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3 TABLE OF CONTENT 1. SBA Skills - Drawing - Measurement and Manipulation - Analysis and Interpretation - Observation Recording Reporting - Planning and Designing 2. Classification - Characteristics of living things - Taxonomy - Binomial nomenclature - Kingdoms of living things - Grouping organism 3. Cytology - Plant and animal cells - Diffusion and Osmosis - Active Transport 4. Photosynthesis - Conditions needed for photosynthesis - Internal and external structure of leaf - Factors affecting transpiration rate - SBA Activities 5. Nutrition - Essential nutrients - Balanced meals - Nutritional Disorders 6. Digestion - Digestion - Absorption and Assimilation - Disorders of digestive system 7. Respiration - Aerobic and anaerobic respiration - Respiratory system - Gaseous exchange
4 - he school Based Assessment component of the CSEC Biology course extends for two school years, Unit 1 SBA Skills OBJECTIVES: 1. Identify the five skills that are assessed by CXC for the sciences 2. Identify and practice the criteria for Drawing skill 3. Identify the criteria for ORR skill 4. Use the criteria for ORR skill to construct graphs, pie charts and histograms 5. Identify the criteria for MM 6. Identify the criterion for AI 7. Identify the criteria for PD skill 8. Use the SBA Skills criteria to write a plan and design an experiment, carry out the experiment and write a laboratory Report.
5 SCHOOL BASED ASSESMENTS SBA stand for School Based Assessments. For the sciences, this component accounts for 20% of your final CSEC Biology/Integrated Science/Chemistry grade. A number of skills are tested which includes: - ORR- the ability to describe all relevant observations and the ability to report experimental data in an orderly fashion. Students are expected to record observations at the time they are made. In addition, proper laboratory conduct in showing safety consciousness and consideration for others. - MM- demonstration of proper use of simple laboratory equipment and mastery of the relevant laboratory techniques - AI- the ability to analyse and draw logical conclusions from relevant experimental observations and data. - DRW- the ability to draw simple diagram representing biological structures being observed. - PD- the ability to thoughtfully design and execute experimental work. Students are expected to devise all the components of the experiment. Knowing how to handle laboratory equipment and materials is extremely important. The skill that develops competence in this area is Measurement and Manipulation skill. Measurement refers to your ability to manage or handle lab equipment and materials. This includes how proficient you are in using laboratory techniques. Measurement refers to one ability to make accurate and precise readings with appropriate units. 1. The Bunsen Burner Before lighting i) Close air holes. This will produce a luminous flame. ii) Light match immediately before turning on gas. Once the burner is lit i) Slowly open air holes to obtain a nonluminous flame. ii) Control flame height/size by adjusting gas supply to produce a quiet flame iii) Always attend to flame iv) Extinguish flame by closing gas taps Measurement and Manipulation Skills (MM)
6 2. Use of Mortar and Pestle i) Cut up substances into small pieces and place in mortar ii) Add water and gently grind mixture in a circular motion 3. The Measuring Cylinder (glass/plastic) i) Rest the cylinder on a flat and horizontal surface ii) Read meniscus at eye level to avoid parallax error iii) Read the bottom of the meniscus( a black or white background placed behind the meniscus makes it more distinct) iv) Accurately read and interpret the scale 4. Use of Beaker i) Wash beaker with clean distilled water before use. ii) Secure beaker in hand when pouring from spout. iii) Accurately read meniscus at eye level. 5. The Thermometer Mercury is toxic, so exercise extreme care when using the thermometer. THE THERMOMETER IS NOT TO BE USED AS A STIRRER unless specifically directed by your teacher or lab procedures as in the case of rates lab. i) Immerse bulb completely in liquid ii) ensure bulbis not in contact with container iii) stir liquid to ensure even distribution of heat iv) Immerse bulb long enough for thermal equilibrium v) Take reading when bulb is immersed vi) Take reading at eye level to avoid parallax error. vii)accurately read/interpret scale. vii) handle carefully and store appropriately.
