Cells lesson 4
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Cells are the basic unit of life. This document aims to answer some key questions about cells on Wednesday, February 8, 2017. The target audience appears to be students learning about basic cell biology.
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To investigate mass loss in leaves, a student chose 4 similar sized leaves and applied Vaseline to different parts of each leaf - the top of one, bottom of another, both sides of a third, and none on the fourth. They weighed and left the leaves to dry, predicting the leaves would lose mass due to water evaporating, and that the leaf with Vaseline on both sides would lose the least mass.
Cells lesson 7
This document discusses living systems from cells to organisms. It explains that cells are the smallest unit of life and combine to form tissues, organs and systems, which combine to form whole organisms. It also outlines the five kingdoms of life - Monera, Protista, Fungi, Plantae and Animalia - and provides examples like bacteria, paramecium, fungi and animals. Fungi are described as absorbing nutrients from living or dead matter like a sponge. Finally, it directs the reader to copy a table showing biological systems and functions.
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Synthetic biology (SynBio) start-up activity was assessed across the UK and globally to determine clusters, trends and areas of focus. The UK is a strong player in SynBio, and has a vibrant start-up community second only to the USA. The UK is the leading European country for SynBio start-ups by some distance. Almost half of all European start-ups are based in the UK. The single largest sector for SynBio start-ups is SynBio tools which includes strain engineering, hardware and DNA synthesis. Government funding does not map closely onto start-up activity but instead is more focused on early-stage research. In addition, the creation of the Synthetic Biology Research Centres has not yet fostered significant start-up activity outside London and Cambridge. The Synthetic Biology Accelerator in Cork, Ireland has been very successful in fostering start-up activity, and this model is something the UK should investigate.
Cells lesson 3
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Cells lesson 9
The document describes an experiment to investigate mass loss in leaves. Four similar leaves were weighed, with Vaseline applied to the top of one, bottom of another, both sides of a third, and no Vaseline on the fourth. The leaves were left to dry until the next lesson, when they would be reweighed to calculate water loss and determine which leaf lost the most mass through evaporation. Students were asked to predict the results and explain their reasoning.
Cells lesson 2
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Specialised cells
- Cells specialize to perform certain functions and tissues are formed when similar cells work together. Tissues combine to form organs which work together in organ systems.
- The document discusses examples of specialized cells including ciliated epithelial cells, muscle cells, red blood cells, root hair cells, and xylem vessels. It provides details on the structure and function of these cell types.
- The levels of organization in multicellular organisms are discussed from cells to tissues to organs to organ systems.
Cells lesson 6
Plant and animal cells have several key similarities and differences. Both contain a nucleus that controls the cell's functions, cytoplasm where chemical reactions occur, and a cell membrane that holds the cell together and regulates what enters and exits. However, plant cells also have a cell wall, vacuoles, and chloroplasts for photosynthesis. Animal cells come in many specialized types, while plant cell specializations allow them to trap sunlight and store energy as food. The structure and features of a cell provide clues to its specific functions in the body or organism.
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To investigate mass loss in leaves, a student chose 4 similar sized leaves and applied Vaseline to different parts of each leaf - the top of one, bottom of another, both sides of a third, and none on the fourth. They weighed and left the leaves to dry, predicting the leaves would lose mass due to water evaporating, and that the leaf with Vaseline on both sides would lose the least mass.
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This document discusses living systems from cells to organisms. It explains that cells are the smallest unit of life and combine to form tissues, organs and systems, which combine to form whole organisms. It also outlines the five kingdoms of life - Monera, Protista, Fungi, Plantae and Animalia - and provides examples like bacteria, paramecium, fungi and animals. Fungi are described as absorbing nutrients from living or dead matter like a sponge. Finally, it directs the reader to copy a table showing biological systems and functions.
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Synthetic biology (SynBio) start-up activity was assessed across the UK and globally to determine clusters, trends and areas of focus. The UK is a strong player in SynBio, and has a vibrant start-up community second only to the USA. The UK is the leading European country for SynBio start-ups by some distance. Almost half of all European start-ups are based in the UK. The single largest sector for SynBio start-ups is SynBio tools which includes strain engineering, hardware and DNA synthesis. Government funding does not map closely onto start-up activity but instead is more focused on early-stage research. In addition, the creation of the Synthetic Biology Research Centres has not yet fostered significant start-up activity outside London and Cambridge. The Synthetic Biology Accelerator in Cork, Ireland has been very successful in fostering start-up activity, and this model is something the UK should investigate.
Cells lesson 3
The documents discuss and compare animal and plant cells. Animal cells contain a nucleus that controls cell reactions, a cell membrane that controls what enters and leaves the cell, and cytoplasm where chemical reactions occur. Plant cells contain these structures as well as a cell wall, chloroplasts for photosynthesis, and a large central vacuole. The documents provide diagrams and descriptions of typical animal and plant cell structures to highlight their similarities and differences.
Cells lesson 9
The document describes an experiment to investigate mass loss in leaves. Four similar leaves were weighed, with Vaseline applied to the top of one, bottom of another, both sides of a third, and no Vaseline on the fourth. The leaves were left to dry until the next lesson, when they would be reweighed to calculate water loss and determine which leaf lost the most mass through evaporation. Students were asked to predict the results and explain their reasoning.
