Mathematics as a Service Subject Biology Queen Anne High School Edited by: Mr Milton (Teacher of Mathematics) Contributions kindly received from: Ms Bagnell (P.T. Biology) Ms Russell (Teacher of Biology) June 2009 Index Topic Page Introduction ……………………………………………………………………………… 4 Background ……………………………………………………………………………… 4 Numeracy Across Learning ……………………………………………………………. 4 Mathematics as a Service Subject Questionnaire – Part A……………………….. 5 Mathematics as a Service Subject Questionnaire – Part B………………………. 6 Example One - Year Group: S1………………………………………………………. 7 Example Two - Year Group: S1 ……………………………………………………… 8 Example Three - Year Group: S1 …………………………………………………… 9 Example Four - Year Group: S2 …………………………………………………….. 10 Example Five - Year Group: S2 …………………………………………………….. 11 Example Six - Year Group: S3/S4 - (SQA General Level Biology)……………… 12 Example Seven - Year Group: S3/S4 - (SQA General Level Biology)………….. 13 Example Eight - Year Group: S3/S4 - (SQA General Level Biology)…………… 14 Example Nine - Year Group: S3/S4 - (SQA General Level Biology)………….. 15 Example Ten - Year Group: S3/S4 - (SQA Credit Level Biology)……………… 16 Example Eleven - Year Group: S3/S4 - (SQA Credit Level Biology)………….. 17 Example Twelve - Year Group: S3/S4 - (SQA Credit Level Biology)………….. 18 Example Thirteen - Year Group: S3/S4 - (SQA Credit Level Biology)…………. 19 Example Fourteen - Year Group: S5/S6 – Intermediate 1 Worksheet…………. 21 Example Fifteen - Year Group: S5/S6 – Intermediate 1 Worksheet …………… 22 Example Sixteen - Year Group: S5/S6 – Intermediate 1 Worksheet ………….. 24 Example Seventeen - Year Group: S5/S6 – Intermediate 1 Worksheet ……… 25 Example Eighteen - Year Group: S5/S6 – Intermediate 1 Worksheet ………… 26 Example Nineteen - Year Group: S5/S6 – Intermediate 1 Worksheet………… 27 2 Index Topic Page Example Twenty - Year Group: S5/S6 – ((SQA Higher Level Biology)……………… 28 Example Twenty One - Year Group: S5/S6 – ((SQA Higher Level Biology)……… 29 Example Twenty Two - Year Group: S5/S6 – ((SQA Higher Level Biology)……… 30 Example Twenty Three - Year Group: S5/S6 – ((SQA Higher Level Biology)… …… 32 Example Twenty Four - Year Group: S5/S6 – ((SQA Higher Level Biology)……… 34 Example Twenty Five - Year Group: S5/S6 – ((SQA Higher Level Biology)……… 36 Example Twenty Six - Year Group: S5/S6 – ((SQA Higher Level Biology)……… 38 3 Mathematics as a Service Subject Introduction This brief report is a summary of discussions and contributions that have taken place between the Mathematics and Biology Departments at Queen Anne High School, Dunfermline in June 2009. The report is intended to give all Teachers of Mathematics at Queen Anne High School ideas of how to modify their lessons to further aid S1 to S6 pupils’ understanding of the connections between Numeracy and Biology. The format of the report is a list of class work exemplars where numeracy is used with Biology for the different year groups. The report highlights areas that pupils have problems with along with suggestions/recommendations that the Teacher of Mathematics may want to note. Background Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18. The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated. It is underpinned by the values inscribed on the mace of the Scottish Parliament - wisdom, justice, compassion and integrity. The purpose of Curriculum for Excellence is encapsulated in the four capacities – to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor. Numeracy Across Learning All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers need to plan to revisit and consolidate numeracy skills throughout schooling. All schools, working with their partners, need to have strategies to ensure that all children and young people develop high levels of numeracy skills through their learning across the curriculum. These strategies will be built upon a shared understanding amongst staff of how children and young people progress in numeracy and of good learning and teaching in numeracy. Collaborative working with colleagues within their own early years setting, school, youth work setting or college and across sectors will support staff in identifying opportunities to develop and reinforce numeracy skills within their own teaching activities. 