Biology: 1. Living ThingsSyllabusOB38 Understand how to use a simple key to identify plants and animals, including vertebrates and invertebrates

OB39 Investigate the variety of living things by direct observation of animals and plants in their environment;classify living organisms as plants or animals, and animals as vertebrates or invertebrates

OB40 Identify the basic life processes and characteristics common to all living organisms: nutrition, respiration, excretion, growth, reproduction, movement and response

OB41 Recall that living things are composed of cells, tissues, organs and systems, and understand that growth results from cell division

Student Notes

The living things which we are most familiar with are plants and animals.

Plants AnimalsMake their own food Do not make their own food

Do not move from place to place Move from place to placeHave cell walls Do not have cell walls

Animals can then be sorted into two groups:1. Vertebrates = Animals that have a backbone. (Mammal, fish, bird, reptile, amphibian).2. Invertebrates = Animals that do not have a backbone. (Spiders, worms, jellyfish, anemones, etc).

Biology KeysA key in Biology is a set of instructions which help us to identify or classify an organism.The key on the right helps us to identify classify different types of vertebrates.Can you identify where humans fit into this map?

Basic life processes and characteristics common to all living organismsAll living things have 7 life processes or characteristics in common. These are:

1. GrowthAll living things can grow/increase in size. This happens through cell division where cells have the ability to make copies of themselves.

2. Movement All living things can move. Animals can walk, fly etc, plants move their parts.

3. Nutrition All living things must be able to take in material from their environment such as food, which is needed to produce energy.

4. Respiration All organisms must extract energy from the food that they consume. Aerobic respiration uses oxygen to obtain energy from food.

5. Excretion Getting rid of waste products from chemical reactions in the body.

6. ResponseReacting to a stimuli or changes in the environment.

7. ReproductionThe formation of new individuals. Organisms must be able to reproduce themselves or their species will become extinct.

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Biology is the study of living things (called organisms)

All organisms are composed of cells which form tissues which form organs which in turn form systems.

CellsCells are the main building blocks of life, e.g. blood cells and skin cells. (We will look at them in detail in the next chapter).

TissuesA tissue is made up of a group of similar cells which carry out the same function, e.g. skin tissue and muscle tissue.

OrgansAn organ is made up of different types of tissue working together, e.g. the heart and the lung.

SystemsA system is formed by a group of organs working together, e.g. the reproductive system and the digestive system.

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Exam Questions

1. [2008 OL](i) Write the letter T opposite the name of a body tissue in the table on the right.(ii) Write the letter O beside the name of a body organ in the table on the right.

2. [2009 OL][2007 OL] Choose one vertebrate and one invertebrate from the list of animals on the right.

3. [2009 OL](i) Choose the correct temperature range of human body temperature from the list on the right.(ii) Give one reason for a change in body temperature.

4. [2008 OL]The table shows a simple key used to identify some common organisms found in a habitat.In the case of any two of the organisms shown on the right, write the letter corresponding to a key feature given in the table above beside the organism which that best describes.

Other Test Questions1. List six characteristics of living things.

2. What is an organ made up of?

3. Define (i) sensitivity, (ii) reproduction, (iii) respiration and (iv) excretion.

4. Explain the term tissue.

5. What process do cells undergo to allow growth in organisms?

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MuscleDigestive systemHeartSnail

FrogThrushEarthworm

36 – 370 C86 – 870 C

Letter Key feature of organismA Four pairs of legsB Segmented body, no legsC Three pairs of legsD Eight to ten pairs of legs

Biology: 2. Animal and Plant cellsSyllabus

OB42 Identify, and understand the functions of, the main parts of a microscope (light microscope only) and use it to examine an animal cell and a plant cell

OB43 Draw one example each of an animal cell and a plant cell, identifying the nucleus, cytoplasm and cell wall (plant cell), and indicate the position of the cell membrane

OB44 Prepare a slide from plant tissue and sketch the cells under magnification

Student NotesThe microscope

Organisms (living things) are made up of cells. Cells differ in shape, size and function.

The microscope can be used to examine plant and animal cells.

To prepare plant cells for viewing under a microscope1. Place a drop of iodine onto a clean glass slide (iodine is used to stain (‘dye’) a cell and make it easier to see).2. Cut an onion and remove a thin layer of inner cells. 3. Place it on the slide and place a cover slip on top.

