Section 1: The nature and variety of living organisms
a) Characteristics of living organisms
b) Variety of living organisms a) Characteristics of living organisms 1.1 recalls that living organisms share the following basic characteristics: They require nutrition They respire They excrete their waste They respond to their surroundings They move They control their internal conditions They reproduce They grow and develop
Nutrition: Taking in nutrients which are organic substances and mineral ions, containing raw materials and energy for growth and tissue repair, absorbing and assimilating them. Excretion: Removal from organisms of toxic materials, the waste products of metabolism and substances in excess. Respiration: Chemical reactions that break down nutrient molecules in living cells to release energy. Sensitivity: The ability to detect or sense changes in the environment and to make responses. Reproduction: Progresses that make more of the same kind of organism Growth: The permanent increase in size and dry mass by an increase in number of cells, cell size, or both. Movement: An action by an organism or part of an organism that changes position or place. The seven characteristics could be memorized by the term Mrs. Gren: Movement Respiration Sensitivity Growth Reproduction Excretion Nutrition b) Variety of living organisms
1.2 describe the common features shared by organisms within the following main groups, plants, animals, fungi, bacteria, protoctists and viruses, and for each group describe examples and their features as follows (details of life cycle and economic importance are not required).
Plants: These are multicellular organisms; they contain chloroplasts and are able to carry out photosynthesis; they have cellulose cell walls; and they store carbohydrates as starch or sucrose.
Examples include flowering plants, such as a cereal (for example maize) and a herbaceous legume (for example peas or beans).
Animals: These are multicellular organisms; they do not have chloroplasts and are not able to carry out photosynthesis; they have no cell walls; they usually have nervous coordination and are able to move from one place to another; they often store carbohydrates as glycogen.
Examples include mammals (for example humans) and insects (for example housefly and mosquito).
Fungi: These are organisms that are not able to carry out photosynthesis; their body is usually organised into a mycelium made from thread-like structures called hyphae, which contain many nuclei; some examples are single-celled; they have cell walls made of chitin; they feed by extracellular secretion of digestive enzymes onto food material and absorption of the organic products; this is known as saprotrophic nutrition; they may store carbohydrates as glycogen.
Examples include Mucor, which has the typical fungal hyphal structure, and yeast which is single-celled.
Bacteria: These are microscopic single-celled organisms; they have a cell wall, cell membrane, cytoplasm and plasmids; they lack a nucleus but contain a circular chromosome of DNA; some bacteria can carry out photosynthesis but most feed off other living or dead organisms.
Examples include Lactobacillus bulgaricus, a rod-shaped bacterium used in the production of yoghurt from milk, and Pneumococcus, a spherical bacterium that acts as the pathogen causing pneumonia.
Protoctists: These are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria.
Viruses: These are small particles, smaller than bacteria; they are parasitic and can reproduce only inside living cells; they infect every type of living organism. They have a wide variety of shapes and sizes; they have no cellular structure but have a protein coat and contain one type of nucleic acid, either DNA or RNA.
Examples include tobacco mosaic virus that causes discolouring of the leaves of tobacco plants by preventing the formation of chloroplasts, the influenza virus that causes 'flu' and the HIV virus that causes AIDS. 1.3 Recall the term pathogen and know that pathogens may be fungi, bacteria, protoctists or viruses.
Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure c) Biological molecules d) Movement of substances into and out of cells e) Nutrition f) Respiration g) Gas exchange h) Transport i) Excretion j) Coordination and response a) Levels of Organisation 2.1 describe the levels of organisation within organisms: organelles, cells, tissues, organs and systems b) Cell Structure 2.2 recognise cell structures, including the nucleus, cytoplasm, cell membrane, cell wall, chloroplast and vacuole 2.3 describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast and vacuole 2.4 describe the differences between plant and animal cells
Animal cell 1. A cell membrane is like a sieve, it controls what goes in and out of the cell. 2. The cytoplasm is where the chemical reactions take place, the mitochondria in the cytoplasm is where respiration takes place to release energy. The cytoplasm also contains enzymes that control the chemical reactions. 3. The nucleus is like the 'brain' of the cell, it controls the cell, telling it what to do. It also contains DNA which is important when the cell reproduces.
Plant cell Plant cells have extra features: 1. They have a cell wall, this is made of cellulose. It gives the cell shape and structure and provides support. It also means the cell can't burst, it becomes turgid when it is full of water. (The cell walls are actually impermeable to water, which is why they have small gaps in them called plasmodesmata which allow water to enter via osmosis...) 2. They have chloroplasts which contain chlorophyll-the green pigment that allows it to absorb light energy and convert it to chemical energy during photosynthesis. Plants are autotrophs-they can make their own food. 3. Plant cells have a permanent vacuole that contains cell sap, it provides support. It is also basically a storage and removes waste, and provides/maintains the cell structure. Feature Animal Cell Plant Cell Nucleus Yes Yes Cytoplasm Yes Yes Cell Membrane Yes Yes Mitochondria Yes Yes Vacuole No Yes Cell Wall No Yes Chloroplasts No Yes c) Biological molecules 2.5 recall the chemical elements present in carbohydrates, proteins and lipids (fats and oils) Carbs and lipids: carbon, hydrogen, oxygen Protein: Carbon Hydrogen Oxygen Sulphur Phosphorous Nitrogen 2.6 describe the structure of carbohydrates, proteins and lipids as large molecules made up of smaller basic units: starch and glycogen from simple sugar; protein from amino acids; lipid from fatty acids and glycerol Simple sugars e.g. glucose, maltose, galactose --> Starch, glycogen Amino acids --> Protein Fatty acids + glycerol --> Lipids 2.7 describe the tests for glucose and starch Test for glucose Benedict's solution-blue solution containing copper (II) sulphate. Reducing sugars such as glucose, maltose, fructose and lactose can reduce the copper (II) in Benedict's solution to copper (I). -produce a brick-red precipitate of copper (I) oxide when boiled with Benedict's solution. Benedict's test: 1. Add 2 cm 3 of Benedict's solution to 2 cm 3 of glucose solution in a test tube and shake the mixture. Leave the test tube in a beaker of boiling water for five minutes. 2. As a control experiment, repeat step 1 using 2 cm 3 of distilled water in place of glucose solution. 3. What do you observe after five minutes for both experiments? Is glucose a reducing sugar? 4. Yes, we already know that, but this test just proves it. The colour change seen is the blue Benedict's solution turning brick-red or orange-red precipitate. Test for starch Iodine test: Starch can be detected by the iodine test. A few drops of iodine solution added to any substance containing starch will produce a blue-black colour. 5. Add a few drops of iodine solution to a piece of potato on a white tile. 6. What do you observe? Plants store glucose in the form of starch. For example, starch is abundant in vegetable such as potato and tapioca. 2.7 describe the tests for glucose and starch Test for glucose Benedict's solution-blue solution containing copper (II) sulphate. Reducing sugars such as glucose, maltose, fructose and lactose can reduce the copper (II) in Benedict's solution to copper (I). -produce a brick-red precipitate of copper (I) oxide when boiled with Benedict's solution. Benedict's test: 1. Add 2 cm 3 of Benedict's solution to 2 cm 3 of glucose solution in a test tube and shake the mixture. Leave the test tube in a beaker of boiling water for five minutes. 2. As a control experiment, repeat step 1 using 2 cm 3 of distilled water in place of glucose solution. 3. What do you observe after five minutes for both experiments? Is glucose a reducing sugar? 4. Yes, we already know that, but this test just proves it. The colour change seen is the blue Benedict's solution turning brick-red or orange-red precipitate. Test for starch Iodine test: Starch can be detected by the iodine test. A few drops of iodine solution added to any substance containing starch will produce a blue-black colour. 5. Add a few drops of iodine solution to a piece of potato on a white tile. 6. What do you observe? Plants store glucose in the form of starch. For example, starch is abundant in vegetable such as potato and tapioca. 2.8 understand the role of enzymes as biological catalysts in metabolic reactions
Enzymes are biological catalysts made of proteins that speed up chemical reactions without being used up/chemically altered. They lower activation energy-which is the energy needed to start a chemical reaction. 2.9 understand how the functioning of enzymes can be affected by changes in temperatures High temperatures denature enzymes so they do not function anymore. To explain this in more detail: The chains of amino acids are coiled/folded up to give the protein a three-dimensional shape. The coils are held in place by weak bonds (hydrogen bonds). An increase in temperature increases vibrations in the atoms of the enzyme. At high temperatures (Above 65C for many human proteins), the vibrations are so violent that they break the hydrogen bonds in the enzyme, causing it to lose its shape. When the active site changes shape, the substrates cannot fit into it anymore, so enzyme-substrate complex cannot form. So the enzyme stops building up/breaking down substrates, and the rate of reaction slows down. (Beyond the optimum temperature for an enzyme, the rate of reaction graph would just slope downwards as the enzymes loses its ability to catalyse the reaction.) 2.10 understand how the functioning of enzymes can be affected by changes in pH 2.11 describe how to carry out simple controlled experiments to illustrate how enzyme activity can be affected by changes in temperature 1. Put starch solution in 3 test tubes. 2. Put 2 test tubes containing amylase solution into an ice bath and a warm water bath separately. 3. Have a control at room temperature. 4. Put the amylase solution into the test tubes containing starch solution. 5. Pipette drops of the mixture onto white tiles, and test with iodine solution every 30 seconds. 6. See which one doesn't give a blue-black result the fastest (When you pipette iodine onto the mixture and it doesn't turn blue-black, it means that there is no starch present. So the amylase has digested it into maltose already. Count the number of holes in the white tile it took for the amylase to digest the starch-each hole is 30 seconds.) 7. Of course, you can have more data collected by having more water baths prepared at different temperatures. For example at 10C, 20C, 30C etc. until a certain point, and then you can plot a more accurate graph of the results. You should see that the rate of reaction increases up to about 35-40C, which is the optimum temperature, and then decreases as denaturation occurs. Or, you can just add iodine solution straight to the mixtures and see how fast the blue-black colour disappears--> Easier experiment, make sure if you mix/shake the mixture in one test tube, you did it for all of them too to be fair. You can draw up a results table for this, for example: Tube Temperature Time for blue colour to disappear Speed of reaction (fast, medium slow) 1 10oC 2 20oC 3 35oC Etc. d) Movement of substances into and out of cells 2.12 recall simple definitions of diffusion, osmosis and active transport Diffusion: this is the net movement of fluid molecules from a region of high concentration to a region of low concentration. i.e down a concentration gradient. The steeper the gradient, as in the bigger the difference in concentration, the faster diffusion will occur. Examples include if you spray perfume in a corner of the room, it will slowly spread out until you can smell it from the opposite side of the room. This is because the particles move randomly and continuously collide with each other until they spread out evenly. In our body, diffusion occurs when oxygen from the alveolus in the lungs diffuses into the red blood cells which have a lower concentration of oxygen, since it transports it to body cells and 'gives it away'. Osmosis: this is like diffusion, except it involves water molecules. So again, water molecules move via osmosis from a region of high concentration to a region of low concentration, through a partially permeable membrane. In our body cells, the cell surface membrane is partially permeable, its function is to control what is allowed to enter the cell. Sometimes you read a definition on osmosis regarding water potential. And this confuses a lot of people. People think that it's from a region of low water potential to high water potential, since a region without much water should have water going to it right? Wrong.
