and leave it for the same amount of time, but not put a cricket in the jar. E.g. only aerobic respiration requires oxygen to react with the glucose. Aerobic respiration produces carbon dioxide and water, where as anaerobic respiration produces lactic acid. They release different amounts of energy. Aerobic respiration. Because it is more efficient. aerobic respiration ethanol energy carbon dioxide water oxygen glucose anaerobic respiration lactic acid fermentation Section 2 — Humans as Organisms Pages 12-15 — Nutrition Q1 What we eat — intake of nourishing substances. Q2 a) i) Used as fuel for the body. ii) Used as a store of energy (which you use if your body runs out of carbohydrates). iii) Needed for growth and to repair damaged areas. iv) Needed (in small amounts) to keep many vital processes happening in the body. b) minerals c) All chemical reactions in the body take place in water (and 75% of the body is made up of water). d) A disease directly resulting from a lack of essential nutrients. e) If you don’t eat enough fruit and vegetables you may not get enough vitamins (e.g. vitamin C) in your diet and may show signs of vitamin deficiencies (e.g. scurvy). Also, you may not get enough fibre in your diet. You need fibre to help food move through your digestive system. Q3 a) E.g. he needs to take food that is high in carbohydrates, which sausages are not. b) cereal bars Q4 a) carbohydrates b) Hibran flakes c) Fibre helps food move through your digestive system. d) No. Different types of nutrients are needed in different amounts. Q5 a) i) If you take in more energy from your diet than you use up, your body stores the extra energy as fat. So you put on weight. Answers ii) E.g. high blood pressure / heart disease. E.g. starvation can cause children to grow more slowly than they should / can make you more likely to get infections and diseases / can lead to irregular periods in women. Q6 a) Carbohydrates and lipids/fats. b) i) E.g. every cell needs energy. The bigger you are, the more cells you have, and so the more energy you need. / You need energy to move, and it takes more energy to move a bigger mass. ii) How active you are. c) A professional athlete, because he/she is likely to be more active and so have the largest energy demands. Daily BER (kJ/day) = 5.4 × 24 × body mass (kg) Q7 Mihir’s BER = 5.4 × 24 × 65 = 8424 kJ/day Q8 a) Daily BER (kJ/day) = 5.4 × 24 × body mass (kg) Sheena’s BER = 5.4 × 24 × 60 = 7776 kJ/day b) Sheena’s BER is 7776 kJ/day For her 1 hour run she needs 3000 kJ. For her swim she needs 0.5 × 1500 = 750 kJ So in total on Thursday she needs: 7776 + 3000 + 750 = 11526 kJ b) Pages 16-20 — Digestion Q1 The process of digestion is the breakdown of food into soluble substances, and the passage of these substances into the blood. The food molecules are too large to pass through the gut wall, so they are broken down first by special chemicals called enzymes. Q2 a) i) Chewing/churning the food to break it into small pieces. ii) Using enzymes to break up big food molecules into smaller ones. b) The teeth chew up the food and mix it with saliva. Saliva contains an enzyme (called amylase) that breaks down carbohydrates. Q3 a) To kill harmful bacteria. To give a low pH for the stomach enzymes to work. b) To move the stomach wall and churn up the food. Q4 a) Liver. Makes bile to emulsify (break up) fats and give the right pH for the enzymes in the small intestine. b) Pancreas. Makes enzymes (proteases, carbohydrases and lipases). c) Small intestine. Where food is absorbed through the gut wall into the blood. Also makes more enzymes to further digest food. d) Large intestine. Water is absorbed from here. e) Rectum. Undigested food/faeces leaves the body from here (via the anus). Q5 Enzymes are biological catalysts. The body uses enzymes to break up big molecules into small ones. These smaller molecules can pass through the gut wall into the blood. From here they travel around the body, then pass into the cells to be used. Q6 a) Pancreas and small intestine should be circled. 