Bio Yr11 Imp

Teachers' resource Pack
Heinemann Science Scheme Book 1

Unit A Sample pages Please note: There is additional material to be added to this unit, for example, teachers' notes and answers; charts showing Science 1 opportunities etc. There may still be some uncorrected errors in these pages.
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q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme
Unit A Cells
Book spread
A1 What are living things made from?
(from QCA Scheme of Work) Pupils should learn:

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Learning objectives
that plants and animals contain organs that tissues make up organs to draw inferences from data
Teaching activities
(from QCA Scheme of Work) Pupils:

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Learning outcomes
identify, locate and describe the functions of a range of plant and human organs make suggestions about the structure of living things from microscope evidence state that living things are made up of different types of tissue, which is made up from very small units prepare a specimen for microscopic observation, and correctly focus the microscope to view it describe how the objects appear under low magnification make careful drawings of the objects viewed
Homework resources
A1 What are living things made from?
(learning support)
Specials
Extension resources
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A1 What are living things made from? (Wordsearch and cloze passage.)
A2 Using the microscope
to use a microscope safely and effectively to prepare simple specimens on a slide for observation using a microscope to make observations using a microscope and to record these as drawings
A2 Using the microscope Help How to use the microscope Core Looking at cheek cells Extension Looking at other types of cell A3 Core Making models of animal and plant cells
A2 Using the microscope
A2 Using the microscope (Cloze, labelling a diagram, and tick boxes)
A3 What are cells like?
to use skimming, scanning, highlighting and note-taking as appropriate to different texts how ideas about the structure of living things have changed that plants and animals are made up of cells that plant and animal cells are similar in a number of respects, but have significant differences to make observations using a microscope
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describe some earlier ideas about the structure of living things explain how evidence from microscope observations led to new ideas state that living things are made from microscopic units called cells draw the cells observed identify observable similarities and differences between cells
A3 What are cells like?
A3 What are cells like? (Labelling a diagram and matching chart)
Scheme of Work
Unit A Cells
Book spread

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Learning objectives
that plant and animal cells have a cell surface membrane which keeps the cell together and controls what enters and leaves that cells have cytoplasm which occupies most of the cell that cells have nuclei which control activities of the cell
Teaching activities

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Learning outcomes
make a generalisation about the differences between plant and animal cells relate the parts of model cells to diagrams and pictures of plant and animal cells identify that plant cells have a cell wall and a racuole and may have chloroplasts, but animal cells do not describe what plant and animal cells have in common classify cells as plant or animal explain that different types of cell can be found in plants and animals and that these cells carry out specialised functions identify specialised features and relate these to function name some examples of tissues from plants and humans relate the different parts of a model to the cells and tissues making up an organ in a living organism explain that growth of living things occurs by cells dividing to make new cells, and these cells increasing in size represent the process of cell division as a sequence that begins with division of the nucleus
Homework resources
(learning support)
Specials
Extension resources
A4 What do cells do?
to relate ideas about cells and cell structure that there are different types of cell, adapted for different functions to use secondary sources of information that cells form tissues, and tissues form organs name some important tissues explain the organisation of tissues that cells can make new cells by dividing that growth occurs when new cells are made and increase in size that cell division begins with division of the nucleus A6 Looking at pollen grains Core What do pollen grains look like? Extension How does sugar concentration affect pollen tube growth?
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A4 What do cells do?
A4 What do cells do? (Cloze passage)
Is a virus a cell?
A5 Tissues and organs
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A5 Tissues and organs
A5 Tissues and organs (Cut and stick)
A6 How are new cells made?
A6 How are new cells made?
A6 How are new cells made? (Cut and stick; cloze passage)
Scheme of Work
Unit A Cells
Book spread

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Learning objectives
that cells have nuclei containing the information that is transferred from one generation to the next that in plants, pollen and ovule are specialised cells which enable information to be transferred from one generation to the next that at fertilisation, nuclei from pollen and ovule fuse to make a new and unique individual how to frame a question that can be investigated about the importance of sample size and the number of observations in biological investigations to identify trends shown in graphs to evaluate the strength of the evidence
Teaching activities

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Learning outcomes
explain the process of fertilisation in flowering plants as the transfer of information within nuclei from parents to offspring distinguish between the processes of pollination and fertilisation in flowering plants make drawings to illustrate the sequence of events during fertilisation in plants explain why they needed to use a particular number of pollen grains make accurate observations and record these appropriately draw an appropriate graph of data collected use the graph to identify trends and make generalisations compare graphs produced by different groups, and use these to evaluate the strength of evidence
Homework resources
(learning support)
Specials
Extension resources
Scheme of Work
Teacher and technician notes
Using the microscope