7 6. Filtering i) Prepare filter paper by folding into a cone ii) Fold filter paper in half iii) Fold halved paper in half again iv) Open one end to form a cone and place in funnel v) Moisten paper cone with distilled water to allow for adhesion to funnel vi) Secure funnel in measuring cylinder/conical flask/ boiling tube. 7. Handling Reagents i) To prevent contamination of chemicals: Always close reagent bottles with their same covers immediately after use and before opening another bottle Reagents already poured out must not be returned to the stock container. Ensure that the outer area of the cover rests on the work surface. Avoid direct contact between the mouth of the reagent bottle and rim of container. Wash hands before and after the use of any reagent. ii) Always pour from a labelled bottle with the label in a visible position; read labels before use iii) Use small quantities of reagents iv) Dispose of waste/excess in the approved manner. v) Return reagents to proper resting place immediately. 8. The Electronic/Analytical Balance i) make sure that you understand the calibration of the scale, before you begin the experiment. ii) Make sure the balance is placed along an even and horizontal surface. iii) Switch the balance on and check that the digital readout shows a mass of 0.0000g iv) Gently place the object to be weighed on the balance pan. (Press the tare bar first, before adding a solid sample to a container on the pan.) v) Record the displayed value, after it is stabilized.
8 9. Use of a Water Bath i) Properly assemble apparatus ii) Have a non-luminous flame under tripod iii) Position beaker with test tube/watch glass on wire gauze on tripod iv) Point test tube away from self and neighbour. 10. Testing for Oxygen i) Cover opening securely with thumb ii) Allow enough time for the collection of the gas iii) Use a glowing splint iv) Insert splint quickly (as thumb is removed) inside test tube v) Allow enough time for splint to relight. 11. Use of test tubes i) Always use a clean test tube and have rack available for test tubes ii) Test tubes should be angled away from self and neighbour when heating, in water bath or in direct flame. iii) Test tubes should be stroked through the hottest region of the flame to prevent breakage. iv) Position labels three quarters of the distance up the tube to avoid it being burnt soaked or marred during pouring. v) Only use kimax or Pyrex test tubes for heating. Source of Errors/ limitations: 1. limitations of or inherent in measuring instrument a) incorrect instrument calibration b) manufacturer’s fault (defect) 2. limits to the skill and carefulness of the experimenter. a) Misjudging of reading between two scale markings b) Timing of repetitive processes. 3. Conditions of the environment in which the experiment occurs a) Temperature and pressure conditions b) Humidity c) Droughts 4. Limitations of or inherent in procedures used. a) Is this the most accurate method of obtaining results?
9 A drawing is a simple and accurate representation of the apparatus, specimen or model used in the experiment. It should not be an artistic or stylized representation A diagram is not a true representation. It is used however to show how one or more things relate to each other as in the case of the biogeochemical cycles, food webs, and food chains. Guidelines for Drawing and Diagrams
10 Common errors to avoid in Biological drawings.
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12 Guidelines for Observations Recording and Reporting
13 Graphs-----------------------------
14 Types of graphs Plotted curve or line graphs is used to represent data where the relationship between two variables is shown as a continuum. Histograms shows frequency distribution of continuous variables. Values are grouped into classes of equal widths. Bar charts show relationship between continuous dependent variable and non numerical independent variable Pie charts illustrate portions of a whole (frequency X 3600 ) Pictographs gives a pictorial representation of data
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16 Constructing Pie Charts
17 Checklist for ORR 1. Overall organization and conciseness of Report o Is the report in logical sequence? (e.g. aim, apparatus…) o Is each report section named appropriately? o Are the appropriate forms of reporting selected and used for conciseness (graphs, tables, diagrams, prose in third person, passive accurate recording of observations? o Is there are reflection noted? 2. Graphs o Titles a. Is title accurate/ self -explanatory/ meaningful? b. Is it written in all caps, underlined and placed below the labels of the horizontal axis? o Axes a. Are they fully labelled with appropriate quantity for symbol and unit (metric)? b. Is the dependent variable on the y -axis and the independent variable on the x axis? o Accuracy a. Are the plotted points accurate (not rounded off)? b. Are the points plotted using the encircled dots and or small crosses made with pencils with very sharp tips? c. Are there about 7 points? o Curves / straight lines a. Is the curve smooth? b. Are the points connected with straight lines? c. Is it the line of best fit? o Scales a. Does the graph occupy at least 75% of the graph paper both vertically and horizontally? b. Is it awkward or easy to read e.g. multiples of 10 c. Is the scale box placed at the top right hand corner? o Key (if necessary)
