24/02/2013 Year 10 Scheme of Work, Biology Department
Biology Department
YEAR 10 SCIENCE SCHEME OF WORK
2014 - 2015
24/02/2013 Year 10 Scheme of Work, Biology Department
NOTES:
1. A large number of resources to support this SOW are available in the shared area
under IGCSE resources: they are sorted into appropriate topic areas and include
worksheets, teacher notes, pupil notes, PowerPoint presentations, crosswords, etc.
A good general resource (possibly more geared towards lower ability
candidates) can be found at:
http://www.youtube.com/watch?v=7WX8zz_RlnE&feature=fvw some good
clips on osmosis, diffusion and active transport. Also
http://www.clickbiology.com/igcse-biology-2/ very good website for IGCSE
2. The specification content for each topic is contained in the boxes. The boxed content
is also available as specification reductions; these should be photocopied either onto
card, if files are used, or on to paper, if books are used, and given to candidates at the
start of each topic.
3. Please try to stick to the timings for each topic.
4. End of topic tests will be put into the shared area. These are intended to be across
year group tests. They should be given as soon as possible after completing a
topic(s), but the scripts should not be returned to candidates until the whole year
group have completed the test. Marks should be recorded centrally onto the
spreadsheet in the shared area.
5. Additions or subtraction of resources will be discussed at departmental meetings
6. It may be possible to teach another topic in the summer term; this will
be discussed in the second half of the Spring term.
7. Text book: Edexcel IGCSE Biology (Bradfield and Potter) and the IGCSE Edexcel
Revision Guide, (Fullick) both published by Pearson
Resources:
Departmental policy is to share resources so, on the ‘Shared area’ under the imaginatively
titled “Colleagues Resources” are huge numbers of handouts, spreadsheets, practical
schedules, IT links etc. Colleagues are urged to select those they feel the most appropriate
and to use them, with the proviso that the items are suitably modified, corrected or adapted to
suit the class within which these items will be used.
24/02/2013 Year 10 Scheme of Work, Biology Department
Biological molecules
Section 2
c) Biological molecules:
Candidates will be assessed on their ability to
• recall the chemical elements present in carbohydrates, proteins and lipids (fats and oils)
• describe the structure of carbohydrates, proteins and lipids as large molecules made up
from smaller basic units: starch and glycogen from simple sugars; protein from amino
acids; lipid from fatty acids and glycerol
• describe the tests for glucose and starch
• understand the role of enzymes as biological catalysts in metabolic reactions
• understand how the functioning of enzymes can be affected by changes in temperature
Understand how the functioning of enzymes can be affected by changes in pH
• describe how to carry out simple controlled experiments to illustrate how enzyme
activity can be affected by changes in temperature.
Notes:
o Remind pupils that nutrition is one of the characteristics of living things
o Classes of food and simple chemistry (carbohydrate, protein, lipid, vitamin, mineral,
water)
o CHO only. Classify, giving general formulae
o Sugars (monosaccharide), simple, soluble, sweet, giving a short term energy
boost.
o Complex carbohydrates (polysaccharides). Large insoluble molecules made of
chains (some may branch), formed form joining many “sugar units” (monomers)
o Starch, glycogen, cellulose, protein
o CHO and N arranged into 22 amino acid monomers (structural formulae),
essential and non-essential amino acids.
o Structure of protein determined by sequence and nature of amino acids. Huge
variety of complex proteins
o Lipids (=fats and oils)
o CHO only, but not in a fixed ratio, glycerol + 3 fatty acids.
o Enzymes
o Biological protein catalysts, (lock and key hypothesis, active sites, revise collision and kinetic
theories.
o Activation energy (with high ability groups, and only if time permits)
Note that this is a practical rich topic and should serve as vehicle for continuing to teach
planning tabulation graph drawing etc.
o Emphasise denaturing (not killing).