Resources available
Help sheet Core sheet Extension sheet CD-ROM How to use the microscope Looking at cheek cells Looking at other types of cell All text customisable Extension Students often find it very difficult to peel the epidermis from an onion. More able students can use a scalpel to help, although it is easier to snap one of the onion layers down the middle; the epidermis (an almost transparent layer) will peel off between the two halves produced. To distinguish cells easily, it is important that the epidermis is placed onto the slide and flattened out in a single layer with no wrinkles or overlaps. A common mistake is for students to peel off a thick layer from the onion, with lots of tissue still attached. This obscures their view of individual cells.
A2
Links with
Book 1 A2 SoW 7A page 2 Sc1 2g, i
Safety
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Materials required
For core (per group)
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Eye protection should be worn. If reagents come into contact with eyes, irrigate with running water for at least five minutes and seek medical help. Once used, slides of human cheek cells should be put directly into freshly made 1% sodium chlorate (I) (hypochlorite) solution, and students should make no attempt to clean them. Scalpels are not strictly necessary and should only be issued to the most responsible classes. Warn students about the associated dangers. Eye protection is impossible when using microscopes, so attention must be given to when it can safely be removed.
microscope microscope slides cover slips mounted needle cotton buds methylene blue, 1% solution sodium chlorate (I) (hypochlorite) (1% aqueous solution) sand newsprint iodine solution scalpel onion red petals plant roots potatoes tomatoes ruler
Additional for help (per group)

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Additional for extension (per group)

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Activity procedure 1 Students must prepare several different
microscope slides as described on the student sheets. help sheet first.
2 All students would benefit from using the
Running the activity

Core Ensure you stress to students the hygiene risks involved in using human cells and note the safety advice above.
Sample results
Students should draw what they see from each slide. Drawings should be at least half a page in size, using the drawing hints from 7A2.
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Making models of animal and plant cells

Resources available
Core sheet CD-ROM Making models of animal and plant cells All resources customisable Notes on materials preparation The amount of cellulose paste you require will depend on the sizes of your plastic bags and boxes. Making models in groups of three would cut down the amount you need to make up.
A3
Links with
Book 1 A3 SoW 7A page 3 Sc1 2i
Safety
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Wear eye protection. Use cellulose paste rather than wallpaper paste because wallpaper paste contains fungicide. Irrigate eyes with water if cellulose paste comes into contact with them.
Activity procedure 1 Students should make up both the animal and

plant cell models according to the core sheet. model to the 2D diagrams in the textbook.
2 They should be encouraged to relate the 3D 3 They should imagine taking a slice across
their models and drawing what they can see.

There are many ways to make a mess with a plastic bag and cellulose paste! Ensure the supply of cellulose paste is controlled, and make students fill and seal their plastic bags with you present. Bags which are not completely sealed can act as excellent squirters be warned!
Materials required
Per group l cellulose paste l black marker pen l green marker pen l two ping-pong balls l polystyrene l two large clear plastic bags l one small clear plastic bag l cotton or wire to be used for sealing bags l clear plastic box
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Looking at pollen grains

Resources available
Core sheet Extension sheet CD-ROM What do pollen grains look like? How does sugar concentration affect pollen tube growth? All resources customisable may have to set up their slides early on in the lesson and examine them towards the end to give time for the tubes to germinate. It is preferable to leave them for one or two hours for best results.
A6

Extension The extension activity has a nasty habit of not working. It is worth having something in reserve in case students' results are unsuccessful. You will have to help students to focus their microscopes and to work out how to take a sample of 20 from all the pollen grains they can see under the microscope.
Links with
Book 1 A6 SoW 7A page 5 Sc1 1b, 2a, dh kp
Materials required
For core (per group)
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Safety
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If sugar solution gets in contact with eyes, irrigate with running water. Students with hay fever may be affected by even small amounts of pollen and should be warned to avoid contact.
microscope microscope slide cover slips mounted needle teat pipette scissors paint brush flower with anthers bearing pollen (e.g. lilies or daffodils) cavity microscope slides 10% sucrose solution 8% sucrose solution 6% sucrose solution 4% sucrose solution 2% sucrose solution 0% sucrose solution (distilled water)
Activity procedure
Core All students should follow the instructions on the core sheet, simply putting pollen grains onto a microscope slide, adding a drop of water and covering with a cover slip. Extension
Additional for extension (per group)

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1 The extension activity can be attempted with
more able students, but be aware it may take more than one lesson to prepare them for writing and carrying out an investigation plan. sugar solution (0%, 2%, 4%, 6%, 8%, 10%).
2 Students should use different concentrations of 3 They need to place one or two drops of
solution in the cavity of a cavity slide and transfer at least 20 pollen grains from the anthers to the sugar solution. Do this by using the paint brush to brush the pollen off the anther. on low and medium (100) power.
4 They cover with a cover slip and then focus 5 Students should count the number of pollen
tubes germinated from a sample of 20. They
Notes on materials preparation Ensure anthers are dehisced before you begin. This means they should have burst open, and you should be able to see the pollen on their outside surface. You should make up stock solutions of the different sugar concentrations for the extension activity.
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Activity
Looking at cheek cells
A2 Core
Aim To make drawings of cheek cells using the microscope. Equipment