3 Answers b) c) Q7 a) carbohydrase, protease, lipase The stomach No, because there was no starch in the water outside the tubing after 25 minutes. b) The molecules of glucose are small enough to pass through the tubing. c) Both the dialysis tubing and the small intestine wall allow small (soluble) molecules to pass through them but not large (insoluble) molecules. d) blood e) (partly digested) food Q8 a) small intestine b) i) villi ii) They have a thin outer layer of cells. They have a good blood supply. They provide a large surface area for absorption. c) The molecules are carried from the gut to the body cells. They then diffuse out into cells to be used. Q9 Any two of, e.g. they produce enzymes that help to digest food. / They make useful vitamins (like vitamin K). / They produce useful hormones. / They reduce the possibility of harmful bacteria growing in your intestines and making you ill. Pages 21-22 — The Skeleton and Muscles Q1 The bones in your skeleton protect many important organs in your body. Bones also allow movement to occur at joints and they also support the entire body. Q2 a) BÆDÆCÆA b) backbone — spinal cord skull — brain ribs — heart and lungs c) a joint Q3 a) The outer layer of bone tissue is very strong and hard. b) The inner layer of bone tissue is spongy but strong. c) Bone marrow produces blood cells. Q4 a) i) B ii) C iii) A iv) D b) Tendons attach muscles to bones. c) Muscles are attached to bones. When a muscle contracts, it applies a force to the bone it’s attached to, which makes the bone move. c) d) e) Q3 Q4 a) b) c) Moments are a measure of the turning effect of a force. Moments are calculated using the formula: Moment = force × perpendicular distance. Moments are measured in Nm. Multiply the force by the perpendicular distance from the pivot. Moment = force × perpendicular distance = 5 × 0.24 = 1.2 Nm E.g. to counteract the moment of Roland’s weight / to keep the arm still. Force = moment ÷ perpendicular distance = 1.2 ÷ 0.04 = 30 N Pages 25-26 — Gas Exchange Q1 Lung — f Trachea (wind pipe) — a Bronchus — c Bronchiole — e Alveoli — g Diaphragm — h Rib — b Intercostal muscle — d Q2 We need to take in oxygen from the air to stay alive. We also need to get rid of carbon dioxide from our bodies. This overall process is called gas exchange. The gas we take in enters our blood and is used with sugar in the cells to release energy. Q3 a) i) oxygen ii) Arrow drawn and labelled as shown below. LUNG oxygen BODY iii) Oxygen passes out of the bloodstream into the body cells where it is used in respiration. b) i) carbon dioxide ii) Arrow drawn and labelled as shown below. LUNG carbon dioxide Pages 23-24 — How Muscles Work Q1 a) Antagonistic muscles are pairs of muscles that work against each other. b) i) triceps ii) relaxed iii) Muscle A/the triceps muscle will contract/shorten, pulling the arm straight. As this happens the biceps muscle will relax/lengthen. Q2 a) A pivot is the point around which a rotation happens. b) Your arm works as a lever with the elbow as a pivot. This means that when a force acts on your arm, a moment is created. BODY iii) It is a waste product of respiration. c) diffusion d) 1. They’re moist. 2. They have a good blood supply. 