Relate the Adaptation of Specialised Cells to Their Function

2 Foundations in Biology OCR Biology A Scheme of work

Module 2: Foundations in Biology

All living organisms have similarities in cellular structure, biochemistry and function. An understanding of these similarities is fundamental to the study of the subject. This module gives learners the opportunity to use microscopy to study the cell structure of a variety of organisms. Biologically important molecules such as carbohydrates, proteins, water and nucleic acids are studied with respect to their structure and function. The structure and mode of action of enzymes in catalysing biochemical reactions is studied. Membranes form barriers within, and at the surface of, cells. This module also considers the way in which the structure of membranes relates to the different methods by which molecules enter and leave cells and organelles. The division and subsequent specialisation of cells is studied, together with the potential for the therapeutic use of stem cells. Learners are expected to apply knowledge, understanding and other skills developed in this module to new situations and/or to solve related problems.

Prior knowledge

This chapter covers some fundamental concepts in chemistry that students will need for the AS Chemistry course, and builds on material that students will have encountered at Key Stage 4.

Students will need to build on their knowledge and skills, from Key Stage 4 Science and Mathematics, of:  Describe a cell as the basic structural unit of all organisms.  Describe the main sub-cellular structures of eukaryotic and prokaryotic cells.  Relate sub-cellular structures to their functions.  Describe the cell cycle.  Describe cell differentiation.  Relate the adaptation of specialised cells to their function.  Explain the mechanism of enzyme action.  Recall the difference between intracellular enzymes and extracellular enzymes.  Describe some anabolic and catabolic processes in living organisms including the importance of sugars, amino acids, fatty acids, and glycerol in the synthesis and breakdown of carbohydrates, lipids, and proteins. 2 Basic components of living systems

This resource sheet may have been changed from the original 2 Foundations in Biology OCR Biology A Scheme of work

Biology is the study of living organisms. Every living organism is made up of one or more cells, therefore understanding the structure and function of the cell is a fundamental concept in the study of biology. Since Robert Hooke coined the phrase ‘cells’ in 1665, careful observation using microscopes has revealed details of cell structure and ultrastructure and provided evidence to support hypotheses regarding the roles of cells and their organelles. 2.1.1 Cell structure Approximate time taken: 1 week Specification content Learning outcomes Learning activities OUP resources Additional notes a the use of microscopy Demonstrate knowledge, Students could produce a power point of Student book pages 8–25 Students need to have to observe and understanding, and application of: images with examples for each type of an appreciation of the investigate different  the use of light microscope with a brief outline of how images produced by a Kerboodle resources: types of cell and cell microscopy the images were produced. range of microscopes: structure in a range of  the preparation of 2.2 Practical: Micrometry  light microscope eukaryotic organisms microscope slides for use Students should read pages 8–25 and  transmission electron in light microscopy make a timeline for the development of 2.2 Follow up: Micrometry microscope b the preparation and  the representation of cell cell theory, or they could use the Internet  scanning electron examination of structures seen under to research the history of the 2.2 Photo support: Micrometry microscope microscope light microscopes using microscope. This will help with scientific annotate  laser scanning slides for use in light independent research skills – PAG 12. 2.2 Maths skills: Measuring drawings confocal microscope. microscopy organelles Students produce a table from page 20 of the comparison of light and electron 2.2 Maths skills: Calculating Students should be able microscopes and discuss the degrees of magnification to use an eye piece applications and limitations of each. graticule and stage. 2.2 Support: Microscopes and magnification Prepare an onion cell slide and observe magnification = image size/object size under a microscope following the 2.3 Practical: Using an optical guidelines on page 11. Then make a microscope M0.1, M0.2, M0.3, M1.1, detailed drawing of observations using M1.8, M2.2, M2.3, M2.4 the guidelines on page 13. 2.3 Follow up: Using an optical microscope Students can carry out practicals 2.2 and 2.3, and the follow up activities. These 2.3 Photo support: Using an practicals can be used as an opportunity optical microscope

for practicing the techniques and skills in PAG1:  use of a light microscope at high power and low power, use of a graticule  production of scientific drawings from observations with annotations.

This section also gives the opportunity for HSW 4 – Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts. Investigating various eukaryotic cells and their organelles.

Conclude the section, by answering questions on page 9 and the summary questions on page 14.

c the use of staining in Demonstrate knowledge, Students need knowledge of the use of Student book pages 26–32 Students should light microscopy understanding, and application of: differential staining to identify different understand the use of  the use of staining in light cellular components and cell types. Kerboodle resources: differential staining to microscopy identify different cellular 2.1 Practical: Microscopy: components and cell Introduce the topic by reading pages 11– Preparing temporary mounts types. 12 and asking students to make notes and staining on staining include information about gram stain and acid fast technique. 2.1 Follow up: Microscopy: Preparing temporary mounts and staining Carry out 2.1 'Microscopy: Preparing temporary mounts and staining' and answer questions on the follow up sheet.

This practical can be used as an opportunity for practicing the techniques and skills in PAG1:  use of a light microscope at high power and low power, use of a graticule  production of scientific drawings from observations with annotations.

This section also gives the opportunity for HSW 4 – Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts. Investigating various eukaryotic cells and their organelles. Students could read page 13 about risk management.

