Learning Cycle Overview: Year 9 Biology Learning Cycle 2 Overview Line of enquiry 1: Hypothesis 1: Hypothesis 2: Hypothesis 3: How do substances move in and out of our cells? The rate of diffusion cannot be changed Sugary solutions can shrink cells Substances move down a concentration gradient by active transport Week 1 Line of enquiry 2: Hypothesis 4: Hypothesis 5: Hypothesis 6: Hypothesis 7: What can the human body do? Organisms are made from organelles Yeast can get you drunk You have to pay your oxygen debt back The faster your metabolism the more you can eat Week 1/2 Line of enquiry 3: Hypothesis 8: Is it fair to trial drugs on humans? Placebo drugs can cure diseases Week 2
Intentions for learning from AQA: Diffusion: Osmosis: Define the term diffusion. Explain how temperature, concentration gradient and surface area affect the rate of diffusion. Give examples of substances that diffuse into and out of cells. Calculate and compare surface area: volume ratios. Explain how the small intestine and lungs in mammals, and roots and leaves in plants, are adapted for exchange of substances. Describe and explain how an exchange surface is made more effective. Define the term osmosis. Apply knowledge of osmosis to unfamiliar situations and make predictions. Active Transport: Define the term active transport. Describe where active transport occurs in humans and plants and what is transported. Explain why active transport requires energy. Explain how active transport enables cells to absorb ions from very dilute solutions. Explain the relationship between active transport and oxygen supply and numbers of mitochondria in cells. Week 1 home learning lesson 2: production of the osmosis practical graph (plotting concentration against percentage change in mass) with an explanation of their graph followed by diffusion and osmosis questions. Year 9 Biology Learning Cycle 2 Medium Term Plan Science 2015/16 Line of enquiry one: How do substances move in and out of our cells? Lesson 1: Lesson hypothesis: The rate of diffusion cannot be changed Key words: Diffusion, Concentration gradient, Surface area, Semipermeable Diffusion occurs as substances move across semi-permeable membranes down a concentration gradient. Increasing the temperature, concentration gradient and surface area can increase the rate of diffusion. Define the term diffusion Explain how the rate of diffusion can be affected by temperature, concentration gradient and surface area Identify and use the surface area: volume ratio calculation Apply knowledge of diffusion to the human body and plants Evaluate what makes an exchange surface more efficient SC1: Self marked definition SC2: Self marked descriptions of how factors affect the rate of diffusion SC3: Self marked SA:VOL calculations SC4: Peer marked recollections of substances which diffuse in humans and plants SC5: Peer marked answers on exchange surface adaptations Lesson 2: Lesson hypothesis: Sugary solutions can shrink cells Key words: Osmosis, dilute, concentrated Osmosis is the movement of water across a semi-permeable membrane Depending on the concentrations of solutions surrounding a cell, water will move into/out of the cell. Define the term osmosis Predict what will happen to plant cells in different concentrations of sugar solution Conduct the osmosis practical Analyse and evaluate the practical results using knowledge of osmosis SC1: Peer marked definitions of osmosis SC2: Teacher marked practical predictions SC3: Self-assessment of practical skills SC4: Teacher marked evaluation of practical
Year 9 Biology Learning Cycle 2 Medium Term Plan Science 2015/16 Lesson 3: Lesson hypothesis: Substances move down a concentration gradient by active transport Key words: Active transport, absorption, mitochondria Active transport requires energy for the movement of substances to occur Active transport occurs against a concentration gradient Define the term Active transport Compare osmosis, diffusion and active transport Describe where active transport occurs in humans and plants Explain why active transport requires energy Explain the relationship between active transport and oxygen supply and numbers of mitochondria in cells. (REACH opportunity) SC2: Peer marked comparison table SC3: Self assessed identification of active transport in humans and plants SC4 and 5: Peer marked use of exam style questions to assess knowledge of why active transport requires energy and the relationship between active transport and mitochondria
Intentions for learning from AQA: Organisational hierarchy: Explain the terms cell, tissue, organ, organ system and organism, and be able to give examples of each. Have an understanding of the size and scale of cells, tissues, organs, organ systems and organisms. Describe the main systems in the human body and their functions. Aerobic and anaerobic respiration: State that all animals and plants produce carbon dioxide and water all the time as a by-product of aerobic respiration. Write the word equation for aerobic respiration. Define the term aerobic. Describe what organisms need energy for. Describe tests for carbon dioxide and water. State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria (links with 4.1.1.2). Define the term anaerobic. Explain why anaerobic respiration is less efficient than aerobic