3. The alveoli give the lungs a big inside surface area. Answers 4 Answers Pages 27-28 — Breathing Q1 a) lungs b) trachea (windpipe) c) bronchi (bronchus) d) intercostal muscles and diaphragm muscle e) diaphragm f) chest cavity g) i) They fill with air. ii)inhalation / breathing in Q2 1. Rib muscles contract — Rib cage moves upwards and outwards 2. Diaphragm contracts — Diaphragm moves down and becomes flatter 3. More space is formed in the chest — Air enters to fill the extra room 4. Rib muscles relax — Rib cage moves downwards and inwards 5. Diaphragm relaxes — Diaphragm moves upwards 6. Less space is left in the chest — Air is forced out from the chest space Q3 a) The amount of air you can breathe into your lungs in a single breath. b) Student B c) 1.4 metres tall, because shorter people tend to have a smaller lung volume than taller people. b) c) d) e) f) g) Q2 Q3 Pages 29-30 — Exercise, Asthma and Smoking Q1 a) i) The rate of breathing and depth of breathing increase. ii) When you exercise, your muscles need more oxygen. Breathing deeper and faster allows you to get more oxygen into your blood. b) It means that your chest cavity can open up more when you breathe, so you can get more air into your lungs. c) Regular exercise can cause an increase in the number and size of the small blood vessels in your lungs and in the number of alveoli. Q2 a) They will contract. b) E.g. the lining will become inflamed and fluid will build up, making it hard for him to breathe. c) E.g. Difficulty breathing, wheezing, tight chest. d) It contains drugs that open up the airways. Q3 true, false, true, true, false, true, false Q4 a) E.g. carbon monoxide, nicotine, particulates. b) Tar covers the cilia on the lining of the airways. The damaged cilia can’t get rid of mucus properly. The mucus sticks to the airways, which makes you cough more. c) i) E.g. bronchitis and emphysema. ii) E.g. bronchitis inflames the lining of the bronchi. Emphysema destroys the alveoli (air sacs) in the lungs. Pages 31-33 — Human Reproductive Systems Q1 A — urethra B — scrotal sac/scrotum C — testis D — erectile tissue E — foreskin F — sperm duct Answers Q4 a) b) c) d) G — ovary H — uterus/womb I — vagina J — cervix K — fallopian tube/oviduct sperm To produce sperm. semen egg To carry the egg from the ovary to the uterus. It dies (and passes out of the vagina). An egg cell is released from an ovary once a month. Each time an egg cell is released the uterus gets ready to grow a baby. A thick lining full of blood vessels slowly develops. If the egg is fertilised it passes into the uterus and becomes attached to it. If the egg is not fertilised the breakdown of the uterus lining occurs. This is called menstruation. The whole sequence of making a new uterus lining and an egg is called the menstrual cycle. Ovary — The female organ which produces the egg Uterus — The female organ which nurtures the fertilised egg Menstruation — The breakdown of the uterus lining Egg — The female sex cell Menstrual cycle — The 4 week cycle of the female sex organs 1. D 2. B 3. C 4. D 5. A (To give a good blood supply) in case it receives a fertilised egg. 10 days day 14 Pages 34-36 — Having a Baby Q1 a) Sperm tube Testis Ovary Penis Ovum (egg) b) Q2 a) b) c) d) e) f) Vagina sexual intercourse/copulation The nucleus of the egg must join with the nucleus of the sperm. In the fallopian tube. A zygote. E.g. the egg divides from 1 cell into 32 cells. The wall of the uterus / uterus lining. About one week after fertilisation. 5 Answers Q5 a) b) c) Umbilical cord Mother’s blood Foetus Placenta Amniotic fluid Q4 a) gestation/pregnancy b) The embryo has a brain, heart, eyes and legs — 1 month. It kicks and its finger nails can be felt — 5 months. The foetus is viable — 7 months. The baby is fully developed — 9 months. c) At 9 weeks. d) At 9 weeks. e) The foetus would have a fair chance of surviving if it were born. Q5 a) The placenta lets the blood of the foetus and mother get very close to allow exchange of food, oxygen and waste products. b) i) Any two of, e.g. smoking, drinking alcohol, taking drugs. ii) They get into the mother’s blood, then they cross the placenta and can affect the foetus. iii) It may not develop properly and could have health problems after it’s born. Q6 a i r g o v a g i n a a u t t x e g i f e r t i l i s a t i o n n t e r c o u r s e z k y e d l x i u f q z j p a l z f e m y j g e s t a t i o n g x p m e n s t r u a t i o n b n r k v g e m b r y o a h c o x o w h r a k q b m b i d p a l d