18 3. Tables o Is it neatly constructed with 4 distinct sides o Is the title accurate/ self-explanatory and meaningful? o Is it written in capitals and underlined? Placed above the table? o Do the columns have proper headings with quantity and unit? o Is attention given to relevant details of data? i.e. Significant figures, decimal points.. 4. Diagrams o Is the diagram accurate and proportional? o Are label lines horizontal, not crossing and without arrowheads? o Does label line point to correct parts? o Are labels accurate/un joined horizontal and spelt correctly o Are all writings in script? o Is the title accurate/ self-explanatory and meaningful? o Is the title written in caps, underlined and placed below diagram? o Is it shaded? 5. Prose o Is the third person passive past tense used? Is it written in Standard English? Analysis and Interpretation assesses your ability to identify trends and patterns in data and interpret those trends and pattern. Checklist for Analysis and Interpretation 1. Analysis Are relationships, patterns and trends identified from data that is based on observations and results? Are accurate calculations made from observations and data? Are logical inferences and predictions made from observations/data? 2. Interpretation Are answered questions based on results/data? Is background knowledge i.e. the theory of the experiment, used to interpret the results? Is background knowledge used to fully explain the observations and data? Does conclusion / inference follow from data? Are they linked to the aim and hypothesis? Is the control if included) used to arrive at inferences? Are limitations discussed? i.e. sources of error affecting data? Are assumptions stated? Is the data evaluated? Guidelines for Analysis and Interpretation (AI)
19 The CXC Planning and Designing skill is meant for students to develop the ability to: Develop hypotheses and devise means of carrying out investigations to test them Plan experimental procedures and operations in appropriate sequence Use controls where appropriate Execute the plan Modify the original plan or sequence of operations as a result of difficulties encountered in executing the plan or obtaining unexpected results. Planning and designing employs the scientific process. Scientific methods are the common steps scientists apply to gather information and answer questions or solve problems. As a science student you too can find explanations for observations made. To arrive at an explanation, a hypothesis must be formed based on the observations made. A hypothesis can be formulated from a number of sources. These include your experiences, class discussions, stimulus materials, observation of animal behaviour, advertisement claims, interesting phenomenon and even misconceptions to name a few. You can train your senses to recognize scientific occurrences which can be tested. Your critical thinking skills can be developed. This involves not just a simple recall of knowledge but goes a step further to an application of that knowledge to solve problems presented. The following important science processes are necessary to understand and obtain a good grasp of planning and designing. OBSERVATION ˜ The use of all your senses along with instruments, in noting a Particular event and the definition of a problem. The problem stated as a question asks for an open ended investigation. Moreover, your perception of the observation are chosen and interpreted and its importance is judged for enquiry. HYPOTHESIS ˜ A possible explanation for an observation made, which can be Tested. The hypothesis must be clearly stated, and linked to The problem or observation. It must be testable, manageable, And sensible by means of predictions and investigations. A Hypothesis must deal with only one variable or condition at a Time. AIM ˜ A precise and clear statement about the reason for an experiment. It Must be relevant to the problem/hypothesis. E.g. To investigate if……… VARIABLES ˜A Single factor that is changed in a controlled experiment. There Are three types. (i) Independent/manipulated variable- the variable that is manipulated or changed in a controlled way. The nature of the effect of altering this variable is examined. Guidelines for Planning and Designing (PD)
20 (ii) Dependent/responding Variable- the variable that is being measured. It is any change that results from manipulation of the independent variable. (iii) Controlled Variables- these are all other variables apart from the manipulated and responding variables that are kept constant throughout the experiment so that they do not affect the outcome of the experiment. EXPERIMENT ˜ An investigation in which one variable is altered to observe its effect on a specific process. Investigations fall into two categories (i) The effect of experimental treatment on a variable (ii) A comparison of a variable of a group An experiment set up in duplicate in which a single factor is changed in one set-up but not the other is a controlled experiment. APPARATUS ˜ A list of all the scientific equipment used in conducting an experiment. E.g. measuring instruments, flasks, test tubes… MATERIALS ˜A list of substances, exclusive of apparatus and reagents that are used in conducting an experiment. E.g. storage organs REAGENTS ˜ A list of all the aqueous chemical solutions, used in conducting an Experiment. Eg. All acids and bases. METHOD/PROCEDURES ˜ a logical sequence of steps showing how the and materials will be used. It should be written in the present tense with no essential step missing. The treatment of all variables: manipulated, Responding, controlled- should be mentioned. The following should be noted: (i) The duration of the investigation (ii) The number of trials (iii) Treatment of results i.e. measurements/observations taken, its display, its interpretation (iv) How validity and reliability of results will be ensured. CONTROL ˜ The set-up of an identical experiment in which all variables including the manipulated and responding variables are kept constant. Any difference in the experimental results between the control and the controlled experiment can be assumed to be as a result of the manipulated variable. The control therefore serves as a reference.