Practical Work
• Food tests for starch, reducing sugar (syllabus says ‘glucose’ so beware – use
‘Clinistix’ as a specific test, Biuret Reagent )
• Emulsion test.
• Make it more interesting, maybe, with real foods after using the pure stuff.
•
N.B. They do not need to know tests for lipids or proteins; could do, but only if
time: potentially clutters pupils up with too much information – use judgement
according to set.
24/02/2013 Year 10 Scheme of Work, Biology Department
potato catalase N, counting bubbles while varying the temperature – reflect on
inherent inaccuracies in the method; alternatives and criticism.
• Starch digest by boiled and un-boiled amylase
• Effect of pH on trypsin digesting albumen – pepsin on ‘Marvel’ better but see
next section.
Another excellent set of enzyme-based practicals uses liver catalase to break down H2O2,
measured using volume of froth) – but not strictly relevant to specification.
•
Opportunities for Independent Learning:
Opportunities for IT:
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:computer projects in excel plotting data from enzyme practicals,
http://quizlet.com/14156084/enzyme-quiz-flash-cards/
End of topic test : Biological molecules
• 14 lessons
Nutrition
Section 2
e) Nutrition
Candidates will be assessed on their ability to
Humans
• understand that a balanced diet should include carbohydrate, protein, lipid, vitamins,
minerals, water and dietary fibre
• recall sources and describe functions of carbohydrate, protein, lipid (fats and oils),
vitamins A, C and D, and the mineral ions calcium and iron
• understand that energy requirements vary with activity levels, age and pregnancy
• recognise the structures of the human alimentary canal and describe in outline the
functions of the mouth, oesophagus, stomach, small intestine, large intestine, and pancreas
• understand the processes of ingestion, digestion, absorption, assimilation and egestion
• explain how and why food is moved through the gut by peristalsis
• understand the role of digestive enzymes to include the digestion of starch to glucose by
amylase and maltase, the digestion of proteins to amino acids by proteases and the
digestion of lipids to fatty acids and glycerol by lipases
• recall that bile is produced by the liver and stored in the gall bladder, and understand the
role of bile in neutralising stomach acid and emulsifying lipids
• explain how the structure of a villus helps absorption of the products of digestion in the
small intestine
• recall how to carry out a simple experiment to determine the energy content in a food
sample.
Notes:
Balanced diet; malnutrition, starvation (obesity spend no more than a lesson on this. Could
set obesity anorexia as a prep exercise.
o Carbohydrates
o Natural sources and uses in transport, respiration, production by photosynthesis
24/02/2013 Year 10 Scheme of Work, Biology Department
o Starch, glycogen, cellulose, occurrence and uses both structural and as a long
term energy store/source. Distinguish between animal and plant.
o Examples of starchy food and staple diets from round world
o Surplus carbohydrate stored as fat.
o Protein
o Used in growth and repair
o Sources of protein in diet (stress pulses and general health benefits of vegetarian
diet)
o Inability to store amino acids, conversion by liver into urea and then loss in urine.
o Lipids
o Role of fats in diet, energy (2x joules of same mass of carbohydrate), cell
membranes, insulation, neurones, protection of internal organs
o Source of fats in the diet
o Role of fibre.
o Vitamins, complex organic molecules needed in trace amounts for efficient metabolism,
many used as co-enzymes. Examples A, C, D; sources.
o Minerals, simple inorganic ions needed in trace amounts Examples calcium, iron;
sources.
o Water
o Amylase in saliva, starchàmaltose (sugar)
o Protease (pepsin), stomach, proteinà peptides (role of HCl); proteases
o Lipase, lipidsàfatty acids and glycerol
o Amylase, starchàmaltose (sugar)
o (Maltase, maltoseàglucose)
o Protease (trypsin), protein (peptides)àamino acids
o Define digestion “The break down of large, complex insoluble food particles into small,
simple soluble compounds which can dissolve into the blood”
o Ingestion, digestion, absorption and egestion definitions.