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After use put the cotton bud and slide in disinfectant.
microscope microscope slides cover slips mounted needle
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cotton buds methylene blue disinfectant
What to do 1 Wipe a clean fresh cotton bud around the inside surface of your cheek and the outer lower side of the gum. 2 Dab the cotton bud on the centre of a microscope slide, add one drop of methylene blue and cover with a cover slip. The picture shows you how to do this properly. 3 Put the slide on the microscope stage and focus the microscope on a group of cells under low power. 4 Rotate the objective lens to medium power and re-focus using the fine focusing knob.
After use, ensure you put the cotton bud and the microscope slide directly into the disinfectant.
Results Draw what you can see on a blank piece of paper. Look at Topic A2 for hints on how to do really good drawings. Make sure you give your drawing a heading and calculate the total magnification: total magnification objective lens magnification eyepiece lens magnification
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Activity
Looking at other types of cell

Aim To look at different types of cell under the microscope. Equipment
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A2 Extension
microscope mounted needle microscope slides cover slips iodine solution scalpel
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onion red petals plant roots potatoes tomatoes ruler
Wear eye protection. If you get iodine solution in your eye, tell a teacher immediately.
What to do 1 Peel away the dead, dry layers from the outside of an onion. Break a layer off, and peel off the thin skin (epidermis) on its inside surface. 2 If you find this difficult, crack the layer down the middle, and the skin may peel off between the two halves. 3 Cut or tear your piece of epidermis so it is no bigger than 7 mm square. Always cut with the scalpel facing away from you, and use a mat or a cutting tile. 4 Place it in the centre of a microscope slide, making sure it is flat and not folded. 5 Add one drop of iodine and cover with a cover slip. 6 Put the slide on the microscope stage and focus the microscope on a group of cells under low power. 7 Rotate the objective lens to medium power and re-focus using the fine focusing knob. Results Draw and label a group of five cells under medium power. Extension 1 You have seen how to make slides of scraped cells (cheek cells) and layers of cells (onion cells). Make new slides of petal cells, root cells, potato cells and tomato cells. Draw what you see under medium power. 2 By putting a ruler under the objective lens, measure the width of the field of view. By estimating how far across the field of view each specimen stretches, estimate the size of each specimen you have prepared.
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Activity
How to use the microscope

Aim To learn how to use the microscope. Equipment
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A2 Help
microscope cover slips mounted needle
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microscope slides sand newsprint
Be careful with sand. It can cause serious damage if it gets into your eyes.
What to do Preparing a slide 1 Cut out a letter è' from the newspaper you have been given. 2 Place it in the centre of a microscope slide. 3 Put one drop of water on top of the letter. 4 Lower a cover slip onto the drop. The picture shows you how to do this properly. Looking at a slide 1 Put the slide on the stage, and move it under the stage clips. 2 Check that the è' is above the centre of the hole in the stage. 3 Rotate the objective lenses until the shortest lens is pointing downwards as shown on the right. 4 Twist the focusing knob until the stage and objective lens are as close as they can be. 5 Look down the microscope and twist the focusing knob towards you. 6 Stop when you can see the è' clearly and sharply. Increasing the magnification 1 Twist the objective lenses until the middle lens is pointing downwards. 2 Look down the microscope and twist the fine focusing knob until you can see part of the è' clearly and sharply. Results 1 Draw what you see under the microscope on low power and medium power. 2 Use the same method to look at sand and hair under the microscope.
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Activity
Making models of animal and plant cells

Aim To make models of an animal cell and a plant cell. Equipment
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A3 Core
cellulose paste black marker pen green marker pen two ping-pong balls polystyrene
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two large clear plastic bags one small clear plastic bag cotton or wire to be used for sealing bags clear plastic box
Wear eye protection. If you get any of the cellulose paste in your eyes, tell a teacher immediately.
What to do Animal cell 1 Colour a ping-pong ball black and put it into the large plastic bag. 2 Make up the cellulose paste, pour it into the bag, and seal it. Plant cell 1 Fill the small plastic bag with water, seal it, and put it into the large plastic bag. 2 Roll ten pieces of the polystyrene into small balls (smaller than the ping-pong ball) and colour them green. 3 Colour the ping-pong ball black. 4 Put the polystyrene and the ping-pong ball into the large plastic bag. 5 Make up the cellulose paste, pour it into the bag, and seal it. 6 Place the bag in the plastic box and close the lid. Question Each part of the model represents a particular part of the cell. Copy and complete the table using the words below to show how they match up. cytoplasm
Part of the model polystyrene balls plastic box small bag of water cellulose paste large plastic bag ping-pong ball
chloroplasts
nucleus
cell membrane
cell wall vacuole
Part of the cell
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Activity
What do pollen grains look like?

Aim To examine the surface of pollen grains. Equipment
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A6 Core
Make sure you wash your hands after handling any living material.
microscope microscope slide cover slips mounted needle
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teat pipette scissors paint brush flower with anthers bearing pollen
What to do 1 Remove one anther from your flower using the scissors. 2 Place it on your microscope slide and put it onto the microscope stage. 3 Look at the anthers under low power. Try to find the tiny round pollen grains clinging to their surface. Avoid contact with pollen, especially if you already suffer from hay fever. 4 Remove the slide from the microscope and tap the anthers onto the slide. Some pollen should drop onto the slide. If not, try using the paint brush to transfer the pollen from the anther to the slide. 5 Add one drop of water and cover with a cover slip. 6 Replace the slide on the microscope, and focus on the pollen grains under low power. 7 Twist the objective lens to medium power and focus again.
Results Draw the pollen grains that you can see. You may need to look on high power to see what the pollen grains look like on their surface.
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Activity
How does sugar concentration affect pollen tube growth?

