MY BIOLOGY PAGE

YEAR SEVEN HALF TERM ASSIGNMENTS

Fri, 22 May 2009 10:50:01 GMT

PROJECT:

MATERIALS: BUZZER, WOODEN BOARD, ELECTRIC WIRE, 2 LAMPS, PLUG, PUSH BUTTON SWITCH

METHOD: CONNECT THE 2 LAMPS IN PARALLEL WITH ONE ANOTHER AND THE BUZZER SHOULD ALSO BE CONNECTED IN SERIES WITH ONE OF THE LAMPS.

THE PUSH BUTTON SWITCH SHOULD CONTROL ONE OF THE LAMP AS WELL AS THE BUZZER, WHILE A GANG SWITH SHOULD CONTROL THE OTHER LAMP.

A NEAT PRESENTATION OF WORK IS VERY IMPORTANT.

VARIATION AND CLASSIFICATION

I SHOULD BE ABLE TO:

A. DEFINE VARIATION

B. KNOW THE TYPES OF VARIATION

C. GROUP ANIMALS AND PLANTS INTO CLASSES

D. DESCRIBE WHAT IS MEANT BY SPECIES

E. GIVE EXAMPLES OF VARIATION WITHIN SPECIES

SOLUTIONS

A. EXPLAIN WHAT IS MEANT BY A MIXTURE

B. EXPLAIN WHAT IS MEANT BY A SOLUTION

C. DESCRIBE METHODS OF SEPARATION OF MIXTURES :

USING A MAGNET, FILTERATION, DISTILLATION, CHROMATOGRAPHY

YOU ARE TO READ

PAGES 74, 12-21, 114-121 OF YOUR CORE SCIENCE TEXTBOOK

TASK.

SUMMARISE EACH PAGEW BASED ON THE SET OBJECTVES ABOVE (VARIATION AND CLASSIFICATION AS WELL AS SOLUTIONS)

YEAR SEVEN HALF TERM ASSIGNMENTS

Fri, 22 May 2009 10:50:01 GMT

PROJECT:

MATERIALS: BUZZER, WOODEN BOARD, ELECTRIC WIRE, 2 LAMPS, PLUG, PUSH BUTTON SWITCH

METHOD: CONNECT THE 2 LAMPS IN PARALLEL WITH ONE ANOTHER AND THE BUZZER SHOULD ALSO BE CONNECTED IN SERIES WITH ONE OF THE LAMPS.

THE PUSH BUTTON SWITCH SHOULD CONTROL ONE OF THE LAMP AS WELL AS THE BUZZER, WHILE A GANG SWITH SHOULD CONTROL THE OTHER LAMP.

A NEAT PRESENTATION OF WORK IS VERY IMPORTANT.

VARIATION AND CLASSIFICATION

I SHOULD BE ABLE TO:

A. DEFINE VARIATION

B. KNOW THE TYPES OF VARIATION

C. GROUP ANIMALS AND PLANTS INTO CLASSES

D. DESCRIBE WHAT IS MEANT BY SPECIES

E. GIVE EXAMPLES OF VARIATION WITHIN SPECIES

SOLUTIONS

A. EXPLAIN WHAT IS MEANT BY A MIXTURE

B. EXPLAIN WHAT IS MEANT BY A SOLUTION

C. DESCRIBE METHODS OF SEPARATION OF MIXTURES :

USING A MAGNET, FILTERATION, DISTILLATION, CHROMATOGRAPHY

YOU ARE TO READ

PAGES 74, 12-21, 114-121 OF YOUR CORE SCIENCE TEXTBOOK

TASK.

SUMMARISE EACH PAGEW BASED ON THE SET OBJECTVES ABOVE (VARIATION AND CLASSIFICATION AS WELL AS SOLUTIONS)

AMAZING DISCOVERY!

Thu, 14 May 2009 12:59:31 GMT

STUDENTS!!

EXAMINATION QUESTIONS WITHOUT ASKING FOR IT!!!!

CLICK THIS LINK

http://www.planet-master.com/igcse.html

YEAR SEVEN MID-TERM ASSIGNMENT

Fri, 24 Oct 2008 15:02:50 GMT

http://www.nottinghamschools.co.uk/eduweb/schools/schools-template.aspx?id=865

a) CLICK ON THE WEB SITE ABOVE TO DOWNLOAD

An ms word file of 'How to use a Microscope'
Paste the cut out the microscope from the page
Write out the functions of the labeled parts

b) CLICK ON THE LINK BELOW

http://www.nottinghamschools.co.uk/eduweb/schools/schools-template.aspx?id=869

Your work involves also clicking on Intervention - explanation construction (26KB) on that page and Intervention - sentence construction (24KB)

Follow the instructions on the two pages submission is on Monday

YEAR TEN MID-TERM ASSIGNMENT

Fri, 24 Oct 2008 12:32:27 GMT

1. Soya beans and beef produced on the land are good sources of protein. The table below shows the nutritional content of products made from soya and beef.

	nutrtional	content per	100 of product
product	energy/kJ	protein/g	saturated fat/g	fibre/g
corned beef	905	26.9	12.1	0.0
soya sausages	1128	19.0	2.1	2.0

(i) using the data from the table, state and explain two reasons why soya sausages may be healthier than corned beef as a major item in the diet.