p r e g n a n c y e q b m x u s b p r c o c j f r c n y i c c e s d p d k o s d o z j t t n t e q p l g v e p a k u d i u f r l m h t i q b l v e s o g s a n t u f d c m s f l v n t c o i e g r u n w p m w h u e p j v r s d c x g e x i v n q g g m u e o t h n r j w t r k w h t s p y i o y m x a s depressant brain and liver It slows down responses so accidents can’t be avoided in time and it impairs judgement which can lead to accidents. Q6 Anything that makes you want more of it. Q7 a) E.g. paints, aerosols and glue. b) i) Gives hallucinations Affects your behaviour ii) Can damage the lungs Can damage the brain Q8 DRUG CONTAINER ORGAN DAMAGED Section 3 — Plants and Ecosystems Pages 40-44 — Plant Nutrition Q1 a) carbon dioxide + water Æ glucose + oxygen b) i) carbon dioxide and water ii) glucose and oxygen c) carbohydrate Q2 1. (sun)light 2. chlorophyll 3. water 4. carbon dioxide Q3 a) carbon dioxide b) oxygen 1 Q4 c a r b 2o n h l 3 s o i 4l r i g o p h 8 p h o t o y l 9 l e 10a f i 12 d a r k Pages 37-39 — Health and Drugs Q1 a) The absence of disease. b) Eating a balanced diet. c) Doing enough exercise. d) Not abusing drugs. Q2 a) Growth — getting to adult size Nutrition — getting food to stay alive Respiration — turning food into energy Excretion — getting rid of waste Movement — moving parts of the body Sensitivity — responding and reacting Reproduction — producing offspring b) excretion/nutrition c) movement and sensitivity Q3 a) Any substance that affects the way the body works. b) They’re used for enjoyment, rather than as medicine. Q4 a) 4 b) 1 c) 2 d) 3 ESASTICK GLU E Q3 Q5 a) b) Q6 a) b) c) i) ii) Q7 a) i) ii) b) c) d) x y 5g l u c o s e e 6 n m i s y n t h e s e r 11 w a t e r l 13 g r e s 7 d i s o x i d e n The soil. The roots. Both plants were watered regularly. E.g. you could repeat the experiment several times with other plants. E.g. the plant will die / shrivel up / lose leaves. They need light and water to survive. Potassium. Leaves become yellow with dead spots. Phosphate. The roots didn’t grow properly in beaker C, which is missing phosphate. Yellowing of leaves and weakening of the stem. E.g. the plants would eventually die / would be unhealthy / would be yellow and weak. Answers 6 Answers Q8 a) Gives the leaf a big surface area for absorbing light. b) Means that as much light as possible reaches the chloroplasts. c) The veins deliver water to the leaf cells and take away glucose. d) Allows carbon dioxide to diffuse in and oxygen to diffuse out easily. Q9 Photosynthesis requires carbon dioxide. Q10 a) Plant A — e.g. would be normal and healthy. Plant B — e.g. would be unhealthy/dead. b) Plants take in carbon dioxide and release oxygen through the stomata, which are found on the underside of the leaf. If these are covered in Vaseline®, the plant can’t photosynthesise, so it will start to die. Q11 a) oxygen b) Plants produce oxygen during photosynthesis, so the bubbles will be oxygen gas. Pages 45-48 — Plant Reproduction Q5 The extra words to find are: stamen, carpel W P A O V U L E R A C Z N T A E T E B Z E M O N I H E G V G R Y H E U U I I D S P R E M Z T K E X P E A R A S Q X A S O L V F L N O K I D F N T H P A F Q L S T S L C O Y O L L D N P E A M E N Y Y B N Q6 a) The travel of pollen from a stamen to a stigma. b) i) B ii) E.g. it has feathery stigmas (and long anthers) that hang outside the flower. It has dull/green petals. c) i) A ii) E.g. it has large, brightly coloured petals. It has a stigma (and anthers) that are inside the flower. d) Lighter pollen is more easily carried by the wind. e) Q1 The male sex cell is produced by the pollen, and the female sex cell is contained in the ovule. Q2 a) i), b) i) and c) i) anther filament stigma petals style sepals ovary ii) The filament supports the anther. iii) The anther contains the pollen grains, which produce the male sex cells. b) ii) The carpel. iii) The ovules / female sex cells. c) ii) The