Philippa Gardom Hulme Jo Locke Helen Reynolds Assessment Editor Pah aen UTC ate OXFORD Drona crn eaMd eu ere uate) 1.1 Asking scientific questions 1.2. Planning investigations 1.3 Recording data Biology B1 Dice rma tag Observing cells Plant and animal cells Specialised cells nisation Breathing Skeletor tive systems Fertilisation and implantation Development of a fetus The menstrual cycle Chemistry C1 Cease ecu Analysing data Evaluating data Movement of substances Unicellular organisms B1 Chapter 1 Summary Movemnent: joints, Movernent: muscles B1 Chapter 2 Summary ets and poll lisation and germination Seed dispersal BI Chapter 3 Summary The patticle model States of matter Melting and freezing Boiling More changes of state Diffusioi Gas pressure 1 Chapter 1 Summaryea eu Ur aut 2.4 Elements 2.2 Atoms 2.3. Compounds ee acess 3.1. Chemical reactions 3.2 Word equations 3.3 Burning fuels 3.4 Thermal decomposition Ce aee Cee 4.1 Acids and alkalis 42 Indicators and pH 43 Neutralisation Lata a nee eg ct Chemical formulae C1 Chapter 2 Summary Conservation of mass Exothermic and endothermic C1 Chapter 3 Summary Making salts C1 Chapter 4 Sun Introduction to forces Squashing and stretching Drag forces and friction Forces at a distance Balanced and unbalanced P1 Chapter 1 Summary Waves Sound and energy transfer Loudness and pitch ster 3: Light Detecting sound Echoes and ultrasound P1 Chapter 2 Summary Light Reflection Refraction Rees) The eye and the camera Colour Pi Chapter 3 Summary The night sky The Solar The Earth Glossary Index Periodic Table The Moon Pi Chapter 4 SIntroduction Learning objectives Welcome to your Activate Student Book. Each spread has a set of learning This introduction shows you all the different features objectives. These tell you what Activate has to support you on your journey through you will be able to do by the end Key Stage 3 Science. of the lesson, Being a scientist is great fun. As you work through this Student Book, you'll learn how to work like a scientist, and get answers to questions that science can answer. This book is packed full of fantastic (and foult) facts, Ke as well as plenty of activities to help build your rhe ny we Lin Wa Spr aS confidence and skills in science. highlighted in bold and summarised in the key-word box. They can also be found in the Glossary. fo PCa Links show you where you can lean more about something mentioned in opic Summary Questions 1. & questions with one conical flask symbol are the easiest. 2 BA the questions get harder as enuresis elit) You move down thelist Scientists work in a particular way to cary out fair and scientific investigations. These boxes contain activities and 3 ABA the question with three Tied een chinese ues mea R gt eed conical-flask symbols is the hardest. In these questions you need to think about how to Eure un cnesem ticle EeSeg Gear cosy Fantastic Fact! In QWC questions you need to pay attention to the Quality of Those interesting facts relate to something written Communication inthe topiOpener Each unit begins withan ‘opener spread. Ths introduces Lou to some of the key topics that you will cover in the unit. Picture Puzzlers These puzaes relate to something in the unit ~can you werk out the answers? You already know This ists things youve already learnt that will come up again in the unit. ‘Check through them to see if there is. anything you need to recap on. Big questions These are some of the important questions in science that the unit will help you to answer Making connections ‘This shows how what you will earn in the Unit tinks up with the scienre that you will lam in other parts of the course @Q rant and animal eit ‘Topic spreads tach topic in the chapter has a double-page spread containing learning objectives, practice ‘questions, key words, and task boxes tohelp you work through the chapter. ‘Summary Thisisa summary of the chapter You can use it tocheck that you have understood the main ideas in the chapter and a5 a starting point for revision, End-of-chapter ‘questions You can use these ‘exam-siyle questions to test howwell you. know the topics in the chapte Big write/Maths challenge/Case study This‘ an activity that you cando at the end ofthe chapter It willhelp you to = practise using your scientific rs © skils and knowledge.°e Learning objectives After this topic you will be able to: © describe how scientists develop an idea into a question that canbe investigated © identify independent, dependent, and control variables. igs A What affects the battery life of your mobile phone? The Dalls are changed every seven or nine games during a tennis match. Why does the battery last longer in some mobile phones than others? What might mobile phones be like in the future? We can ask lots of different questions about the world. Some are questions that science can answer. What's the question? Scientists make observations of the vrorid, and ask questions such as, "How do fossil fuels formn? or Why are there are so many different animals on Earth?’ These are scientific questions. Scientists do investigations. They collect data their questions, 0 try to answer Suggesting ideas Tom and Katie are talking about balls used in sport. Fie football era bounce as high ar Fae tennis bal. Maybe ize effects He bounce. Katie makes an observation about footballs and tennis balls. ‘An observation can give you an idea th. investigation. ou can test in an Developing ideas into questions Tom watches a tennis match, New tennis balls are brought out from a refrigerator during the match Here are some questions that Katie and Tom might investigate: @ How does the size of a ball affect how high it bounces? ¢ How does the temperature of a ball affect how high it bounces? What's a variable? The size and temperature ‘et investigate how ofthe ballare not the (/ 'gitjountaet her only things that ight \ the ballets how affect the height of Lip ieoeeet the bounce.In science, anything that might affect the outcome ofan investigation is called a variable. The thing that is affected as. result of the change is also a variable. ‘The temperatures the independent variable. Itis independent because you change it. How high the ball bounces is the dependent variable tis depencient because it changes when you change the temperature. A State the two types of variable that you can change in an investigation. Other variables Katie and Tom think aboutall the other variables that might affect the bounce height. Here is their ist the height you drop the ball from the type of ball the surface that you drop it onto the size of the ball Katie and Tom need to keep these variables the same during their investigation so that they do not affect the bounce. These are called control variables, B Name the type of variables that you keep the same in an investigation i iti Think tha Making a prediction hence eg euouan Katie makes aprediction —(juctell higher tel about what might happen, \ beuneehisher, This is only part of the prediction. Katie should use her scientific knowledge to exolain why she thinks that the ball will bounce higher. RoR CUCM Deena ctu ro observation, investigation, data, variable, independent variable, dependent variable, control variable, prediction Fantastic Fact! Over 50 000 tennis balls are used during the Wimbledon tennis championship each year. Summary Questions 1. B copy the sentences below, choosing the correct bold word. Youcan turn an idea/question into an idea/question that you can investigate, You can answer some scientific ideas/questions by doing an investigation. You collect data/ebservations or make data/observations Things that can change in an investigation are called predictionsvariables. Science can answer all/some questions. (7 marks) 2 BB astudentis tooking at an ice cube melting inaglass of water ‘a Suggest a question that she could answer by doing an investigation (i mark) ’b Explain why this is a question that science can answer, (2 marks)1.2) Planning investigations Learning objectives Aiter this topic you will be able to: © describe how to write a plan for an investigation recognise what makes data accurate and precise © describe a risk assessment © 9 not accurate accurate not precise not precise not accurate accurate precise precise ‘A Readings can be precise but not accurate. ‘A. You should look straight at a scale to make an accurate measurement. Have you ever cooked from a recipe? Did it turn out the way you wanted? The plan for an investigation or experiment is a bit like a recipe. It says what equipment