1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- (4)

2. A typical dicot leaf contains a number of different type of cells, including:

guard cells, palisade mesophyll, spongy mesophyll and upper epidermal cells

Using the type of cells listed above, complete the table by

a) writing the types of cells in the order that sunlight passes through them,

b) stating the proportion of chloroplasts in each of the types of cells. Use the terms none, some and many.

type of cell	number of chloroplasts

(3)

Stomatal pores are surrounded by pairs of guard cells. When the stomata are closed the rate of photosynthesis is affected, due to a limiting factor.

c i) Write a balanced equation, using chemical symbols, for the process of photosynthesis.

------------------------------------------------------------------------------------------------------(2)

ii) Define the term limiting factor

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)

iii) State the factor that limits photosynthesis when the stomata are closed.

------------------------------------------------------------------------------------------------------(1)

d) vascular bundles, containing xylem and phloem tissue, are situated in the leaf.

i) describe the structure of xylem tissue.

ii) State the functions of xylem and phloem.

Function of xylem

Function of phloem

e) Some plants close their stomata during the hottest part of the day, despite the effect on photosynthesis. Suggest what benefit this might be to the plants.

YEAR SEVEN ASSIGNMENT

Mon, 29 Sep 2008 17:48:26 GMT

Ask someone close to you to show you how to measure the surface area of a leaf.

Submit a write up on this on thursday, 2nd October.

Happy National Day!

MORE WEBSITES FOR YOUR PERUSAL

Wed, 21 May 2008 08:39:14 GMT

www.biologymad.com

www.yteach.co.uk

ACTION WORDS FOUND IN QUESTIONS (VERY IMPORTANT)

Thu, 21 Feb 2008 12:54:28 GMT

1. Define (the term(s) ... ) is intended literally, only a formal statement or equivalent paraphrase being required.

2. What do you understand by/What is meant by (the term(s) ... ) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value.

3. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can readily be obtained 'by inspection'.

4. List requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified, this should not be exceeded.

5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of asking candidates to give reasons for. The candidate needs to leave the examiner in no doubt why something happens.

(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.

6. (a) Describe, the data or information given in a graph, table or diagram, requires the candidate to state the key points that can be seen in the stimulus material. Where possible, reference should be made to numbers drawn from the stimulus material.

(b) Describe, a process, requires the candidate to give a step by step written statement of what happens during the process.

Describe and explain may be coupled, as may state and explain.

7. Discuss requires the candidate to give a critical account of the points involved in the topic.

8. Outline implies brevity, i.e. restricting the answer to giving essentials.

9. Predict implies that the candidate is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question.

Predict also implies a concise answer, with no supporting statement required.

10. Deduce is used in a similar way to predict except that some supporting statement is required, e.g. reference to a law or principle, or the necessary reasoning is to be included in the answer.

11.(a) Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g.in Biology, there are a variety of factors that might limit the rate of photosynthesis in a plant in a glasshouse),

(b) Suggest may also be used to imply that candidates are expected to apply their general knowledge and understanding of biology to a 'novel' situation, one that may be formally 'not in the syllabus' � many data response and problem solving questions are of this type.

12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.

13. Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved.

14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a rule, or mass, using a balance.

15. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula, e.g. relative molecular mass.

16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question.

17. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but candidates should be aware that, depending on the context, some quantitative aspects may be looked for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value.

In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care should be taken over proportions and the clear exposition of important details.

In all questions, the number of marks allocated are shown on the examination paper, and should be used as a guide by candidates to how much detail to give. In describing a process the mark allocation should guide the candidate about how many steps to include. In explaining why something happens, it guides the candidate how many reasons to give, or how much detail to give for each reason.

GREAT WEB SITES FOR IGCSE BIOLOGY

Mon, 21 Jan 2008 14:23:28 GMT

Hi,

These sites are great for the content of IGCSE biology. PICK YOUR NOTES FROM HERE

http://www.biotopics.co.uk/conten.html

http://science.pppst.com/biology.html

http://www.cneccc.edu.hk/subjects/bio/biopowerpoint.htm

If clicking on the url address does not link up, copy and paste into your browser

ADVICE ABOUT DRAWING SPECIMENS AND GRAPHS IN BIOLOGY

Wed, 16 Jan 2008 11:07:14 GMT

HERE'S MY ADVICE ABOUT DRAWING DIAGRAMS.

� Encourage pupils to draw what they can see, not what they think they ought to see.

� Drawing in pencil is best, because they can rub out errors without making a mess.

� They should draw clean lines, not fuzzy ones where they have had several goes at it.

� Drawings should be large � they should make best use of the space on the page, leaving room for labels.

� When labelling, use a ruler to draw the label lines.In general, it is best to use pencil for the lines and the labels.

� The label lines should actually touch the structure being labelled.

� The labels themselves should be written in the space around the diagram, not on the diagram itself.

� Don't use shading unless this really helps in some way.

TIPS ABOUT GRAPH DRAWING

�Students should put the independent variable on the x axis and the dependent variable on the y axis.

� Choose scales that make good use of the graph paper, so that any trend in the line is clearly seen. There is no need to begin at 0. For example, a cooling curve with a y axis running from 0 degrees C to 80 degrees C is not sensible, if the minimum temperature reached is 20.

� The scale should be easy to read, so it should not go up in 3s, for example, because it is impossible to read intermediate values.

� The scale should always be fully labelled, with units.

� On a line graph, plot points using a small, neat cross.

� On a line graph, where there is a clear trend and we have good reason to believe the results should lie on a straight line or a smooth curve, a best fit line can be drawn.

� On a line graph, in Biology we sometimes need to draw a straight line between points, using a ruler. We do this when we aren't sure that the line is likely to be straight or a particular kind of curve.

� Give a graph a heading.