main difference is colour, as petals are usually brightly coloured but sepals are green. iii) They protect the budding flower. iv) They attract insects. Q3 The female sex cell in plants is contained inside — the ovule. The female sex organ in plants is called — the carpel. The female sex organ is made up from — the stigma, style and ovary. The male sex cell in plants is produced by — the pollen. The male sex organ in plants is called — the stamen. The male sex organ is made up from — the filament and anther. Q4 insect-pollinated — buttercup, daisy, sunflower wind-pollinated — grass, stinging nettle, willow tree Answers f) Insect pollinated plants have sticky stigmas to take the pollen off the insect. Wind pollinated plants have feathery stigmas to catch pollen as it’s carried past in the wind. Q7 a) Wind pollinated, because insect pollinated plants are scented to attract insects. b) They will be small and dull. c) i) Glands that produce nectar/a sugary liquid for insects to feed on. ii) no Q8 a) i) one ii) two b) These statements should be circled: Some plants only have male flowers, and others only have female flowers. The stamens and carpels of the flowers mature at different times. Pages 49-50 — Fertilisation and Seed Formation Q1 a) style b) fertilisation c) ovary d) i) a food store ii) When the seed germinates/starts to grow. e) They are spread out/carried away from the parent plant. Q2 release of pollen Æ pollination Æ growth of pollen tube Æ fertilisation Æ seed production dispersal Æ germination Æ growth of seedling Q3 a) Dandelion: has parachutes on its seeds to help them catch the wind. Sycamore: has wings to help it fly away from the parent tree. b) The animal will disperse the seeds in its droppings. 7 Answers c) Tomato: bright red skin attracts an animal, who b) eats it and spreads the seeds via droppings. Q4 a) Burdock: hooks catch on animal’s fur/coat, so it gets carried away. E.g. apple (accept any sensible fruit). It is attractive b) because of its colour/smell/taste. d) Pages 51-52 — Investigating Seed Dispersal Mechanisms They need each other to survive. Many plants depend on insects to pollinate them. Without the insects the plants would struggle to reproduce. E.g. we need insects to pollinate crop plants, so they can produce fruit. If insect numbers fall, fewer plants may be pollinated, so less fruit may be produced. E.g. we may have less food available. This could lead to increased food prices, food shortages, or even famine. c) E.g. the person dropping the fruit, the height the fruits are dropped from and the place where the experiment takes place. Pages 55-58 — Food Chains and Food Webs b) The type of fruit. Q1 carnivores — animals that eat other animals c) E.g. a tape measure / ruler. omnivores — animals that eat both plants and d) To increase the reliability of the experiment. / animals If she did it just once she could get an anomalous herbivores — animals that eat plants result. consumers — organisms that rely on other e) i) Sycamore = (20 + 25 + 21) ÷ 3 = 22 cm organisms for their food ii) Elm = (18 + 14 + 16) ÷ 3 = 16 cm producers — organisms that can make their own f) E.g. sycamore fruits disperse further than elm fruits. food Q2 a) 0 cm: (6 + 10 + 5) ÷ 3 = 7 cm Q2 a) They show what is eaten by/is food for what. / 1 cm: (9 + 7 + 11) ÷ 3 = 9 cm how energy flows through the food chain. 2 cm: (15 + 17 + 19) ÷ 3 = 17 cm b) i) herbivore: limpet 3 cm: (26 + 24 + 25) ÷ 3 = 25 cm carnivore: lobster 4 cm: (30 + 33 + 27) ÷ 3 = 30 cm producer: algae b) Graph to show how fruit wing length affects dispersal ii) The algae are the start of the food chain so they must be the producer. The limpet eats algae so must be a herbivore. The lobster eats limpets, so must be a carnivore. 30 Q3 a) plant/producer b) They can produce their own food by photosynthesis. 