Water potential is a measure of the tendency of water to move from one place to another. So a place without much water would have a low water potential, it's not going anywhere. So the definition is still the same, just switch 'concentration' for 'water potential'. So osmosis is the movement of water molecules from high to low water potential i.e. down a water potential gradient, through a partially permeable membrane. So a high concentration of water would be a dilute salt solution, and a low concentration of water would be a concentrated salt solution. Likewise, a dilute salt solution has a higher water potential, and a concentrated salt solution has a lower water potential. Active transport: This is the active uptake of molecules against a concentration gradient using ATP (adenosine triphosphate) or if you don't think you can remember this, just say using energy. Against a concentration gradient just means from a region of low concentration to a region of high concentration- unlike diffusion/osmosis. Carrier proteins transport the molecules from one side of the membrane to the other side . This occurs in root hair cells when they actively uptake mineral ions from the soil even though there is a greater concentration in the root hair cells. 2.13 understand that movement of substances into and out of cells can be by diffusion, osmosis and active transport Diffusion: e.g. oxygen diffusing into red blood cells, or carbon dioxide diffusing into leaves for photosynthesis Osmosis: e.g. when water diffuses into plant cells it makes the cells turgid, which provides the plant with support so it can stand upright. If water diffuses out of the cell, it becomes flaccid and wilts. The cell is turgid because the water entering the cell makes the cytoplasm and the vacuole push against the cell wall, exerting turgor pressure. In animal cells, there isn't a cell wall so if too much water enters the cell, it may burst-called lysis. Active transport: e.g. root hair cells actively uptaking mineral ions such as magnesium for chlorophyll. In humans, in our kidneys, salts are actively uptaken into the blood. 2.15 understand the factors that affect the rate of movement of substances into and out of cells to include the effects of surface area to volume ratio, temperature and concentration gradient Surface area to volume ratio: root hair cells have a high surface area to volume ratio, so it increases the rate of diffusion/osmosis. Temperature: temperature increases the kinetic energy of the particles, so diffusion occurs quicker. Concentration gradient: The steeper it is, i.e. the greater the difference in concentration between 2 regions, the faster the rate of diffusion/osmosis. 2.16 describe simple experiments on diffusion and osmosis using living and non-living systems Diffusion: Put a drop of food dye into a beaker of cold water, and a beaker of hot water. In which one does the food colouring spread fastest? There are loads of experiments out there. Google it! http://www.nuffieldfoundation.org/practical-biology Osmosis experiment with potatoes in sucrose solution: Cut two strips of potatoes of roughly equal size, shape and thickness. Weigh them. Put one into a test tube of concentrated salt water solution and the other into pure water. Leave the strips in the test tubes for half an hour (you decide the time), afterwards, dry them and weight them again. The potato strip in the salt water solution should have lost mass since water diffuses out of the potato cell into the surrounding solution, since the potato cell had a higher concentration of water/higher water potential. The potato strip in pure water should have gained mass as water diffused into it, the semi- permeable membrane is the potato skin. Of course, you can also do this with other solution like sucrose solution, with varying concentrations to get more data and see the mass difference. You can plot a graph showing mass difference against the sucrose concentration, which is your independent variable as you are changing it. If the medium is hypertonic-a dilute solution, with higher water concentration than the cell, the cell will gain water through osmosis. If the medium is isotonic-a solution with the same water concentration as the cell-no movement. If the medium is hypotonic-a concentrated solution, with a lower concentration than the cell, the cell will lose water by osmosis. e) Nutrition 2.17 describe the process of photosynthesis and understand its importance in the conversion of light energy to chemical energy 2.18 recall the word equation and the balanced chemical symbol equation for photosynthesis
Overall equation for photosynthesis:
*Ignore the second equation!! It is unbalanced, and is there just to illustrate the thought process as you convert from a word equation to a symbol equation.* What conditions are essential for photosynthesis? sunlight carbon dioxide chlorophyll a suitable temperature water Photosynthesis depends on enzyme reactions in the chloroplasts. Remember the effect of temperature on enzyme activity-enzymes have optimum temperatures that vary between different organisms. (Optimum temperature=this is the temperature at which the enzyme is most active, catalysing the largest number of reactions per second.) --Certain enzymes in plants have a high optimum temperature. E.g. the optimum temperature of the enzyme papain found in papaya is about 65C. How do guard cells control the size of stomata? In sunlight: The concentration of potassium ions (K + ) increases in the guard cells Chloroplasts in the guard cells photosynthesise. The light energy is converted into chemical energy used to pump potassium ions into the guard cells from neighbouring epidermal cells. This lowers the water potential in the guard cells. Water from neighbouring epidermal cells enters guard cells by osmosis so that they swell and become turgid. The guard cells have a thicker cellulose wall on one side of the cell (the side around the stomatal pore). Hence, the swollen guard cells become more curved and pull the stoma open. At night: The potassium ions accumulated in the guard cells during the day diffuse out of the guard cells. This increases the water potential in the guard cells and water leaves them by osmosis. The guard cells become flaccid and the stomatal pore closes. 2.19 understand how carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis 2.20 explain how the structure of the leaf is adapted for photosynthesis 2.21 recall that plants require mineral ions for growth and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids 2.22 describe simple controlled experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll Humans 2.23 understand that a balanced diet should include appropriate proportions ofcarbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre 2.24 recall sources and describe functions of carbohydrate, protein, lipids (fats and oils), vitamins A, C and D, and the mineral ions calcium and iron, water and dietary fibre as components of the diet Carbohydrate (including dietary fibre) There are actually 3 main types of carbohydrates: sugar, starch and fibre Sugar source: found naturally in fruit and vegetables, processed sugars such as granulated sugar is found in cakes, biscuits, desserts etc. Starch source: starchy foods like pasta, rice, potato and bread Fibre source: fruit and vegetables (if you want to know, there are 2 types of fibre. soluble fibre is found in the flesh of the fruit and veg, insoluble fibre is found in their skins-all that indigestible cellulose that helps push the food along in the intestines and you eventually egest it.) Function: provides energy (sugar and starch) aids digestion (fibre) helps to lower blood cholesterol levels (fibre) Protein Animal Sources: Meat, poultry, fish, eggs Plant Sources: Nuts, beans, pulses, lentils Function: to aid in building and repair of muscle tissue is used as a secondary source of energy if the body receives insufficient energy from carbohydrate and fat sources promotes the manufacture of enzymes, vital for metabolism Lipids (fats and oils) Fats are solid at room temperature whilst oils are liquid at room temperature. Animal sources: Meat, lard, dairy products and oily fish Plant sources: Nuts, pulses, some fruits (e.g. avocado and olives) Function: forms and insulating layer under the skin protects and surrounds vital organs in the body provides energy is a source of fat-soluble vitamins A, D, E, K Vitamin A Animal source: liver, oily fish, egg Plant source: carrots, green leafy vegetables Function: maintenance and health of the skin produces a substance called 'visual purple' which helps night vision and keeps eyes healthy Deficiency: night blindness and skin infections Vitamin C Source: citrus fruit (orange/lemon), green leafy vegetables Function: formation of connective tissue health of gums, teeth and skin boosts immune system aids absorption of iron Vitamin D Source: liver, oily fish, egg yolk, milk and dairy foods, margarine and sunlight (if you're in the sun your skin produces vitamin D) Function: proper formation of teeth and bones aids absorption of calcium Calcium Source: milk, yoghurt, cheese, green vegetables Function: combined with vitamin D and phosphorous, calcium helps the formation of strong teeth and bones Iron Source: liver, red meat, bread, egg yolk, green vegetables Function: combined with protein, forms haemoglobin which helps transport oxygen around the body (haemoglobin is in the red blood cells) Water Source: fruit and vegetables and drinks Function: cytoplasm of cells contains water where most chemical reactions take place it transports nutrients, waste and hormones in the blood around the body and controls the distribution of electrolytes (body salts) you should drink around 8 glasses a day to say well hydrated 2.25 understand that energy requirements vary with activity levels, age and pregnancy 2.26 recognise the structures of the human alimentary canal and describe in outline the functions of the mouth, oesophagus, stomach, small intestine, large intestine and pancreas So the human alimentary canal basically just includes all the organs in the digestive tract. Mouth: where you chew food into smaller pieces giving it a larger surface area, and secreting saliva which helps lubricate the food so it's easier to swallow; saliva also contains the enzyme amylase which catalyses the digestion of starch to maltose. Oesophagus: the 'food pipe' by which food enters the stomach from the mouth Stomach: here is where conditions are acidic due to hydrochloric acid, which is the optimum pH for the enzymes in the stomach such as the protease pepsin. The acid doesn't just lower pH levels, it also kills any bacteria in the food. Muscular contractions in the stomach mix up the food with the gastric juices (acid and enzymes) to increase surface area and make sure the enzymes are acting on all parts of the food. The disgusting liquidy stuff in your stomach is now called chyme and stays in your stomach for 4-6 hours. Small intestine: The final steps of digestion take place here. digestion of insoluble macromolecules into smaller, soluble ones, absorption of the small molecules into the bloodstream for use by the body The duodenum is the first part of the small intestine, and so when food enters here from the stomach it will be acidic. But the enzymes in the small intestine work best in slightly alkaline pH levels, so bile (alkaline) from the gall bladder (it's just stored there, it's actually made in the liver) is secreted into the duodenum and neutralises the acid. It also emulsifies the fats (elaborated on in a specification point later below). Pancreatic juices from the pancreas is also secreted and it contains lipase which digests lipids. Large intestine: This is where water is reabsorbed leaving behind the semi-solid undigested waste (faeces) that is stored in the rectum, until you decide to do your business and egestion takes place through your anus. Pancreas: This produces pancreatic juice which contains lipase and digests lipids into fatty acids and glycerol in the small intestine.