21 DATA ˜ quantitative or qualitative information gathered from your investigations. These must be presented in an appropriate manner. PREDICTIONS ˜ To foretell a possible outcome/conclusion on the basis of Observations made, experience and scientific reason. It must Be correctly linked to a problem/hypothesis. RESULTS ˜ All results/data collected must be analysed and interpreted. They must be correctly linked to the hypothesis/problem. You Need to treat/use your results to support expected/maintained Your hypothesis Unexpected results (results that do not support the hypothesis) should also be reported. In cases like these either the Hypothesis can be refined or a discovery was made. LIMITATIONS ˜ A restrictive condition or variable which cannot be controlled and one which can affect the validity of the results. Limitations therefore, introduce sources of error into the experiment. ASSUMPTIONS ˜ The supposition that something is true. A statement taken For granted without evidence.
22 Name: __________________________ Class: ___ Date: ____________________ SBA Skills worksheet 1. Look at the drawings below, and circle 5 things that are wrong with it, also write out what is wrong with the drawing. 5 pts. 2. Make a drawing of a leaf using the drawing guidelines as outlined by CXC.
23 Worksheet: Constructing Bar graphs. Using the ORR guidelines, construct bar graphs from the information below. In worksheet on bar graph we will practice different questions on representing the bar graph from the following data given in the questions. 1. The number of bed-sheets manufactured by a factory during five consecutive weeks is given below. Week First Second Third Fourth Fifth Number of Bed-sheets 600 850 700 300 900 Draw the bar graph representing the above data. 2. The number of students in 7 different classes is given below. Represent this data on the bar graph. Class 6 th 7 th 8 th 9 th 10th 11th 12th Number of Students 130 120 135 130 150 80 75 3. The number of absentees in class VIII was recorded in a particular week. Represent this data on the bar graph Days Mon. Tues. Wed. Thurs. Fri. Sat. Number of Absentees 130 120 135 130 150 80 (a) On which day the maximum and minimum students were absent? (b) How many students were absent on Wednesday and Friday? (c) On which days the same number of students was absent? 4. The number of trees planted by Eco-club of a school in different years is given below. Year 2005 2006 2007 2008 2009 2010 Number of Trees to be Planted 150 220 350 400 300 380
24 Worsheet: Use the information in the tables below, and the ORR guidelines to construct line graphs. 1. The following data shows how far a mountain biker travels during an off-road race. (a) Plot the data as a line graph (b) what distance did the rider cover? (c) Approximately how long did it take to ride 12 miles? (d) what can you say about his speed in (mph) as the race went on? (e) How do you explain this? 2. The data shows how quickly a beaker of water was heated using a bunsen burner. (a) Plot the data on a line graph (b) What was the starting temperature? (c) Use your graph to estimte the temperature after 5 ½ minutes (d) What was the approximate temperature after 90 seconds?
25 Worksheet: Histograms. Using the ORR Guidelines, construct histograms from the information below. 1. 2.
26 3. 4.
27 Worksheet: ORR Use the tables below to calculate the size of each section of the pie chart, then draw it on the circle. 1. 2. 3.
28 Unit 2: Living Organisms in the Environment
29 Classification In our environment we see many things. We see different kinds of plants and animals. We see water, clouds, rocks and soil. We feel the breeze. As scientists we must find ways to record our observations of living and non- living parts of our environment. Then we can use the information to explain their differences and similarities as well as to classify them. Classification is the grouping of objects into sets according to some common properties. Classifying objects/things can be very helpful to us in many ways: It allows us to remember things more easily. It allows us to locate things quickly and easily. E.g. Words in a dictionary, books in the library and goods at a supermarket. It allows us to understand/process information more easily—the items in the news are arranged so that related news is covered in the same segment. Activity: 1. Look at the stamps below. How many different ways could these stamps be sorted? 2. Look at the buttons below and list all the different ways in which they can be sorted.