o Overview of the need for digestion and distinction between chemical and mechanical
o Mechanical digestion and teeth (human). Other animals later.
o Structure of gut (polythene Pam), “Young’s Gut” power point presentation, (9 Living
body 56, 10 Digestion),
o Mouth, role of tongue, swallowing
o Oesophagus, introduce peristalsis (care that they do not think it occurs only in the
oesophagus), epiglottis
o Stomach, proteins to peptide chains, sterilisation of food by HCl, discuss the need for
mucus lining to gut, storage of food, absorption of water and alcohol
o Duodenum,; digestion of carbohydrates to simple sugar, proteins to amino acids and
lipids to fatty acids + glycerol
o Liver and pancreas, neutralisation of stomach acid, bile
o Liver/gall bladder and the emulsification of lipids by bile (not an enzyme), neutralising
stomach acid). Formation of bile from RBCs
o Ileum (=small intestine), adaptations to absorption, large surface area, villi and microvilli,
good blood supply
o Colon (=large intestine), absorption of water (salts and Vit K,), mention appendix
o Rectum, storage and compaction of faeces
o Anus, egestion
• Practical Work
24/02/2013 Year 10 Scheme of Work, Biology Department
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Model gut, starch à sugar in visking tubing N, Possibly as a demo
Energy content of crouton or pasta (not nuts!). Describe bomb calorimeter for
really detailed analysis (give real values as compared with those obtained). Use as
a source of material for an ‘evaluation’ exercise.
Emulsification demo with oil + water and washing up liquid
Demo rat dissection – take out gut
Slides of ileum to show villi
Opportunities for Independent Learning:
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Research calorific values of various foods
Food diary
Dietary intake related to sports, activity, occupation
Opportunities for IT:
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Tabulation exercises based on the above
Use of spreadsheet to calculate daily energy intake following food diary
End of topic test: Nutrition and digestion
• 16 – 18 lessons
Excretion
Section 2
i) Excretion
Candidates will be assessed on their ability to
Humans
• recall that the lungs, kidneys and skin are organs of excretion
• understand how the kidney carries out its roles of excretion and of osmoregulation
• describe the structure of the urinary system, including the kidneys, ureters, bladder and
urethra
• describe the structure of a nephron, to include Bowman’s capsule and glomerulus,
convoluted tubules, loop of Henlé and collecting duct
• describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular
filtrate
• understand that water is reabsorbed into the blood from the collecting duct
• understand that selective reabsorption of glucose occurs at the proximal convoluted tubule
• describe the role of ADH in regulating the water content of the blood
• recall that urine contains water, urea and salts.
Notes:
o General overview of homeostasis and the need for a constant internal environment, tie in
to work on enzymes
o Definition of excretion as the removal from the body of toxic metabolic waste products;
distinguish from defaecation; use the term ‘osmoregulation’.
o Principles of negative feedback and interpretation of graphs showing deviation from set
points.
24/02/2013 Year 10 Scheme of Work, Biology Department
o Tie exhalation and excretion of CO2 back into 4th form (year 9) work on breathing.
Should be a five minute revision.
o Roles of kidney in osmoregulation, definition and need, tie back to 4th form work on
osmosis and refer to single-celled organisms
o Excretion of nitrogenous waste (role of liver in urea production by deamination of
amino acids) – NOT in syllabus but very valuable.
o Formation of urine in terms of ultra filtration and reabsorption, leaving behind filtrate of
varying concentration
o Role of ADH in determining permeability of CD walls and effect on final concentration
of urine.
o Production of ADH in pituitary – feedback.
o Factors affecting raised and lowered levels, salt intake, alcohol, caffeine; data analysis
questions maybe, here? Blood pressure, haemorrhage.
o Note that ultra-structure of nephron is not required
o Dialysis, kidney transplant/donation not in specification – set for prep – maybe? Chance
to revise osmosis and diffusion.
Practical Work
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Kidney dissection
Could look at prepared sections of kidney.