2.27 understand the processes of ingestion, digestion, absorption, assimilation and egestion Ingestion: 'the process of taking food into the body through the mouth' - basicallyeating.. Digestion: the 'break-down' of macromolecules into smaller, soluble molecules that can be absorbed and used by the body by mechanical and enzymic action (mechanical-chewing, your stomach's muscular contractions; enzymic-digestive enzymes help catalyse digestion) Absorption: 'the process by which one thing absorbs or is absorbed by another' - so where the small food molecules like glucose are absorbed into the bloodstream (they really just diffuse through the wall of the small intestine) Assimilation: using the absorbed nutrients and converting it into living tissue Egestion: the elimination of undigested waste like fibre, this is different to excretion!! which is eliminating metabolic wastes like sweat and urine. 2.28 explain how and why food is moved through the gut by peristalsis
A bolus of food is basically a mouthful of food that you swallow. So basically muscles before the bolus of food contracts and forces the bolus down and the muscles after it relax to let it through, and this way, it is moved through the gut. The gut is the whole of the digestive tract starting from the mouth and ending at your anus. Peristalsis doesn't just happen in the oesophagus, though that's where it's easiest and most often thought of to occur at. 2.29 understand the role of digestive enzymes to include the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases Amylase (enzyme) is found in your saliva and so digestion begins in your mouth. It digests starch to maltose. Maltase (enzyme) digests maltose to glucose. Proteases (enzymes) digest proteins to amino acids. Examples include pepsin which is found in the stomach and trypsin which is found in the small intestine. This means that the optimum pH level for pepsin is around 2-3 as conditions in the stomach are acidic due to the hydrochloric acid present. As for trypsin, optimum pH level is around 8 due to bile present in the small intestine, which is there to neutralise acid from the stomach. (foods that enter small intestine from the stomach may have some acid) Lipases (enzymes) digest lipids (fats and oils) to fatty acids and glycerol. The pancreas secretes pancreatic juices into the small intestine and this includes lipase. These enzymes digest all the macromolecules (big molecules) like starch, protein and fat into smaller, soluble molecules so that they can diffuse through the wall of the small intestine into the bloodstream- essentially making it easier for the body to 'absorb'. Enzyme Reaction Catalysed Amylase Starch --> maltose Maltase Maltose --> glucose Proteases (e.g. pepsin and trypsin) Protein --> amino acids Lipase Lipids --> fatty acids + glycerol
2.30 recall that bile is produced by the liver and stored in the gall bladder, and understand the role of bile in neutralising stomach acid and emulsifying lipids So the liver makes bile and this is stored in the gall bladder, this is secreted into the small intestine via the bile duct and the bile is alkaline, so it neutralises stomach acid to give enzymes in the pancreatic juice their optimum pH level. If not, they would denature and would not function so digestion cannot continue in the small intestine. Bile also emulsifies lipids, basically this is the breakdown of large fat globules into smaller, more evenly distributed particles that gives it a larger surface area--so enzymes have a larger area to act on and digest the lipids quicker.
2.31 explain how the structure of a villus helps absorption of the products of digestion in the small intestine
villus Villus-singular Villi-plural The villi in the small intestine are just finger-like projections that increase surface area, they themselves have microvilli which are just smaller villi extending from it again. It's like roots that then have root hairs... So these villi are only one cell thick so the small molecules like amino acids and glucose can diffuse through easily into the bloodstream. There is a dense capillary network so there's a good supply of blood where the nutrients can diffuse into. 2.32 recall how to carry out a simple experiment to determine the energy content in a food sample. f) Respiration 2.33 recall that the process of respiration releases energy in living organisms Just recall this. Energy is locked up in food molecules such as glucose. Living organisms release energy by breaking these molecules down. Without respiration, you wouldnt have energy to do all your physical activities and survive. Plants and most animals, including humans, respire aerobically. These complex organisms need a lot of energy to survive. Some examples of energy-consuming processes in organisms are: The synthesis of proteins from amino acids Cell division Muscular contractions such as heartbeats and respiratory movements Active transport in the absorption of food substances by the small intestine Transmission of nerve impulses or messages 2.34 describe the differences between aerobic and anaerobic respiration Aerobic respiration is with oxygen, anaerobic respiration is without. Basically, your muscle cells can respire anaerobically for short periods of time when there is a shortage of oxygen.
Aerobic respiration is actually a multi-step reaction that is catalysed by enzymes in the mitochondria. And aerobic respiration releases more energy, but the good thing with anaerobic respiration is that its almost instant, its quick-which is why events such as a 100m sprint which requires a quick burst of energy is anaerobic. But anaerobic respiration leads to the production of lactic acid-a poison, which builds up in your muscles. The lactic acid concentrations build up slowly in the muscles and may eventually become high enough to cause fatigue, muscular pains and cramps to stop you from continuing. This is why you continue to breathe hard after anaerobic exercise for a while, as you are repaying your oxygen debt, which is the oxygen required to oxidize and convert the harmful lactic acid into harmless products like carbon dioxide and water. 2.35 recall the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms Glucose + oxygen --> carbon dioxide + water + energy (ATP) My class likes to use ATP in place of energy, and it stands for adenosine triphosphate. It's like the 'currency' of energy. I'll let this link do the explaining of what it is: http://wiki.answers.com/Q/What_is_ATP The explanation in the link may be confusing, as we don't need that kind of depth yet. In very basic terms, ATP is like small packets of energy. They store energy temporarily and provide energy for all the reactions taking place in the cell. C 6 H 12 O 6 + 6O 2 --> 6CO 2 + 6H 2 O + ATP 2.36 recall the word equation for anaerobic respiration in plants and in animals Glucose --> lactic acid + ATP (smaller amount!) C 6 H 12 O 6 --> 2C 3 H 6 O 3 + ATP The small amount of energy released in anaerobic respiration, together with that produced in aerobic respiration, is sufficient to keep the muscles contracting. Keep in mind that this equation is different for alcoholic fermentation where yeast respires anaerobically. This is used in the production of bread to make bread rise, as the carbon dioxide produced raises the bread. Glucose --> ethanol + carbon dioxide + small amount of energy Note that the glucose molecule is only partially broken down in anaerobic respiration. The ethanol produced still contains much energy, hence explaining why only a small amount of energy is set free in anaerobic respiration.
As you can see, anaerobic respiration and removing lactic acid is much more complex than what I've described, but you don't need to concern yourself with glycolysis for now. Just know the equations I've stated above and all the general stuff.