and materials you are going to use, and what you are going to do with them. Make a plan Katie and Tom need to write a plan for their investigation, They need to think about how they will collect data to test thelr ideas. Their plan should include: © what equipment they are going to use, and why © what method they are going to use, and why. We will need to vse ball at different how high the ball bounces, A State two things that you need to include in an investigation plan. Accurate and precise data ‘The measurements you make in an investigation are called data. Itisimportant to collect data that is accurate and precise. Accurate data is close to the true value of what you are trying to measure. For example, Tom needs to look directly at the ruler to get an accurate reading, Precise data gives similar results if you repeat the measurement. Scientists talk about the spread of their sets of repeat data. Precise data has a very small spread when measurements are repeated, The repeat measurements in each set are grouped closely together. B State how to use a ruler accurately to measure length.Uncertainty Ifyou look at a thermometer it might be hard to tell whether the temperature is 21.5 °C, 22.0°C, of 22.5°C. There is an uncertainty in your measurement because of the measuring instrument that you are using, Repeatability and reproducibility If Katie and Tom do the same investigation several times, or repeat ‘ameasurement in an investigation, the data should be similar. lis repeatable. if other students do the same investigation they should get data similar to Katie and Tom. The data is reproducible. Types of data ‘The data you collect might be words or numbers. Data can be: © continuous ~ it can have any value, suchas length or temperature discrete — it can have only whole-number values, such as number of paperclips or woodlice © categoric the value is a word, such as olve'or hot! How many measurements? Katie and Tom need to plan what temperatures to test. They need to decide: the biggest and smallest temperatures — this is the range ¢ how many different temperatures they will rest Is it safe? Aplan should also include a risk assessment. This explains how you will reduce the chance of damage to equipment, or injury to people. What should a plan include? Katie and Tom write a plan for their investigation. They include: the scientific question that they are trying to answer the independent and dependent variables a list of variables to control and how they will do it a prediction: what they think will happen and why alist of the equipment they will need a risk assessment how they will use the equipment to collect accurate and, precise data. ror plan, accurate, precise, spread, uncertainty, repeatable, reproducible, continuous, discrete, categorie, range, riskassessment ner ur Reese au} ummary Questions 1 & copy and complete the sentences below. The plan for an investigation ‘includes a list of the that ‘you will use and how you will use it It shows how you will collect. data that is __, and To make your investigation as safe as possible ‘you need to do a (6 marks) 2 BS A student investigates whether the type of surface affects the bounce of a ball ‘a Explain why she should read the scele on the ruler by looking straight at it. (2 marks) b Explain why the readings are ‘not exactly the same when she repeats them. (2matks) ¢ State and explain whether she needs to do a risk assessment. (2 marks)1.3) Recording data Leaming objectives Aiter this topic you will be able to: © describe how to make and record observations and measurements © calculate a mean from repeat measurements @ present data appropriately in tables and graphs You usually collect data in a table. It is easier to see patterns in the data if you then draw a graph or chart. Collecting data Each time Katie and Tom change their independent variable they should take repeat measurements of their dependent variable. Recording data Katie and Tom makea table for their results. They need to record their measurements as they go, including all the repeat measurements A results table helps you to organise your data. This is Katie and Tom’ results table: stMeasurement 2nd Measurement 3rd Measurement | Mean cold 45 | 40 35 40 warn o | @ 20 s [hot 6 | B 70 a Fantastic Faot! ‘The first ever tennis balls were hand stitched, sono two ever bounced in the same way, ror __ ‘outlier, mean, line graph, bar char, © oe A State the best way of recording data collected during an investigation. Repeat readings You should check your data for outliers. An outlier, or anomalous result, is a result that is very different to the others. You should repeat the measurement to replace an outlier. In the table above, the third measurement for the warm ‘temperature, 0.20 m, is an outlier. Katle and Tom do not include itwhen they work out the mean. The mean isa type of average. You add up all the results and divide by the number of results. For example, the mean of the heights measured at the cold temperature in the table above is: 045 m+040m+035m=12m then divide by 3 as there were 3 results: 12 o40m B State how to calculate the mean of a set of numbers.Which graph? Tom and Katie have collected lots of data They want to present their results in a graph or chart. To work out which graph or chart to plot you need to look at the variables in your investigation. “re values of the (dependent variable ore ‘words. That meansve need fe plot o bar chart ¢ Ifooth your independent and your dependent variables are continuous, then you should piot a line graph. If your independent variable |s categoric, you should plot a bar chart. In some cases you might want to display discrete or categoric data ina pie chart. # For both line graphs and bar charts, you plot the independent vatiable on the x axis and the dependent variable on the y axis. Toren ian [Serie ii Bone en) fe 5 roa Summary Questions ‘ota oo aspera ce eave Wier 2 w: oe sentences below. ie When you are collecting data you ae ay need to make sure that you are iSaqe a” “Sse Ss using correctly. ‘Ternpersture (°C) Suface ar You need to make measurements to check that your State what type of graph or chart you should plot if one a & datas repeatable. You need to of your variables is discrete. ipofor iwbich ere al readings that are very different to When you draw a chart or plot a graph you should do the others. Then you calculate the the following: © Choose scales for your axes so that your graph is as big (marks) as possible. 2 BAB astudentisinvestigating # Usea pencil and a ruler how the temperature of water Label the axes with the quantity and the unit, such as'time (3) affects haw long it takes sugat © Write a title foryour graph. todissolve. a Describe two things that he should do when collecting data. beer matin cd (2 marks) i i b Draw a table that he could use i i for his results. (2marks) : : c State and explain the type of ral Pore rca) ateph that he should draw. fertiliser (e) ore (marks) Measurement Measurement Measurement 32 37 36 3 ABA design ahint sheet for a7 73 50 students carrying out 51 5 53 investigations. (6 marks)® Analysing data Learning objectives Aiter this topic you will be able to: © find apattern in data using a graph or chart e interpret data to draw conclusions. a In these graphs, if A increases then B ineroasos. A In these graphs, if A increases then B decreases, + a L___, A Inthis graph, if A increases B does not change. ror © analyse, line of best fi, conclusion Katie and Tom have collected data and plotted a bar chart. Now they need to: © workout what their graph tells them @ vitite a conclusion compare what they found out with their prediction Height of bounce (em) eR ESS ‘etrigerator classroom "warm oven Place the ball is kept A Katie and Tom's bar chart. Using graphs or charts When you analyse your data, plotting a line graph or chart helps You to spot a pattern, It shows how the dependent variable depends on the independent variable. Your scientific knowledae will help you suggest why the independent variable affects the dependent variable in this way. Find a pattern on a line graph Once you have plotted a line grach you need to draw a line of bast fit. This is a line that goes through as many points as possible, with equal numbers of points above and below the line. If there are any outliers, you should ignore these when you draw your line of best fit. A State what is meant by a line of best fit. Writing a conclusion Once you have analysed your graph you can write a conclusion. State what you have found out Start by saying what the investigation shows, Then describe any relationship you can see between the two variables, Use your graph to support your conclusion. B State two things to include in your conclusion.