9living body – The Kidney, EMFU Homeostasis 264 Gross anatomy of kidney, ureter,
bladder, urethra and renal blood
Opportunities for Independent Learning:
Opportunities for IT:
Excretion in Flowering Plants:
Section 2
•
i) Excretion
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Candidates will be assessed on their ability to
Flowering plants
• recall the origin of carbon dioxide and oxygen as waste products of
metabolism and their loss from the stomata of a leaf.
• End of topic Test Excretion
• 8 lessons max
24/02/2013 Year 10 Scheme of Work, Biology Department
SPRING TERM
Coordination and response
Section 2
j) Coordination and response
Candidates will be assessed on their ability to
• understand that organisms are able to respond to changes in their environment
• understand that homeostasis is the maintenance of a constant internal environment and
that body water content and body temperature are both examples of homeostasis
• understand that a coordinated response requires a stimulus, a receptor and an effector.
j) Coordination and response
Candidates will be assessed on their ability to
Humans
• describe how responses can be controlled by nervous or by hormonal communication and
understand the differences between the two systems
• recall that the central nervous system consists of the brain and spinal cord and is linked to
sense organs by nerves
• understand that stimulation of receptors in the sense organs sends electrical impulses
along nerves into and out of the central nervous system, resulting in rapid responses
• describe the structure and functioning of a simple reflex arc illustrated by the withdrawal
of a finger from a hot object
• describe the structure and function of the eye as a receptor
• understand the function of the eye in focusing near and distant objects, and in
responding to changes in light intensity
• describe the role of the skin in temperature regulation, with reference to sweating,
vasoconstriction and vasodilation
• understand the sources, roles and effects of the following hormones: ADH, adrenaline,
insulin, testosterone, progesterone and oestrogen.
Notes:
o General overview of homeostasis and the need for a constant internal environment – repeats
intro from previous section. Need for senses to detect internal and external environment
o Introduce by comparing endocrine with nervous system, as table.
o Simple description of nervous signal as electrical impulse
o Structure of motor neurone, central nervous system and brain – overall organisation. NOT
much detail.
o Reflex v voluntary actions and the need for different types of responses
o Reflex arc consisting of receptor, sensory neurone, relay neurone, motor neurone and
effector (muscle or gland), Use examples of treading on pins or picking up hot objects.
Avoid knee jerk as is monosynaptic – stick with specification.
o Introduction to 5 senses (and others)
I
Hearing tests, senses circus, ruler drop
9The ‘Supersense’ series.
Basic anatomy of eye and its function, possibly by analogy with camera. Use model
24/02/2013 Year 10 Scheme of Work, Biology Department
o (Position of eyes in predator and prey species, tie in with nutrition)
o Iris reflex and regulation of light intensity
o Focusing of light by cornea and accommodation by lens on near and distant objects (Ray
diagrams not needed, but fun with top set, especially inversion of image and the effects of near and long
sightedness)
o Role of retina and optic nerve, rod and cone receptors
Thermo-regulation – depending on time, this could be done in some detail or it could be
massively abbreviated as per the specification.
9 EMFV homeostasis;, Royal Society lectures 323
o “Warm blooded” v “cold blooded” control mechanisms (but NOT those terms!),
behavioural controls
o Define thermoregulation and make analogy with central heating system
o Metabolic heat from liver and muscles
o Skin as an organ, its structure and function
o Responses to heat and dangers of hyperthermia/heat stroke
o Sweating and the cooling effect of evaporation. Commonly misunderstood
o A good demo is a swab of alcohol wiped on the back of their hands. They soon feel the
cooling effect.
o Responses to cold and dangers of hypothermia/exposure
o role of vasodilation and vasoconstriction MUST BE DONE
o Insulation by fur feathers or flab in other animals, analogies to wool jumpers, duvets and
wet suits
Practical Work
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eye dissection
hearing tests, senses circus, ruler drop (generates numbers)
could measure temperature of boiling tube full of water with different materials wrapped
around it. To illustrate insulation; possible overlap with physics practical –pupiuls may
have done it.