2.37 describe simple controlled experiments to demonstrate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms. 2.38 understand the role of diffusion in gas exchange In humans, gas exchange happens all the time in the lungs. The oxygen diffuses from the alveoli into the blood and carbon dioxide from the blood into the alveoli-the carbon dioxide is then exhaled. This is actually a form of excretion would you believe it, as carbon dioxide is a metabolic waste product from respiration. 2.39 understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and Photosynthesis 2.40 understand that respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light 2.41 explain how the structure of the leaf is adapted for gas exchange 2.42 describe the role of stomata in gas exchange 2.43 describe simple controlled experiments to investigate the effect of light on net gas exchange from a leaf, using hydrogen-carbonate indicator 2.44 describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes So your thorax is the part of your body that lies between your neck and your abdomen (around your stomach), and it includes all of the above. They are vital for gas exchange. So air usually enters your body through your nose-through your two external nostrils whose walls bear a fringe of hairs. The nostrils lead into two nasal passages which are lined with moist mucous membrane. Breathing through the nose has the following advantages: Dust and foreign particles, including bacteria in the air, are trapped by the hairs in the nostrils as well as by the mucus on the mucous membrane. As air passes through the nasal passages, it is warmed and moistened before it enters the lungs. Harmful chemicals may be detected by small sensory cells in the mucous membrane. The air in your nasal passages enters the pharynx, then to the larynx, and then into your trachea. The trachea lies in front of your oesophagus. It extends downwards from the larynx into the chest cavity. The lower end of the trachea divides into two tubes, the bronchi (singular: bronchus), one to each lung. Each bronchus divides repeatedly and ends in very small, fine bronchioles. Each bronchiole ends in a cluster of air sacs called alveoli. Each lung lies in the pleural cavity, within which the lung expands. The pleural cavity is lined by two transparent elastic membranes called the pleura (singular: pleuron) orpleural membranes. The inner pleuron covers the lung. The outer pleuron is in contact with the walls of the thorax and the diaphragm. A thin layer of lubricating fluid between the pleura allows the membranes to glide over each other easily when the lungs expand and contract during breathing. Within the lungs, the bronchial tubes divide repeatedly, giving rise to smaller tubes called bronchioles as mentioned earlier. They each end in a cluster of air sacs or alveoli(singular: alveolus). Thousands of alveoli are found in the lungs, providing a very large surface area for gas exchange. Fun fact! The total surface area of the alveoli in both lungs has been estimated to be equal to the surface area of a tennis court! That is 50 times more than the whole area of the skin. Your chest wall is supported by the ribs. They are attached dorsally to the backbone in such a way that they can move up and down. The ribs are attached ventrally to the chest bone or sternum. Two sets of muscles, the external and internal intercostal muscles, can be found between the ribs. They are antagonistic muscles. When the external intercostal muscles contract, the internal intercostal muscles relax and vice versa. The diaphragm, which is a dome-shaped sheet of muscle and elastic tissue, separates the thorax from the abdomen. When the diaphragm muscles contract, the diaphragm flattens downwards and whey they relax, the diaphragm arches upwards again.
2.45 understand the role of intercostal muscles and the diaphragm in ventilation During inhalation/inspiration: Your diaphragm contracts and flattens. Your external intercostal muscles contract while your internal intercostal muscles relax. Your ribs move upwards and outwards. Your sternum also moves up and forward. The volume of your thoracic cavity increases. Air pressure in your lungs causes them to expand to fill up the enlarged space in your thorax. Expansion of your lungs causes the air pressure inside them to decrease. Atmospheric pressure (pressure of air outside) is now higher than the pressure within your lungs. This causes air to rush into your lungs from outside. During exhalation/expiration: Your diaphragm relaxes and arches upwards. Your internal intercostal muscles contract while your external intercostal muscles relax. Your ribs move downwards and inwards. Your sternum also moves down to its original position. The volume of your thoracic cavity decreases. Your lungs are compressed and air pressure inside them increases as the volume decreases. Air pressure within the lungs is now higher than atmospheric pressure. The air is forced out of your lungs to the exterior. Here's my easy way of remembering what happens to your intercostal muscles when you are breathing: RICE and ERIC When you inhale, you... Relax your Internal intercostal muscles and Contract your External intercostal muscles When you exhale, your... External intercostal muscles Relax and your Internal intercostal muscles Contract 2.46 explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries short and sweet. How are the lungs/alveoli adapted for efficient gas exchange? The numerous alveoli in the lungs provide a large surface area. The wall of the alveolus is only one cell thick. This ensures a faster rate of diffusion of gases through it (shorter diffusion distance). A thin film of moisture covers the surface of the alveolus. This allows oxygen to dissolve in it. The walls of the alveoli are richly supplied with blood capillaries. The flow of blood maintains the concentration gradient of gases. Oxygen diffuse from alveoli where there is a higher concentration into blood capillaries Carbon dioxide diffuse from blood capillaries where there is a higher concentration into alveoli to be exhaled 2.47 understand the biological consequences of smoking in relation to the lungs and the circulatory system Chemicals in tobacco smoke Properties of the chemicals Effects on the body Nicotine Addictive drug Causes the release of the hormone adrenaline Makes blood clot easily Increases in heartbeat and blood pressure Increased risk of blood clots in blood vessels Carbon monoxide Combines with haemoglobin to form carboxyhaemoglobin reduces oxygen transport efficiency of red blood cells Increases the rate of fatty deposits on the inner arterial wall Damage the lining of blood vessels Death if concentrations in the air are increased by 1% Increased risk of atherosclerosis Increased risk of blood clotting in the arteries Tar Contains cancer-causing (carcinogenic) chemicals which induce uncontrolled cell division of the epithelium Paralyses cilia lining the air passages Blockage in the air sacs and reduction in gas exchange efficiency Dust particles trapped in the mucus lining the airways cannot be removed Irritants (e.g. hydrogen cyanide, acrolein, Paralyses cilia lining the air passages Increased risk of chronic bronchitis and emphysema formaldehyde) The inner walls of the trachea and bronchi are lined by ciliated epithelium (epithelium cells with hair-like stuff called cilia). Gland cells (goblet cells) in the epithelium secrete mucus to trap dust particles and bacteria. The cilia help to sweep these particles up the bronchi and trachea into the pharynx. It may be coughed out or swallowed into the oesophagus. But if you smoke, the tar coats the ciliated epithelium and they are paralysed. Excessive mucus is secreted by the epithelium, and the mucus and dust particles cannot be removed. The airways could become blocked, making breathing difficult. The person has to cough persistently to clear his airways in order to breathe. This increases the risk of getting lung infections.
moral: don't smoke! smoking kills 2.48 describe a simple experiment to investigate the effect of exercise on breathing in humans I'll just come up with an example. You can make your own later.
By the way, I use heart rate here, but you can also measure breathing rate instead-that could be more tailored to the specification point..
10 people will be involved in the experiment. 5 females and 5 males of the same age and fitness level, with no infirmities. Each will measure and record their resting heart rate twice and calculate the average to be precise.
Each will then exercise on an exercise bike for 10 minutes, then record their heart rate immediately after using electronic devices to be accurate.
They will then continue to record their heart rate 2, 4, 6, 8 and 10 minutes after exercise. The results will be plotted onto a graph to show the relationship.
A comparison can be made between the change in heart rate of a female and a male.
