INDE X species 69–71, 130 growth of 164–5
distribution maps 118 mutualism 137
respiration 48, 56–7, 157, 159 extinction 184–6 natural disasters 176
Richard III 7 invasive species 134 reproduction 81
rickets 50, 174, 175 variation 172, 177 trilobites 186
RNA 12 tube worms 150
Rohingya people 122 sperm 73, 74, 77, 78, 79, 80, 83, twins studies 22–3, 171
roots 97–8 84, 85
rubisco 57 ultra violet (UV ) light 174
rural–urban migration 124 spiders 119, 156 unicellular organisms 38–9, 94
sponges 80 urea 92
saguaro cacti 173 star sh 87 uterus 76
St Kilda 123 starlings 146 UV (ultra violet) light 174
salamanders 67 stems 97–8 Uyghur people 174
sanitation 40 stomata 61
scallops 144–5 storks 116 vacuoles 34, 35, 36, 39, 45
scattergraphs 90–1 street ar t 129 vagina 76
scientic drawing 34–5 struggle for existence 175–7 variation 172, 177
scientic language 127 sucrose 157 vegetable oils 65
scur vy 50 sustainability, food production 65 ver tebrae 179
sea-urchins 73 swallow-tailed bee -eaters 94 violent conict 122
seasonal migration 110 swallows 113, 114 viruses 140
seaweeds 62 systems, types of 148 vitamins 50
seed dispersal 110, 111 vulva 76
selective breeding 168–70 Taiwan 89
self-pollination 81 The Tale of Genji (Murasak i) 166 warblers 113, 117
semen 77, 79 tawny owls 189 wasps 140, 142
sense receptors 101 tea bags, decomposition of 156–7 water 40, 56, 149, 151
sensor y inputs, brain 101–3 tendons 115 water-lilies 172–3
sewage treatment 146 termites 95 websites, evaluation of 58
sex chromosomes 15, 85 terns 116 weevils 142
sex, determination of 85–6 terrestrial ecosystems 151–3, 163 wetlands 156
sexual reproduction 15, 68, territoriality 135, 136 whales 92
testes 75, 76 white adipose tissue 96
86–7 testosterone 78, 79, 85 white storks 116
SI system 10 tetrapods 179–80 wildebeest 110
sick le -cell disease 171 thorax 99 willow trees 133, 137
Sk aftafellsjökull, Iceland 109 thrust 114 Wilson, E.O. 49
sk in tilt, Ear th’s 109 wings, birds 114–15
tissue 57, 96–7 wolves 131, 132–4, 135, 168, 169
cancer 174, 175 tissue typing, k idney donation 106 woolly mammoths 185
color of 174–5 To Kill a Mockingbird (Lee) 167 Wytham Woods, Oxfordshire 136, 164
and smok ing 22 tor toises 67, 83
sloths, giant ground 184 touch receptors 103 xylem 97, 98
slums 129 traits 16, 18–19, 169
smok ing 22–3 transpiration 61, 62 yeast 87
smoothies 51 trees Yellowstone National Park, US 131,
snakes 49, 118
snipe 116 carbon sinks 163 132–4, 135, 137, 141
snowdrops 172 competition 134, 135
social groups 138 food chains 131, 132–3 z ygotes 13, 15, 68, 83, 84
social media 139 fossil fuels 160
soil 151–2 fossils 108
spaghetti worms 188
194
MYP Life Sciences
A concept-based approach
Fully integrated with the MYP curriculum framework, this comprehensive, Years
inquir y-based resource trains students to approach scientific study critically
and creatively, building strong subject knowledge and conceptual awareness. 1–3
This text will
● Fully deliver the MYP approach via clear, structured suppor t for all aspects of the
framework – including integrated statements of inquir y and global contexts
● Develop a deep and meaningful understanding of the life sciences, through
activities that target critical thinking and ATL skills, and are linked to key and
related concepts
● Offer guidance and practice mapped to the latest MYP assessment criteria
Combine the MYP approach with key scientific Dissecting owers
knowledge and skills
In the image, three of the large yellow tepals have
Also available: been removed from the left-hand tulip ower and
978 0 19 836998 1 all of them from the right-hand ower, to reveal
the male and female parts. Pollen is produced in
MYP Physical and the anthers at the top of the six stamens. Eggs are
Earth Sciences produced inside the green ovar y. Above the ovar y
is the sticky stigma that receives the pollen. Tr y
A concept-based approach dissecting some owers yourself to see if you can
Years nd the stamens and the ovar y.
1–3 The male gametes of owering plants cannot swim, so even when they
have reached the stigma, they have to be carried the last shor t distance
William Heathcote to the egg. A tube grows out from the pollen grain. I t grows into the
ovar y and to an egg cell, carr ying the male gamete near its tip as it
grows. The male gamete then fuses with the egg, to produce a z ygote.
Conifers such as pine trees also use pollen to transfer male gametes.
The pollen is produced inside male cones and is transferred by wind to
female cones where the eggs are produced.
Male cones are releasing
clouds of pollen into the
wind in this Luiang spruce
tree (Picea likiangensis
C
B
A
Pollen is many
tiny grains containing
male gametes that are
Female cones, which contain eggs, on an Atlantic cedar tree produced by conifers and
Cedrus atlantica
owering plants.
1. What are the disadvantages of self-fer tilization?
2. What prevents self-fer tilization in humans? Pollination is transfer
of pollen from the male
3. What factors aect whether wind or insect pollination is more par ts of plants to the
female par ts. If the male
successful? and female par ts are on
the same plant it is
4. Bees and other insects cannot see the color red. What pollinates red self-pollination
owers?
81
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