4 Mathematics as a Service Subject - Questionnaire The initial stages of this project involved the Biology department filling out a questionnaire and contributing any relevant inputs regarding the pupils’ ability to understand the topic(s) in question. A summary of the questionnaire and contributions are shown below: Questionnaire – Part A TOPICS COURSE Tables, add, subtract Order of Calculations Rounding S1, S2, SG, Int 1 N/A x, ÷ by 10 Units of measure Estimating Fractions Decimals Percentages Ratio & proportion Scientific notation Time YEAR GROUP S1 – S5 EXAMPLE Tool for averaging, simple calculations, % change N/A N/A SG,Int2, Higher SG,Int 1 S1, S2, SG, Int 2, Higher SG, Int 2, Higher SG, Int 1, Int 2, Higher S1, S2, SG, Int 1, Int 2, Higher SG, Int 1, Int 2, Higher SG, Int 1, Int 2, Higher S3 – S6 S1 – S6 Use of calculations followed by choice of appropriate number of decimal places Averaging Practical experiments, mass, volume, time, length etc S3 – S6 Extending graphs to predict volume S3 – S6 As tools in % process, or part of pie chart use Higher S5 – S6 S1, S2, SG, Int 1, Int 2, Higher S1 – S6 Used frequently in experiments, measurements, part of average %, simple calculations S3 – S6 S3 – S6 15 out of 20 – What is the %? How many from a %? Change in %? Ratio from data, experiment results or using values from graphs. 5 people eat 20 apples, how many apples would 130 people eat? or involving fractions/decimals Concentration of solutions, ppm, 10-4 pp micrometre, KJ/gram/min (per) Timing experiments, rate of change, water loss g/hour 5 Questionnaire – Part B Question For each of the above examples, are the pupils you teach generally able to perform the skill required with relative ease? Please clarify any negative responses, perhaps by giving examples of any difficulties you experience. Answer/Response 1. Plotting line graphs, S3 and below. Less able pupils find choosing and manipulating scales difficult. Use of even scale. 2. Standard Grade and Int 1 – Find % calculations difficult. Int 2 and Higher (less able candidates) find % change difficult. This topic is required from S3 onwards. 3. Proportion Calculations (S3 to Higher) – Find very difficult. 4. Line graphs for two parameters – 2 y-axis required; 5. Pupils unable to decide how many decimal places to round to. 6. When decimals involve a number of zeros. What is 1/100 mm as a decimal fraction. How many zeros when converting into smaller units. 7. Unsure when to use a bar graph versus a histogram 8. Units Kj/g/hour/cm2 or equivalent “per” 9. Common sense estimating what answers will be roughly when using a calculator. 6 Example One - Year Group: S1 The table below compares the length of different cells. Present the information given in the table as a bar graph Cell Type Length of Cell in micrometers 140 100 20 8 7 Onion Human Egg Human Liver Yeast Red Blood Cell Solution Using the information in the table above, the bar graph below should be neatly drawn; LENGTH OF CELL IN MICROMETERS LENGTH OF CELLS 160 140 120 100 80 60 40 20 0 ONION HUMAN EGG HUMAN LIVER YEAST RED BLOODCELL CELL TYPE Common Mistakes noted by the Biology Department 1. 2. 3. 4. Ruler not being used Bars not the same width X-Axis not labelled Individual bars not labelled Suggested Lesson For Mathematics Teachers 1. When giving a lesson on Bar Graphs emphasise the above four points 2. Ensure, by way of exercises, pupils adhere to the points above. 