This section also gives the opportunity for HSW 5 – Analyse and interpret data to provide evidence, recognising correlations and causal relationships with looking at the different types of staining such as gram staining.

d the representation of Demonstrate knowledge, If not previously used, then this topic Student book pages 26–32 cell structure as seen understanding, and application of: provides an opportunity for practicing the under the light  the representation of cell techniques and skills in PAG1: microscope using structure seen under light  use of a light microscope at high drawings and annotated microscope using power and low power, use of a diagrams of whole cells scientific annotated graticule or cells in sections of drawings.

tissue  production of scientific drawings from observations with annotations

Students could draw and label a plant and animal cell using either a slide they have prepared and/or use pages 27 of the student book following the 'rules' on page 13.

Students can answer the summary questions on page 14. e the use and Demonstrate knowledge, Students use pages 16/17 in the student Student book pages 15–18 Magnification = image manipulation of the understanding, and application of: and review converting units. size ÷ object size Kerboodle resources: magnification  the magnification formula formula  the difference between Students need to practise using the 2.2 Maths skills: Calculating Students may be tested f the difference between magnifcation and formula triangle from page 15. degrees of magnification on their ability to: magnification and resolution  convert between resolution  the use of laser scanning Students should attempt the 2.2 Maths 2.2 Support: Microscopes and units confocal microscopy skills: calculating degrees of magnification  use an appropriate  the use of electron magnification. They could be directed number of decimal microscopy towards 2.2 Support: Microscopes and places in magnification if they need more practice  calculations or support.  use and manipulate the magnification Conclude by answering the summary formula questions on page 18.

The Maths references covered are: M0.1, M0.2, M0.3, M1.1, M1.8, M2.2, M2.3, M2.4 2.1.1 Cell structure Approximate time taken: 1 week

Specification content Learning outcomes Learning activities OUP resources Additional notes g the ultrastructure of ➔ the ultrastructure and function Students can begin by reading pages Students need to eukaryotic cells and the of 27-31 and drawing summary table for Kerboodle resources: understand standard the structure and function of each form when applied to functions of the different eukaryotic cellular components cellular components organelle. areas such as size of 2.2 Maths skill: Measuring Their table should include the following organelles. h photomicrographs of organelles cellular components in a cellular components and an outline of their functions: range of eukaryotic cells The activities should  nucleus If your schools has a MyMaths include interpretation of subscription, you could ask  nucleolus transmission and students to look at these scanning electron  nuclear envelope lessons: microscope images.  rough and smooth endoplasmic Standard form reticulum (ER) (http://app.mymaths.co.uk/167-  Golgi apparatus resource/standard-form-small )

 ribosomes

 mitochondria  lysosomes  chloroplasts  plasma membrane  centrioles  cell wall  flagella and cilia.

Use 2.2 Maths skills: Measuring organelles to practice their skills at interpreting the sizes of organelles.

Students research or are given a variety of photomicrographs and use them to

identify a range of different organelles.

Students answer the summary questions page 32 i the interrelationship Demonstrate knowledge, Ask students to draw and write a Student book pages 31 No detail of protein between the organelles understanding, and application of: summary of the steps protein synthesis synthesis is required involved in the  the interrelationship using page 31. They should pay just the organelles production and secretion between the organelles particular attention to the organelles involved. of proteins involved in the production involved. and secretion of proteins Students could search the Internet for animations of protein synthesis. j the importance of the Demonstrate knowledge, Students need know that the Student book pages 26–32 cytoskeleton understanding, and application of: cytoskeleton provides mechanical  the importance of the strength to cells, aiding transport within cytoskeleton cells and enabling cell movement.

Read Student book pages 26-32.

Challenge students by asking them to read and answer the question about Cell Movement in the extension box on page 29. This question gives the opportunity to cover HSW 2 – Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas. k the similarities and Demonstrate knowledge, Read student book pages 33-37 to Student book pages 33–37 differences in the understanding, and application of: introduce the topic. structure and  the ultrastructure of

ultrastructure of eukaryotic cells (plants) Students draw the summary table on prokaryotic and and the functions of the page 37 comparing pro/eukaryotic cells. eukaryotic cells cellular components  the structure and Students answer the summary questions ultrastructure of on page 37 to practice what they have prokaryotic cells and learned. eukaryotic cells. Review of chapter 2 Basic components of living systems Approximate time taken: 1 week Learning activities OUP resources Additional notes Students should use the ‘2 Basic components of living systems: Checklist’ to ensure they have covered Student book page 38–39 all of the learning outcomes for this chapter. Kerboodle resources: Students may be given the ‘2 Basic components of living systems: Student book answers’ to the practice questions from page 19 of the student book. 2 Basic components of living systems: Student book answers Further exam skills practice can be gained through the interactive ‘2 Basic components of living systems: On your marks parts 1 and 2’ and ‘2 Basic components of living systems: On your marks part 3’ tasks 2 Basic components of living where students assess key words, see sample answers, attempt an exam question themselves, and self- systems: Checklist mark.

2 Basic components of living Final assessment of this chapter may be assessed using ‘2 Basic components of living systems: systems: Exam-style questions Objective test’ where students answer multiple-choice questions and get question-by-question formative feedback on completion of the test. 2 Basic components of living systems: Exam-style mark In addition, students may be assessed using the ‘2 Basic components of living systems: Exam-style scheme questions’ used as a written test.

2 Basic components of living systems: Objective test

2 Basic components of living systems On your marks parts 1 and 2

2 Basic components of living systems: On your marks Part 3

This resource sheet may have been changed from the original