Speyside High School Biology Department

1. Speyside High SchoolBiology Department S3 Biology Course

2. Produced by Turriff Academy, Aberdeenshire All rights belong to them! Many thanks!

3. Unit 1 Cell Biology (1) Cell Structure

4. Learning outcomes • To draw a simple diagram of a plant and animal cell • To identify and label the cell parts • To know the functions of the main cell parts • To relate structure to function in specialised cells

5. Success Criteria • I can draw an accurate diagram of a plant and animal cell • I can label the nucleus, cell membrane, cell wall, cytoplasm, chloroplast, vacuole and mitochondrion. • I can explain the function of at least 4 of the above structures. • I know why some cells have different structural features.

6. What is a Cell? • Cells are the basic building blocks of life. • Your body is made up from billions of cells. • All cells have basic features in common.

7. Animal cells Activity – collect the animal cell handout. Can you label the parts?

8. Animal cells membrane nucleus cytoplasm

9. Plant Cells Activity – collect the plant cell handout. Can you label the parts?

10. Plant Cells

11. Cells • Can you list 3 parts that cells have in common? • NUCLEUS, CYTOPLASM, MEMBRANE • Copy the statements in bold

12. Are all cells the same? • No • Plant cells differ from animal cells. • Plant cells also have: • CELL WALL, CHLOROPLASTS, VACUOLE. • These structures are called organelles, another organelle found in all cells is a mitochondrion. Find out what it’s function is. • Copy the statements in bold

13. Functions of cell organelles • Copy the table below and complete for as many cell organelles as you can. Use the Biology dictionaries and text books to help you.

14. Functions of cell organelles

15. Can you fill in the missing words?

16. How many did you know?

17. Look at the photograph of a Guard cell; copy the diagram and label the parts. Is it a plant or animal cell? How can you tell? Activity 1

19. Look at the picture of a nerve cell. a) How can you tell it is an animal cell? B) What are the differences between the nerve cell and a skin cell? C) How is nerve cell structure suited to it’s function? Activity 2

20. Nerve cell (close up)

21. Extension activities • Complete questions 1 and 2 from Torrance Standard Grade textbook p76. • Using the textbook to help, you make a list of the major systems of the body. Select one of them and make notes on the function(s) of this system.

22. Assessment • Formative assessment 1.1

23. Homework • 1.Research the function of the following cells and write a paragraph on each: • a) red blood cells • b) skin cells • c) guard cells • 2. Make a 3D model animal or plant cell. (Your teacher will give you some ideas)

24. S3 Biology Course Unit 1: Cell Biology Lesson 2: Looking at plant and animal cells using a microscope

25. Learning outcomes • To set up and use a microscope to view plant and animal cells. • To draw cells accurately from the microscope slide • To know how the scale of an object is calculated

26. Success criteria • I can prepare a slide for microscopic examination • I can accurately draw and label a diagram from the microscope • I can work out the scale used for the drawing

27. Microscope • Watch the video showing the history of the microscope. • Search#microscope

28. Using a microscope • Your teacher will give you a microscope. • Use the microscope to help label your diagram.

31. Magnification • Cells are so small that to be able to see them clearly we need to magnify them, this means making them look bigger than they really are. • In a light microscope there are 2 sets of lenses that are used to magnify the object. • The eyepiece lens usually magnifies by x10 • The objective lenses can be x4, x10, x20 or x40. • To work out magnification you multiply the eyepiece lens by the objective lens eg 10 x 4 = x40 magnification.

32. Preparing a slide for the microscope • Watch the following animation which shows how to prepare a slide for the microscope. Preparing Animal and Plant Cells Slides - YouTube

33. Activity 1: plant material • Collect a flower and make your own slide of pollen grains as shown in the previous slide. Draw 2 or 3 pollen grains and add the magnification.

34. Activity 1: plant material • Your teacher will show you how to get an impression of plant epidermis cells from a leaf. • Put the impression onto a clean glass slide and examine under low and then medium and high power. • Draw a few of the epidermal cells and a pair of guard cells surrounding a stoma. Add labels and the magnification to your drawing.

35. Activity 2: animal cells • Take a clean glass slide • Use a piece of selotape to pick up some skin cells from the back of your hand. • Press the selotape onto your clean slide. • Examine the slide first on low power and then on medium and high power. • Draw a clear diagram showing two or three of your skin cells. Add the magnification to your drawing.

36. Extension activity 1 • Prepare a slide of Lactobacillus bacteria by placing a drop of diluted yoghurt onto a clean slide. • Add a drop of nigrosin stain to the yogurt and then thinly spread. • Allow to dry for 5 minutes then examine under the microscope. • (see p107 Intermediate 1 Biology textbook) • Describe what you can see.

37. Extension activity 2 • Using p48 of the Standard Grade textbook, read and make notes on size of cells and then answer questions 4, 5 and 6.

38. Homework • Use the internet to find out about the Electron Microscope. • a) How does it work? • b) Who invented it and when? • c) What are the 2 main types of electron microscope? • d) What magnification is possible with an electron microscope. • e) Copy some images of cells from an electron microscope.

39. Speyside High SchoolBiology Department Unit 1: Cell Biology Lesson 3: An introduction to Respiration

40. Learning Outcomes • To learn the 7 life processes • To know what is meant by the term respiration • To know the equation for aerobic respiration • To know the chemical test for carbon dioxide • To know the chemical test for water. • To understand that respiration is an example of a metabolic reaction • To understand the importance of respiration • To know where respiration takes place

41. Success Criteria • I can list the 7 life processes. • I can describe what happens in respiration. • I can write a word equation for respiration • I can describe the chemical test for carbon dioxide. • I can describe the chemical test for water. • I can explain what is meant by metabolism. • I can explain why respiration is important. • I can namethe organelle which is the site for respiration

42. MRS GREN • All living things carry out the same 7 life processes. • Can you name them? • MRS GREN is a clue! • Copy the statement in bold

43. MRS GREN • Movement • Respiration • Sensitivity • Growth • Reproduction • Excretion • Nutrition

44. Respiration • So what is respiration? • Respiration is an energy releasing process. • It happens in all cells (inside the mitochondria) • It needs glucose and oxygen • It makes ENERGY and water and carbon dioxide.

45. Respiration equation • Glucose + oxygen---- energy + water + carbon dioxide • Copy the statement in bold • http://www.echalk.co.uk/

46. Activity 1: testing for Carbon dioxide • Find out what happens to • a) Limewater and • b) Bicarbonate indicator when carbon dioxide is bubbled through them. • Draw a labelled diagram to show the colour changes before and after.

47. Results table

48. Breathe Inhaled Air Exhaled Air Bicarbonate indicator This shows that Exhaled air contains more Carbon Dioxide than Inhaled air. Bicarbonate Indicator Bicarbonate Indicator

49. Results • Why did the indicators change colour? • Where has the carbon dioxide come from?

50. Activity 2: Testing for water • Dip a piece of blue cobalt chloride paper into some tap water. • Describe what happens to the colour of the paper. • Breath out onto a cooled mirror. • Wipe a piece of blue cobalt chloride paper across the condensation on the mirror. • Explain why the paper changes colour.