20 Q4 The words to find are: carnivore, consumer, food chain, omnivore, producer, herbivore Average Distance Dispersed (cm) Q1 a) R R F O I 1 2 3 Length of Wing (cm) c) Q2 a) b) c) d) e) Q3 a) V C O M H I V N C A I U D A C H I N G R 4 B D C E D V O R E S 30 cm – 7 cm = 23 cm The longer the wings on a sycamore fruit, the further the fruit will disperse. Pages 53-54 — Dependence on Other Organisms Q1 a) b) D C H A O O E O O A E R B M I 0 c) d) E P C O N S U M E R 10 the Sun Plants use the Sun’s energy to make food during photosynthesis. E.g. only plants can use photosynthesis to capture and store the Sun’s energy. Other living things need plants to do this so they can then eat them and get the energy they need to live. bacterium, bird, dandelion, dog, fish, frog, seaweed, snake oxygen carbon dioxide oxygen Photosynthesis helps make sure there’s always plenty of oxygen around for respiration. An ecosystem is all the living organisms in one area, plus their environment. R O H S O K I Z X L E R A R O A R N I H P E R F V I X E R O V I V B R A N R A C Q5 a) b) An animal that eats producers — grasshopper. An animal that eats primary consumers — snake. c) An animal that eats secondary consumers — hawk. d) An animal that is not eaten by anything else — hawk. Q6 a) i) Blue tit, hawk, owl and fox should be circled. ii) blue tit b) blackberry — aphid — blue tit — hawk blackberry — caterpillar — blue tit — hawk blackberry — mouse — hawk c) blackberry — mouse — owl d) The number of voles might increase because they have more food. e) i) There would be more blue tits because less would be eaten. Answers 8 Answers b) Bar chart showing the number of children in class with brown, blue, green and hazel eyes 12 11 10 Number of children ii) There would be fewer aphids because there would be more blue tits eating them. Q7 false, false, true, false, true, false, true Q8 a) Weasels, foxes and hawks. b) The organisms at the top of the food chain/top carnivores are worst affected because the poisons build up as they are passed along the food chain. c) hawk Section 4 — Inheritance, Variation and Survival c) d) e) Natasha looks different from the seal because they are different species. They have different genes. Variation can happen within a species. That means that plants and animals that have basically the same genes will still show differences between them. For example, human beings have different skin colours. These differences are known as characteristic features. Inherited — These features come from your parents via genes. Environmental — These features are caused by your surroundings. Natasha’s eye colour — Inherited Natasha’s tattoo — Environmental Rodney’s haircut — Environmental Q2 a) Answers 4 3 Eye Colour Tally Number of children Brown |||| |||| 9 Blue |||| |||| || 12 Green |||| 5 Hazel |||| | 6 green blue Eye colour brown hazel Total number of children = 9 + 12 + 5 + 6 = 32 Percentage with blue eyes = (12 ÷ 32) × 100 = 37.5% Discontinuous variation, because eye colour can only take certain values/falls into distinct categories, not a continuous range. Q3 a) Height (cm) Frequency 134 < h £ 139 1 139 < h £ 144 3 144 < h £ 149 6 149 < h £ 154 8 154 < h £ 159 7 159 < h £ 164 4 164 < h £ 169 1 b) Bar chart showing the heights of girls in two year 7 classes 9 8 Number of Girls Pages 61-63 — Variation d) 5 0 C A B D E Q2 a) B should be crossed. b) Genes normally work in pairs. Q3 a) They fuse together. b) i) 46 ii) 23 iii) 23 iv) 23 v) 1, 1 c) E.g. during reproduction, the fertilised egg gets one copy of each gene from the mother and one from the father. Genes control characteristics so this means the offspring will have a mixture of their parents’ characteristics. d) heredity Q4 a) E.g. X-ray data b) A spiral made of two chains wound together. b) c) 7 6 1 A — Nucleus B — Chromosome C — Cell D — Gene E — DNA b) Q1 a) 8 2 Pages 59-60 — DNA and Inheritance Q1 a) 9 7 6 5 4 3 2 1 0 134 139 144 149 154 159 164 169 Height (cm) c) i) Taller than 159 cm ii) No taller than 149 cm d) Any