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The document summarizes key parts and functions of the human digestive system. The mouth breaks down food mechanically through chewing. The stomach further breaks down food through churning and contains hydrochloric acid to aid digestion. The small intestine then absorbs nutrients from food into the bloodstream while enzymes from the pancreas aid digestion.
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- The document discusses examples of specialized cells including ciliated epithelial cells, muscle cells, red blood cells, root hair cells, and xylem vessels. It provides details on the structure and function of these cell types.
- The levels of organization in multicellular organisms are discussed from cells to tissues to organs to organ systems.
Cells lesson 6
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Human reproduction lesson 9
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Human reproduction lesson 6
The placenta provides food and oxygen to the developing fetus through the umbilical cord attached to the mother's uterus. The amniotic fluid surrounds the fetus inside the amniotic sac and protects it from shocks. As the embryo develops over weeks, it grows into a fetus with visible features by 4 weeks. When birth is imminent, the amniotic sac bursts and the uterus and cervix muscles contract to push the baby out through the birth canal.
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Human reproduction lesson 4
The document discusses the uterus, which houses the developing baby, and the process of childbirth. It describes how the baby is attached to the mother via the umbilical cord, which provides oxygen and food to the baby while removing waste. The baby floats in amniotic fluid inside the uterus, which supports and protects the baby from shocks.
Human reproduction lesson 3
Fertilisation occurs when a sperm enters an egg in the fallopian tubes. Millions of sperm are released and swim through the uterus and fallopian tubes to meet a single egg, with only one sperm penetrating the egg's membrane to fuse with the egg nucleus. The nuclei of the sperm and egg then fuse, initiating rapid cell division and replication to form a zygote, which is the fertilized egg.
Reproduction lesson 2
This document provides information about the male and female reproductive systems. It identifies and labels the main parts of each system, including the penis, testes, sperm ducts, ovaries, uterus, cervix, and vagina in the male system and ovaries, oviducts, uterus, cervix, and vagina in the female system. It also summarizes the process of fertilization, including the release of sperm and eggs, fertilization occurring when a single sperm fuses with an egg, and the formation of a zygote through rapid cell division.
Reproduction lessson 1
This document discusses human reproduction. It describes that males produce millions of sperm cells that contain the father's genetic information and have a tail to help swim. Females produce a few hundred egg cells over their lifetime that contain the mother's genetic information. Fertilization occurs when a sperm cell meets an egg cell, and the joined cell begins dividing and growing into new cells to form an embryo.
Lesson 10 choice chambers
Woodlice were placed in a choice chamber with four sections: wet and dark, wet and light, dry and dark, and dry and light. The student predicted the woodlice would prefer the wet and dark section and this was because woodlice typically live in dark, moist places. The student observed the woodlice over 10 minutes and recorded which section they were in. They found the woodlice preferred the wet and dark section and this was likely because woodlice grow faster in moist, dark conditions.
Lesson 11 afl
Rabbit and sparrow bones were found at the bottom of a cliff, with sparrow feathers in hawk droppings, indicating that hawks prey on sparrows and rabbits. Worms, caterpillars, and snails were found amongst leaves under trees, with smashed snail shells on rocks and chewed leaves on the ground, showing that snails, caterpillars, and other insects are eaten by birds and small mammals. Eagles nest at the top of the cliff, placing them at the top of the food chain as apex predators at Grassy Hills.
Lesson 9 animal survival
This document discusses how different animals survive in different habitats and seasons. It explains that owls hunt at night because they can do so silently with good night vision, while lions hunt during the day when they can see prey well at watering holes. Some animals like frogs hibernate in winter when it is cold and food is scarce, while others like robins survive the winter. Similarly, pine trees survive year-round whereas apple trees die off in winter and regrow in spring.
Lesson 8 food webs
Plants are the producers in the food web. Blue tits, chiffchaffs, aphids, and moths are herbivores that eat plants. Ladybirds are primary consumers that eat aphids. Owls are secondary consumers that eat blue tits, moths, and voles. Stoats are tertiary consumers that prey on voles. The document discusses a food web and includes questions to test understanding of producer, consumer, and predator relationships within the web.
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This document discusses food chains and the relationships between producers and consumers. It defines key terms like producers, consumers, herbivores, carnivores, and omnivores. Producers are organisms that can make their own food, like plants, while consumers eat other organisms for food. Herbivores eat producers or plants, carnivores eat other consumers or animals, and omnivores eat both producers and consumers. Food chains show the transfer of energy from one organism to another, with producers at the start of the chain and top predators at the end.
Lesson 5 predator and prey
This document defines and provides examples of predators and prey. It explains that predators are animals that hunt and eat other animals, and have adaptations like sharp teeth and claws to help them catch prey. Prey are the animals that are hunted and eaten, and have adaptations like camouflage and living in groups for protection. The document discusses how the populations of predators and prey are interconnected, as increases or decreases in one will affect the other. It provides examples of predator and prey adaptations, and has students draw their own designs of a super predator and prey.
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Your Skill Boost Masterclass: Strategies for Effective Upskilling
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