7 Example Two - Year Group: S1 Look carefully at the bar graph. It gives information about the useful power produced by three different power stations. Calculate the total electrical power produced by the three power stations Power Produced by Power Stations 350 Power in MW 300 250 200 Electrical Power 150 Heat Power 100 50 0 Type 1 Type 2 Type 3 Power Stations Solution Total Electrical Power = 100 + 200 + 150 = 450MW Common Mistakes noted by the Biology Department 1. Not understanding the bar graph and hence failing to extract the correct information from the graph Suggested Lesson For Mathematics Teachers 1. Have a variety of bar charts of the type shown above 2. Have relevant questions to aid pupils’ understanding Units of Measurement Pupils need to become familiar with: 1. 2. 3. 4. 5. Volume – cm3, ml, l Mass – g, kg Time – seconds, hours, minutes Length – mm, cm, m, km ‘/’ means `per` eg The volume of O2 is 10cm3/minute Suggested Lesson For Mathematics Teachers 1. Give one or more lessons detailing the connections between: a) b) c) d) cm3 , ml and l g and kg seconds, hours, minutes mm, cm, m, km 8 2. Explain that ‘/’ means ‘per’ along with worked examples Example Three - Year Group: S1 The diagram below shows three human cheek cells. What is the width of one cheek cell? 12 micrometers Common Mistakes noted by the Biology Department 1. Not understanding that 12 micrometers divided by 3 is 4 micrometers 2. That micrometers means 10-6 meters Suggested Lesson For Mathematics Teachers 1. Give one or more lessons explaining the table below (perhaps after ‘scientific notation’ topic) and likely scenarios where these prefixes would be used ie medicine, astronomy, engineering 2. Give worked examples using more commonly used prefixes such as ‘micro’ and ‘milli’ Factor 1,0E+24 1,0E+21 1,0E+18 1,0E+15 1,0E+12 1,0E+9 1,0E+6 1,0E+3 1,0E+2 1,0E+1 1,0E-1 1,0E-2 1,0E-3 1,0E-6 1,0E-9 1,0E-12 1,0E-15 1,0E-18 1,0E-21 1,0E-24 Written out fully 1 000 000 000 000 000 000 000 000 1 000 000 000 000 000 000 000 1 000 000 000 000 000 000 1 000 000 000 000 000 1 000 000 000 000 1 000 000 000 1 000 000 1 000 100 10 0,1 0,01 0,001 0,000 001 0,000 000 001 0,000 000 000 001 0,000 000 000 000 001 0,000 000 000 000 000 001 0,000 000 000 000 000 000 001 0,000 000 000 000 000 000 000 001 9 Word septillion sextillion quintillion quadrillion trillion billion million thousand hundred ten tenth hundredth thousandth millionth billionth trillionth quadrillionth quintillionth sextillionth septillionth Prefix yottazettaexapetateragigamegakilohectodecadecicentimillimicronanopicofemtoattozeptoyocto- Symbol Y Z E P T G M k h da d c m µ n p f a z y Example Four - Year Group: S2 A teacher looked at eye colour in a class of pupils. The results were recorded in the table below. Eye colour Number of pupils blue 36 brown 40 green 24 Total green 24 Total 100 a. Complete the table by calculating the total number of pupils b. Draw a bar chart of the results Solutions Eye colour Number of pupils blue 36 brown 40 Number of pupils Eye Colour 45 40 35 30 25 20 15 10 5 0 blue brown green Eye colour Common Mistakes noted by the Biology Department 1. Incorrectly adding up numbers 2. Not using a ruler Suggested Lesson For Mathematics Teachers 1. Regular practice of adding up three or more numbers 2. Emphasis the importance of neatness and accuracy when drawing bar charts 10 Example Five - Year Group: S2 In a class of 20 pupils, 4 had brown hair and 7 had blonde hair, 3 had black hair and the rest had red hair a. How many pupils had red hair? b. What % of the class had brown hair? c. What % of the class had black hair? Solutions a. 6 pupils had red hair b. % Brown Hair = 4/20 x 100 = 20% c. % Black Hair = 3/20 x 100 = 15% Common Mistakes noted by the Biology Department 1. Incorrectly adding and subtracting numbers 2. Not understanding percentages Suggested Lesson For Mathematics Teachers 1. Regular practice of adding and subtracting numbers 2. Regular practice of percentage type questions including similar examples of the above question Example Three Some pupils draw the following when asked to draw line graphs: Notes on Line Graphs from the Biology Department 1. 