‘Tom and Katie look at their bar chart and start to write conclusion: warmer it bounces higher. Explain what you found out Saying what your results show is only part of analysing results. You also need to use scientific knowledge to explain the pattern, Fre ball bounce? bigher when itis Tom begins to explain the relationship between temperature and the height of the bounce. However, to come up with a good explanation he needs to understand why balls bounce. Comparing results with predictions ‘nally, you can compare your results with your prediction. NYCRR Ue ueiti oe 8 60: “Time to dissolve (s) 30 Temperature (°C) You can leam more about why balls bounce in PI 1.1 Introduction to forces Summary Questions 1. & copyand complete the sentences below. To analyse your data you plot a raph or chart and work out the between the variables. Then you write a that includes what you have found out, and explains why, using Finally you compare uour results with your (5 marks) 244 Number of leeerearns sold Number of shark attacks |A student has drawn a graph for an investigation into the relationship between the number of icecream sold and the number of shark attacks in a certain petlod, Draw a flow chart to show how he should complete the analysis of his data and draw conclusions. (4 marks) 3 ABA Lookat the graphin Question 2. Describe and explain in detail what the graph shows and suggest a conclusion that you can draw from the date. (marks QwC)1.5) Evaluating data Learning objectives Aiter this topic you will be able to: © describe the stages in evaluating data © suggest ways to improve a practical investigation. & Evaluating means working ‘out what is good and what ‘snot s0 good. Tore va ancocthorbaer eqoinecsendtie "rectlioroh Soe (outers andthe read of the measoremerts do not effect how confident we evaluate, confidence, random error, @ _wiematicenor Katie and Tom have collected data and analysed it by plotting a bar chart. Now they need to evaluate their data and their methods. ‘How do you think urinvestigation 4 think there are things we could improveif we did tags ‘There are two ways to evaluate your investigation. You should # Giscuss the quality of the data that you have collected @ suggest and explain improvements to your method so you can collect data of better quality if you did it again. Your suggested improvements should increase the confidence that you have in your conclusion. Evaluating the data Katie and Tom look at theirdata. They had only one outlier in their experiment - the third measurement for ‘warm. If there were lots of outliers then they would have less confidence in their conclusion. What’s the spread? The spread of data tells you how precise the data is. The spread is the difference between the highest and the lowest readings ina set of repeat measurements. A State what is meant by the spread of a set of measurements, In their experiment the measurements for one temperature do not overlap with the measurements for another. That makes the data very precise. small spread in the data will give you more confidence in your conclusion. You should discuss this in your evaluation.Errors and uncertainty There is uncertainty in any measurement that you make. This is one ofthe reasons why there is usually a spread in experimental data mu ct) e your data to decide if your There are two types of error that can affect scientific eye ee reel measurements. These are: mp Tea oe DN Rr ely random error - this can affect the spread, or cause outliers. eee ene Anexample is the temperature of the room suddenly changing he data better. because someone opens a door systematic error ~ this can make your measurements less accurate. An example is a newtonmeter reading | N even when there is nothing attached to it. You should think about possible errors.as well.as the outliersand spread to help you to decide how confident you are in your conclusion, Range and number of results ‘Tom and Katie only measured at three different temperatures. It would be better to have a wide range. Summary Questions B State whether it is better to measure a wide range or a 1B copy and complete the sentences below. ni Tow ran e of values. When you evaluate your data you need to look at how many ‘you had. Then you need to look at Suggesting improvements You might get better data by: the spread, which ts the difference including a bigger range, or taking more readings betneen the and ‘© Using different apparatus — giving a smaller soread and reading within each set of repeat fewer outliers ‘measurements. You need to look atthe and of Ear values. Finally, you can propose a do the same tennis-ball investigation as Kati ow fmproye (ie ae did it again, eae (6 marks) Petco) and 2rd 248 Measurement Measurement a State two ways that Katie and 2 45 Tom could improve their data. % 2b (2 marks) = #0 'b Suggest one other way that Ey al they could improve the quality z of their data. (@ marks) Pus eneimttarcy } Calculate the mean bounce height for each value of temperature Ciermmnconit ea torr iee- cnc teus eitInB1 you will discover what plants and animals are made of. You will also meet some tiny organisms that can only be seen under a microscope. You will explore how different structures work together to keep an organism alive. Finally, you will discover how new plants and animals are created through the process of reproduction What are we made of? Why do we breathe? How are new organisms made?ees Key Words Can you solve this Picture Puzzler? The first letter of each of these images spells out a science word that you will come across in this unit. Canyou tell what this zoomed-in picture is? (olan made up of just one cell. Making connections In C1 you will learn about atoms and molecules and what happens when chemicals react. In B1 you will learn about diffusion and how particles move between substances. In P2 you will learn about energy transfer and conservation, ©Learning objectives Aiter this topic you will be able to: @ describe what a cell is, © explain how to use a microscope to observe a cell. Fantastic Fact! Cells are so small that about 100 animal cells would fit across the width of this tiny full stop, A There are different types of cells {n your blood. ‘A This is the drawing that Hooke: made of cork cells. Look around you. Can you see any dust? Most household dustis actually dead cells. These come from anything living in your house. To see the cells, you need to look through a microscope. What are living organisms made of? All living organisms (chings) are made of ells, Cells are the building blocks oflife. They are the smallest units found in an. organism. Organisms such as bacteria can be formed from a single cell. Millions of cells can join together to form a person, like you. A State what all living organisms are made up of. Seeing cells Cells were first seen about 350 years ago when Robert Hooke, a scientist, looked down a microscope at a thin slice of cork. He saw tiny roomlike structures, which he called cells. These were plant cells; cork isa type of tree bark. B Write down what Robert Hooke saw when he looked at cork using a microscope. Making an observation Tosee a very small object in detail, you need to use a microscope. This magnifies the image using lenses. Looking carefully and in detail at an objectis called making an observation To make an observation, the object you wish to observe needs to be very thin so that light can travel through it. You might need to add coloured dye to make the object easier to see. € State what is meant by a scientific observationDicer ee ard coarse focus fine focug light Parts of a microscope organism, cell, microscope, observation Follow the steps below to observe an object using a microscope, Move the stage to its lowest position x Place the object you want to observe on the stage w Select the objective lens with the lowest magnification. FS Look through the eyepiece and tum the coarse-focus knob slowly until you see your object. Tum the fine-focus knob until your object comes into focus. w Summary Questions o Repeat Steps 1 to 6 using an objective lens with a higher Magnification to see the object in greater detail A Bcosacenmuuite sentences below. Allliving organisms are made up D Name the part of a microscope you look through. of — these are the Magnification blocks of life To cellsin ‘The eyepiece lens and objective lens in a microscope have different feel yeu me i = magnifications. Together they magnify the object. fs objec For example, if you have an eyepiece lens of x10 and an objective 6 marks) lens of x20 the object would be magnified 200 times. 