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Scientists classify living things into a system of organization. They first divide all living things into two main groups: plants and animals. Animals are then divided into those with backbones (vertebrates) and those without (invertebrates). Vertebrates include mammals, birds, reptiles, amphibians and fish. Plants are divided into flowering and non-flowering. As classification developed over time, more subgroups were identified to place various species.
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The living world - chapter 1 - class 11 Biology by Dr. Saiful Alom Siddique
Class 11 Biology NCERT Solutions Chapter no 1 The Living World
Class 11 Biology NCERT Solutions Chapter no 1 The Living World
Science 9 Unit A Biological Diversity Section1 Lesson1
Science 9 Unit A Biological Diversity Section1 Lesson1
classifying animals & phylum arthropods / classifying plants /dichotomous keys
classifying animals & phylum arthropods / classifying plants /dichotomous keys
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This document outlines a lesson on forces. It aims to teach students to:
1) Identify different types of forces and how they affect objects.
2) Explain how forces can affect an object's motion.
3) Compare the sizes of opposing forces and how unbalanced forces affect motion.
The lesson investigates friction by having students measure the force needed to drag a shoe on different surfaces. It also explains how balanced and unbalanced forces impact whether an object is stationary, accelerates, or decelerates.
ScienceShare.co.uk Shared Resource
This document contains information about an assignment for a BTEC Level 2 chemistry unit. It includes:
- The learner and assessor names
- Details of the three tasks and the assessment criteria they address
- A scenario providing context for the assignment
- Sources of information for learners to complete the tasks
- Templates for submitting work, assessor feedback, and internal verification.
ScienceShare.co.uk Shared Resource
This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure of these groups and draws diagrams. Task 4 explains why these elements are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to show how reactivity relates to electronic configuration.
ScienceShare.co.uk Shared Resource
This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of the chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure and draws diagrams of elements. Task 4 explains why groups 1 and 7 are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to help students appreciate how reactivity relates to electronic configuration.
ScienceShare.co.uk Shared Resource
This document contains information for an assignment on controlling industrial reactions for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 3 tasks to provide evidence for criteria on investigating how reaction rates are affected, explaining how factors affect industrial reaction rates, and analyzing how factors affect yields. The document provides learner and assessor details, assignment objectives and scenario, task descriptions aligned to criteria, sources for research, sign-off sections, and templates for recording observations and witness statements.
ScienceShare.co.uk Shared Resource
This document outlines an assignment on chemistry and the Earth for a grade. It lists 14 tasks for students to complete involving classifying chemicals as elements, mixtures, or compounds; analyzing physical properties of chemicals; drawing atomic structures of elements; describing chemical reactions of groups 1 and 7; illustrating molecules in elements, compounds, and mixtures; explaining uses of chemicals like brick, copper wire, and glass; and proving characteristics of mixtures and chemical changes. Students are asked to draw atomic structures, define isotopes, describe reactivity trends in the periodic table, and explain why compounds are more commonly used than pure elements.
ScienceShare.co.uk Shared Resource
The document describes a table showing the growth of a baby's length in millimeters at various weeks of pregnancy. It asks the reader to create a line graph displaying this data with weeks of pregnancy on the x-axis and length on the y-axis. It also asks when during pregnancy the baby is growing the fastest.
ScienceShare.co.uk Shared Resource
The document describes the development of a baby in the womb. It shows diagrams of a baby inside the mother's uterus and placenta, connected by the umbilical cord. The placenta and umbilical cord should be colored orange, while the uterus wall should be colored brown. The placenta allows nutrients and oxygen to move from the mother's blood to the baby's blood, while wastes and carbon dioxide move in the opposite direction, without the two blood supplies mixing. However, some harmful substances like alcohol, chemicals from cigarettes, and viruses can pass through the placenta and affect the developing fetus.
ScienceShare.co.uk Shared Resource
The document describes the development of a baby in the womb. It shows diagrams of a baby inside the mother's uterus and placenta, connected by the umbilical cord. The placenta and umbilical cord should be colored orange, while the uterus wall should be colored brown. The passage explains that nutrients and oxygen move from the mother's blood to the fetus's blood in the placenta, while wastes and carbon dioxide move in the opposite direction. However, some harmful substances like alcohol, chemicals from cigarettes, and viruses can cross the placenta and affect fetal development.