Opportunities for Independent Learning:
Opportunities for IT:
•
Tabulation and analysis of data from ruler drop?
• End of topic test coordination and response
Reproduction and inheritance
Section 3: Reproduction and inheritance
a) Reproduction
b) Inheritance
24/02/2013 Year 10 Scheme of Work, Biology Department
a) Reproduction
Candidates will be assessed on their ability to
• describe the differences between sexual and asexual reproduction
• understand that fertilisation involves the fusion of a male and female gamete to produce a
zygote that undergoes cell division and develops into an embryo.
a) Reproduction
Candidates will be assessed on their ability to
Humans
• recall the structure and function of the male and female reproductive systems
• understand the roles of oestrogen and progesterone in the menstrual cycle
• recall that fertilisation produces a zygote that undergoes cell division and develops into an
embryo
• describe the role of the placenta in the nutrition of the developing embryo
• understand how the developing embryo is protected by amniotic fluid
• recall the roles of oestrogen and testosterone in the development of secondary sexual
characteristics.
Notes:
Humans:
§ Revise the plumbing and the menstrual cycle hormones – it was done a long time ago
§ Secondary sexual characteristics
§
Introduce meiosis – to be done in more detail soon
§
Zygote formed by fusion (fertilisation)of haploid gametes (produced in
gonads)
§
Lead on to pregnancy – makes sense to mention what happens next – in
general terms but specification wants placenta and amniotic fluid
§
Explain necessity of haploid gametes
§
Discuss the importance of new genetic combinations (à natural selection
etc)
§
Discuss formation of twins – an inevitable red herring
§
Advantages and disadvantages of asexual repro
http://www.tes.co.uk/teaching-resource/Human-fertilisation-6170761/s_cid/SCI_News_RES
BBC CGI video on fertilisation (just under 8 minutes long)
• 6 lessons
Inheritance
Section 3:
b) Inheritance
• recall that the nucleus of a cell contains chromosomes on which genes are located
• understand that a gene is a section of a molecule of DNA
• understand that genes exist in alternative forms called alleles which give rise to differences
in inherited characteristics
• recall the meaning of the terms dominant, recessive, homozygous, heterozygous,
phenotype, genotype and co-dominance
• describe patterns of monohybrid inheritance using a genetic diagram
• understand how to interpret family pedigrees
• predict probabilities of outcomes from monohybrid crosses
24/02/2013 Year 10 Scheme of Work, Biology Department
• recall that the sex of a person is controlled by one pair of chromosomes, XX in a female
and XY in a male
• describe the determination of the sex of offspring at fertilisation, using a genetic
diagram
• understand that division of a diploid cell by mitosis produces two cells which contain
identical sets of chromosomes
• understand that mitosis occurs during growth, repair, cloning and asexual reproduction
• understand that division of a cell by meiosis produces four cells, each with half the
number of chromosomes, and that this results in the formation of genetically different
haploid gametes
• understand that random fertilisation produces genetic variation of offspring
• recall that in human cells the diploid number of chromosomes is 46 and the haploid
number is 23
• understand that variation within a species can be genetic, environmental, or a combination of
both
• recall that mutation is a rare, random change in genetic material that can be inherited
• understand that many mutations are harmful but some are neutral and a few are beneficial
• understand that the incidence of mutations can be increased by exposure to ionising
radiation (e.g. gamma rays, X-rays and ultraviolet rays) and some chemical mutagens
(e.g. chemicals in tobacco).