To prepare animal cells for viewing under a microscope1. Use a cotton swab to get cheek cells and smear this onto a slide.2. Put a couple of drops of methylene blue stain on the smear and leave for a few mintues.3. Rinse off the stain and allow the slide to dry.

To examine a plant or animal cell under a microscope1. Put a piece of tissue on the slide and cover it with a glass slip.2. Place the glass slide on the stage and secure with clips.3. Watch from the side and turn the coarse focus wheel so that the objective lens is as close to the stage as possible.4. Put your eye to the eyepiece and gently turn the fine focus wheel the opposite way to sharpen the image.

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Component FunctionEyepiece Magnifies the image

Focus wheels Focuses the image

Objective lenses Magnifies the image

Stage Supports the Slide

Slide The specimen is placed on the slide

Light-bulb Light source

Animal Cell

Plant Cell

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Part FunctionCytoplasm Most of the cell’s activities happen here

Cell membrane Holds in the contents of the cell and controls what enters and leaves the cell

Nucleus Controls the activities of the cell

Vacuoles Store food

Cell wall Provides support and structure to plant cells

Chloroplasts These contain chlorophyll which makes food for plant cells

Exam Questions1. [2007 OL]

The picture shows a piece of laboratory equipment.(i) Name the piece of equipment.(ii) Give one use of this piece of equipment.

2. [2009]The parts labelled A and B in the diagram of the microscope work together to perform a single function.

(i) What is the combined function of A and B?(ii) Name the part labelled C in the diagram.

3. [2008 OL] The diagram shows a microscope.Study the diagram and answer the questions below using the table.

(i) In the table write the letter A beside the name of the part labelled A.(ii) In the table write the letter B beside the name of the part labelled B.(iii) In the table write the letter C beside the name of the part labelled C.(iv) In the table write the letter F beside the function of the part labelled B.

4. [2006]The diagram shows a laboratory microscope.What are the functions of parts labelled A and B?

5. [2006]Onion epidermis is a tissue only one cell thick.It is used in school laboratories on microscope slides to investigate plant cell structure using a microscope.Describe how to prepare a microscope slide from a plant tissue.

6. [2006]Draw a labelled diagram of a plant cell.

7. [2008 OL]The diagram shows an animal cell and a plant cell.

(i) Write the letter P beside the plant cell in the table on the right.(ii) Write the letter A beside the animal cell in the table on the right.

Other Test Questions6. Draw a labelled diagram of a microscope including all major parts.

7. Draw a labelled diagram of an animal cell.

8. Draw a labelled diagram of a plant cell – include nucleus, vacuole, cell wall cell membrane cytoplasm, chloroplast. What is the function of each part?

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LensLampEye pieceFocus wheelBaseTo focusTo magnify

Biology: 3. FoodSyllabusOB1 Recall that a balanced diet has six constituents: carbohydrates (including fibre), fats, proteins, vitamins,

minerals and water, each with different functions

OB2 Describe a food pyramid and give examples of types of food recommended in a balanced diet.

OB3 Carry out qualitative food tests for starch, reducing sugar, protein and fat

OB4 Read and interpret the energy values indicated on food labels and compare the energy content per 100 g of a number of foods, and identify the food types on the label that form part of a balanced diet.

OB5 Investigate the conversion of chemical energy in food to heat energy

Student Notes

Why do humans need food?We need food for energy to help us grow and to repair worn down or damaged parts of our bodies.

Food typesSix Types

1. Carbohydrates 2. Fats3. Proteins4. Vitamins5. Minerals6. Water

Balanced Diet

A food pyramid helps us to determine the correct amount of each food type to maintain in a balanced diet.

Foods in a food pyramid are classified into five main groups:

From bottom to top1. Cereals, e.g. bread and potatoes2. Fruit and Vegetables3. Dairy Products4. Meat and Fish5. Other

The bottom foods should be eaten often while those at the top should be eaten sparingly.

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Nutrient Functions Common Sources

Carbohydrates e.g. Sugars, starch and fibre

Supplies energy, prevents constipation!

Fruits, HoneyBread, PotatoesRice, Fruit & Vegetables

Fats Provides energy and insulation Dairy products

Proteins Growth and repair. Meat, Fish, Eggs, Milk, Cheese

Vitaminse.g. Vitamin D, Vitamin C

Healthy skin and bones Fruit, Green Vegetables,Potatoes, Beans, Milk

Mineralse.g. Fluorine, Calcium, Iron

Healthy teeth and bones, prevents anaemia.