2 BA descrte what the folowing Total magnification = eyepiece lens x objective lens parts of a microscope do: magnification magnification a lenses (1 mark) = 10 x 20 ‘b stage (i mark) = 200 ¢ focusing knobs (1 mark) vee 3 BBA deserite inaetait samen the method you would use to observe the cells within a white flower petal (6 marks QWC) ©1.2) Plant and animal cells Learning objectives When you look at cells through a microscope, you will iter this topic you willbe able to. _See that they have smaller parts inside them. These © describethe functions ofthe Parts (Components) all have an important function. erento Animal cells and plant cells contain some of the same . ae ROTI components. However, some parts are different. differences between plant and What's inside an animal cell? animal cells ‘Animal cells have an irregular shape. They contain four components ~anucleus, a cell membrane, cytoplasm, and many ra mitochondria (singular ~ mitochonarion). nucleus, cell membrane, cytoplasm, A Name the four components found in an animal cell mitochondria, respiration, cell wall, vacuole, chloroplast ceytopiesm x ‘You can leam more about respiration in B2 2.5 Aerobic respiration mitochondrion ‘& Ananimal cell ‘The components of a cell each have different functions: # Gytoplasm — this isa jelly: lke’ substance where the chemical reactions in a cell take place. Cell membrane ~ this isa barrier around the cell. Itcontrols what can come in and out of the cell Nucleus — this controls the cell and contains genetic material. Genetic information is needed to make new cells. Mitochondria ~ this is where respiration hapoens. Respiration isa reaction that transfers energy for the organism. ‘4 Can you spot the nucleus inside B State the function of a cell nucleus. these cheek cells?What’s inside a plant cell? Plant cells have a more regular structure than animal cells. This allows them to fit together like bricks. They contain seven components. Like animal cells, they contain a nucleus, a cell membrane, cytoplasm, and many mitochondria. However, they also have three extra components: a celll wall, a vacuole, anc chloroplasts. und CN ie cell components that are only in plant cells vacuo cytoplasm chloroplast ae yes nucleus aasthaieon’ cell membrane colwall Rosnonit A A plant cell ‘These components each have their own function: © Cell wall this strengthens the cell and provides support. It is made of a tough fibre called cellulose, which makes the wall rigid @ Vacuole —this contains a watery liquid called cell sap. It keeps the cell firm. @ Chloroplasts - this is where photosynthesis happens. Chloroplasts contain a green substance called chloraphyl, which traps energy transferred from the Sun, D What is found inside a vacuole? Taek cana © Bi Chapter 1: Cells ‘& Can you spot the chloroplasts inside t e plant cells? Summary Questions 1. & match each component of a call to its function. vacuole nucleus cell wall cytoplasm chloroplasts cell membrane mitochondria controls the cell's activities, controls what comes in and out ofacell where chemical reactions take place where respitation occurs ‘where photosynthests occurs contains cell sap to keep the cell firm rigid structure that supports thecell (7 marks) 244 fa State which of the following tupes of plant cell contains chloroplasts. (1mark) leaf cells root cells Explain your answer. (1 mark) 3 BBA compare the similarities and differences inthe function of plant and animal cells. (6 marks OWC)1.3) Specialised cells Learning objectives Aiter this topic you will be able to: © describe examples of specialised animal cells, © describe examples of specialised plant celts Fantastic Fact! ‘The sciatic nerve isthe largest and longest nerve in the body. Itisas wide as a thumb atits largest point It starts in the bottom cof yourspine and extends all the way down the back of your leg to your toes rr specialised cell, nerve cell, red blood cell, sperm cell, leaf cell, root hair cell Deere Cea td een f eae Asyou are reading this, your body is doing many different things. Each function carried out in the body is performed by different cells. Each type of cell has slightly different features. How do animal cells differ? ‘Most cells in your body contain a nucleus, cell membrane, cytoplasm, and mitochondria. However, many cells have changed their shape and structure so that they are suited to carry out a particular job. These cells are called specialised cells. Ifyou look carefully at a specialised cell, its shape and special features can provide clues about what it does. A Write down what specialised cell means. Nerve cell Nerve cells carry electrical impulses around your body, ‘A Anene cell Its scientific name is a neurone, They are long and thin and have connections at each end where they can join to other nerve cells. This allows them to transmit messages around the body, B State the function of a nerve cell. Red blood cell Red blood cells transport oxygen around the body. They contain haemoglobin, a red pigment that joins to oxygen. Unlike most animal cells they have no nucleus. They also have a disc-like shape. This increases their surface area for cartying oxygen. € Name the component, normally found in animal cells, that is missing in a red blood cell.Sperm cell Sperm cells cairy male genetic material. They havea streamlined head and a long tail. This allows the cell to move through a liquid. “They contain lots of mitochondria to transfer energy. This allows the tail to’swinn When the sperm cell meets an egg cell, the head of the sperm burrows into the egg, D Name two features that help a sperm cell to do its job How do plant cells differ? Not all plant cells are the same. Cells in different parts of a plant are specialised to perform their job. Leaf cell 4 Acell from the top of aleaf. Its scientific nametsa palisade cell The leaf cells found near the top of a leaf carry out photosynthesis, The cells are long and thin and packed with chloroplasts. This means they have a lange surface area for absorbing energy transferred from the Sun, E Name two special features that help a leaf cell to carry out photosynthesis. Root hair cell & Aroot hair cell Root hair cells absorb water and nutrients from soll The root hair creates a large surface area for absorbing water and nutrients. “They have no chloroplasts as there is no light underground, so these cells do not carry out photosynthesis. lel layer protects cell cytoplasm with aL aS PT fatstores. ucieus nucleus tail streamiined head ‘A Anegg cell and a sperm cell Summary Questions B copy and complete the sentences below. _—_—— cells have special features to allow them to carry out their Red blood cals carry around the body, Leaf cells ‘are packed full of ___ to camry out. (marks)® Movement of substances Learning objectives How do you know when someone is cooking? iter this topic you willbe abie to. The chances are that you will smell the food before you see it. A scientific process is taking place. It is the same name some inces that creda eae process that moves substances into and out of your cells. move into and out of cells © describe the process of 2 diffusion. Can substances move into cells? All the cells inside your body need glucose (a substance gained from food) and oxygen for respiration. During respiration eneray is transferred, Glucose and oxygen are carried around your body in fa the blood, They then pass into the cells that need them, ‘You can leam more about diffusion A Name two substances that move into a body cell inl L6 Diffusion Can substances move out of cells? Some chemical reactions inside cells make waste products. For example, catbon dioxide Is produced curing respiration. tt passes out of the cell into the blood, The blood then transports the carbon dioxide to the lungs, where you breathe It out. tL B Name one substance that moves out of a body cell diffusion, concentration How do substances move in and out of cells? Substances move in and out of calls by diffusion. Diffusion is the movement of particles from a place where they are in a high concentration to a place where they are in a low concentration. The concentration of a substance means the number of particles of a substance present in an area. Think about what happens when someone burns toast. Prue ue ad The particles that make up the smell of burnt toast move froma place of high concentration {the kitchen} to one of low concentration (the rest of the house), At first, you may only be able to smell the burnt toast in the kitchen, A short time later, you may be able to smell the bumt toastin the living 100m, Diffusion continues until there isthe same concentration of the particles everywhere.Tiving room water molecules T blue dois = ar particles red date = ‘bummt-toast Smelt particles ‘A. This diagram shows how you smell burnt toast in another room. given dlintkaen as osmosis Diffusion in plant cells Plants need a constant supply of water for photosynthesis. Water fo diffuses into the plant through the root hair cells. The water molecules move from the soil (high water concentration) into the You can leam more about molecules toot hair cell (low water concentration). Water then travels from the "C1. 