Aim To find out whether sugar concentration affects how many pollen tubes germinate. Equipment
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A6 Extension
Wear eye protection. If you get any sucrose solution in your eyes, tell a teacher immediately. Avoid contact with pollen
microscope cavity microscope slides cover slips mounted needle teat pipette
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scissors paint brush flower with anthers bearing pollen sucrose solutions (10%, 8%, 6%, 4%, 2%, 0%)
Plan and predict 1 Write a plan for the investigation using some or all of the equipment above. When you think about your method, you need to consider: l The other variables you need to control (e.g. temperature) l How many pollen grains you need to look at to give you a reliable result l How you are going to record your results
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Predict what you think the result will be. Before you begin any practical work, your plan must be checked by a teacher.
Analyse 1 Plot a graph of your results with concentration along the x-axis (the one which goes across) and number of germinated pollen grains on the y-axis (the one which goes up). Draw a line through the points. 2 As sugar concentration increases, does the number of germinating pollen grains increase? Evaluate Compare your graph to those obtained by other groups. Are your graphs identical? If they are not, try to explain why. Answering the following questions will help get you started. l Are all pollen grains identical? l Were all anthers from the same flower? l Was it easy to see if pollen grains had germinated? l Did any results seem out of place?
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Homework
What are living things made from?

1 a Match the letter to the organs on the diagram. Choose from the list. 2 a Match the letter to the organ:
A1
heart A B C lung leg stomach
B C
b For each organ labelled on the diagram write one sentence describing what it does.
3 Organs are made of lots of tiny building blocks. What is the name of these building blocks?
yy ;; yy ;;
stem leaf flower roots
4 Where would you find tissues and b For each organ labelled on the what are they made of? diagram write one sentence describing what it does. .........................................................................................
"
Homework

Look at the two drawings of an onion cell. A is drawn properly. B is not.
onion cells
A2
2 What do the following parts of the microscope do?
a eyepiece and objective lenses b stage clips c focusing knob

3 a John looks at a specimen which appears 100 times bigger than it actually is. What magnification is he using?
magnification
100
1 By comparing the two sets of drawings, explain what you must do to draw microscope specimens properly.
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b Muna is looking at a leaf under her microscope. She is using an objective lens with magnification 40 and an eyepiece lens with magnification 10. What is the total magnification?
Homework
What are cells like?

1 Plant and animal cells look different.
A3
a Copy the table. Put a tick or a cross in the first two columns of the table to show which type of cell has which characteristic. b In the final column of the table, write a short sentence to describe the function of each part of the cell.
plant cell nucleus chloroplast cell membrane cytoplasm cell wall animal cell function
2 Read the passage and answer the questions which follow:

In the seventeenth century, Robert Hooke became the first person to see the world through a microscope. In his book Micrographia, Hooke describes how pieces of cork are actually made of tiny boxes which he called cells. As time went on, techniques for preserving tissue were improved, tools for slicing tissue thinly were invented, and lenses got much much better. This helped scientists see lots of detail under the microscope. In the nineteenth century, Matthias Jakob Schleiden and Theodor Schwann examined hundreds of different animals and plants and concluded that they were all made of cells. Schwann also realised that each cell could divide to make two new cells (people had believed that new cells just appeared às if by magic'!). This showed that it was not just the whole animal that was alive, but each cell was living too! It took Rudolph Virchow in 1858 to state the cell theory clearly: Every animal (and plant) appears as a sum of its vital units, each of which bears in itself the complete characteristics of life.
a Who was the first person to use a microscope? b Why does a specimen need to be thin to see it under the microscope? c Why does a microscope have lenses? d Cells can reproduce to make new cells. Who discovered this? e What are the `vital units' mentioned by Virchow in his cell theory?
f Before the cell theory was introduced, people were vitalists. This means they thought that no single part of an animal or plant was alive, and that animals and plants were not made of cells. Write an article for the science page of a newspaper in 1859. In the article, you must explain what has been discovered about cells, and try to persuade the vitalists to change their beliefs.
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Homework
What do cells do?

All cells do not look the same. Some cells are specialised to do particular jobs. This means they may have special features which help them do their job properly.
1 A young fish is made when an egg cell and a sperm cell join together in the water. The sperm cell has to swim through the water to find the egg. If the egg and sperm join together and a new fish starts to develop, the egg needs to provide food for it to grow until it hatches. Look at the diagram of the egg and sperm cells. For each one describe how it is specialised to do its job. 2 The nerve cells which carry messages around our body are very long and are branched at each end. Explain why. 3 Red blood cells carry oxygen around the body. It is important that each one carries as much oxygen as possible. By thinking about this, explain why red blood cells have no nucleus? 4 Epithelium cells are usually flat and cover the surface of organs. There is a special type of epithelial cell which is shown in the diagram. Millions of these cells line our windpipe and help stop dust travelling all the way into our lungs. Once the dust has been stopped they also push it back up the windpipe to the throat. How do you think they do this?
A4
windpipe
lung
tiny hairs
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Homework
Tissues and organs