2. 3. 4. 5. 6. 7. Only plot the readings given Do not draw line back to zero if no value given Join plots neatly using a ruler Label both the X & Y axis Use appropriate scales Use even scales Line graph to take up at least ½ of the graph paper area supplied Suggested Lesson For Mathematics Teachers 1. More practice of drawing line graphs noting the comments above 11 Example Six - Year Group: S3/S4 - (SQA General Level Biology Past Paper 2001, Question 12) In an investigation to measure fitness, the distance sprinted by an athlete in 5 seconds was measured. The sprints were repeated every 15 seconds. The distance covered in each sprint is shown in the table. Time at start of sprint (s) Distance covered (m) 0 15 30 45 60 75 90 40 40 39 36 32 27 21 (i) Use the table to complete the line graph below by 1. Labelling the X-axis 2. Adding a scale to the Y-Axis 3. Completing the graph Two points have already been plotted Distance Covered (m) 0 (ii) (iii) (iv) 15 30 75 90 Between which two times was there the biggest decrease in distance covered in the sprints? What valid conclusion could be drawn about the distance covered in a sprint as the number of sprints increased? What could have been done to check that these results are reliable? Common Mistakes noted by the Biology Department 1. Not using a ruler 2. Uneven scale 3. Not joint up points 4. Not labelling axis Suggested Lesson For Mathematics Teachers 1. More practice of line graphs noting the above points. 12 Example Seven - Year Group: S3/S4 (SQA General Level Biology Past Paper 2001, Ques 13) Many birds feed and roost at airports. Collisions between birds and planes may result in crashes. Scientists try to use their understanding of bird behaviour to reduce the number of collisions. The two pie charts below show the number of collisions with different birds at five airports. Chart B 1997-1999 Chart A 1994-1996 Seagulls Lapwings Pigeons Starlings Crows Seagulls Lapwings Pigeons Starlings Crows Questions (a) (i) Which type of bird was involved in most collisions during the period 1994-1996? (ii) What was the total number of collisions during this period? (b) From 1997, birds of prey were kept at these air fields. (i) Which two species were involved in fewer collisions after the introduction of the birds of prey? (ii) What appears to be the effect of the birds of prey on the number of collisions with seagulls? (iii) Calculate the ratio of collisions involving lapwings before and after the introduction of the birds of prey. Common Mistakes noted by the Biology Department 1. Standard grade are occasionally asked to construct a pie chart, problems are: (a) Not labelling the sections (b) Incorrectly working out the section sizes 2. Reading information from the pie chart (see a(ii) above) 3. Understanding ‘simple whole number ratio’ (see b (iii) above) 4. Averages also needed – some pupils forget to divide by the number of groups Suggested Lesson For Mathematics Teachers 1. More practice of pie charts noting the comments above 2. Have regular ‘simple whole number ratio’ questions similar to (b) (iii) above 13 Example Eight - Year Group: S3/S4 - (SQA General Level Biology Past Paper 2001, Ques 9) Coca is a type of fizzy drink. An investigation into its effect on teeth was carried out as shown in the diagram below 20cm3 of cola = Test Tubes 1, 2 & 3 20cm3 of water = Test Tube 4 Test Tube 1 2 3 4 Tooth a. Complete the following table by: (i) adding the correct headings (ii) calculating the missing percentage (iii) completing the results for tooth 2 Tooth Number 1 2 3 4 (CONTROL) 3000 4200 3800 4000 2100 Loss in Weight (mg) 900 3040 4000 % Loss in Weight 760 0 10 20 0 (b) Tooth 4 was used as a control, what is the purpose of a control? (c) The teeth were sterilised before carrying out this investigation. Explain why this is necessary? Common Mistakes noted by the Biology Department 1. Not understanding tables – top of column one is ‘Initial Weight (mg)’ and top of column two is ‘Final Weight (mg)’ 2. Understanding percentages Suggested Lesson For Mathematics Teachers 1. Explain how to interpret tables – columns, rows, headings etc 2. Regular % type questions 14 Example Nine - Year Group: S3/S4 (SQA General Level Biology Past Paper 2001, Question 4) The bar chart below shows the proportion of different groups of animals and plants found in Scotland. Group proportion of animals & plants found in Scotland % No of species 50 40 30 20 10 0 Vertibrate animals Invertibrate animals Lichens Fungi Algae Other plants Group (i) (ii) (ii) What % of the total number of species are fungi? What % of the total number of species are animals? The total number of species is 70, 000. How many of these are algae? Solutions (i) 20% (ii) 40 + 2 = 42% (iii) 30% of 70,000 = 21,000 Note Regarding part three, Biology promotes two steps in this calculation: Step One - Divide by 100 Step Two - Multiply by 30 15 Example Ten - Year Group: S3/S4 (SQA Credit Level Biology Past Paper 2003, Question 3) The table gives the partial composition of various types of milk: Mass of component per 100 cm3 Type of milk Skimmed Semi-skimmed Whole Protein (g) Carbohydrate (g) Fat (g) Calcium (mg) 3.4 3.4 3.5 5.0 5.0 4.7 0.1 1.7 3.6 124 122 119 (a) (i) Use the information from the table to complete the bar chart below: 6 5 4 Protein 3 Carbohydrate Fat 2 1 0 Skimmed Semi-Skimmed Whole (ii) Which type shows the greatest variation in composition among the three types of milk? (b) The recommended daily intake of calcium is 800mg. What % of this is supplied by 100cm3 of skimmed milk? Suggested Lesson For Mathematics Teachers 1. More practice of bar chart type question above where the pupil has to fill in the missing bars. 2. Further practice of % type questions similar to (b) above. 16 Example Eleven - Year Group: S3/S4 (SQA Credit Level Biology Past Paper 2003, Question 5) Potato cylinders of equal mass were placed in separate test tubes, as shown in the diagram: Salt solution Potato cylinder The tubes contain salt solutions of 0.5%, 1.0%, 1.5%, 2.0% and 3.0% concentrations. After two hours the change in mass of each cylinder was measured. The results are shown in the table: Tube A B C D E Change in mass (g) -0.6 -0.5 -0.2 +0.1 +0.1 Salt solution (%) 1.5 (a) Complete the table by adding the correct concentration of the salt solution in each tube. (b) Which tube contains a solution with a water concentration closest to that of the potato cell sap? (c) The original mass of each potato cylinder was 5g. Calculate the % change in tube D. Suggested Lesson For Mathematics Teachers 1. Explain how to interpret tables – columns, rows, headings etc 2. Regular % type questions as above 17 Example Twelve - Year Group: S3/S4 (SQA Credit Level Biology Past Paper 2004, Ques 14) The bar chart shows the blood flow to parts of the body when a person is sitting still. Blood flow (cm3/minute) Blood flow to parts of the body 1600 1400 1200 1000 800 600 400 200 0 Brain Heart Kidneys Liver Muscles Skin Other tissues Part of body (a) What is the total blood flow per minute? (b) Express the flow of blood to the liver, the brain and the heart as a simple whole number ratio (c) During exercise the blood flow to the muscles increases to 1200cm 3 per minute. Calculate the % increase in blood flow to the muscles Common Mistakes noted by the Biology Department 1. Regarding ‘a’ above, problem reading scale 2. Regarding ‘b’ above, many pupils don’t understand ratio 3. Regarding ‘c’ above, both standard grade and higher pupils find % increase and decrease difficult. ie