You can adapt this example to see the effect drinking tea has on breathing. :) h) Transport 2.49 understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell 2.50 understand the need for a transport system in multicellular organisms Flowering plants 2.51 describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant Phloem The phloem conducts manufactured food (sucrose and amino acids) from green parts of the plant (esp. Leave) to other parts of the plant. Consists mainly of sieve tubes and companion cells. Sieve tube-columns of elongated, thin-walled living cells-sieve tube cells Cross-walls separating the cells-lots of minute pores-sieve plates A mature sieve tube cell has only a thin layer of cytoplasm inside the cell. --> cell is connected to cells above and below through sieve plates. Each sieve tube cell has lost its central vacuole, nucleus and most organelles. Sieve tube cells-lost most organelles from protoplasm=degenerate protoplasm -Thus, each sieve tube cell has a companion cell beside it-carries out metabolic processes needed to keep sieve tube cell alive. Each companion cell--narrow, thin-walled cell with many mitochondria, cytoplasm and a nucleus. Companion cells provide nutrients and help the sieve tube cells to transport manufactured food. How is a phloem adapted for its function? Companion cells-many mitochondria-provides ATP for active transport-for companion cells to load sugars from mesophyll cells into the sieve tubes Holes in sieve plates-allow rapid flow of manufactured food substances through the sieve tubes 2.52 describe the role of the xylem in transporting water and mineral salts from the roots to other parts of the plant Xylem: Xylem tissue has 2 functions: Conducting water and dissolved mineral salts from the roots to the stems and leaves Providing mechanical support for the plant Xylem tissue consists of xylem vessels. Xylem vessel: long hollow tube from root to leaf made up of many dead cells inner wall strengthened by deposits of lignin How is a xylem vessel adapted for its function? Empty lumen without protoplasm--> reduces resistance to water flowing through Walls thickened with lignin--> hard, rigid substance-prevents collapse of vessel 2.53 explain how water is absorbed by root hair cells Mass flow: Explain how water is absorbed in root hair cells: A root hair is a simple extension of the epidermis of a root cell. It exists to increase the surface area between the root and the soil and thus the rate at which water can be absorbed. The water potential is greater in the soil than in the cytoplasm of the root hair cells, as cell sap contains sugars, amino acids and salts. Thus water moves through osmosis down a water potential gradient into the root hair cells (cytoplasm & vacuole) via a semi-permeable membrane (root hair cells surface membrane). This consequently makes the cell turgid. 2.54 recall that transpiration is the evaporation of water from the surface of a plant 2.55 explain how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity 2.56 describe experiments that investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot 2.57 recall the composition of the blood: red blood cells, white blood cells, platelets and plasma 2.58 understand the role of plasma in the transport of carbon dioxide, digested food, urea, hormones and heat energy 2.59 describe the adaptations of red blood cells for the transport of oxygen, including shape, structure and the presence of hemoglobin 2.60 describe how the immune system responds to disease using white blood cells, illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen 2.61 understand that vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity 2.62 recall that platelets are involved in blood clotting, which prevents blood loss and the entry of microorganisms 2.63 describe the structure of the heart and how it functions 2.64 understand that the heart rate changes during exercise and under the influence of adrenaline i) Excretion 2.67 recall the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf 1) Photosynthesis --> O 2 excreted Leaves absorb light energy, combines with CO 2 and water to form glucose and O 2 . O 2 gas is the metabolic waste. 2) Respiration --> CO 2 excreted Plants carry out aerobic respiration where glucose and O 2 are combined together. They go through an enzyme reaction and ATP, water and carbon dioxide are formed. CO 2 is the metabolic waste here. (excretion)
2.68 recall that the lungs, kidneys and skin are organs of excretion An excretory organ secretes waste products of metabolism, this is not to be confused with egestion. Egestion is the removal of undigested material from the alimentary canal. You egest faeces, which are not waste products of metabolism. They are just undigested food. This undigested material is not formed from substances within the cells and has never been absorbed into the cells. (Just in case you're confused about that metabolism is, metabolism refers to all the chemical processes, anabolic and catabolic, that go on in living cells in order to keep an organism alive. Some metabolic processes produce waste products which are toxic if they accumulate in the organism. So, the process of removing metabolic waste products and toxic materials from the body of an organism is called excretion.) On the other hand, your lungs, kidneys and skin are excretory organs. Your lungs help excrete carbon dioxide, a waste product of respiration - which is a metabolic process. (You definitely need the energy released from glucose in your cells during respiration to keep you alive.) Your kidneys help excrete urine, which as spec point 2.76 tells you, contains water, urea and salts. Your skin is the largest organ, and it is also an excretory organ. When you sweat, that is actually a process of excretion, you are excreting sweat from the sweat glands in your skin. You sweat to cool yourself down, because the water evaporates from your skin, using heat energy from your body. So it literally 'takes heat away' from you - effectively cooling you down. 2.69 understand how the kidney carries out its roles of excretion and of osmoregulation 2.75 describe the role of ADH in regulating the water content of the blood Osmoregulation is the control of water and solute levels in the blood to maintain a constant water potential (or water concentration) in the body. Basically, regulating water and solute levels in your blood so that there's not too much of it, or too little.
The water potential of the blood has to be kept relatively constant because drastic changes of water potential can cause serious problems. For instance, if the blood plasma (remember water is carried by the blood in the plasma) becomes too dilute, water will enter the blood cells by osmosis and the blood cells will swell and burst. The tissue cells will also swell because of water moving into the cells. On the other hand, if the blood plasma becomes too concentrated (i.e. high level of solutes, low level of water. example of solutes are salts), water will move out of the cells by osmosis. The blood cells and tissue cells will become dehydrated and shrink, leaving them unable to carry out their metabolic functions. In severe cases this may be fatal to the organism.
The water potential of the blood depends on the amount of water and salts in the plasma. The amount of water in the blood is controlled by antidiuretic hormone (ADH).ADH is produced by a region of the brain called the hypothalamus. It is released by thepituitary gland and increases water reabsorption by the kidney tubules.
How do kidneys help regulate the water potential of the blood? The kidneys are called osmoregulators because they help to regulate the water or the salt concentration in the blood. Osmoregulation is an example of homeostasis- the maintenance of a constant internal environment within an organism. So, if water potential in the blood plasma decreases, the hypothalamus in the brain detects this and 'instructs' the pituitary gland to release more ADH into the bloodstream. The ADH makes walls of the collecting duct more permeable to water. Hence more water can be reabsorbed, so less urine is produced by the urine is more concentrated. Thus the water potential in blood returns to normal.
If water potential in the plasma increases, again, the hypothalamus detects this and the pituitary gland releases less ADH into the bloodstream. Less water is reabsorbed and more urine is produced, and the urine is more dilute as it has more water in it. 2.70 describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra
So urine passes out of the collecting ducts to the renal pelvis, then it passes out of the kidneys through two tubes -- the ureters. They take the urine to a muscular bag which is your bladder, and the urine then passes out of your body through the urethra. The diagram below should help you visualise the structure. Do not mix up ureter and urethra!
2.71 describe the structure of a nephron, to include Bowman's capsule and glomerulus, convoluted tubules, loop of Henl and collecting duct
I thought that it would be easier for you to understand all the explanations about the kidney's function if you knew all the key terms. The nephrons are the functional units in your kidney, and their structure is shown below. The renal artery takes blood into the kidney which branches out into arterioles. Read on to find out what happens in each part of the nephron.
Nephron 2.72 describe ultrafiltration in the Bowman's capsule and the composition of the glomerular filtrate 2.76 recall that urine contains water, urea and salts
How the kidney carries out its roles of excretion: Urine formation Excess mineral salts and nitrogenous wastes (e.g. urea and uric acid) are harmful if they are allowed to accumulate in the body. They are removed by the kidneys through the formation of urine. Thus, blood leaving the kidneys usually has a lower concentration of mineral salts and nitrogenous waste products than blood entering the kidneys. Blood leaving the kidneys also contains less oxygen and more carbon dioxide than blood entering the kidneys. (The kidneys need the oxygen to release energy in respiration to function.)
How is urine formed in the kidneys? Two main processes are involved in the formation of urine within each kidney tubule: The ultrafiltration of very small molecules from the blood Selective reabsorption of useful materials Ultrafiltration removes small molecules from the blood Blood passes from the branches of the renal artery into the glomeruli in the renal capsules. Mechanical filtration occurs in each glomerulus. Most of the blood plasma is forced out of the glomerular blood capillaries into the Bowman's capsule. This process is is called ultrafiltration because: it is caused by high blood pressure; and the membrane around the glomerular blood capillaries is like a very fine filter. Only very small molecules are filtered off from the blood, while all solids and large molecules are retained. So water, ions and small molecules like urea, uric acid, amino acids, glucose and vitamins are allowed through. This forms the glomerular filtrate. Whilst blood cells, platelets and large molecules like protein and fats are held back. The blood is literally being filtered. The following in purple is extra and you probably don't need to know it. I just found it in a book of mine. But for those keen to learn more, here you go:
Two conditions must be satisfied for ultrafiltration to occur: There must be a high blood pressure or hydrostatic blood pressure in the glomerulus. The afferent arteriole that brings blood into the glomerulus is wider (has a larger diameter) than the efferent arteriole that carries blood away. This creates a high blood pressure. The hydrostatic blood pressure provides the main force required for the filtration process. A partially permeable membrane must be present. The filter in the glomerulus is a partially permeable membrane that wraps around the glomerular blood capillaries. It is called the basement membrane. The basement membrane has very small pores that allow only water and very small molecules to pass through.
The high blood pressure in the glomerulus forces water and small molecules - glucose, amino acids, mineral salts and nitrogenous waste products - out of the glomerulus into the Bowman's capsule, forming the filtrate. Blood cells, platelets, and large molecules such as proteins and fats, are retained in the glomerular capillaries. 2.73 understand that water is reabsorbed into the blood from the collecting duct 2.74 understand that selective reabsorption of glucose occurs at the proximal convoluted tubule Useful materials are selectively reabsorbed In a normal adult, about 120 cm 3 of filtrate is formed in the kidney every minute. If this amount of filtrate were allowed to pass out as urine, the body would lose too much water and other useful substances, and would soon be dehydrated. Thus, as the filtrate passes through the tubule, useful materials are taken back into the bloodstream by selective reabsorption. 1. At the proximal convoluted tubule, most of the mineral salts and, in a healthy person, all of the glucose and amino acids are reabsorbed through the walls of the tubule into the surrounding blood capillaries. These solutes are reabsorbed by diffusion and active transport. This reabsorption is highly selective, and only those substances required by the body are reabsorbed readily. Most of the water is reabsorbed here by osmosis. 2. Some of the water is reabsorbed from the fluid in the loop of Henl and distal convoluted tubule into the surrounding blood capillaries. 3. Some salts (sodium ions) are reabsorbed from the distal convoluted tubule. 4. Some water is reabsorbed from the collecting duct. 5. Excess water, excess salts and metabolic waste products such as urea and uric acid pass out of the collecting duct into the renal pelvis as a mixture called urine. That was a lot of information to take in, so I've including the following table which is a quicker way to take notes and summarise. Found in Substance Blood Filtrate in proximal convoluted tubule Filtrate in distal convoluted tubule Urine Protein X X X Water Urea Glucose X X Amino acids X X j) Coordination and response 2.77 understand that organisms are able to respond to changes in their environment 2.78 understand that homeostasis is the maintenance of a constant internal environment and that body water content and body temperature are both examples of homeostasis 2.79 understand that a coordinated response requires a stimulus, a receptor and an effector Flowering plants 2.80 understand that plants respond to stimuli Stimuli ---> Receptor ---> Response Stimuli: changes om the environment, including temperature, light Response: e.g. Growth Tropism: Growth in response to stimulus 1. Phototropism (light) 2. Geotropism (gravity) 2.81 describe the geotropic responses of roots and stems Geotropism: Geo gravity, Tropism growth response When the embroic root grows downwards, it is called a positive geotropism. When the shoot grows upwards through the surface it is called negative geotropism. If you rotate the seed around instead of continuing to grow on the right and the left, it will either grow upwards or downwards (negative and positive geotropism). 2.82 describe positive phototropism of stems Positive Phototropism (growth in response to light, growing towards the light). When the light source is directly above the plant, the plant grows upwards. However, if there is a lateral light source (light coming from the side), the plant bends towards the light (like sunflowers!). The light causes the movement of auxin to the darker side. Auxin is a plant hormone that allows more growth to happen on one side of the plant. So the plant bends towards the side with less growth, more light. Humans 2.83 describe how responses can be controlled by nervous or by hormonal communication and understand the differences between the two systems 2.84 recall that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves 2.85 understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses 2.86 describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object 2.87 describe the structure and function of the eye as a receptor Tip: Know about the cornea, iris, lens, pupil, retina and optic nerve mainly. You may be asked to label a diagram and possibly answer a few 1-2 mark questions on the functions of these parts. You should know the positions of the rest, but they aren't the main important bits you need to know.