30 Characteristics of living things. The earth is filled with many different kinds of living organisms of all shapes, colours, and sizes. All living things have certain common characteristics which they exhibit. M- movement: most living organisms can move. Plants show growth movements such as growing towards light. Most animals can move from place to place. R- Respire: all living things burn food to produce energy that is needed to carry out life processes S-Sensitive: all living things show irritability. That is the ability to respond to changes in the environment. G-Grow: living organisms increase in mass, size and numbers. R-Reproduce: living things are able to produce new organisms of their own kind. E-Excrete: living things are able to get rid of wastes produced during metabolism. N- Nutrition: all living things have a form of nutrition. They either produce their own food (plants), or they rely on other plants and animals for food.
31 Worksheet: Characteristics of living things. Name: ____________________ Class: _____ Date: ______________ Part A: Write the answer on the line provided. There are 7 characteristics that make living things different from non-living things. Write the characteristics in the blanks below. Use the MRS GREN pneumonic to guide you. 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ Part B: Write the characteristics of life referred to in the statements below. a. An earthworm turns away from light. _______________ b. A bean seed produces a bean plant. _______________ c. A person breathes out carbon dioxide. _____________ d. A runner becomes hot during a race. _____________ e. A caterpillar eats the leaves of a plant. ____________ f. A green plant grows in the direction of sunlight. _____________ g. A plant wilts and dies from drying out. _____________ h. A green plant grows in the direction of sunlight.____________ Part C: Extended Response Question Consider the characteristics displayed by a car and by a butterfly. Can you tell which is living and which is non-living? Explain why the car is not considered a living thing, while a butterfly is.
32 Classification of living things There are nearly one million different kinds of animals and over 340 000 different kinds of plants living in the world today. As there are so many different plants and animals, it helps us to group or classify them so that we can study them. All living things are placed into different groups, or classified, according to their characteristics. These characteristics may be visible, such as their numbers of legs, or not easily seen, such as their backbone. Binomial System The system that we use to study living organisms is known as the binomial system. It was developed by Carl Linnaeus. He developed this system because organisms may be known by one name in one part of the world and by another name in another part of the world. So by giving living things a scientific name, there is no confusion as to what an organism is when the scientific name is used. This classification system places organisms in major groups, which are broken down into smaller and smaller groups that gets more and more specific. The last two groups known as the genus and specie, are used to determine the scientific name of an organism. The first word of the name is the genus name and is always capitalized. The second word is the specie name and does not need to be capitalized. The scientific names are written in italics or underlined. Eg. Homo sapiens or Homo sapiens Classification of Human Beings
33 Major groups of living things Note: There are different classification systems, some place organisms into five major kingdoms, some place them into six kingdoms. Furthermore, advancements in science are now adding another larger group known as Domain, before kingdoms. So the new classification system includes Domain, Kingdom, Phylum, Class, Order, Family, Genus and Specie. The two more popular systems are shown below. We will consider both of them when studying living things. System 1: places living things into 5 kingdoms: Kingdom Monera (includes bacteria), Kingdom Protista, Kingdom Fungi, Kingdom Plants, Kingdom Animalia. System 2: Places living things into six kingdoms. Notice that the bacteria kingdom is split into kingdom Eubacteria, and Kingdom Archaebacteria, along with the other 4 kingdoms (Protista, fungi, plants, animals)
34 Viruses do not fit into this classification. They are the smallest organisms; In fact, they are microscopic, that means they can only be seen with a microscope. Some scientists do not consider them as living because they can only live inside another living cell. They also do not have a true cellular structure like other organisms and do not show all the characteristics of living things. Viruses are prokaryotic because they do not have DNA enclosed in a nucleus, they are unicellular, which means that they are made up of a single cell. Billions of viruses exist around us but it is only when they enter a living cell that they show some of the characteristics of life. They have a great impact on life on earth because they can live inside every type of living organism. Viruses replicate (reproduce) through a process known as lysis, shown below. Some viral diseases: Chicken pox, Influenza, Small pox, AIDS, Measles, Herpes, Mumps, Polio, Covid-19, Hepatitis, Common Cold. Viral diseases have no cure, but they can be prevented through the use of vaccines. Diagram showing structure of virus Corona virus