difference in blood flow x 100 Initial blood flow Suggested Lesson For Mathematics Teachers 1. Explain how to read interpret scale on bar charts 2. Ratio type questions need more revision 3. Revision of % increase and decrease 18 Example Thirteen - Year Group: S3/S4 (SQA Credit Level Biology Past Paper 2004, Ques 16) (a) Exposure to radiation can cause mutation. The pie chart shows the contribution of various sources of radiation to the total exposure. Food and drink 17% Natural radioactivity in air 37% Other sources 1% Cosmic rays 14% Ground and buildings 19% Medical X-rays (i) Which source of radiation contributes most to the total exposure? (ii) What percentage of the total exposure comes from X-rays? Common Mistakes noted by the Biology Department (1) Not understanding how to calculate the percentage question in (ii) above. Suggested Lesson For Mathematics Teachers (1) Further practice linking pie charts and percentages 19 (b) The table shows the occurrence of chromosome mutations in Drosophila fruit flies when exposed to different doses of radiation. Dosage of X-rays (millisieverts) 1000 2000 2500 3000 4000 4500 5000 Chromosome mutations (%) 1.0 1.9 2.6 3.1 4.2 4.6 5.3 (i) On the grid below, complete the y-axis and plot a line graph of the results. 1000 2000 3000 4000 5000 6000 Dosage of X-rays (millisieverts) Common Mistakes noted by the Biology Department 1. 2. 3. 4. Not using a ruler Uneven scale Not joint up points Not labelling axis Suggested Lesson For Mathematics Teachers 1. More practice of line graphs noting the above points. 20 Example Fourteen - Year Group: S5/S6 – Intermediate 1 Worksheet A pupil carried out an investigation on seed size. Mung bean seeds were on average 4mm in length. Sunflower seeds were double this length. Pumpkin seeds were large measuring 1.4cm and Squash seeds were slightly smaller by 3mm. Lastly, Mustard seeds were very small at 2mm. (a) Complete the table below: (Heading) Average length of seed (mm) (b) Which were the largest seeds ? ___________ Common Mistakes noted by the Biology Department 1. Not understanding tables Suggested Lesson For Mathematics Teachers 1. Explain how to interpret tables – columns, rows, headings etc 21 Example Fifteen - Year Group: S5/S6 – Intermediate 1 Worksheet Museli is a breakfast cereal containing different types of food. Seeds and fruits are common ingredients. A 500g bag of a well known brand of muesli was analysed. The results are shown below: Type of seed Oat flakes Hazelnut Sesame seeds Pecan nuts Raisins Total mass of seeds Average mass Mass of seed type (g) 240 80 20 50 80 (a) Add the total mass of the seeds to the table above (b) Add the average mass of the seeds to the table (c) Which are the smaller seeds? _____________ (d) Plot a bar graph on the next page to show this information Seed types (bar graph) Mass of seed type (g) Oat flakes (e) Use the information on the table to calculate the simple whole number ratio of Raisins to Oat flakes Raisins ____________ : Oat flakes _____________ 22 Common Mistakes noted by the Biology Department Question (d) 1. Ruler not being used 2. Bars not the same width 3. X-Axis not labelled 4. Scale being uneven 5. Individual bars not labelled Question (e) 1. Understanding ‘simple whole number ratio’ Suggested Lesson For Mathematics Teachers 1. More practice of bar graphs charts noting the comments above 2. Have regular ‘simple whole number ratio’ questions similar to (e) above 23 Example Sixteen - Year Group: S5/S6 – Intermediate 1 Worksheet A number of different packets of seeds were bought at a garden centre. When the gardener planted them he found that his greenhouse had been too humid (damp). This resulted in a number of seeds being spoilt by fungal growth. Type of seed % of seeds with fungal infection Sunflower Broad beans Pepper Marigold 25 10 50 15 (a) Which type of seed was least affected by the