1. Sclera : the tough outer coat of the eye, which is the visible, white part of the eye. It protects the eyeball from mechanical damage. 2. Cornea : at the front of the eye the sclera becomes a transparent 'window' which is the cornea-this lets light into the eye, refracting or bending the light rays into the eye. This plays a key part in the focusing of an image on the retina. 3. Choroid: this is the middle layer of the eye (between the sclera and the retina), it is black, preventing reflection of light in the interior of the eyeball. (It also contains blood vessel that bring oxygen and nutrients to the eyeball and remove metabolic waste products.) 4. Ciliary body : this contains a circular ciliary muscle (just call it ciliary muscle) which is attached to the lens with the suspensory ligaments. These play a huge role in accomodation-which is basically changing the shape of the lens to focus light onto the retina so an image may be formed. 5.Iris : this is in front of the lens, it is a circular diaphragm controlling the amount of light entering the eye. 6. Pupil : this is basically a hole/opening in the iris to let light through. 7. Retina : this is inside the choroid layer, it is a light-sensitive membrane with neurones and photoreceptor cells. There are 2 types of photoreceptor cells: rods and cones. Cones enables us to see colours in bright light while rods enable us to see in black and white in dim light. The photoreceptors are connected to the nerve-endings from the optic nerve. 8. Macula : NOT NEEDED. Fyi, the fovea is in the centre of the macula. Basically, this is where visual perception is most acute. 9. Optic nerve : A nerve that transmits nerve impulses to the brain when the photoreceptors in the retina are stimulated. 10. Optic disc : NOT NEEDED. Fyi, this connects the retina to the optic nerve. 11. Vitreous humour : A transparent, jelly-like substance. This keeps the eyeball firm and helps to refract light onto the retina too. 12. Aqueous humour : A transparent, watery fluid. This keeps the front of the eyeball firm and helps to refract light into the pupil. 13. Canal of Schlemm : NOT NEEDED. Fyi, this is basically just a channel in the eye that collects aqueous humour and moves it into the bloodstream. 14. Lens : A transparent, circular, biconvex structure. It is elastic and changes it shape or thickness to refract light onto the retina. 15. Conjunctiva : this is a thin transparent membrane covering the sclera in front. It is a mucous membrane, it secretes mucus, thus keeping the front of the eyeball moist. 2.88 understand the function of the eye in focusing near and distant objects, and in responding to changes in light intensity 2.89 describe the role of the skin in temperature regulation, with reference to sweating, vasoconstriction and vasodilation 2.90 understand the sources, roles and effects of the following hormones: ADH, adrenaline, insulin, testosterone, progesterone and oestrogen.
Section 3: Reproduction and inheritance a) Reproduction b) Inheritance a) Reproduction 3.1 describe the differences between sexual and asexual reproduction 3.2 understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo Flowering plants 3.3 describe the structures of an insect-pollinated and a wind-pollinated flower and explain how each is adapted for pollination 3.4 understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation 3.5 recall the conditions needed for seed germination 3.6 understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis 3.7 understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings) Humans 3.8 recall the structure and function of the male and female reproductive systems 3.9 understand the roles of oestrogen and progesterone in the menstrual cycle 3.10 describe the role of the placenta in the nutrition of the developing embryo 3.11 understand how the developing embryo is protected by amniotic fluid 3.12 recall the roles of oestrogen and testosterone in the development of secondary sexual characteristics. b) Inheritance Remember, I try to stick to the specification so anything I say is not needed in the double award, it's because the spec doesn't say so. Anywho, please don't hunt me down if it turns up in the exams eventually, though I do post info on extras anyway, so you won't do too badly. :P
Spec: I will focus on the following in this post. 3.13 recall that the nucleus of a cell contains chromosomes on which genes are located 3.14 understand that a gene is a section of a molecule of DNA 3.15 describe a DNA molecule as 2 strands coiled to form a double helix, the strands being linked by a series of paired bases: adenine (A) with thymine (T), and cytosine (C) with guanine (G) 3.16 understand that genes exist in alternative forms called alleles which give rise to differences in inherited characteristics 3.17 recall the meaning of the terms: dominant, recessive, homozygous, heterozygous, phenotype, genotype and codominance (for single science) Key words: Dominant: A dominant allele would be expressed over the recessive allele in the phenotype, so the dominant brown eye colour will be expressed over the recessive blue eye colour. The person will have brown eyes, but will be a carrier for blue eye colour. Recessive: recessive allele will not be expressed, it is masked by the dominant allele in the phenotypic expression (physical basically..) Homozygous: Having 2 copies of the same allele for a particular trait located at similar positions (loci) on paired chromosomes. So homozygous dominant is basically having 2 dominant alleles, like 2 alleles for brow n eyes-BB. Homozygous recessive is having 2 recessive alleles, like 2 alleles for blue eyes-bb. Heterozygous: Having 2 different alleles for a particular trait. Like one brown eye allele and one blue eye allele. -Bb Phenotype: basic definition: the expression of a particular trait according to genetic makeup. So a person with the genotype BB, will have the phenotype: brown eyes-->this is what is expressed! detailed definition: Phenotypes result from the expression of the genes of an organism as well as the influence of environmental factors and random variation. genotype + environment + random variation phenotype The easiest example to think of is skin colour. You may have yellow skin like me but under hot sun, you'll still tan and grow darker.. Genotype: the set of alleles that determines the expression of a particular trait. So the genotype for somebody with brown eyes but is a carrier for blue eye colour is: Bb The dominant allele is always in capital letters, the recessive one is lower case. The letters always follow the dominant allele, it is just a coincidence that brown and blue start with B. If this was about a red and yellow flower, a yellow flower being recessive, it would not be yy, but it would be rr. As red-R, is dominant. Codominance (single science): the alleles in a gene pair are both dominant, hence they are both expressed, resulting in a phenotype that is neither dominant nor recessive. A very simplified way to think about it is, a red flower and white flower colour are both dominant, genotype: RW, so their offspring would be pink. There is more to this, but it's very complicated. I don't fully understand it myself. :/ Genes: sections of DNA that determine a particular feature by instructing cells to produce particular proteins. Remember: genes are sections of DNA, whilst DNA is part of a chromosome.
What people are confused about are: alleles. These are heritable units, basically alternate forms of a gene. There can be many forms of a gene. These are found on thesame place on a chromosome. Each person will have 2 alternate forms (alleles) for a feature. How? The sex cells will have one of the alternate forms and when fertilisation takes place, you have a full set of chromosomes so you will have 2 alleles for each feature. One allele can be dominant over the other, which is why you will express one of the traits. For example: there are many alleles for eye colour, if you have one brown allele and one blue allele, the brown one is dominant so you will have brown eyes. (But you will still be a carrier for blue eye colour..)
