• If you wanted to break an ice cube down into the smallest particles possible. What would you do?

Lesson 1 Mrs Gren or Mrs Green?

Learning outcomes

• To know that all living things on earth have 7 things in common

• To understand that enzymes play a big part in these processes

• To be able to describe the structure of an enzyme

What do you think you have in common with people of your age who live in the USA?

What do you think you have in common with an animal like a lion?

What do you think you have in common with a plant?

What do you think you have in common with bacteria?

Features of all living things are movement, respiration, sensing, growth, reproduction, excretion, and nutrition.

Activity 1

• Take a sentence from each of the life processes mapped out on pg 106 of the Biology text books and fill in page 3 of Your booklet.

• Note: (Replace “Feed” with “Nutrition”)

Progress checkpoint

But this wont fit in my cells!!!

Every job has a perfect tool

A

Catalyst

Activity 2

• Read page 4 and answer the 2 questions at the bottom of the page

Activity 3

• Make your own enzyme. It must have

• 1. An active site• 2. A substrate which fits in that site

Demonstrate your learning

• Answer the questions on page 5

Question?

• Why would I call this lesson “Mrs gren or mrs green”?

Lesson 2

Enzymes in action

Learning outcomes• Describe enzymes as proteins that

speed up chemical reactions in the body

• Describe what happens to enzymes at high temperatures

• Know the ‘lock and key’ enzyme model

• Describe the term ‘active site’• Explain how temperature and pH

affects the active site of an enzyme

Learning outcomes• Describe enzymes as proteins that

speed up chemical reactions in the body

• Describe what happens to enzymes at high temperatures

• Know the ‘lock and key’ enzyme model

• Describe the term ‘active site’• Explain how temperature and pH

affects the active site of an enzyme

Lesson 3 – Gimme Some Sugar

My name is Aristotle, I’m a famous Greek philosopher. 2 thousand years ago I told everyone that plants get all

their food from their roots. Was I right? How could you tell?

Learning outcomes

• To know what photosynthesis means

• To know what is needed for photosynthesis to happen

• To know the product and by-product of photosynthesis.

The word of the day

•Photosynthesis• From “Photo” meaning light.• And “synthesis” meaning to make.

No that doesn’t mean plants make light!!

The rules of making stuff• 1. Nothing in this world can be made or

“synthesized” without using energy.• 2. There is always waste left over when

we make something. This is called a by-product.

• What are the by-products from making the following items. Planks of wood, a fire, a cup of tea. jot down your thoughts..

Plants are the perfect factories

•They get their energy for free from the sun. Water from the soil, CO2 from the air and they make glucose out of them.

Making a Photosynthesis equation

• You all have a sheet with the molecules a plant has available to it

• C O O is carbon dioxide (CO2)• H H O is water (H2O)• To make a glucose molecule you need

6C,12H and 6O. You need to cut up your sheets to make glucose

• Remember water is H20 and carbon dioxide is CO2. if you need an H you must take the 2 O’s that go with it, what you have left will be your by-product.

So the by-product is...

Luckily for us , it’s OxygenPhotosynthesis is..

Carbon dioxide + water glucose + Oxygen

Write that down.Then write it in chemical form.

Lesson 4 – know your limitsLearning Objectives

• To know inputs and outputs of photosynthesis

• To understand that limiting inputs limits photosynthesis

• To be able to carry out an experiment which demonstrates limiting factors of photosynthesis

• http://www.syngenta.com/country/uk/en/learning-zone/science-lab/experiments/Pages/photosynthesis_in_action.aspx

Lesson 5. Diffusion vs Osmosis

Where does the oxygen that we breathe in go?

Lesson 5 diffusion v’s Osmosis!

To know what diffusion isTo know what osmosis is

To understand the difference between the two

To be able to plan a fair experiment

Diffusion

• http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

Lets think about what our cells Contain.

water

Oxygen for respiration

Food (Glucose) for respiration

Carbon Dioxide:The waste product of respiration

Carbon dioxide diffusing out

While Oxygen diffuses in

Osmosis• http://highered.mcgraw-hill.com/sites/0072

495855/student_view0/chapter2/animation__how_osmosis_works.html

Osmosis

Planning an experiment• You are going to investigate osmosis by

planning and carrying out your very own experiment.

• Potato cells have a large water content because they have lots of solutes dissolved in them.

• You are going to place some potato cuttings in solutions with varying levels of solutes.

• You should then be able so see the effects of osmosis.

THINK !!!!

• Before we go any further......

• Given what you already know about osmosis.....

• What would you expect to happen if you put a potato cell in a beaker of pure water?

What I will provide you with(other than potato)

• Pure water• 100% salt solution

• Your group must figure out how to make a 50% and a 10% sucrose solution using these .

Planning a Fair test

accurate results Reliable resultsUse accurate instruments to take measurements

Repeat experiment to ensure results are similar

Use the most suitable instrument e.g.. The smallest possible measuring cylinder for better accuracy.

Use the same method for all tests

Make sure the only thing that changes (variable) is what you want to change

Carry out the method with care and as accurately as possibleCompare results with other groups

Questions you might want to ask yourself

• How much solution should I use?• What size piece of potato?• How long should I keep the potato in the

solution (only 1 lesson remember)• Should I keep the above things the same

for each solution• How many bits of potato for each solution

(repeats)

Lesson 6 Potato Day• Cut four pieces of potato. Try to make

them as close to the same size and weight as possible.

• Label four boiling tubes and put in the four solutions (enough to cover your potato pieces)

• Place potato pieces in boiling tubes and leave them for 20 mins.

• After 20 mins remove potato pieces, Lightly dry with a paper towel and weigh again.

• Collect results from 2 other groups and record in your results tables on pg12

Potato day

accurate results Reliable resultsUse accurate instruments to take measurements

Repeat experiment to ensure results are similar

Use the most suitable instrument e.g.. The smallest possible measuring cylinder for better accuracy.

Use the same method for all tests

Make sure the only thing that changes (variable) is what you want to change

Carry out the method with care and as accurately as possibleCompare results with other groups

What did we find out?

Lesson 7 Active ExchangeLO: To understand the difference between

active transport and diffusionTo be able to give examples of exchange

sites in plants and humans

Starter: Complete the following

Diffusion is the movement of particles ………… a ………….. gradient from an area of ……………….. concentration to an area of …………………………..

What is a Concentration Gradient?

• Hills and graphs have gradients

• 1) which is the steepest gradient?• 2) which move up a gradient and which move

down a gradient?

moving down a concentration gradient

Which way will the particles move?

moving UP or against a concentration gradient

The particles can move up the concentration gradient if energy is used

ENERGY

This is active transport

Active transport

• This DOES Require energy• Particles move against a concentration

gradient.

• The energy is needed to make “pumps” move particles the wrong way.

• E.g. glucose from the intestine into the blood

Active Transport

1. Active transport uses the energy from respiration to absorb substances against the concentration gradient.

Active Transport

Active Transport

Active Transport

Active transport in plants

Active Transport • Active transport occurs across semi permeable

membranes and moves particles from a low concentration to a higher concentration. This is against the concentration gradient.

• Transport or carrier proteins are needed to get these molecules into the cells and these use energy.

• Cells that do active transport contain large numbers of mitochondria.

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