35 Bacteria: Bacteria are also prokaryotic organisms. They live in many different environments such as air, soil, water, dust, in and on animals. Some are found in very harsh conditions such as hot springs, freezing ice, deep cracks in ocean floor or at very high pressures and temperatures of 360 degrees C. They can be found in every part of the living world. These are the most ancient group of living things. They are also the smallest organisms to have a cellular structure. They are unicellular, prokaryotic and reproduce through a process called binary fission. They are classified according to their shape and they are very important as there are good and bad bacteria. Examples of bacteria diseases: pneumonia, cholera, boils, food poisoning, syphilis, gonorrhoea, sore throat. Bacteria disease can be treated successfully with antibiotics. Examples of bacteria and infections that they cause are shown below. Good Bacteria Bad Bacteria Causes decomposition Used to make food (yogurt, cheese) Used in the manufacture of medicines e.g. insulin Important probiotics (good bacteria) helps to fight bad bacteria in our bodies They play important roles in the carbon and nitrogen cycles. Causes food to spoil Cause diseases
2 Worksheet. VIRUSES AND BACTERIA Compare and contrast viruses and bacteria. Place the following words/phrases where they belong. Curable (not), Vaccines (no), Antibiotics useful (no), Is (is not) an organism, Can (can’t) be spread from person to person, (not) found in humans and animals, Deadly (not), Living (not), contains DNA (doesn’t) VIRUS BOTH BACTERIA Label the parts on the structures below: Name the viruses/bacteria and state what they infect. T/F state whether the statement is true or false. If FALSE correct what is wrong to make the statement true. 1. _________________ All viruses look alike 2. _________________ Bacteria are unicellular 3. _________________ Bacterial diseases can be cured with antibiotics. 4. _________________ Bacteria can be good and bad. 5. _________________ All viruses are prokaryotic 6. _________________ A virus can replicate on its own
3 Answer the following questions 1. List and explain the 5 steps of virus replication A. B. C. D. E. 2. What is the name of the process by which a bacterium reproduces? _________________ 3. In what type of environmental conditions can bacteria be found? List at least 5 examples. 4. Bacteria are classified according to their _____________. 5. Describe what a vaccine is. 6. State at least 3 important uses of bacteria. 7. Give 3 types of disease caused by bacteria and 3 by viruses VIRUS BACTERIA 8. Write the name of the disease caused by the following bacteria.
4 Kingdom Protista: Organisms in Kingdom Protista may be unicellular or multicellular (made of many cells), they are eukaryotic; which means that they have their DNA enclosed in a nucleus. They reproduce sexually and asexually. There are 3 groups of protists, they are classified according to how they move. They move either with cilia, flagella or pseudopodia. Animal- like protists: e.g. amoeba, paramecium, euglena Plant- like protists: examples include green algae, fire algae, brown algae, and euglena. These organisms have chlorophyll like in green plants. Fungus- like protists: examples include slime moulds, mildews and water moulds Protista are important to man because they cause diseases: e.g. Plasmodium causes malaria, trypanosome causes sleeping sickness, and trichomonas vaginalis causes trichomoniasis. Brown algae (sea weed) is also used as food.
5 Kingdom Fungi: organisms in this kingdom are eukaryotic, heterotrophic (depend on external source for food), saprophytic (they feed on dead organic matter), and some are parasitic, (live and feed off a host organism). Examples of fungi include yeasts, mushrooms, moulds (breadmould), and toadstool. Fungi reproduce using structures called spores. Fungi prefer moisture, warmth and darkness for growth. The cells of fungi have cell walls that contain a material called chitin. These organisms are heterotrophic and obtain their nutrients by releasing digestive enzymes into a food source. They absorb their food after it has been digested by the enzymes. Fungi act either as decomposers or as parasites in nature. Like bacteria, fungi are important because they have good and bad uses. Good fungi Bad fungi - Causes decomposition - cause foods to spoil - Used as food (mushrooms) - cause diseases. - Used to make food (bread, soy sauce) - Used to make medicines (antibiotics) Examples of diseases caused by fungi include: ringworm, athletes foot, yeast infections, jock itch, and oral thrush.
6 Worksheet: Complete the following. Write answers beside clues and in puzzle
7 Kingdom Plantae: Plants are eukaryotic, multicellular and are capable of making their own food (autotrophic). They make their own food through the process of photosynthesis. Plant cells have a cell wall, and they contain cellulose, they are specialized for different functions like photosynthesis. Classification of Plants. Plants are classified as being vascular or non- vascular plants. Vascular plants have vascular bundles which includes xylem and phloem vessels that transport water and food around the plant. Non-vascular plants do not have vascular bundles.