three from e.g. weight, skin colour, intelligence, leaf area. Pages 64-66 — Natural Selection and Survival Q1 a) i) B. It has bigger claws than A, and twice as many claws as C. So lobster B will be better than A and C at catching food and defending itself. ii) Lobster C b) In a population of lobsters the individuals which are most like lobster B would be more likely to survive. This means that they are more likely to reproduce and pass their genes on to their young. Gradually the whole population would become more and more like lobster B. c) Natural selection 9 Answers Q2 a) E.g. slow rabbits are easier to catch by foxes and so not many of them get the chance to reproduce and pass on their genes. b) E.g. fast rabbits are more likely to escape the foxes and so have more chance of reproducing successfully and passing on their genes. c) E.g. the fast rabbits are more likely to breed and pass on their genes to their offspring, which inherit the genes for running fast. d) E.g. the rabbit from the field with foxes is more likely to win. In the field with foxes fast rabbits are more likely to survive and pass on their genes, while slow rabbits are more likely to be eaten before they can reproduce. So being fast becomes more common. In the field without foxes, slow rabbits are as likely to survive as fast rabbits and don’t die out. So rabbits from the field without foxes are more likely to be slow. Q3 a) These should be circled: Other species that eat seals, other polar bears. b) i) genes ii) E.g. the ice was thicker, so polar bears with weak limbs couldn’t break the ice to get seals underneath, so they had nothing to eat and died. Q4 D, E, A, C, B is a complex ecosystem, the loss of some species could have knock-on effects for other species, including humans. Pages 67-68 — Extinction and Preserving Species Q1 a) Gorillas survive in rainforests because they are well adapted to compete for food in that environment. When the trees in the rainforest are cut down to make room for fields, there is less food for the gorillas to eat. Those gorillas that are less able to compete successfully for food will struggle to survive and reproduce. b) i) Extinct — None of that species are left. ii) Endangered — At risk of becoming extinct. Q2 a) Accept any two things humans use that we obtain from plants or animals. For example: clothing/fabric/wool, medicine (or an example of a named medicine), fuel/wood, building materials/wood. b) You must give two examples that match your answers from part a). For example: Item 1 (wool): Organism — sheep. Effect on humans — if sheep became extinct, we would need to find other materials to make warm clothes from. Item 2 (wood): Organism — pine tree. Effect on humans — if pine trees became extinct, we would have to use more man-made building materials/cut down more of other types of tree. genes Q3 a) b) biodiversity Q4 a) sperm, eggs b) They must be frozen. c) E.g. use the stored egg and sperm cells to create new animal embryos. d) Stop species becoming extinct in the first place, by e.g. preventing the destruction of habitats. Q5 E.g. the organisms could be sources of useful products which humans cannot make use of if the species becomes extinct. / Because the rainforest Answers P G C P G C CGP The best KS3 Maths books by far... CGP books — they might just save your life... OK, maybe not your life. But when it comes to revision, CGP are the undisputed champions. You can order any of our books (with next-day delivery!) from us, online or by phone: www.cgpbooks.co.uk • 0800 1712 712 Study Guides, Workbooks, Textbooks, Test Practice, 10-Minute Tests... whatever you need for KS3 Maths, CGP has it covered! ...all out now at cgpbooks.co.uk Or you’ll find our range in any good bookshop, including: 0819 - 19551 CGP Key Stage Three Biology Higher Level The Workbook Suitable for all hair types www.cgpbooks.co.uk

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