23 Compounds root hair cells to other cells in the plant by diffusion. if plants are not watered regularly they will wilt and eventually die, Inside the cells, water fills up the vacuole. This pushes outwards 1B copy and complete the on the cell wall and makes the cell rigid. This helps the plant to sentences below. stand upright. Substances move from an area IF the plant does not have enough water, the vacuale shrinks. isis el Bs F concentration to an area where The cells then become floppy and the plant wilts. they areina concentration. This process is called: cell from a leaf cell from a leat with enough water : ‘with no water healthy plant wilted plant ‘A If aplant does not have enough water it will wilt.1.5) Elmer i ry Learning objectives Not all living organisms are as complicated as you are. iter this topic you willbe able to. ‘The first organisms that existed on Earth were made up of just a single cell. There are still many organisms alive Sr aegis today that consist of only one cell. organism is opal eau Ol What is a unicellular organism? an amoeba " unicellular organism is an organism that s made up of just describe the structure of ‘e one cell Itis nota plant or an animal, as these are made up of aeuglena. lots of cells. A State what unicellular means. Pes MC er Uy Amoeba ‘An amoeba is a unicellular organism that has no fixed shape. ‘Amoebas look a bit like a blob of jelly. They can be found in fresh water, salt water, wet soil, and even inside animals, seudopod coll membrane contractile vacuole (removes water and waste) unicellular, amoeba, euglena, flagellum ‘A Parts of an amooba. a ra Just like an animal cell, an amoeba consists of a cell membrane , filled with cytoplasm. Inside the cell there is also 2 nucleus, which controls growth and reproduction. The amoeba naegleria is known as the ‘Amoebas move by changing the shape of their body. They can brain-eating amoeba. Itisfoundin warm make part of their body move in the direction they want to travel fresh water. Very occasionallyit infects The est of the cell then slowly follows. people. it attacks the nervous system and slowly destroys the brain tissue, almost always resulting in death. ——\* B Name two structures found in both an animal cell and an amoeba.What do they eat? Amoebes eat algae, bacteria, and plant cells. They eat by surrounding tiny particles of food and forming a food vacuole, This. is known as engulfing The food vacuole then digests the food. How do they reproduce? To reproduce, an amoeba splits itself into two cells. This is known as binary fission. First, the nucleus in the cell divides. Then the cytoplasm divides, producing two identical cells. Euglena ‘Aeuglena is a microscopic unicellular organism, found in fresh water. contractile vacucle Like amoebas, euglenas contain cytoplasm and a nucleus. However, they also have chloroplasts, which make them look green, ‘The chloroplasts trap energy transferred fiom the Sun so that the euglena can make food by photosynthesis. Euglenas also have an eye spot, which detects light, and a flagellum. This tail-lixe structure spins like a propeller, causing the euglena to'swim'towaids the light This allows the euglena to maximise the amount of food it makes. © Name one way in which a euglena is different to an amoeba. What do they eat? When 2 eugiena doesn't have enough light to make its own food, it looks for other things to eat. They eat other microorganisms, such as bacteria and algae, by surrounding and engulfing them. How do they reproduce? Like amoebas, euglenas reproduce by binary fission. ae © parent cell nucleus divides wre & cytoplasm divides two daughter calis A Amoebas divide by binary fission “= You can find out more about photosynthesis in 22.1 Photosynthesis Summary Questions 1B copy and complete the sentences below. Amoebas and euglenas are exarnples of. ‘organisms. This means that they are only ‘made up of. cell. Both organisms reproduce by Amoebas have to. food to survive but euglenas can carry out to produce their own food. (6 marks)CJ rons © Calls are the building blocks of life - they are the smallest units in an organist © Scientists use microscopes to observe small objects in. detail © Avital celle contain a nuceus, cytoplasm, cell membrane, and mitechondcia, © Plant cells alo contain chloroplasis, a vacuole, and a cell val © Cytoplasm is where the chemical reactions in a cel ake place ©The cell membrane is 2 bacriee that contra what moves in ard out ofthe cel © “The nucleus controls the cal, and contains genetic maferial needed to make nen call, © Respiration occurs in the- mitochondria = this chemical reaction transfers energy. © The cal wal sirenginers the cll and provides support © “The vaxuole contains a watery liquid called cell sap. it kexps the cell fim. © Potaeyntnesis takee place inside the chloroplasts © Specialised cells have chaaged their shape and siructure ao that they are suited to carey out 2 pacar job © Diffusion isthe movement of particles from. high concentration arta to a on concentration acca. For example water and oxygen difuse info calls © Auivelldar organism contains only ane cel © An amoeba is. unicellular organism con and a nucle tng of a cell membrane, eoplasm, © Cuglenas appear green as they contain chlocoplasis for photosynthesis. Their eye spot Nerve cells, red biood cells, sperm cells, leaf cells, and root hair cells are specialised celle, Aocates light, are they use the flagellum to sim towards i tn Now ight Sevels they. ca engulf food, BiG write Amoeba and me [Atfirst glance we appear nothing Ii more closely, our ceils share many of similar things to survive, Task : Write a short article for your school newspaper that tells students how similar they are to amoeba, ke anamoeba, However if you look the same features. We both do fe Use your scientific knowledge to explain the similarities and differences berween a person and an amoeba. © You could use cartoons to help explain how an amoeba survives organism, cell, microscope, observation, nucleus, cel membrane, cytoplasm, mitochondria, respiration, cell wall, vacuole, chloroplast, specialised cell nerve cell red blood cell, sperm cell, 100% hair cell, diffusion, concentration, unicellular, amoeba, euglena, flagellum aEnd-of-chapter questions 1 Acchoose the correct definition of the word ‘cell A Acallisa thin slice of cork. B Aces the smallest unit of an organism. © Acellis a living organism (1 mark) & above is a diagram of a plant cell. Name structure X (1 mark) ‘State the function of structure Y. (1 mark) Name the cell component that contains cell sap. (1 mark) Name two structures in the cell that would also be present in an animal cell. (2 marks) (5 marks) Aa student wanted to obsene skin cells from the back of his hand. He used a piece of Clear sticky tape to remove some dead cells. Name the piece of equipment he should use to observe the cells (1 mark) Suggest one thing he could do to the skin cells to make them easter to see. (1 mark) Suggest one reason why you would not took at your own blood cells in the classroom, (i mark) Drawa labelled diagram of what the student's cells should look like. (3 rarks) (6 marks) 4B the table shows some examples of specialised cells a Describe what is meant by a specialised cell (i mark) Complete the table to show how three types of cell ate adapted to their function. (5 marks) flatoned disc and Ccontairs no nucleus to increase surface area nerve cell long and thin, forms ‘connections win mary nerves © Describe the process that causes water to enter the root