Green Vegetables, Red MeatDairy products

Watere.g. Evian, Ballygowan

Allows cells to function Can be obtained from special bottles in a shop

A balanced diet contains the right amount of each of the six different types of food

Failure to eat a balanced diet may cause a person to become overweight, tired, and slow and due to a lack of iron they may result in having a condition called anaemia.

Energy ValuesDifferent foods contain different amounts of energy. These amounts are known as Energy Values.

Energy is measured in Joules (J). However energy values of a food can be measured in Kilojoules per gram (kJ/g).

Food Tests

Food Tested Chemicals Used Positive ResultStarch Add iodine Turns blue-black

Reducing sugare.g. glucose

Add Benedict’s solutionand heat

Turns brick-red

Fat Rub food on brown paper

Translucent Stain

Protein Add sodium hydroxide and then copper sulfate

Turns purple

To investigate the conversion of chemical energy in food to heat energy1. Place a burning cream-cracker or peanut under a test-tube containing water.2. Note the temperature of the water before and after.3. The temperature of the water rises.

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Exam Questions1. [2008]

Give one function for vitamins in our bodies.

2. [2008]Give one function for minerals in our bodies.

3. [2006 OL] Name the mineral needed for healthy growth of teeth.

4. [2007 OL]Fibre is a carbohydrate and it is an important part of a balanced diet.What is the function of fibre as part of a balanced diet?

5. [2007 OL] Protein and carbohydrate form part of a balanced diet.

(i) In the table on the right write the letter P beside a good source of protein.(ii) Write the letter C beside a good source of carbohydrate.

6. [2009 OL]Proteins, fats and carbohydrates form part of a balanced diet.Answer the following questions about food types.

(i) In the table write the letter F beside a good source of fat.(ii) Write the letter C beside a good source of carbohydrate.(iii) Give one function of fibre in the diet.

7. [2007]Name the principal food type (nutrient), which is present in all of the foods shown.

8. [2006 OL] The diagram shows a food pyramid.

(i) Name one item of food that could be found at X in the pyramid.(ii) Why should only a small amount of the foods at the top of the pyramid be eaten?

9. [2006] The diagram shows a food pyramid.Explain how to use a food pyramid to plan a healthy diet.

10. [2007] Describe a test to show the presence of fat.

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11. [2006]Tests were carried out on three foods by a pupil in a school laboratory.The results of these tests are given in the table.A plus (+) sign means a positive result to a test.A minus (–) sign means a negative result to a test.

(i) Which one of the foods, A, B or C would most likely be cheese, meat, or fish? (ii) Which one of the foods, A, B or C would most likely be crisps, or chips?

12. [2008 OL] The table shows the nutritional information given on the labels on two foods A and B.

(i) Which food, A or B, provides the most energy per 100 g?(ii) Which food, A or B, is more likely to be cheese?

Give a reason for your answer.

13. [2006]This nutritional information was given on a packet of wheat bran.Wheat bran is used with breakfast cereals and is added to brown bread.Select any two nutrients from the list given and say what role each one has in maintaining health.

14. [2006 OL] Describe an experiment you could carry out to show the conversion of chemical energy to heat energy.Draw a labelled diagram of any equipment used.

15. [2007]Describe a simple laboratory experiment to show the release of chemical energy from food as heat.

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Other Test Questions1. List six different food types.

2. Give an example of each of the food types above.

3. Give a function of each of the food types above. You should answer each of these questions by using a table with three columns; entitled Type, Source and Function.

4. How can you test for the presence of starch in food.

5. What do you need to test for(i) Starch ____________________________________________________________________(ii) Reducing sugars____________________________________________________________(iii) Fats _____________________________________________________________________

6. Fill in the table listing all the main food types in one column, a source of that food in the next column and the main function of that food-type in the final column.

Type Source Function

7. Use the table below to answer the following questions:Name the chemicals needed to test for protein, reducing sugars, starch and fat. Give the results of each test. Name a food for each test that would give a positive result.