Easy notes: each feature is controlled by a gene, which is found on a chromosome. there are 2 copies of each chromosome and each gene in all body cells, except the sex cells. the sex cells have only one copy of each chromosome and each gene. there are 2 alleles (forms) of each gene one allele is dominant over the other allele, which is recessive when 2 different alleles (one dominant and one recessive) are in the same cell, only the dominant allele is expressed an individual can have 2 recessive alleles, a dominant and a recessive or 2 dominant alleles (codominance-NOT NEEDED FOR DOUBLE AWARD) in each cell. 3.18 describe patterns of monohybrid inheritance using a genetic diagram 3.19 understand how to interpret family pedigrees 3.20 predict probabilities of outcomes from monohybrid crosses 3.21 recall that the sex of a person is controlled by one pair of chromosomes, XX in a female and XY in a male 3.22 describe the determination of the sex of offspring at fertilisation, using a genetic diagram 3.23 understand that division of a diploid cell by mitosis produces two cells which contain identical sets of chromosomes 3.24 understand that mitosis occurs during growth, repair, cloning and asexual reproduction 3.25 understand that division of a cell by meiosis produces four cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes 3.26 understand that random fertilisation produces genetic variation of offspring 3.27 recall that in human cells the diploid number of chromosomes is 46 and the haploid number is 23 3.28 understand that variation within a species can be genetic, environmental, or a combination of both 3.29 recall that mutation is a rare, random change in genetic material that can be inherited 3.30 describe the process of evolution by means of natural selection 3.31 understand that many mutations are harmful but some are neutral and a few are beneficial 3.32 understand how resistance to antibiotics can increase in bacterial populations 3.33 understand that the incidence of mutations can be increased by exposure to ionising radiation (for example gamma rays, X-rays and ultraviolet rays) and some chemical mutagens (for example chemicals in tobacco). Section 4: Ecology and the environment a) The organism in the environment b) Feeding relationships c) Cycles within ecosystems d) Human influences on the environment a) The organism in the environment 4.1 understand the terms population, community, habitat and ecosystem 4.2 recall the use of quadrats to estimate the population size of an organism in two different areas 4.3 describe the use of quadrats as a technique for sampling the distribution of organisms in their habitats. b) Feeding relationships 4.4 recall the names given to different trophic levels to include producers, primary, secondary and tertiary consumers and decomposers 4.5 understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer 4.6 understand the transfer of substances and of energy along a food chain 4.7 explain why only about 10% of energy is transferred from one trophic level to the next. c) Cycles within ecosystems 4.8 describe the stages in the water cycle, including evaporation, transpiration, condensation and precipitation 4.9 describe the stages in the carbon cycle, including respiration, photosynthesis, decomposition and combustion 4.10 describe the stages in the nitrogen cycle, including the roles of nitrogen fixing bacteria, decomposers, nitrifying bacteria and denitrifying bacteria (specific names of bacteria are not required). d) Human influences on the environment 4.11 understand the biological consequences of pollution of air by sulfur dioxide and by carbon Monoxide 4.12 recall that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse Gases 4.13 understand how human activities contribute to greenhouse gases 4.14 understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences 4.15 understand the biological consequences of pollution of water by sewage including increases in the number of microorganisms causing depletion of oxygen 4.16 understand that eutrophication can result from leached minerals from fertilizer 4.17 understand the effects of deforestation, including leaching, soil erosion, disturbance of the water cycle and of the balance in atmospheric oxygen and carbon dioxide.
Section 5: Use of biological resources a) Food production b) Selective breeding c) Genetic modification d) Cloning a) Food production Crop plants 5.1 describe how glasshouses and polythene tunnels can be used to increase the yield of certain crops Polythene tunnels - Keep frost off - Stops water loss - Avoid direct effect of sunshine - Heat doesnt escape 5.2 understand the effects on crop yield of increased carbon dioxide and increased temperature in glasshouses - Increase the concentration of carbon dioxide (Substrate), photosynthesis rate increases, higher crop yield up to a point (greatest yield of product) - Increasing temperature: at first increases the reaction, then hits the peak (optimal temperature), and drops - Using glasshouses advantages: Avoid frost damage, provide constant temperature contributes to yield 5.3 understand the use of fertiliser to increase crop yield You apply fertilisers to the soil to promote growth of plants. They take the form of nitrates (for proteins), phosphates (DNA, membrane structure) or both. They are taken up by the root structure and then to the leaf. Fertilisers: organic & artificial Organic: produced from animal wastes on farms (cow faeces collected by farmers --> decomposition / fermentation --> slurry applied to fields) Artificial: chemicals, synthetically produced (potassium nitrate, ammonium nitrate, bought by the farmer --> go into solution in the soil water --> release nitrates --> same) 5.4 understand the reasons for pest control and the advantages and disadvantages of using pesticides and biological control with crop plants Monoculture is susceptible to pests; they use crop as their own food source. This reduces the productivity of farming. To overcome this, you may use pesticides; chemicals designed to kill the pests.
Advantages: Easy to obtain Easy to apply Very effective Disadvantages: Toxic Kill other plants and animals, possibly humans Bio accumulation: pesticide builds up through the food chains e.g. DDT Mutation leads to resistance (higher concentration or alternative pesticides needed) BIOLOGICAL CONTROL Introducing an alien species from another country that eat the pests away. Advantages: No toxic chemicals involved Less impact on man/ wildlife Disadvantages: Not 100% effective. It is difficult to control: introduced species are likely to find alternative prey and dont die out after removal of pests. Difficult to match a predator to the prey (cant find suitable animals to remove pests) Microorganisms 5.5 understand the role of yeast in the production of beer Beer is made out of ethanol, which is produced from the fermentation of yeast. Yeast supplies the enzymes to bring about this conversion. Ethanol is flavoured by flowers such as hops. Glucose comes from starch (Barley seeds, wheat seeds, rice). The process of starch converting into maltose with the help of amylase is called malting. 5.6 describe a simple experiment to investigate carbon dioxide production by yeast, in different conditions 5.7 understand the role of bacteria (Lactobacillus) in the production of yoghurt
Pasteurising the milk kills any unwanted bacteria and microorganisms present that would otherwise produce unwanted products and affect the taste. The milk is incubated at 40C as that is the optimum temperature for the bacteria to ferment at. The bacteria converts the lactose in the milk to lactic acid during this fermentation. Lactose is a sugar found in milk, it is specifically a disaccharide, made up of glucose and galactose which are monosaccharide sugars. The lactic acid reduces the pH level of the milk, obviously as it is an acid, and as you know acids are sour (lemons and oranges are sour-citric acid). This is what produces that characteristic sour taste of yoghurts. At a low pH the milk curdles because the protein coagulates, thus thickening and clotting. When proteins coagulate it means that they denature and set, this is irreversible. To stop any further fermentation occurring, the mixture is cooled (at low temperatures, bacteria are dormant). Sometimes the yoghurt is re-pasteurised to destroy the bacteria, sometimes it isn't and that is your 'pro-biotic' yoghurt for you. If you look at some yoghurt pots they say 'live cultures' which means that there are still bacteria in there, and it's this bacteria that somehow aids digestion, as you often hear people telling you to have some yoghurt to help you with stomach problems. A stage not shown in the above picture is homogenisation. This typically occurs after the milk is pasteurised. Homogenisation is when the fat globules in the milk are broken up into smaller bits and distributed evenly across. 'Homo' means the same, so you're just making the milk the same throughout with an even consistency. Also, the yoghurt can have flavourings, colourings, preservatives or fruits added to it. Then it is packaged and sold! 5.8 interpret and label a diagram of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of microorganisms The fermenter is made of copper or steel. There is another layer inside to form a cooling jacket (it contains water). The reaction will produce heat, therefore, needs to be cooled off to maintain optimal conditions. The fermenter will need to be cleaned. There is a pipe that sends steam into the fermenter. It sterilises the fermenter between fermentation. There is a heater within the fermenter to raise the temperature. The heater and the cooling jacket together produce the optimal temperature. The fermenter also requires nutrients for the microorganisms (pipe). A temperature probe is required to monitor the temperature to deploy the heater and the cooling jacket. The reaction will require additional microorganisms and the heater. It also requires a pH probe to maintain the optimal pH. One needs to be able to stir the mixture using a motor. By agitating the mixture, it will stop them from clomping. Overall, the fermenter is a reaction centre where we control the optimum growth conditions for the microorganisms. Finally, we need a way to drain off the product that will be sent for downstream processing (involves purification).
Aseptic Precautions: to avoid contamination and production of unwanted by-products Optimum temperature to allow for maximum yield since microorganisms are very sensitive to changes pH microorganisms are very sensitive to changes in pH and effect the metabolic processes so acid or alkali is added as needed Oxygenation needed for aerobic respiration Agitation / Stirring paddles (impeller) or jets of air are used to stir the culture medium to prevent microorganisms settling and maintaining an even concentration of nutrients, even temperature. Fish farming 5.9 explain the methods which are used to farm large numbers of fish to provide a source of protein, including maintenance of water quality, control of intraspecific and interspecific predation, control of disease, removal of waste products, quality and frequency of feeding and the use of selective breeding. Fish farming is very good. Fish are low in fat, but high in protein. They are also efficient at turning their nutrients into fish mass. Fish farming will allow us to control the quality of water, control predators and reduce pests / diseases. We contribute to an increase in yield of fish. However, high density of fish increases chances of transmission of disease. So fish farmers may use antibiotics. b) Selective breeding 5.10 understand that plants with desired characteristics can be developed by selective breeding 5.11 understand that animals with desired characteristics can be developed by selective breeding. For example: ANIMAL cow, DESIRED CHARACTERISTIC: milk yield Various cows produce different amounts of milk. (50.100.150 --> breed 150s --> 100.150.200 --> and so on). By breeding the highest milk producing cows, we develop the desired characteristics by selective breeding. This works under the condition thatmilk yield is genetic. c) Genetic modification (genetic engineering) 5.12 describe the use of restriction enzymes to cut DNA at specific sites and ligase enzymes to join pieces of DNA together Restriction enzymes are able to cut the DNA at specific locations. The location identified by ATA. It is an important tool in biotechnology. DNA ligase enzymes join DNA. 5.13 describe how plasmids and viruses can act as vectors, which take up pieces of DNA, then insert this recombinant DNA into other cells
Recombinant DNA When a gene--a section of DNA that codes for the production of a protein--is cut out of the DNA of one species and inserted into the DNA of another, the new DNA is calledrecombinant DNA.-->as the DNA from 2 different organisms has been 'recombined'. The organism that receives the new gene from a different species is a transgenicorganism. This organism receiving the new gene will be able to manufacture the protein its new gene codes for. E.g. a bacterium receieving the gene from a human that codes for insulun production will make human insulin. Producing genetically modified (transgenic) bacteria Bacteria have 2 kinds of DNA DNA found in their bacterial chromosome, which is a continuous loop of DNA rather than a strand like in humans. They have smaller circular pieces of DNA called plasmids. Bacteria naturally 'swap' plasmids, so biologists found ways of tranferring plasmids from one bacterium to another. They researched and found molecular 'scissors' and 'glue' to cut out genes from a molecule of DNA and insert it into another. DNA ligases: enzymes that join cut ends of DNA molecules Restriction endonucleases/restriction enzymes: these enzymes cut DNA molecules at specific points. So they can be used to cut out specific genes from a molecule of DNA. Different restriction enzymes cut DNA at different places, as they recognise certain base sequences in a DNA strand. Wherever it encounters the sequence it will cut the DNA molecule. Some restriction enzymes make a straight cut and the fragments of DNA they produce are said to have 'blunt ends'. Other restriction enzymes make a staggered cut, it isn't straight down the middle. These produce fragments of DNA with overlapping ends with complementary bases. These overlapping ends are called 'sticky ends', as fragments of DNA with exposed bases are more easily joined by ligase enzymes.