hair cell (3marks) (9 marks) 5 BBA tris diagram is drawn from a microscope observation of a euglena, flagellum eye spot chloroplast contractile vacuole a Isa euglena a plant? Explain your answer. (2marks) D Describe one similarity and one difference between the structure of a euglena and an amoeba. (2 marks) Explain how a euglena’s structure maximises the amount of photosynthesis, it can carry out. (3 marks) (7 marks) 6 BMA writes detaited plan to describe how you could investigate the differences in structure between an animal cell and a plant cell (6 marks 9wc)@ Levels of organisation Learning objectives Aiter this topic you will be able to: © define and state examples of tissues, organs, and organ systems, © explain the hierarchy of organisation in a multicellular organism. a ‘You can find out more about plant and animal cells in B1 1.2 Plant and animal cells Fantastic Fact! ‘Your skin is your largest organ. It covers ‘your entire body and hasa surface area of about 2 m* The skin on the bottom of your feet is the thickest. The thinnest skin isfound on your eyelids. ¢ Muscle tissue isa type of animal tissue. Ce ed Do the trees outside look like a euglena? No, not really! As well as being much larger, they are much more complicated. They consist of many cells working together to form a multicellular organism. What are multicellular organisms? Multicellular organisms are made up of many cells. They contain ‘organ systems to perform their life processes. Multicellular organisms have five layers of organisation. This is called a hierarchy. Cells ate the building blocks of life. They are the, first level of organisation. Nerve, muscle, and ted bload cells are examples of animal cells. Root hair and leaf cells are examples of plant cells A State the first level of organisation in a multicellular organism. What is a tissue? The second level of organisation is a tissue. A tissue is a group of, similar cells that work together to perform a certain function. ‘An example of an animal tissue is muscle tissue, Muscle cells contract together to make the body move. Another example is nervous tissue — nerve cells work together to transmit messages around the body. ‘An example of a plant tissue is the xylem ~ these are tubes that catty water around the plant. B State one example of an animal tissue. What is an organ? The thitd level of organisation is an argan. An organ is made up of 2 group of different tissues that work together to perform a certain function. The main organs in a plant and animal are shown below.brain —contrals the 6B Jungs take in oxygen : ‘and removes carbon dioxide 2 Jaa - absorbs neat pumps bod surlight for making foo curing stomach ~ digests food stem hid photosynthesis liver —romoves toxins the pant uprient (poisons from the blood) kidney -fiters the ‘and produces bie to blood and produces belo digestion urine intestine — absorbs: ‘nutrients from food bladder stores urine Fool= afcnors the plant into the ground, ‘and takes uo water and minerais rom the sol A. These are the main organs in plants and animals. € State one example of an organ. What is an organ system? ‘The fourth level of organisation is an organ system. An organ system isa group of different organs that work together to perform a certain function. Some examples of organ systems are: circulatory system — transports materials around the body in the blood respiratory system — takes in oxygen and removes carbon, dioxide reproductive system — produces new organisms Plant structure is mainly organised into organs or tissues. However, flowers are an organ system. They usually contain both male and female sex organs, which form the reproductive system, D State one example of an organ system. “The fifth level of organisation is a multicellular organism: Amuticellular organism is made up of several organ systems working together to perform all the processes needed to stay alive. “The diagram below shows how the human body is organised into different levels. increasing compiexiy} This isthe hierarchy pe of organisation in the human body, cr multicellular organism, tissue organ, organ system 1B Match the level of organisation tits function. cell group of organs working together tissue croup of tissues working together ‘organ group of similar cells working together ‘organ system group of organ sustems working together ‘organism building blocks of ite (5 marks)2.2) Gas exchange Learning objectives Ifyou are travelling on a bus, the windows may sometimes Aiter this topic you will be able to. Steam up. This is because it contains lots of water vapour. © describe the structure of the What happens when we breathe? ene ey When you breathe, you take in cxygen and give out carbon dioxide. © describe how parts of the gas This s called gas exchange. |t takes place inside your lungs. They exchange system are adapted ieee are made of elastic tlssue that can expand when you breathe in — to their function this allows you to take in lots of oxygen. However, your lungs are delicate, so they are protected by the hard and strong bones that make up your ribeage. A Name the structure that protects your lungs. The diagram below shows the main components of your respiratory system (gas exchange system). Follow the arrows with your finger to see how air travels through your mouth and nose and ends up in the bload around your lungs. The blood then takes the oxygen to all cells in your body. & You can see the lungs on a Ar enters your body through your mouth chest X-ray. and nose. + ‘Air moves down the trachea (windpipe) a large tube, bronchus + ‘You can leam more about why you ‘Ai moves dann a bronchus breathe in B2 2.5 Aerobic respiration SM Bionchicie ~a smal tube. ( BX anectus + rss Air moves through a bronchiole ‘ip ~atiny tube + ’ Air moves into an alveolus ~ an air sac. gas exchange, lungs, ribcage, respiratory santas 1 system, trachea, alveolus, inhale, (Oxygen then diffuses into the blood. respiration, exhale condense There ate millions of alveoli (plural of alveolus) in your lungs. They Fantastic Fact! create a large surface atea, They also have thin walls thatare only one cel thick This means that gas exchange can occur quickly and easily. ‘Your lungs arenot the same size. The left Jung is normally smaller than the right Jung which leaves space for your heart tofitin. B State the scientific name for an air sac.© Bi Chapter 2: Structure and function of body systems Why do we breathe in and out? When we breathe in we inhale to take in oxygen. The oxygen is Used in respiration to transfer eneray. Respiration produces carbon dioxide, which needs to be removed from the body. When we breathe out we exhale to remove carbon dioxide. Which chart? ‘The pie charts below show how much of the different gases are present in inhaled and exhaled air. This is called the composition of the air. oxygenO, carbon dioside CO, ovygen0, carbon dionide CO, 20.96% 0.04% 16% 4% You can find out more about condensing in C1 1.5 More changes ofstate nitrogen N, ritrogen N, 73% 73% inhaled ait manleliar Tre etary A These ple charts show the amount of each gas in inhaled and exhaled air 1. B copy and complete the following table to show the Why can you see your breath on a cold mirror? differences between inhaled and Ifyou breathe onto a cold mirror, it steams up. This is because the exhaled ait. Use the words less, air you breathe out contains water vapour. Water is a waste product ‘more, same. hotter, colder. Words can beused once, more of respiration. When the warm exhaled water vapour hits the mirror than once, of not at all it condenses, turning it back into a liquid. This is what you see on € State which gas, present in air, is not used by the body. carbon dioxide eee Eee temperature ‘water vapour (4 marks) 2 BA drawaciagiam of the gas exchange system and label how each structures adapted tots function, G marks) 3 BBA vescribe, step by step, ‘the journey that carbon dioxide takes from the aleolus out of the ody. ‘A Water vapour in the air you breathe out condenses on cold surfaces. ena ONG)2.3) iC MM LT Learning objectives Aiter this topic you will be able to: © describe the processes of inhaling and exhaling © describe how a bell jar can be used to model what happens during breathing © explain how to measure lung volume. ruber (olaphragm) 4. Abelljar model shows what happens inside the lungs when we breathe in and out. ink ‘You can find out more about gas pressure in Cl 1.7 Gas pressure roo contract, diaphragm, lung volume, asthma Even when you are sitting