Describe the process of evolution by means of natural selection
• understand that mutant organisms can increase in a population by natural selection
understand how resistance to antibiotics can increase in bacterial populations.
understand that the incidence of mutation s can be Increased by exposure to ionizing
radiation( for example gamma rays X-rays and ultraviolet rays) and some chemical mutagens(
for example chemicals in tobacco
Notes:
o General introduction to genetics starting with recalling the structure and function of the
nucleus
o Define terms: nucleus, chromosome, gene, and explain function (some of this is revision
of 4th form stuff). Copies of human karyotype; introduction to the idea of alleles
o Introduce Mendel, place in historical context.
o Human genetic structure as 23 pairs i.e. 46 chromosomes. Stress that this is human only.
Other species have different numbers of pairs
o Gender determination XX, XY. They should be able to demonstrate why animals
produce 50:50 male:female offspring. A brief recap of the roles of oestrogen and testosterone.
Some passing reference to sex linked diseases might be interesting (A bright top set might like to look at
insects and birds)
o Mendel again
o Use lots of examples e.g. red hair colour and tongue rolling.
o Define
§ Dominant v recessive
§ Homozygous v heterozygous
§ Phenotype v genotype
o Properly laid-out genetic diagrams emphasising haploid gametes (in circles) and
the need for alleles of the same gene to have the same letter (upper and lower
case). This will be taught mostly by practice questions. Students tend to find
Punnett squares easier to understand for the actual cross
o 3:1 ratios
o Back/test cross
24/02/2013 Year 10 Scheme of Work, Biology Department
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Genetic disorders and their patterns of inheritance. Mutations as changes to an
organisms genetic code
Mostly lethal but a small % may be beneficial. à the raw material of evolution
Distinguish between somatic and germ-line mutation (exact terms not needed),
and their implications for the organism and the species
Caused by chemical mutagens (e.g. Agent orange, cigarette smoke) or radiation
(UV, X-rays, gamma) tie into Vietnam, smoking, Hiroshima, Chernobyl, sunburn
Variation. Environmental factors (continuous variation) and genetic (discrete
variation). Nature v nurture
Cystic fibrosis (recessive) – not in spec
Huntington’s chorea (dominant) late expression - not in spec
Sickle-cell anaemia (recessive/incomplete dominance) heterozygosity and malaria
- not in spec
Mitosis and Meiosis; can be done at any stage during this section
o Define mitosis as the production of 2 genetically identical diploid daughter cells from a
mother cell. Go through the mechanism, but even at highest level students do NOT
need to know the names of stages. (They may need to be able to recognise the order and
rearrange photographs/diagrams into the correct order.) Used for growth, repair,
replacement and asexual reproduction
o Define meiosis as the production of 4 genetically varied, haploid daughter cells from a
diploid mother cell. Go through outline of mechanism, but even at highest level students
do NOT need to know the names of stages. They also need to be able to distinguish
mitosis from meiosis and explain the differences. Used for gamete production only
9 Nuclear division,
9
“Plants in action” and “Experiments which changed the world” (Smoooooth and
Winklee). Brief overview of genetic diseases.
9
There are snippets on mitosis (and meiosis) to be found; check the index. “One parent
families” – Plants in Action
Opportunities for Independent Learning:
Opportunities for IT:
• End of topic test : Reproduction and inheritance
• 14 – 16 lessons
Possibly end of Spring term
24/02/2013 Year 10 Scheme of Work, Biology Department
SUMMER TERM
Reproduction and inheritance
Section 3: Reproduction and inheritance
a) Reproduction
b) Inheritance
Flowering plants
• describe the structures of an insect-pollinated and a wind-pollinated flower and explain how
each is adapted for pollination
• describe pollination and the growth of the pollen tube
• understand that fertilisation leads to seed and fruit formation
• recall the conditions needed for seed germination
• understand how germinating seeds utilise food reserves until the seedling can carry out
photosynthesis
• understand that plants can reproduce asexually by natural methods (illustrated by
runners), and by artificial methods (illustrated by cuttings).
Notes:
Flowering plants:
o Flower structure – diagrams, own dissections of flowers,
o Compare and contrast insect and wind-pollinated flowers
9 “Close encounters of the floral kind”, but only selected clips.
o Introduce mitosis– to be done in more detail soon
o Introduce the term “clone”, but leave the details of artificial clones for later
o Cuttings and propagation
o
Practical Work
Pollen tube germination as a demo??