In humans, lots of nerve cells make nerve tissue and lots of muscle cells make muscle tissue. There are also tissues in plants. Look at the diagrams showing the different cells which you can find inside a leaf:
1 Use these diagrams to help you write down the name of each tissue (A, B, C, D) in the cross-section of the leaf. A cross-section lets us look inside the leaf at its tissues.
A5
2 Copy and complete the passage using the given words: protects
transparent upper epidermis gases palisade light epidermis tissue
A leaf has several layers of at the top of the leaf. Its cells are thin and is made of
cells. Their job is to catch mesophyll
energy to make food. Below the palisade tissue is the tissue. It can also make food, but its cells have gaps in between to let in and out of the leaf. The lower bottom of the leaf. It holds the leaf together and
3 Write down one function of the upper and lower epidermis. 4 Which part of a plant cell catches light energy to make food? 5 Which two types of tissue can make food?
6 Why is it important that the upper epidermis cells are thin and transparent? 7 Why is it important that the palisade tissue is near the top of the leaf?
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yyyy ;;;; yy y ;; ; y ; yy yy ;; ;; yy y ;; ; yy yyy ;; ;;; yy yyy ;; ;;; y ; yyy y ;;; ;

A C D
yy ;; yy ;; yy ;;
B
Palisade cell
yy ;; yyyyyy ;;;;;; ;; ;; yy yy yy yy ;; ;; yyyy ;;;; yy yyy ;; ;;; yyy yyy ;;; ;;; y y yy ; ; ;; ; y y ;
. The
Spongy mesophyll cell
Epidermal cell
yy ;; yy ;;
it.
spongy
is the tissue . The palisade tissue
is at the
Homework
How are new cells made?

1 This picture shows the cells in a plant's root.
A6
a At which point have cells just been produced by cell division? Explain why you have chosen this point. b At which point are cells getting bigger?
2 a Copy out these sentences in the correct order to show what happens during cell division. Next to each sentence, draw a diagram to show what happens at each stage.
b c
The cell starts to divide into two. l The nucleus divides first. l The cell finishes dividing. Two cells have been produced. l There are two copies of the nucleus in the cell. b Why does the nucleus divide first during cell division?
l
3 Copy and complete this passage using the words below: pollination sex cells egg cells fertilisation
is the transfer of pollen grains from one flower to another. Pollen grains carry pollen . These are the male
or gametes. When the nucleus of a pollen cell joins together with the nucleus of a female happens.
4 Copy out these sentences in the correct order to show what happens between pollination and fertilisation:
l l
cell,
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Pollen grain lands on the stigma of a flower. Pollen cell nucleus joins together with the egg cell nucleus. Pollen tube grows down into the ovary. Pollen tube grows from the pollen grain into the stigma. Pollen cell moves down the pollen tube to the ovary.
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Specials
What are living things made from?

m p o i u y t c r e w q o t i s s u e g e f d s v e e m n b v c x l z a e i n t o r c c c n l v f e a d d s h g g o s s b d g e t g i u o i i y a l r o i y l k e t b b b o o i l k d h g i f c h r t o w o r g f r e f c o i u d y e t r t e a e x q w e r n t y u u e s t u l o i p t e n s l
A1
Fill in the gaps and find the missing words in the grid:
1 When living things go from place to place they 2 When humans reproduce they have c 3 When living things get bigger, they 4 Feeding is also called n 5 All living things are made of c 6 A
m
. . . .
is a group of cells all working together. .
7 A group of tissues is called an o 8 The part of the plant which makes food is the 10 The heart pumps b
around your body.
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Specials

1 Complete the passage using these words: small magnify bigger lenses
A2
Microscopes are used for looking at Microscopes make objects look We say they microscope make things look bigger.
2 Label the diagram of the microscope using these words: lens lens stage mirror
things like cells. than they actually are. them. on the
focus knobs
3 When you draw something seen with a microscope, you must do it properly. Some of the instructions below are correct and some are incorrect. Put a tick or a cross beside each one to show whether they are right or wrong.
Use a sharp pencil Use lots of colour on your drawing Make sure your drawing fills at least half a page Draw a circle around your drawing Give your drawing a heading
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Specials
What are cells like?

1 Label these diagrams of a plant cell and an animal cell using the words below: nucleus cytoplasm cell membrane vacuole cell wall chloroplast
A3
2 Name the 3 features which only a plant cell has. 3 Use the words from the list below to complete the table. nucleus cell membrane chloroplast vacuole cytoplasm cell wall
controls what goes in and out of the cell and holds it together a large space filled with sap (a store of salt and sugar) contains information which controls the cell food is made here (photosynthesis) makes a strong box which stops the cell bursting or collapsing chemical reactions happen here
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Specials
What do cells do?