respiration. Write the word equation for anaerobic respiration in animal cells. Write the word and symbol equation for anaerobic respiration in yeast cells. State that anaerobic respiration in yeast is called fermentation. Explain why yeast is used to make bread and alcoholic drinks. Interpret data from yeast investigation. Response to exercise: Describe and explain the changes that occur in the body during exercise. Design and carry out an investigation about the effects of exercise on the body. Present and interpret data about heart rate, breathing rate and breath volume. Interpret data relating to the effects of exercise on the body, e.g. spirometer tracings. Describe the effects of long periods of vigorous exercise on the body. Define the term oxygen debt. Explain what happens to lactic acid once exercise stops. Metabolism: Define the term metabolism. Give examples of reactions in metabolism. Name some chemicals formed from glucose molecules (links to 4.4.1.3). Describe lipid formation from a molecule of glycerol and three molecules of fatty acids. Describe the use of glucose and nitrate ions to form amino acids, which form proteins. Describe the formation of urea. Week 2 home learning: Lesson 3: Past paper exam style questions with the focus on aerobic/anaerobic respiration and response to exercise. Year 9 Biology Learning Cycle 2 Medium Term Plan Science 2015/16 Line of enquiry two: What can the human body do? Lesson 1: Lesson hypothesis: Organisms are made from organelles Key words: Cell, Tissue, Organ, Organ System The organisational hierarchy is as follows: Cells, tissues, organs, organ systems, organisms. Describe the differences in size and scale of cells, tissues, organs, organ systems and organisms Explain the terms cell, tissue, organ, organ system and organism, with examples of each Describe the main systems in the human body and their functions SC1: Self assessed SC2: Self assessed SC3: Peer assessed activity with the use of organ cards and functions on organ systems Lesson 2: Lesson hypothesis: Yeast can get you drunk Key words: aerobic respiration, anaerobic respiration, efficient Anaerobic respiration is the incomplete oxidation of glucose. Although anaerobic respiration is less efficient it has commercial uses i.e. the anaerobic respiration of yeast is used to produce alcoholic drinks and bread. Recall the aerobic and anaerobic respiration equation Define both aerobic and anaerobic respiration Explain why organisms need energy and therefore why anaerobic respiration is less efficient Compare where aerobic and anaerobic respiration occurs with examples of cells State that anaerobic respiration occurring in yeast is known as fermentation with explanation of why this is useful SC1: Self assessed SC2: Self assessed SC3: Peer assessment of explanations concerning the need of energy and efficiency using rubric SC4: Teacher assessed use of graphs identifying the respiration rates of yeast cells SC5: Teacher assessed
Year 9 Biology Learning Cycle 2 Medium Term Plan Science 2015/16 Lesson 3: Lesson hypothesis: You have to pay your oxygen debt back Key words: Spirometer, oxygen debt, lactic acid The body undergoes certain changes during exercise e.g. increased heart rate/breathing rate Describe and explain the changes that occur in the body during exercise Design an experiment measuring the impact of exercise on heart rate/breathing rate with result analysis Interpret data relating to the effects of exercise on the body, e.g. spirometer tracings Describe what happens to the body during and after exercise using the term Oxygen debt and an explanation of what happens to lactic acid SC1: Discussion followed by notes- self assessed SC2: Peer assessed experimental design with clear success criteria SC3: Self assessed descriptions of spirometer tracings SC4: Peer marked using rubric Lesson 4: Lesson hypothesis: The faster your metabolism the more you can eat Key words: Metabolism, glucose, lipids, amino acids, urea Metabolism is all of the chemical reactions happening in a living organism Define the term metabolism Describe the chemical reactions involving: -glucose -lipids -amino acids -urea (REACH opportunity) SC1: Self marked SC2: Teacher marked mind map/poster of the summarising metabolism and the involved reactions
Year 9 Biology Learning Cycle 2 Medium Term Plan Science 2015/16 Intentions for learning from AQA: State which drugs come from plants and microorganisms. Explain why drugs need to be tested before they can be prescribed. Describe the main steps in the development and testing of a new drug. Give reasons for the different stages in drug testing. Explain the terms placebo and double-blind trial. Line of enquiry one: Is it fair to trial drugs on humans? Lesson 1: Lesson hypothesis: Placebo drugs can cure diseases Key words: Placebo, double blind trial Drugs undergo vigorous testing before they can be made available to the public. State which drugs come from plants and microorganisms. Discuss and summarise why drugs need to be tested Describe the stages of drug development and testing Explain what placebos are and how double-blind trials are used SC1: Self assessed SC2: Discussion followed by notes (self-assessed) SC3: Peer assessed card sort of the stages of drug testing SC4: Peer assessed past paper questions on drug trials