Seed germination experiment – design and execution – use cress or equivalent.
Etiolation to be mentioned – demonstrated?
Asexual reproduction. Define and look at examples from round lab e.g.
Tradiscanthia
o Take and grow cuttings from Pelargoniums, Streptocarpus, Begonia etc.
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Opportunities for Independent Learning:
Opportunities for IT:
• 7 -8 lessons
24/02/2013 Year 10 Scheme of Work, Biology Department
Nutrition in Flowering Plants
Section 2
e) Nutrition
Students will be assessed on their ability to:
Flowering plants
describe the process of photosynthesis and understand its importance in conversion of light energy to
chemical energy.
recall the word equation and the balanced chemical symbol equation for photosynthesis
understand how carbon dioxide concentration, light intensity and temperature affect the rate of
photosynthesis
explain how the structure of the leaf is adapted for photosynthesis
recall that plants require mineral ions for growth and that magnesium ions are needed for chlorophyll
and nitrate ions are needed for amino acids
describe simple controlled experiments to investigate photosynthesis, showing the evolution of
oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and
chlorophyll
Notes:
Plants:
o Plants as autotrophs, tie in to ecology. Producers able to make own food from simple
inorganic compounds and energy from the environment
Photosynthesis
o Leaf structure (waxy cuticle, upper and lower epidermis, palisade and spongy mesophyll,
guard cells, air spaces, stomata) – this is revision from ‘Gas Exchange’ – section 2g – 4th
from stuff).
o Adaptations of leaf to job (surface area, chlorophyll, transport, gas exchange,
vascularisation, thin and flat, support and orientation)
o Fully balanced equation, clarifying that the carbohydrate products are sugar
o Refer back to LV section 2 gas exchange ‘Photosynthesis and respiration’.
Mineral nutrition
o Explain the need for nitrates to make amino acids, (phosphate needed for
photosynthesis and respiration), and Mg for chlorophyll; brief mention of
uptake mechanisms.
o Deficiency symptoms – if asked – discuss – let the troops suggest these??
o Limiting factors light (λ and intensity), temp, chlorophyll, CO2, H2O
Keep simple only with higher ability groups
Practical Work
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Starch test on ordinary leaf
Starch test on variegated leaf
Starch test on leaf from plant kept in dark
Starch test on leaf kept in CO2 free atmosphere
Observation of mineral deficient seedlings – probably not worth the hassle –
better from pictures.
Gas from Cabomba in light and dark conditions under inverted funnels, test for
O2 with splint (fudge the O2),
24/02/2013 Year 10 Scheme of Work, Biology Department
Opportunities for Independent Learning:
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Mineral deficiencies
Opportunities for IT:
• End of Topic Test: Photosynthesis
•
12 - 13 lessons
Response of Flowering Plants to Stimuli
Section 2
Flowering plants
• understand that plants respond to stimuli
• describe the geotropic responses of roots and stems
• describe positive phototropism of stems
• understand that phototropic responses in stems are the result of differential
growth caused by auxin
• recall controlled experiments to demonstrate phototropic and geotropic plant growth
responses.
Notes:
Flowering plants:
o Plant “Hormones”, tied back to characters of living things and demo with Mimosa pudica
o Shoots show +ve phototropism and –ve geotropism
o Roots show +ve hydo and geotropism
o
Practical Work
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Observe tropisms in cress seeds in tins and etiolation
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End of Topic test: Reproduction in flowering plants and tropisms
Opportunities for Independent Learning:
Opportunities for IT:
• 3-4 lessons
End of year examinations – 1 week for examinations themselves, 1 week for
post-mortems.
o Ensure candidates have a set of reduced specification documents and a
list of the topics that have been covered during the year.
24/02/2013 Year 10 Scheme of Work, Biology Department