fungus? (b) Draw a pie chart to show these results. (use a ruler to draw your lines and colour the pie chart and key) Sunflower Broad beans Pepper Marigold (c) If 48 sunflower seeds were planted, how many were spoiled by infection? Common Mistakes noted by the Biology Department 1. Not understanding pie charts 2. Not understanding percentages Suggested Lesson For Mathematics Teachers 1. Further practice on pie charts 2. Linking pie charts and percentages 24 Example Seventeen - Year Group: S5/S6 – Intermediate 1 Worksheet A grower of sunflowers, for making vegetable oil, found that 60 out of his 240 sunflower plants grew to a height of over 1.7m. (a) Calculate the % of plants that were over 1.7m (b) What % of the plants were below 1.7m Common Mistakes noted by the Biology Department 1. Not understanding how to calculate percentage type questions as above Suggested Lesson For Mathematics Teachers 1. Further practice on percentages 25 Example Eighteen - Year Group: S5/S6 – Intermediate 1 Worksheet One hundred sunflower seeds were grown at different temperatures to find out which temperature suited the growing sunflower plants best. When a seed first starts to grow it is called ______________. The following results show the percentage of the seeds which germinated at each different temperature: Temperature (Deg C) 10 20 30 40 50 % Germination 30 70 85 15 0 (a) What is the best (optimum) temperature for sunflower seed germination? (b) Plot a line graph to show the results of the experiment Temperature (Deg C) (c) The temperature is the variable that changes in this experiment. Name two variables that must be kept constant (the same) during the experiment. (d) Write a conclusion for this experiment (what does the experiment tell you about the effect of temperature on the % germination of sunflower seeds) Common Mistakes noted by the Biology Department 1. 2. 3. 4. 5. Extrapolating – not to do this. Not using a ruler Uneven scale Not joint up points Not labelling axis Suggested Lesson For Mathematics Teachers 1. Practice of line graphs noting the above points. 26 Example Nineteen - Year Group: S5/S6 – Intermediate 1 Worksheet The bar graph shows the volume of water retained by 100g of different kinds of compost. 50mls of water is poured through each sample of compost. Volume of water retained (ml) Water retension by compost 50 40 30 20 10 0 A B C D Type of compost (a) What volume of water is retained by compost A? _____________ml (b) How much water drains through compost A? ____________ ml (c) How much more water is retained by compost B than D? _________ml (d) Which compost retains most water? ____________ml (e) A plant likes a very well drained compost, which compost would you plant it in? _________ (f) Write as a simple whole number ratio to show water retained by the four kinds of compost A: _________: B_________: C__________: D__________ (g) What percentage of water is retained by compost D _________ % (h) What volume of water would drain through 200g of compost A? ________mls Common Mistakes noted by the Biology Department 1. Not understanding simple whole number ratio 2. Calculating percentages Suggested Lesson For Mathematics Teachers 1. Further practice of simple whole number ratio type question as above 2. Further practice calculating percentages 27 Example Twenty - Year Group: S5/S6 (SQA Higher Level Biology Past Paper ) 28 Example Twenty One - Year Group: S5/S6 (SQA Higher Level Biology Past Paper) 29 30 Example Twenty Two - Year Group: S5/S6 (SQA Higher Level Biology Past Paper) 31 32 Example Twenty Three - Year Group: S5/S6 (SQA Higher Level Biology Past Paper) 33 34 Example Twenty Four - Year Group: S5/S6 (SQA Higher Level Biology Past Paper) 35 36 Example Twenty Five - Year Group: S5/S6 (SQA Higher Level Biology Past Paper) 37 38 Example Twenty Six - Year Group: S5/S6 (SQA Higher Level Biology Past Paper) 39 40