Food tested Chemical(s) used Positive results Food source that gives a positive result

ProteinReducing sugarStarchFat

8. (i) Name a food which is a good source of roughage/fibre.(ii) Why is it important to have a balanced diet?(iii) Name a mineral and a vitamin found in dairy products which are needed for healthy bones.(iv) Describe an experiment to compare the amount of energy in different food samples. Include a labelled diagram. (v) What units is energy in food measured in?

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Biology: 4. The Digestive System

SyllabusOB6 Identify and locate the major parts of the digestive system including the mouth, oesophagus, stomach, liver,

pancreas, small intestine and large intestine, and know their functions.

OB7 Identify molars, premolars, canines and incisors, and describe their functions

OB8 Investigate the action of amylase on starch; identify the substrate, product and enzyme

Student NotesDiagram of the human digestive system

Teeth

A full adult set of teeth contains 32 teeth

Enzymes

A catalyst is a chemical that speeds up a chemical reaction.An enzyme is a biological catalyst.The substance an enzyme acts on is the substrate and the substance formed by the reaction is the product.

Amylase is an example of an enzyme and is used to break down starch into a reducing sugar called maltose.Therefore in this case starch is the substrate and sugar is the product.Amylase is found in saliva.

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Part FunctionMouth Physical digestion

Oesophagus Passes food to the stomach by peristalsis

Stomach Physical and chemical digestion

Small intestine (6 metres long)

Chemical digestion and the absorption of nutrients into the blood

Pancreas Contains digestive enzymes

Liver Produces Bile (for the digestion of fats)

Large intestine Absorption of water from the food remains

Rectum Faeces is stored in the rectum

Tooth FunctionIncisors Biting and cuttingCanines Grasping and tearingPremolars Grinding and crushingMolars Grinding and crushing

To demonstrate the action of salivary amylase on starch

1. Add some saliva (which contains the amylase enzyme) to a starch solution which is in a test tube.2. Heat in a water bath at 37 0C for 10 minutes. 3. The starch should now be converted to a simple sugar called maltose so we need to test for this.

Add some Benedict’s solution and place in boiling water for a few minutes.4. The contents of the test-tube should turn red, indicating that sugar is present.

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Exam Questions 1. [2006 OL]

Digestion of food is important so that we can obtain energy from our food.Name the parts of the digestive system labelled A, B and C in the diagram.

2. [2006 OL] Give one function of the stomach.

3. [2007]Give a digestive function of the liver.

4. [2007 OL] The diagram below shows the human digestive system.Examine the diagram and answer the questions that follow.

(i) In the table write the letter A beside the name of the part labelled A.

(ii) Write the letter B beside the name of the part labelled B.(iii) Write the letter F beside the function of the part labelled B.

5. [2007 OL]The large intestine is labelled C in the diagram.

6. [2007 OL]Fibre is a carbohydrate and it is an important part of a balanced diet.What is the function of fibre as part of a balanced diet?

7. [2007]Give a function of the small intestine other than digestion.

8. [2006 OL] Identify the type of tooth labelled X in the diagram on the right.

9. [2006 OL] Name the mineral needed for healthy growth of teeth.

10. [2007 OL]Two teeth are labelled T in the diagram.In the table on the right write the letter T beside the type of tooth labelled T.Write the letter F beside the function of that type of tooth.

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11. [2009 OL]A tooth is labelled T in the diagram.

(i) Write the letter T beside the type of tooth labelled T.(ii) Write the letter F beside the word on the right which describes the function of this

type of tooth.

12. [2006 OL] Salivary amylase found in the mouth acts on starch in the food we eat.This action can be investigated in the laboratory.Name the chemical used to test for the presence of starch at the beginning of the experiment.

13. [2006 OL] When salivary amylase is added to starch solution and the mixture placed in a water bath at 37 °C for 5 minutes, a new product is formed.Name the product formed.

14. [2006 OL] A chemical is used to test for the presence of maltose. This chemical reacts with maltose to produce a brick-red colour when they are heated together in a hot water bath for 5 minutes. Name this chemical.

15. [2007]In the small intestine starch is broken down to maltose by amylase.Identify the enzyme, and the substrate named in this reaction.

16. [2008 OL] In the table write the letter S beside the name of the solution used to test for the presence of a reducing sugar.

17. [2008 OL] In the table write the letter R beside the name of a reducing sugar.

18. [2008 OL] In the table write the letter B beside the colour of the test solution used at the beginning of the experiment.Write the letter E beside the colour of the test solution that indicates a positive result for the presence of a reducing sugar.

