Mathematics as a Service Subject Biology Queen Anne High

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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.
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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
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Example Twenty - Year Group: S5/S6 (SQA Higher Level Biology Past Paper )
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Example Twenty One - Year Group: S5/S6 (SQA Higher Level Biology Past Paper)
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Example Twenty Two - Year Group: S5/S6 (SQA Higher Level Biology Past Paper)
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Example Twenty Three - Year Group: S5/S6 (SQA Higher Level Biology Past Paper)
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Example Twenty Four - Year Group: S5/S6 (SQA Higher Level Biology Past Paper)
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Example Twenty Five - Year Group: S5/S6 (SQA Higher Level Biology Past Paper)
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Example Twenty Six - Year Group: S5/S6 (SQA Higher Level Biology Past Paper)
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