still, your ribcage is moving. This allows your lungs to fill with oxygen. This is essential for you to stay alive. How do you breathe? When you breathe, muscles in your chest tighten or contract, Abelkjar model can show you what is happening inside your lungs when you breathe in and out. The jar represents your chest, the balloons represent your lungs, and the rubber sheet represents a muscle called the diaphragm. Inhaling (breathing in) air drawn in + + muscle {tung fib iapiragm oS A. Inhaling in the lungs and in the bell-jar model This is what happens in the body when we inhale: The muscles between your ribs contract - this pulls your ribcage up and out. ¢ The diaphragm contracts ~ it moves down. The volume inside your chest increases. ¢ The pressure inside your chest decreases ~ this draws air into your lungs A State what happens to your ribcage when you breathe in. To show inhaling, this is what happens in the belljar model: The rubber sheet is pulled down. The volume inside the jar increases The pressure inside the jar decreases ~ air rushes into the jar. . . . The balloons inflate.Exhaling (breathing out) air crown ot 4 ihaling in the lungs and in the bell-jar model. ‘ A — This is what happens in the body when we exhale: The muscles between your down and in. © The diaphragm relaxes - it moves up. Thevolume inside your chest decreases. The pressure inside your chest increases ~ this pushes air out of your lungs. s relax ~ this pulls your ribcage To show exhaling, this is what happens in the belljar model The rubber sheet is pushed up. The volume inside the jar decreases. The pressure inside the jar increases ~ this makes air rush out of the jarand the balloons. The balloons deflate. B State what happens to your diaphragm when you breathe out. How can we measure lung volume? You can measure your lung volume using a plastic bottle. As you breathe out into the plastic tube, air from your lungs takes the place of the water in the bottle. If you breathe out fully, the volume of water pushed out of the bortle is equal ta how much air your lungs can hold laste ug (full of water) Lung volume can be increased plastic with regular exercise. Alarge lung MP volume means that more oxygen x can enter your body. Smoking, diseases such as asthma, ans oid age can reduce lung volume. tank with water ‘A You can measure your lung volume by breathing into a bottle, Perr Rc How big are your lungs? Calculate eds eet easter ee set Summary Questions 1B copy and complete the table using the following words: upandout downand in down up decreases increases ‘ibs move bend the arm. ‘Tostraighten the arm: © the biceps muscle relaxes ‘© the triceps muscle contracts. The triceps muscle contracts to. straighten the arm, ror tendon, antagonistic muscles Summary Questions 1B copy anc compete the “sentences below. Muscles are attached to bones by When a muscle it shortens and ‘onabone. If the bone is part of a this. ‘will cause the bone to move. Pairs of muscles work together to control mavernent at a joint. ‘They are called ‘muscles© rons © Multicalular orgorisms are made of many cells, They are orgenise into Layers: cells > issues —* organs —* organ systems —> organisms © Gas exchange tates place inside the lungs = oxygen is taken in and, carbon dione is given out © Onigen enters the body through the mouth and nose. trem travels down the windpipe through 2 bronchus, then a brorehiole into an alveolus, and diffuses into te blood, Exhaled air is warmer and contains more carbon dioxide and water vapour ‘han inhaled ai, but ess oxygen. © then you inka, muscles beiween your ribs and the diaphragm contact. This increases ‘he volume inside your chest. The pressure decreases and ai is dcann ino the lungs. when jou extale, muscles between your ribe and the diaperagm relay. This decreases the volume inside your chest. The pressure inervases and ai is forced out of your lunge © The skeleton is made up of bones. tt has four imporiant functions ~ suppor the body, protect the organs, allow movement, and mate blood © Red and white blood ces ar. prodused in bore marrow four in the cere of some bones. ints accu where two. orm bones join together Cartilage in pints stop bones rubbing together. Bones are held togeter by ligaments. Muscles arr attached to bones. bj tendons Aniagonistc muscles are pais. of muscles that work together at int. When coe. muscle contacts the other muscle relaxes Bl Gq write multicellular organism, tissue, n, organ system, gas exchange How do you toss a pancake? organ, organ system, g 26, Everyone enjoys tossing pancakes but which parts of out body are Ea poeeaan needed to do this? sysiem, trachea, alveolus, inhale, ae respiration, exhale, condense ao ron grn, lung volum produce an AA cartoon strip showing how yourmusclesand skeleton contract, diaphragm, lung volume bone, skeleton, support, protect, bone marrow, biomechanics, the structures inside your body. int, cartilage, ligament, newrons, tendon, antagonistic muscles work to make your body mave when you ae rossing a pancak Tips @ Include labelled diagrams to show 8 fe Use speech bubbles to explain what is happening during each part of the cartoon strip.End-of-chapter questions 1 Adrawa line to match each organ system to its function in the cel. reproductive system lakes in oxygen and Temoves carbon dioxide digestive system transports materials around the body respiratory system produces nev organisms circulatory system breaks down food so it can be absorbed into the body (4 marks) BZZGiies ™~ a ‘orgariem (human) Ne ‘o1gon (heart) 2 B the diagram shows how the body is organised into levels ‘a Name the type of cell shown in the diagram above. State the function of this cell. (1 mark) State what is meant by a tissue. (I mark) Name the level of organisation that is missing from the diagram above. (1 mark) state and describe the function of two organs (1 mark) (4 marks) (8marks) 3 BB a student wanted to measure the strength of his biceps muscle a Name a piece of equipment he could use. (1 mark) b State the unit of force that he should use. (1 mark) Explain why the student should repeat each measurement that he takes. (mark) Describe the experimental procedure the student should follow to measure the strength of his biceps muscle. (3 marks) (6 marks) && This diagram shows the main structures in the respiratory system. mouth trachea ribcage alveolus (air sac) muscle heart. lung: Narne the bones that protect the lungs. (1 mark) Name the process that occurs in the alveolus, (1 mark) State what the diaphragm is made of (1 mark) Describe what happens in the lungs when you exhale (8 marks) (6marks) A&A compare the main differences in the composition of inhaled and exhaled air. (6 marks QWC)'3.6) Flowers and pollination Learning objectives Aiter this topic you will be able to: © identify the main structures of a flower © describe the process of pollination © describe the differences between wind-pollinated and insect-pollinated plants A Parts of a flower. & These are pollen grains. If you suffer from hayfever you may be allergic to some types of pollen grain. When looking at a flower, you often just notice its colour or its smell. But what is inside a flower and why are flowers important? What's inside a flower? Ifyou look carefully inside @ flower you will see different structures. ‘The petals of a flower are normally brightly coloured to attract insects, Underneath the flower are the sepals - these are special leaves that protect unopened buds. A State why flowers have petals. Inside the flower there are both male and fernale parts. ‘The stamen is the male reproductive part - it contains: «anther ~ produces pollen, the male gamete filament — holds up the anther. The carpel isthe female reproductive part -it contains: ‘© stigma — this is sticky to catch grains of pollen style — holds up the stigma © ovary ~ contains ovules, the female gamete, B State where pollen is made. How are new plants made? Just like people, the formation of a new plant beains with fertilisation. The pollen grain needs to fertilise the ovule. For this ta happen, pollen from the anther needs to transfer to the stigma This is called pollination and is caused by insects or the wind. Pollination can occur between two different plants (cross- pollination) or between the male and female parts of the same plant (self-pollination). © State what happens during pollination How does pollination happen? ‘There are two ways that pollen can be transferred to the stigma ~ by the wind or by insects.