1 Large animals have different types of cells which do different jobs in the body. The shape and structure of each cell helps each one to do its job properly. Fill in the gaps using the words below: nucleus long food long tail oxygen female male messages
A4
a Red blood cells carry body. They do not have a
around the . This

cell membrane
gives them more room to carry more oxygen.
Red blood cell
b A sperm cell is produced by a animal and joins with the egg from a animal to form the
head tail nucleus cell membrane
first cell of a new baby. To help it swim a long way, it has a .
Sperm cell
c Egg cells are large so they can store a lot of . Once the egg and sperm have joined together, the new baby needs the food to help it develop properly.
nucleus
cell membrane
Egg cell
d Nerve cells carry your body. Nerve cells are so they can carry messages a long way.
around
cell membrane nucleus
Nerve cell
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Specials
Tissues and organs

The leaf is an organ. Organs are made of tissues and tissues are made of cells. The diagram below shows what a leaf looks like inside. Cut out the cells at the bottom of the page, and stick them onto the correct part of the diagram.
upper epidermal tissue palisade tissue
A5
spongy mesophyll tissue lower epidermal tissue
palisade cells
mesophyll cells
epidermal cells
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Specials
How are new cells made?

1 When a cell divides it makes two new cells. Rearrange these pictures into the correct order to show what happens when a cell divides.
A6
2 A new plant is made when a pollen cell joins together with an egg cell. Look at the pictures. It shows how the pollen from one flower reaches the egg from another flower. Fill in the gaps to explain what's happening. Use the following words: seed
stigma stigma with pollen brushed from bee
tube
pollen cell
insects
anther
stigma
anther
ovary
a Pollen is made in the of one flower. It is taken by or the wind to a different flower. The pollen grain lands on the flower's b A . grows from the
egg cell ovary pollen tube pollen grain stigma pollen cell
pollen grain down to the ovary. The
moves down the tube and fertilises the egg in the ovary. The fertilised egg grows into a which grows into a new plant.
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Extension
Is a virus a cell?
Viruses can only be seen with an electron microscope. They are between 30 and 300 millionths of a millimetre long. The outermost layer of a virus is made of protein. Inside, they do not have a nucleus or cytoplasm. Instead, they contain a chemical called DNA. These chemicals are usually found in the nucleus of a cell, and contain the instructions needed to run the cell. When a virus wants to reproduce it does not divide. Instead, it injects its DNA into the cell of a plant or animal. The virus DNA copies itself lots of times, and uses the cell to make lots of new protein coats to surround its new DNA. After millions of new viruses have been made in this way, the cell bursts open.
A4
1 Copy the table below and place a tick or a cross in the boxes to show which features are present in a virus and which are present in a cell.
virus cell membrane cytoplasm nucleus protein coat cell
2 By comparing their characteristics, explain why viruses are not a type of cell. 3 Explain how (a) viruses and (b) normal cells reproduce. 4 By thinking about how viruses reproduce, suggest why they often make us ill. 5 Using the library, Internet or textbooks, make a leaflet about the following types of virus:
bacteriophage virus l poliomyelitis virus l tobacco mosaic virus For each, you should (a) draw a picture, (b) explain which type of organism it lives inside, and (c) make a list of the problems that it causes.
l
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Test yourself
Cells
1 Underline which of these are true about all living things:
Unit A
A they think B they move
C they grow D they chew
E they are made of cells
2 Complete the sentences by crossing out the wrong words:
a Magnification means to make a specimen look bigger/smaller. b The magnification of your eyepiece lens is 10. The magnification of your objective lens is 10. The total magnification is 10/100.
3 Label the diagram of the animal cell and plant cell using these words: nucleus cytoplasm cell wall chloroplast cell membrane
4 By drawing lines, match up the features with their function in a cell:
Feature Nucleus Cytoplasm Cell wall Chloroplast Vacuole Cell membrane
Function chemical reactions happen here makes food using light controls what happens in the cell stops the cell bursting or collapsing controls what goes into and out of the cell stores water, salt and sugar
5 Different cells have different structures to help them carry out different functions. By drawing lines, match the type of cell to its function and then to the feature which helps it carry out its function.
Type of cell Sperm cell Egg cell Nerve cell Red blood cell Epithelium cell Root hair cells
Function To take in water from the soil To carry as much oxygen as possible To cover the surface of organs To feed developing young To carry messages To swim to egg
Feature Flat and in sheets Very long Long tail Long and very thin Large food stores No nucleus
26
Test yourself
Cells
6 Complete the sentences by crossing out the wrong words:
Unit A
a b c d e
A tissue is made of lots of cells/organs. An organ is made of lots of tissues/keys. Muscle is a tissue/organ. The heart is a cell/tissue/organ. Xylem is a tissue/organ.
7 New cells are made by cell division. Which part of the cell divides first during cell division?
A cytoplasm B nucleus C cell membrane