8 If you look around outside you will realize that the plant kingdom also has many different species of plant. Like animals plants can be divided into sub-groups. The main sub-group of plants are shown in Figure 1.1.1. Figure 1.1.1 The Major Group of Plants Non vascular plants include mosses, and liverworts, they do not have true roots, stems or leaves. Vascular plants include spore plants and seed plants. Spore plants reproduce using spores and includes ferns and clubmosses. Seed plants are of two types: flowering and non-flowering. Non flowering plants includes conifers like pines and spruce trees, they reproduce using cones. Flowering plants reproduces using flowers and they are of two types. Monocots and Dicots.
9 Activity Project: Create poster by completing the following activity. 1. Obtain a suitable monocot and a dicot plant. 2. Dissect each plant to show the cotyledon, leaves, flowers, roots and cross section of the stem. 3. Stick each part in a table like the one above. 4. Laminate your poster, snap a picture and load your response on Microsoft teams. Mark Scheme: Creativity: 10 pts Content: 10 pts ( includes difference between monocot and dicot leaf, root, c.s. of stem, flower, and # of cotyledon) Neatness: 5 pts On time: 5 pts
10 Animal Kingdom: Animals can be divided into those with a backbone (vertebrates) and those that do not have a backbone (invertebrates) Invertebrates: Animals that do not have any backbone. There are 8 different groups. Phylum Porifera ‘sponges’: The word ‘Porifera” means “pore bearing”. These are multicellular, aquatic, sessile organisms. They are anchored to the bottom of the ocean floor. Examples include sponges, they have a sac like body that is perforated with many holes or pores.
11 Coelenterates “cnidarian’ : The term coelenterate means “Hollow body cavity”. Organisms in this group include sea anemone, jelly fishes and corals. All the animals in this phyla have stinging cells called (nematocysts) Platyhelminthes ‘Flatworms’: The word Platy means ‘Flat’. Organisms in this phyla include flat worms like tape worms and planarian. Flat worms like tape worms are parasitic in man. The planaria are free living and aquatic. They are capable of regeneration (ability to regrow body parts). They can digest body parts when food is in scarce supply and regrow them when food supply increases. Nematodes or Round Worms: Nematodes are thread-like worms, found just about everywhere. Examples include pin worm, hook worm, trichina worm. These worms may be free living in the soil or parasitic in man. The trichina worm causes a disease known as trichinosis. These worms have a very primitive digestive system with two openings, mouth and anus. There are over 25,000 different species in this group. Annelids or Segmented Worms: there are over 15,000 types of segmented worms. This phyla includes earthworms, leeches, and bristle worms. Their bodies are segmented. They are found mostly in moist environments. They have very primitive body systems. Earthworms reproduce sexually. Echinoderms: The term echinoderm means “spiny skinned”. Organisms in this phyla include sea stars, sea urchins and sea cucumbers. Some of them have spines e.g. Sea urchins which extend from the body cavity. Star fishes are carnivorous, they have very powerful tube feet which are like suction cups that they use to force open clams, which happens to be their favourite meal. They have the ability to regrow body parts.
12 Molluscs: The term mollusc means “soft bodied”. The organisms in this phyla include octopuses, squids, snails, clams, oysters. All of them have soft bodies, some of which may have 1, or 2 shells which protects the body. Octopuses have very large brains, which makes them very intelligent animals, some of them are able to blend with the environment (camouflage) and they have an ink jet system that they use to spray a blue ink when they feel threatened, this confuses their predators and gives them time to escape. Shelled molluscs have 1 or more shells made of calcium carbonate. Clams produce pearls when a grain of sand lands inside its shell, it secretes a smooth, outer covering to make the grain of sand less painful. Arthropods: The word arthropod means “jointed legs”. This group is the most successful and largest groups of invertebrates and includes four classes: class insect, class Arachnida, class crustacean and class myriapoda. Organisms in Phylum arthropods have segmented bodies, which includes a head, thorax and abdomen. They have exoskeletons made from chitin. Many of them have the ability to camouflage, undergo moulting, they may live singly or in colonies.