19. [2008]A pupil performed an experiment in a school laboratory to show the action of a digestive enzyme on a food substance.

(i) Name an enzyme suitable for such an experiment. (ii) Name a food substance on which the enzyme that you have named will act. (iii) Describe any preparation of the food required before the experiment is performed. (iv) If no preparation is required state why. (v) Give the temperature at which the enzyme-food mix should be maintained for the experiment to work. (vi) How much time is needed for digestion of the food in this experiment? (vii) Describe a test to confirm that digestion has occurred.

20. [2007]Describe a simple laboratory experiment to show the release of chemical energy from food as heat.

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BiuretBenedict’sFehling’s

GlucoseSucrose

BrownBlueBrick Red

Class Questions

9. List the four types of teeth and give the function of each using the table provided:

Type of tooth Function

1

2

3

4

10. Give the function of each of the following in the table provided:

Body Part Function

A Mouth

B Oesophagus

C Stomach

D Liver

E Pancreas

F Small intestine

G Large intestine

11.(i) Identify each of the parts of the digestive system in the

diagram by putting the appropriate letter from Question 2 beside each part.

(ii) Mark on the diagram where digestion, absorption and egestion occur.

12.(i) What is an enzyme? Name the substance on which an enzymes

acts?(ii) Describe an experiment to show the action of amylase on starch –

include a labelled diagram.(iii) Give the results after testing each test-tube with iodine. (iv) What is the product after amylase acts on starch?(v) How would you identify the substrate, product and enzyme?

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Biology: 5. Respiration and BreathingSyllabus

OB9 Describe the process of aerobic respiration by means of a word equation and understand that aerobic respiration requires the presence of oxygen

OB10 Demonstrate the products of aerobic respiration

OB11 Carry out qualitative tests to compare the carbon dioxide levels of inhaled and exhaled air

OB12 Describe how oxygen is taken into the bloodstream from the lungs and how carbon dioxide is taken into the lungs from the bloodstream during gaseous exchange and how these processes are affected by smoking

Student NotesRespiration

Respiration is not the same as breathing!!

Respiration can be either aerobic or anaerobic. Aerobic respiration requires oxygen while anaerobic does not.Humans and all other animals carry out aerobic respiration while many micro-organisms like yeast carry out anaerobic respiration

Equation for aerobic respiration

Test for CO2

It turns limewater milky.

Test for water It turns cobalt chloride paper pink / it turns copper sulphate blue.

To show that there is more carbon dioxide in exhaled air than in inhaled air.

1. Suck air in through the position shown on diagram A and note that the limewater takes a long time before going milky.

2. Replace the limewater and this time exhale air through the top of the tube as shown in diagram B and note that the limewater goes milky quickly.

3. Conclusion: there is more carbon dioxide in exhaled air.

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Glucose + oxygen → Energy + carbon dioxide + water

Respiration is the controlled release of energy from food

How does air enter and leave the lungs?

1. Diaphragm and intercostals muscles contract, pulling the ribcage down.

2. The ribcage is attached to the lungs and as a result the volume in the lungs increases causing the pressure to decrease.

3. Hence air is taken in to balance the pressures when the mouth (or nasal passage) is open.

4. In order to exhale, the diaphragm relaxes, pushing the ribcage up, reducing the volume of the lungs therefore increasing the pressure, so if the mouth is open air will escape.

Gaseous exchange: How oxygen is taken into the bloodstream and carbon dioxide and water leave the bloodstreamAir passes in and out of the lungs, via the trachea (windpipe), bronchi and bronchioles. The diagram shows tiny air sacs called alveoli (singular alveolus). Each alveolus is surrounded by tiny blood vessels called capillaries.Gaseous exchange takes place here.Oxygen passes from the alveoli into the blood which is flowing through the capillaries,Carbon dioxide and water pass in the opposite direction; from the bloodstream back into the alveoli where they are exhaled back out of the body.

The effect of smokingSmoking has many adverse health effects, including cancer, heart disease, pneumonia and bronchitis.It clogs up the hairs in the nose, which reduces their effectiveness to filter incoming dust particles.It also clogs up the alveoli in the lungs, reducing the ability to exchange gases.

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Breathing happens when animals take in oxygen and give out carbon dioxide and water