1. 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?

2. 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

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

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

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

6. What do you think you have in common with bacteria?

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

8. 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”)

9. Progress checkpoint

10. But this wont fit in my cells!!!

11. Every job has a perfect tool

12. Catalyst

13. Activity 2 Read page 4 and answer the 2 questions at the bottom of the page

14. Activity 3 Make your own enzyme. It must have 1. An active site 2. A substrate which fits in that site

15. Demonstrate your learning Answer the questions on page 5

16. Question? Why would I call this lesson “Mrs gren or mrs green”?

17. Lesson 2 Enzymes in action

18. 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

22. 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

23. 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?

24. 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.

25. The word of the day Photosynthesis From “Photo” meaning light. And “synthesis” meaning to make. No that doesn’t mean plants make light!!

27. 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..

28. Plants are the perfect factories They get their energy for free from the sun. Water from the soil, CO 2 from the air and they make glucose out of them.

29. Making a Photosynthesis equation You all have a sheet with the molecules a plant has available to it C O O is carbon dioxide (CO 2 ) H H O is water (H 2 O) To make a glucose molecule you need 6C,12H and 6O. You need to cut up your sheets to make glucose Remember water is H 2 0 and carbon dioxide is CO 2. 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.

31. So the by-product is... Luckily for us, it’s Oxygen Photosynthesis is.. Carbon dioxide + water  glucose + Oxygen Write that down. Then write it in chemical form.

36. Lesson 4 – know your limits Learning 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

37. Lesson 5. Diffusion vs Osmosis Where does the oxygen that we breathe in go?

38. Lesson 5 diffusion v’s Osmosis! To know what diffusion is To know what osmosis is To understand the difference between the two To be able to plan a fair experiment

39. Diffusion http://highered.mcgraw- hill.com/sites/0072495855/student_view0/ chapter2/animation__how_diffusion_works.htmlhttp://highered.mcgraw- hill.com/sites/0072495855/student_view0/ chapter2/animation__how_diffusion_works.html

41. Lets think about what our cells Contain. water Oxygen for respiration Food (Glucose) for respiration Carbon Dioxide: The waste product of respiration

42. Carbon dioxide diffusing out While Oxygen diffuses in

43. Osmosis http://highered.mcgraw- hill.com/sites/0072495855/student_view0/ chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw- hill.com/sites/0072495855/student_view0/ chapter2/animation__how_osmosis_works.html

44. Osmosis

45. 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.

46. 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?

47. 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.

48. Planning a Fair test accurate resultsReliable results Use 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 possible Compare results with other groups

49. 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)

50. 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

51. Potato day accurate resultsReliable results Use 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 possible Compare results with other groups

52. What did we find out?

53. Lesson 7 Active Exchange LO: To understand the difference between active transport and diffusion To 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 …………………………..

54. 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?

55. moving down a concentration gradient Which way will the particles move?

56. moving UP or against a concentration gradient The particles can move up the concentration gradient if energy is used ENERG Y This is active transport

57. 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

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

60. Active transport in plants

61. 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.

62. Wordsearch Wordsearch