So biologists could now transfer a gene from any cell into bacterium by inserting the gene into a plasmid, and then transferring the plasmid into a bacterium. The plasmid is a vector as it is the means of transferring the gene.
It's hard to find a good diagram to illustrate the main processes in producing a transgenic bacterium, so I'll try to outline it as well: 1. Plasmids are isolated from a bacterium. 2. They are cut open with a specific restriction enzyme. 3. The gene to be transferred is cut from the donor DNA using the same restriction enzyme, so that the plasmid and the gene have the same sticky ends and can be joined together. 4. The 'opened-up' plasmids and the isolated gene are mixed with a DNA ligase enzyme to create recombinant plasmids. 5. Bacteria are incubated with the recombinant DNA. 6. Some bacteria will take up the plasmids. 7. The bacteria that have taken up the plasmid now contain the gene from the donor cell. This could be a gene controlling the production of human insulin. 8. So the bacterium is transgenic.
This is a picture out of one of my books, it should be quite a clear explanation. :) 5.14 understand that large amounts of human insulin can be manufactured from genetically modified bacteria that are grown in a fermenter Mutated bacterial cells injected into the fermenter along with nutrients (amino acids). Temperature, pH and gas control are compulsory. The optimal condition will result in population increase. Bacteria will be manufactured, producing more protein insulin. It is necessary to remove the product and carry out purification. There are many processes to purify for human use: downstream processing. Genetically engineered human insulin are called humulin. 5.15 evaluate the potential for using genetically modified plants to improve food production (illustrated by plants with improved resistance to pests) Genetically modifying plants can have some advantages and disadvantages. Despite the fact that the world produces enough food to feed the whole world many times over, some people are still starving. Others are suffering from malnutrition and many are hungry. Genetic modification has great potential; it can allow certain crops to survive in harsher conditions so that for example, people in Africa can grow crops despite the harsh conditions there. Scientists can even genetically modify foods so that they are more nutritious, for instance they genetically modified rice plants to produce 'Golden Rice' which has a higher vitamin A content. So here you see that GM foods can help address certain nutrient deficiencies too. Not all of a crop planted will be harvested; a percentage will be lost to disease, some to pests, others to weeds. So GM plants can be designed to have resistance to not only harsher conditions, but to pests too. This way crop yield is increased. But of course, there are disadvantages too. I'll just list a few of each, and then include a table for some benefits of genetic engineering applications to society. Advantages, GM crops: Need fewer chemical sprays Could give bigger yields Could grow in harsher conditions Could result in cheaper food (if there were higher crop yields, supplies increase and with the same demand, prices are lowered) Could be more nutritious Adv. -Research into the genetic modification of plants hopes to provide (or provides already) plants with: Increased resistance to a range of pests Resistance to pathogens so they don't contract diseases Increased heat and drought tolerance Increased salt tolerance A better balance of proteins, carbohydrates, lipids, vitamins and minerals-more nutritious crop plants http://www.rff.org/Publications/WPC/Pages/The-Benefits-of-Genetically-Modified-Crops-and-the-Costs- of-Inefficient-Regulation.aspx
Disadvantages: Accidental transfer of new genes to other wild plants-unpredictable GM crops could reduce biodiversity The new proteins in GM crops could cause allergies GM seeds are expensive, but the costs of production are lower as sometimes less water is needed, or expensive chemicals such as herbicides and pesticides are not needed if the crops are resistant towards diseases and pests and weeds Applications of genetic engineering Benefits to society Low-cost production of medicines Genetic engineering of important drugs such as human insulin has dramatically reduced the cost of these medicines. This makes it more affordable and therefore more accessible to people who need them, so they can be treated. Production of crops that grow in extreme conditions (e.g. high-salt environments) Examples of such crops include: Drough-resistant crops; Salt-tolerant crops; and Crops that make more efficient use of nitrogen and other nutrients. This allows farmers to grow crops even when the soil conditions are not suitable for cultivating most crops. Development of: Crops that produce toxins that kill insect pests; and Pesticide-resistant crops The use of costly pesticides that may damage the environment is reduced. For example, the Bt gene from the bacterium Bacillus thuringiensis can be inserted into plants to produce a toxin that kills certain insect pests. Development of foods designed to meet specific nutritional goals Improved nutritional quality of foods. For example, two genes from daffodil and one gene from the bacterium Erwinia uredarora inserted into rice plants produce Golden Rice. The rice grains have high vitamin A content. This helps fight vitamin A deficiencies in developing countries. Example question: Vitamin A deficiency affects 800 million children worldwide. Vitamin A can be given in tablets. Suggest two reasons why giving vitamin A in tablets might be better in the diet than using genetically modified rice. (2m) Markscheme: any two from: Dosage more controlled (e.g. some ages/areas may require vit. A at difference concentrations); (child) may still be feeding only on milk/may not eat rice; (vitamin A is) soluble in (lipid parts of) milk; More concentrated/rice conc. may not be enough to make a difference; Easier/more convenient to get treatment to children in non-rice growing areas; Allow available all year round Suggest two reasons why using genetically modified rice in the diet to supply vitamin A might be better than using tablets. (2m)
Markscheme: any two from: Locally available/don't have to deliver to remote areas; Don't have to rely on remembering to take/supply tablets; Possible resistance from groups of people to taking medicine; Children not good at taking tablets; Medicines can be redirected/put on black market; Don't have to rely on drug companies; Allow one explained economic argument in either part (i) or (ii) 5.16 recall that the term transgenic means the transfer of genetic material from one species to a different species. Transgenic: transfer of genetic material from one species to a different species. e.g. 5.13 bacterial cell of bacterial DNA + plasmids with human insulin gene e.g. 5.15 Maize DNA + BT gene (toxin to kill larvae pests) d) Cloning 5.17 describe the process of micropropagation (tissue culture) in which small pieces of plants (explants) are grown in vitro using nutrient media When a plant which has characteristics that we consider desirable (commercial characteristics), we want it reproduced. Sexual reproduction will produce different plants to the parents due to genetic variation (--> loss of qualities). So we use a cloning technique called micropropagation. We can cut parts from the shoots or the roots and cut them in aseptic conditions (no contaminations). They are cut into small parts and then transferred into a petri dish containing nutrient agar. This will contain minerals that support the growth of tissue, rooting compounds and other plant hormones to encourage the growth of each of the small parts. Each will then be grown on into a seedling. Since many clones are made, they are genetically identical with the same characteristics. 5.18 understand how micropropagation can be used to produce commercial quantities of identical plants (clones) with desirable characteristics 5.19 describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep Dolly the sheep & original (clones) 1) Obtain genetic info from animal 1. 2) Remove diploid cell where the nucleus contains all the genetic information needed to make animal 1. 3) Animal 2 is treated with hormones like FSH (superovulation). They are encouraged to produce eggs because egg cells tend to divide. 4) We dont want the genetic information of the egg cell, so we take the nucleus out (enucleated) 5) We fuse the cells (from animal 1 and egg cell from animal 2). 6) Cell division takes place through mitosis, which ends up as blastula (embryonic sheep). 7) The embryo is put in surrogate mother (animal 3). 8) It grows into a fetus and this was how Dolly was made. 9) Dolly the sheep is identical to animal 1 despite the age difference. 5.20 evaluate the potential for using cloned transgenic animals, for example to produce commercial quantities of human antibodies or organs for transplantation. Cloned transgenic animals (genetically identical with 2 different DNAs mixed) can be used for commercial production of antibodies. Human antibodies can be collected by cow milk on a large commercial scale. 1) Obtain an egg cell from cow 1 and remove the cow antibody production gene. 2) Take a cell from a human and use restriction enzyme to remove a gene associated with antibody production. 3) Add human gene to the cow egg cell. 4) The cow cell is developed by mitosis to form the clone of cells and an embryo. 5) The embryo is transferred to a surrogate cow mother. 6) Genetically identical calves will be produced. They will produce milk containing human antibodies.