13 SUMMARY: THE MAIN GROUPS OF INVERTEBRATE ANIMALS Porifera Cnidarians Platyhelminthes Nematodes Annelids Echinoderms Molluscs Arthropods Vertebrates: Vertebrates are organisms with a back bone. There are 5 classes which include: Fishes, Amphibians, Reptiles, Birds, and Mammals. a. Fishes: Live in water Have scales covering their bodies Lay eggs to reproduce Have gills for breathing Have fins and a tail Are cold blooded (their body temperature varies according to the temperature of their surroundings) Fishes show different adaptations (angler fish, puffer fish) Fertilization is external. In sea horses, it is the male that carries the babies. There are 3 groups of fishes: jawless fishes (lamprey, hagfish), cartilaginous fishes (sharks, skates and rays) and bony fishes (tilapia, snapper)
14 b. Amphibians: Have moist, scaly skin Cold blooded Breathe using skin, gills and lungs Live in moist environments Includes frogs, toads, newts and salamanders Have a ‘double life’ i.e. they live a part of their life in water and a part on land c. Reptiles: Have dry, scaly skin Lay leathery eggs Live on land or in water Have lungs for breathing Cold blooded Includes snakes, turtles, lizards d. Birds: Lay eggs Have feathers Live on land or in the air Warm blooded (able to maintain a constant body temperature) Different types include water birds, perching birds, birds of prey and flightless birds Birds show a very high degree of parental care. e. Mammals: Have hair or fur Warm blooded Feed their young with milk produced in mammary glands Live on land, in air and in water Give birth to live young Mammals take care of their young There are three main groups: monotremes (egg laying mammals), marsupials (pouched mammals) and placental mammals.
15 Worksheet: Simple Animals Match the phylum with the description or example. Some have more than one answer, which is indicated by a number in parenthesis. A. Porifera B. Cnidarian (coelenterate) C. Platyhelminthes D. Nematodes 1. ___ Stinging cells 8. _____ Jellyfish 2. ___ flatworms 9. _____ All are sessile 3. ___ Roundworms 10. _____ Planarian 4. ___ Complete digestive tract 11 _____ filter feeders 5. ___ Planarian 12. _____ Many are parasitic 6. ___ Hydra 13. _____ Flukes 7. ___ Tapeworm 14. _____ Tentacles Fill in the blanks with the most appropriate word below. Pores, venom, molt, warm blooded, cartilage, fishes, migrate,, mammary glands, arachnids, coelenterate. 1. The first vertebrates on the earth were the ________________ 2. _____________________ are arthropods with 8 legs 3. The skeleton of skates are rays are made of a flexible material known as ____________ 4. To grow, some reptiles must periodically shed their skin or _____________ 5. ______________________ animals can maintain a constant body temperature 6. Many birds ______________ or move to a new environment during the course of the year 7. Mammals feed their young with milk produced in ________________ glands 8. Snakes produce a poison known as _________ 9. Food and oxygen enters a sponge through its ____________ 10. ______________ are invertebrates with stinging cells. True or False. Write T or F on the line. 1. _______ Monotremes are mammals that lay eggs 2. _______ bacteria reproduce by binary fission 3. _______ the skin of a toad is drier than that of a frog 4. _______ sharks are bony fish 5. _______ lobsters are classified as crustaceans 6. _______ the conditions needed for the growth of fungi are warmth and light 7. _______ crustaceans mean jointed legs 8. _______ all Porifera have soft, fleshy bodies 9. _______ the kangaroo is a placental mammal 10. _______ Nematocysts are stinging cells.
16 Putting organisms into groups One method used to group organisms is to look at their similarities and differences. This is done by observing the organisms and choosing characteristics that are shared among them. Some shared characteristics inculude color, number of legs, wings, shape and size. After observing the organisms, those that share the same charcteristics are placed in the same group. Another method used to group organisms uses flow diagrams to group organisms. To decide whether an organism belongs in aparticular group, you can ask as imple question that requires a “yes” or “no” answer. For example, is the skin covered with hair or fur? Or does the organism have wings? To fully classify the organism you would have to ask as eries of questions to narrow down the groups. These questions may be laid out in the form of a flow diagram, because of this, it is called a dicotamous key. The dicotamous key can be used to classify the organisms into different groups. An examples is shown below. When organisms are group according to visble characteristics, there can be some disadvantages in that some organisms belonging to different scientific groups may share the same visible characteristics eg. Both birds and bats have wings. Bats are mamals and birds are not. As a result of this, scientists groups organisms using a combination of visible characteristics and what they know about the organisms from studying them in more detail. This may include internal structures and behaviors. However, even when this method is used, some living organisms are still difficult to classsify because they look different or behave differently from others in their group. When this occurs, scientists use the DNA sequeneces to help in classifying them. If two organisms share a lot of DNA sequences, it is likely that they are closely related. Scientists are able to look at the patterns of nucleotides in the DNA of the organisms and detremine how closely related they are.