8 Choose from these words to fill in the gaps in the sentences. You may use the words once, more than once, or not at all. pollen tube style egg cell pollen cell stigma
a Pollination happens when a pollen grain lands on the of another plant. b The pollen grain grows a the style to the ovary. c The moves down the pollen tube into the ovary. joins together which grows down through
d When fertilisation happens in plants a with an .
27
End of unit test
Cells
1 The drawing shows a pond. Fish and waterweed live in the pond.
Unit A Tier 25
a Write out the two things that both fish and waterweed can do: They both reproduce. They both grow. They both eat. They both make their own food. (2 marks)
2 Farmer Giles wants to grow bigger and better crops. He wants his plants to reproduce more, and he wants them to make more food. He knows that it is good to water them, and does so every night.
a Which plant organ is involved in reproduction? (1 mark) b Which plant organ is involved in making food? (1 mark) c Through which organ does water enter a plant? (1 mark) d Insects carry pollen from one plant to another and leave it on the stigma. Which of these words describes this process: (1 mark)
pollination fertilisation nutrition excretion
28
End of unit test
Cells
3 a Jane drew this diagram of the body, but forgot to finish labelling it. Match up each organ with the correct letter. (4 marks) muscle skin heart stomach
Unit A Tier 25
B C D A
b Tissues are made up of cells. Below is a diagram of a cell which has come from an animal. Copy it and put the labels below in the correct places: (1 mark)
A
nucleus
B C
cytoplasm
cell membrane
4 Scientists from the Natural History Museum spent 1996 in the Gobi Desert in Mongolia. Whilst there, they found a group of fossilised cells which are drawn in the picture below.
a Are these plant or animal cells? Explain how you know this. (1 mark) b Which part of the plant or animal might these cells have come from? Explain your answer. (1 mark) c Which group contains some cells which have just divided? Explain how you know. (1 mark) d Why do cells divide? (1 mark)
29
yy ;; ;; ; ;;; yy y yyy ; ; ;; y y yy ;;y;; ;;;; yy;yy yyyy y ; y; y yy ;y ; ;; ;; y; y y yy ;y ; ; ;; ; y yy yy y ; ;; y yy ; ;;

A B
End of unit test
Cells
1 a Jane drew this diagram of the body, but forgot to finish labelling it. Match up each organ with the correct letter. (4 marks) muscle skin heart stomach
Unit A Tier 36
B C D A
b Tissues are made up of cells. Below is a diagram of a cell which has come from an animal. Copy it and put the labels below in the correct places: (1 mark)
A
nucleus
B C
cytoplasm
cell membrane
2 Scientists from the Natural History Museum spent 1996 in the Gobi Desert in Mongolia. Whilst there, they found a group of fossilised cells which are drawn in the picture below.
a Are these plant or animal cells? Explain how you know this. (1 mark) b Which part of the plant or animal might these cells have come from? Explain your answer. (1 mark) c Which group contains some cells which have just divided? Explain how you know. (1 mark) d Why do cells divide? (1 mark)
30
yy ;; yy y ;;; ;; ; yyy y y yy ; ; ;; yy;yy ;;yy ;;y;; yy;; y ; y; y yy ;y ; ;; ;; y; y y yy ;y ; ; ;; ; y yy yy y ; ;; y yy ; ;;

A B
Cells continued
3 The drawing below shows a nerve cell from a frog.
a What is the job of a nerve cell? (1 mark) b Explain two ways in which the structure of the nerve cell helps it to do its job. (2 marks) c Nerve cells are long and thin. Root hair cells in plants are also long and thin but for a different reason. Explain why root hair cells are long and thin. (1 mark)
4 Bacteria and viruses both cause diseases. The diagrams below show a bacterium and a virus. Although the bacterium has no nucleus, it is still called a cell because it has most of the other features which cells have.
;;;; ;;;; ;;;;