© B1 Chapter 3: Reproduction Insect-pollinated plants Features of insect-pollinated plants include e e rt brightly coloured and sweet-smelling petals to attract insects eee Tete often contain nectar, a sweet, sugary fluid; bees use nectar to enone make honey Tet © smaller quantities of pollen produced we ‘© pollen is often sticky or spiky, to stick to insects anthers and stigma are held firmly inside the flower, so insects can brush against them stigma has a sticky coating, so pollen sticks to it. When insects visit the flower, pollen gets stuck to them, When they move to the flowers of another plant, the pollen from the fist flower tubs off on to the stigma of the next flower. petal, sepal, stamen, anther, pollen, filament, carpel. stigma, style, ovary, Insect pollination is very important in food production. Foods such —_gyule, pollination as fruit, vegetables, and nuts are pollinated by insects. D State what nectar is Summary Questions 1 & match each part of a flower tots function. anther holds up the anther filament brightly coloured to attract insects stigma produces pollen -_ style contains ovules A Aninsect- pollinated plant. ‘& Awind-pollinated plant. ovary —_this is sticky to ‘catch’ pollen grains. Wind-pollinated plants petal holds up the stigma The features of wind:-pollinated plants include: rials) ‘small petals, often brown or dull green 2 BAB Pollination can occur ina @ nonectar number of ways. ‘¢ pollen produced in large quantities to increase the chances of it ‘a Describe what pollination ts. reaching another plant (2marks) '@ pollen has a very low mass so it is very light; it can be blown > Describe the differences essiy bythe wind between cross-pollination and anthers are loosely attached and dangle out of the flower, to make it easier to release pollen into the wind stigma hangs outside the flower, to make it easier to catch pollen blown by the wind. The pollen fiom the flower of one plant is blown by the wind and might land on the stigma of another plant's flower. se'f-polination. @ marks)3.7) Fertilisation and germination Learning objectives Have you ever grown a plant from a seed? Seeds need Aiter this topic you will be able to. —- Water, oxygen, and a warm enough temperature to start to grow. A plant only needs light once it has grown its first leaf. All the nutrients a seed needs are stored inside the seed. © describe the process of fertilisation in plants © describe how seeds and fruits are formed. How do plants make seeds? Carried by either the wind oran insect, a pollen grain lands on a stigma. If the stigma is the correct species, it grows a pollen tube ti down the style until it reaches an ovule inside the ovary. The nucleus of the pollen grain then travels down the pollen tube. The fertilisation, fruit, seed, germination nucleus ofthe pollen grain joins with the nucleus of the ovule. This process is called fertilisation The tude grows out of the pollen The pollen nucleus moves ‘The pollen nucleus joins with ‘grain and down through the sly, down the tube the owule nucleus. Fertilisation takes place and a seed will form. & Fertilisation of a plant. A State what hap} ens during fertilisation in plants. After fertilisation the ovary develops into the fruit, and the ovules become seeds. A fruit is normally the sweet and fleshy product of a plant that can be eaten as food. All fruits contain seeds. B Name the part of the flower that becomes the fruit What's inside a seed? Most seeds have a similar structure but they vary in shape, size, and colour Seeds have three important structures: to SD a Fruits contain seeds.a seed coat — a tough, protective outer covering an embryo ~ the young root and shoot that will develop into the adult plant 1 _afood store ~ a store of food (starch) that the young plent uses Until it can make its own food by photosynthesis. What do seeds need for growth? When a seed starts to grow, its called germination, A seed needs three things to germinate: ‘© water this allows the seed to swell up and the embryo to start growing ‘¢ oxygen ~ this is used for respiration, transferring energy for germination ‘® warmth ~ this speeds up reactions in the plant, soeeding up germination € State the three things needed for germination. How does a plant grow? The diagram below shows the main steps in germination. The shoot starts The see absorbs to grow upwards. water rapicty, causing it to swell, This causes the hard s2e0 coat to spt Mere leaves start to appear ~ the plant now uses photosynthesis to produce all the food it needs. “The fist leaf stars fo appear = the pant stats to maka its ‘own food by photcsynthesis, (using ight from the Sun). The root grows downwards, pone ean rau tC esign an investigation to test the hypothesis that w Meee UPR aes Mics eget uur oun ge t method will you use tera © Bi Chapter 3: Reproduction en embryo seed coat & The structure of a seed i Youcan lear more about respiration in B2 2.5 Aerobic respiration Summary Questions 4. B copy and complete the sentences below. During the nucleus of the grain and the nucleus of the join together. The ovary then develops into the and the ovules become : To____ the seed needs water and oxygen. (7 marks) SB describe wnat happens after the ovules fertilised @ marks) 3 BBA to produce new plants, the seeds have to germinate. Deseribe in detail what haopens during germination, (6 marks QWC) ®3.8) eye eR yor eye | | Learning objectives Aiter this topic you will be able to: @ state the ways seeds can be dispersed © describe how a seed is adapted toits method of dispersal. ‘A Dandelion seeds being dispersed by the wind, rr seed dispersal Sometimes on a summer's day you can see lots of things blowing in the air. Many people think this is pollen but pollen grains are tiny and hard to see. You are probably looking at seeds being moved away from the parent plant. This is known as seed dispersal. How are seeds dispersed? Seeds are dispersed away from each other and from the parent plant. Thisis so they have space to grow and do not compete for resources such as nutrients, Nearly all seeds are found inside fruits This increases the number of ways they can be dispersed. The main methods of seed dispersal are: wind animal water explosive, AA Name four methods of seed dispersal. Wind dispersal The wind is very useful for dispersing seeds and fruits. To help them catch the wind, some fiuits and seeds have a small mass and extensions that act as parachutes or wings. Examples include dandelion and sycamore seeds. Animal dispersal ‘Animals can disperse fruits and seeds in two ways: internally ~ animals eat lots of fruit, including tomatoes, blackberries, and strawberries, Fruits are normally brightly coloured and taste sweet. which attracts animals to them. These fruits contain seeds with hard coats. This means the seeds pass through the animal without being damaged. When they reach the ground in animal droppings, the seeds might be able to germinate. They are surrounded by waste material, which provides nutrients and helps the plant to grow.‘© extetnally — some fruits have hooks on them, which help them stickto animals. As an animal brushes past a plant such as ‘goose grass or burdock, the seeds get caught in thei fur. They get carried away from the parent plant. The seeds drop off the animal's furand reach the ground, where they might be able to germinate. B Name two types of seed that are dispersed by animals. Water dispersal Many plants that live near water, such as willow trees, produce seeds with a small mass that float on water. The seeds are transported away from the parent plant in streams and rivers They might germinate if they get washed up onto land, Other trees, such asthe coconut, produce woody fruits that are waterproof. They are carried away by the sea and might germinate if they reach another shore, € Describe the structure of a seed that can be transported by water, Explosive dispersal Some fiuits burst ogen when they are ripe, throwing the seeds in all directions. Peapods and gorse disperse seeds in this way. ‘& Peapods burst open when ripe, dispersing the seeds away from the parent plant. D Name a plant that disperses its seeds by explosion. ‘A Burdock seeds have little hooks ‘on them to help them stick to animals’ fur. Summary Questions 1 & copyand complete the sentences below. ‘Seeds are ____away from ‘the parent plant and other seeds to reduce ___ This increases their chances of having enough space and to grow. ‘Seeds can be dispersed by the —___.. water. and ‘explosion. (marks)