ScienceShare.co.uk Shared Resource
The human body is made up of 11 major organ systems that work together to keep us alive and functioning. These organ systems include the circulatory, respiratory, digestive, nervous, excretory, reproductive, immune, endocrine, integumentary, skeletal, and muscular systems. Each system is comprised of various organs that work cooperatively to perform important tasks necessary for survival.
ScienceShare.co.uk Shared Resource
Nerve cells have many connecting side branches and transmit information as electrical impulses. Red blood cells have no nucleus and a large surface area to carry oxygen. White blood cells have a large nucleus and fight infection.
ScienceShare.co.uk Shared Resource
This document contains two charts showing the ages when physical changes typically start for girls and boys growing up. The charts list ages 8 through 17 and suggest that puberty and other developments may begin around ages 10-12 for girls and ages 11-13 for boys as they mature into young adults.
ScienceShare.co.uk Shared Resource
This document contains 20 statements about puberty and reproduction and asks the reader to identify each one as true, partly true, or false. It covers changes during puberty like hair growth and periods, sex cells, hormones, wet dreams, feelings, and menstrual cycles in females in preparation for potential pregnancy. Maintaining cleanliness during puberty is also mentioned.
ScienceShare.co.uk Shared Resource
The male reproductive system consists of internal and external organs that work together for reproduction. The external organs are the penis and scrotum, which contains the testes where sperm are produced. The internal organs include the vas deferens, seminal vesicles, prostate gland, and urethra, which all play a role in ejaculation and the delivery of sperm.
ScienceShare.co.uk Shared Resource
This document discusses two main types of bonding: ionic bonding and covalent bonding. Ionic bonding involves the transfer of electrons from metal atoms to non-metal atoms, resulting in positively charged metal ions and negatively charged non-metal ions that are attracted to each other. Covalent bonding involves the sharing of electron pairs between non-metal atoms to form stable molecular structures. Examples of ionic compounds include sodium chloride and magnesium chloride, while examples of covalent compounds discussed are hydrogen gas, ammonia, and water.
ScienceShare.co.uk Shared Resource
The document provides an example key that can be used to identify plants based on their reproductive structures and physical characteristics. The key shows that plants can be identified as flowering plants, conifers, mosses or ferns depending on whether they reproduce from seeds or spores and the size of their leaves. It also prompts the reader to use the key to identify 4 example plants and create a similar key that could be used to identify animals based on attributes like color, habitat and number of legs.
ScienceShare.co.uk Shared Resource
The document provides a key for scientists to identify different types of plastics based on their properties when heated or burned. The key involves a series of yes/no questions to determine if the plastic melts with heat, burns, drips when burned, smells fishy or cracks when heated, and whether it continues burning after the flame is removed. Plastic A is identified as rigid PVC as it smells fishy when heated but does not crack or drip. Plastic B is identified as polystyrene as it melts with heat and continues burning after the flame is removed. The key helps determine the type of plastic through a process of elimination based on its observable properties when exposed to heat or fire.
ScienceShare.co.uk Shared Resource
The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change.
ScienceShare.co.uk Shared Resource
The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change impacts.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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ScienceShare.co.uk Shared Resource
- 1. Classification Copy the passage that follows into your exercise book and then answer the questions. There are millions of living things inhabiting planet Earth. Each different kind of living thing is called a species. Although there are millions of different species some are very similar to each other. Over the years scientists have been able to put certain species into certain groups. This process is called classification. Scientists were first able to divide all living things into two main groups. These are called plants and animals. From this scientists have divided all animals into two groups – those with backbones and those without backbones. Those with backbones are called vertebrates, those without backbones are called invertebrates. Scientists have been able to classify all plants too. They are divided into two groups. The two groups are called flowering and non-flowering plants. As the system of classification grew, more sub-groups were formed and more and more animals and plants were placed into these subgroups. Vertebrates, for example, were divided into reptiles, birds, amphibians, fish and mammals. There are also many subgroups of invertebrates. As with species of animals there are also many subgroups containing different species of plant. 1. What is the name given to each different kind of living thing? 2. What is meant by the term “classification”? 3. What are the two main subgroups into which all living things can be placed? 4. What are the main subgroups into which all animals can be placed? 5. What are the main subgroups into which all plants can be placed? 6. What is a vertebrate? Can you name two examples? 7. What is an invertebrate? Can you name two examples? 8. Vertebrates can be divided into 5 smaller subgroups. Can you name these? 9. List 2 examples of animals in each of these five subgroups. 10. Which of these groups do you belong to? Find out as much as you can about this group. Summarise your findings in a paragraph or two of writing.