Nerve cell Bacterium Virus
End of unit test Unit A Tier 36
a Do you think the virus is a cell? (1 mark) a Explain your answer. (1 mark)
31
Mark scheme
Cells
Question 1 2 Part a a b c d 3 a Answer They both reproduce They both grow Flower Leaf (or stem) Roots Pollination A stomach B heart C muscle D skin A cytoplasm B nucleus C cell membrane Plant cells They have a cell wall or vacuole or chloroplasts Leaf (or stem) They have chloroplasts to help make food Group A Some cells are half the size of the others For growth/to repair tissues Level 2 3 4 5 Mark 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Level 2 2 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 5 5 5
Unit A Tier 25
a b c d
Scores in the range of: 35 610 1114 1520
32
Mark scheme
Cells
Question 1 Part a Answer A stomach B heart C muscle D skin A cytoplasm B nucleus C cell membrane Plant cells They have a cell wall or vacuole or chloroplasts Leaf (or stem) They have chloroplasts to help make food Group A Some cells are half the size of the others For growth/to repair tissues Carry messages/conduct nerve impulses Any two from: long carries messages a long way l insulated stops message getting lost l branched carry information from/to lots of different places
l
Unit A Tier 36
Mark 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 Level 3 3 4 4 4 4 4 4 4 4 4 5 5 5 4 5,5
a b c d
a b
c 4 a b
To absorb lots of water No The virus does not have cytoplasm/cell membrane/ nucleus (two of these required for the mark) Level 3 4 5 6
1 1 1
5 6 6
Scores in the range of: 36 712 1315 1620
33
Student record sheet
Cells
I can do this very well I know the names of the main organs in a plant and in a human I know where these organs are in a plant and a human I know the function (job) of these organs I know how to use a microscope correctly I know how to make good drawings from a microscope observation I know what cells are and can describe the parts of a cell I can describe how microscopes helped early scientists I can explain differences between animal and plant cells I can describe what animal and plant cells have in common I know that there are different types of cell and I know what specialised means I know the difference between cells, tissues and organs I can describe how cells make new cells I can describe how growth occurs I can describe the difference between pollination and fertilisation in flowing plants I know what pollen is and what an ovule is I can collect data and draw a graph of the data I can explain what a graph shows I can evaluate a graph I can do this quite well I need to do more work on this
Unit A
What I enjoyed most in this unit was
The most useful thing I have learned in this unit was
I need to do more work on
34
Key words
Unit A Cells
Key word list
anther cell division cell membrane cell wall cells chloroplast cover slip cytoplasm epidermal tissue epithelium cell fertilisation focus grow growth heart lenses living organism magnification microscope move nerve cell nucleus nutrition organ organism ovary/ovaries palisade tissue pollen cell pollination red blood cell reproduce root hair cell slide specialised specimen sperm cell stain stamen stigma stomach tissue vacuole
.........................................................................................
"
Glossary
Unit A Cells
Glossary
anther cell division cell membrane part of a flower which makes pollen cells the way in which new cells are made holds the cytoplasm together and controls what goes into and out of the cell stops the cell changing shape, collapsing or bursting the building blocks of animals and plants the place in the cells where chlorophyll is found place this over your specimen when you examine it under the microscope the place where chemical reactions happen in a cell fertilisation focus grow growth heart lenses when the male and female gametes join together to make a microscope image more clear increase in size an increase in size the organ which pumps blood the part of the microscope which makes a specimen look bigger something showing all of life's characteristics how much bigger an image is than the object used to examine very small living organisms when a living thing, or part of a living thing, goes from one place to another carries messages around the human body
35
cell wall cells chloroplast cover slip
living organism magnification microscope move
cytoplasm
epidermal tissue the outer protective layer of cells on a leaf epithelium cell the outer protective layer of cells in animals nerve cell
Glossary
Unit A Cells
nucleus nutrition organ controls what happens inside a cell the process of making, getting and using food a structure in a plant or animal which has a special function and is made up of tissues a living thing make egg cells in humans and plants the tissue inside a leaf which makes food the male gamete in plant cells the transfer of a pollen grain from the anther of one plant to the stigma of another carries oxygen around the body make new living things absorbs water from the soil stomach tissue slide the piece of glass upon which you place your microscope specimen see adapted the name for anything you look at using a microscope cell the male gamete in humans the liquid you can add to a specimen to make it easier to see using a microscope the part of a flower which makes pollen in its anthers the part of a flower where pollen grains must land for pollination to happen the organ which processes your food a group of similar cells which work together to do the same job contains the cell sap (a store of water, salt and sugar)
specialised specimen sperm stain
organism ovary/ovaries palisade tissue pollen cell pollination
stamen stigma
red blood cell reproduce root hair cell
vacuole
36
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Scheme of work Teacher and technician notes Activities Homework Specials Extension Test yourself End of unit test Mark scheme Student record sheet Key words and glossary

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Teachers' resource Pack

Heinemann Science Scheme Book 1

q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

(from QCA Scheme of Work) Pupils should learn:

(from QCA Scheme of Work) Pupils:

A2 Using the microscope

A2 Using the microscope

A2 Using the microscope (Cloze, labelling a diagram, and tick boxes)

A3 What are cells like?

A3 What are cells like?

A3 What are cells like? (Labelling a diagram and matching chart)

(from QCA Scheme of Work) Pupils should learn:

(from QCA Scheme of Work) Pupils:

A4 What do cells do?

A4 What do cells do?

A4 What do cells do? (Cloze passage)

q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

A5 Tissues and organs

A5 Tissues and organs

A5 Tissues and organs (Cut and stick)

A6 How are new cells made?

A6 How are new cells made?

q I Bradley, C Tear, M Winterbottom, S Young, 2001, The Heinemann Science Scheme

(from QCA Scheme of Work) Pupils should learn:

(from QCA Scheme of Work) Pupils:

Teacher and technician notes

Using the microscope

Additional for help (per group)

Additional for extension (per group)

Activity procedure 1 Students must prepare several different

microscope slides as described on the student sheets. help sheet first.

2 All students would benefit from using the

Running the activity

Teacher and technician notes

Making models of animal and plant cells

Activity procedure 1 Students should make up both the animal and

Running the activity

Teacher and technician notes

Looking at pollen grains

Running the activity

Additional for extension (per group)

1 The extension activity can be attempted with

Looking at cheek cells

Aim To make drawings of cheek cells using the microscope. Equipment

After use put the cotton bud and slide in disinfectant.

microscope microscope slides cover slips mounted needle

cotton buds methylene blue disinfectant

Looking at other types of cell

onion red petals plant roots potatoes tomatoes ruler

How to use the microscope

microscope cover slips mounted needle

microscope slides sand newsprint

Making models of animal and plant cells

cell wall vacuole

Part of the cell

What do pollen grains look like?

microscope microscope slide cover slips mounted needle

How does sugar concentration affect pollen tube growth?

What are living things made from?

heart A B C lung leg stomach

Using the microscope

2 What do the following parts of the microscope do?

a eyepiece and objective lenses b stage clips c focusing knob