MODULE mod7A mod7B mod7C mod7D mod7E mod7F mod7G mod7H mod7I mod7J mod7K mod7L mod8A mod8B mod8C mod8D mod8E mod8F mod8G mod8H mod8I mod8J mod8K mod8L mod9A mod9B mod9C mod9D mod9E mod9F mod9G mod9H mod9I mod9J mod9K mod9L 7aa1
7Aa/1 Human body
Name _____________________________ Class ____________
7Aa/2 Human organs
Cut out and stick the organs on the human outline. Stick them on in order. Some have tabs that you need to cut around - do not cut these off!
7Aa/3 Organs crossword
Using the clues below, fill in the correct words on the crossword grid.
1
2
3
4
5
6
7
8
9
10
11
Across
1 The organ that controls our bodies.
3 This organ stores, churns up and starts to break down our food.
7 It makes food for a plant.
8 These hold a plant in place.
9 This organ makes new substances for the body.
10 This part of a plant transports water to the leaves.
11 These clean the blood.
Down
2 Digestion happens in these.
4 Different tissues group together to form an ___________.
5 It pumps the blood.
6 A colourful part of a plant.
7 These take air into your body
[ knowledge, literacy ]
7Aa/4 The microscope
1 Label the microscope using words from the box.
eyepiece lens
focusing wheel
mirror
objective lens
slide
stage
2 Use these clues to complete the crossword.
4 Lens closest to the slide.
5 The specimen is placed on this.
6 You need this to see something
1 Lens that you look down.
2 What the slide is placed on.
3 A wheel to make the image clear.
3 Here are some instructions on using a microscope. Put the number '1' next to the instruction you should do first. Put the number '2' next to the instruction you should do next and so on.
______________ Look into the eyepiece lens.
______________ Place the smallest objective lens over the hole in the stage.
______________ Place the slide on the stage.
______________ Turn the coarse focusing wheel until what you see is clear.
______________ Turn the coarse focusing wheel to make the objective lens as close to the stage as possible.
______________ Adjust the light source.
[ literacy, knowledge ]
7Aa/5 Where the organs are
1 On the diagrams below, write the names of the organs on the lines provided. Use the words in the box.
brain intestines
leaf liver lung
root stem stomach
2 On the diagram of the human, draw in the position of the heart.
3 Select two of the human organs and explain what they do.
a ______________________________________________________________________
b ______________________________________________________________________
4 Select two of the plant organs and explain what they do.
7Aa/6 Organ transplants
Our organs are very important. If an organ goes wrong it usually leads to an illness and sometimes death. However, people's lives can be saved by giving them an organ transplant. This involves taking an organ quickly from a dead person and putting it into a person who needs it.
Many people carry a 'Donor Card'. This card gives doctors permission to remove organs from a person when they die. The organs can then be given to people who need them. Many lives have been saved in this way but the number of organs needed is much greater than the number available.
Kidney transplants are the most successful. Their job is to clean the blood and remove poisonous substances. Luckily, we all have two kidneys and people can survive with only one. However, if both go wrong then a transplant is needed. People who are waiting for kidney transplants are kept alive by regularly having their blood cleaned by a dialysis machine.
Other organs that can be transplanted are the heart, liver and lungs. The world's first heart transplant was carried out in South Africa in 1967 by Dr Christiaan Barnard. Unfortunately, the man who received the new heart died 18 days later. This happened because the man's body attacked the new heart and stopped it working. The new heart was rejected.
Rejection is a big problem in organ transplants. White cells in the blood patrol our bodies searching for and attacking things that are not made by our own bodies. This is normally useful, since our bodies get rid of many diseases in this way. However, the white cells will also 'see' that a new organ has been made somewhere else and attack it. Today, many new drugs have been developed to stop the white cells doing this. This means that people who have had transplants can look forward to many years of life.
1 Describe what is meant by the words 'organ transplant'.
2 Why do people carry 'Donor Cards'?
3 Write down four organs that can be transplanted.
4 a What does a dialysis machine do?
b What organs normally do this job?
5 a Who carried out the first heart transplant?
b How long did the person who received this heart survive?
c Why did he die?
6 How do doctors ensure that a transplanted organ works successfully?
7Ab/1 Cell fact file
1 a Are these plant or animal cells?
______________________________________________________________________
b Which plant or animal are they from?
c Which part of the plant or animal are they from?
d Magnification ___________________________________________________________
e Stain used (if any) _______________________________________________________
2 Use this circle to make a drawing of one or two of the cells and add labels.
3 Are there any other special features of these cells?
___________________________________________________________________________
[ observing, presenting ]
7Ab/10 In the cells
1 Each of the following sentences has at least one mistake in it. Rewrite each, correcting the mistakes.
a The vacuole contains a substance called cytoplasm.
b Animal cells have a cell wall, a nucleus and cytoclasm.
c Chloroform is a green substance found in chloroplasts.
d Microscopes have two lenses, the eye lens and the abject lens.
e The magnification of a microscope is worked out by adding the magnifying power of the two lenses together.
2 You are given a microscope which has three objective lenses: ×10, ×20 and ×40. The microscope has two eyepiece lenses: ×5 and ×7.5. Make a table like the one below to show all the possible magnifications you could get.
Magnification of eyepiece lens
Magnification of objective lens
Total magnification
[ literacy, numeracy, knowledge ]
7Ab/11 Inside cells
The microscope was invented in about 1590 by a Dutch spectacles maker called Zacharias Janssen. Since that time the microscope has helped scientists to discover what plants and animals are made up of and how cells work. A light microscope, like the ones most often used, can magnify things up to about ×1500. Electron microscopes can magnify things up to about ×1 500 000.
Using electron microscopes, scientists have been able to see what cytoplasm is made up of. It's not just jelly! It contains lots of very small parts called organelles. One of these organelles is the mitochondrion. Respiration happens inside the mitochondria. Other organelles are used to make new chemicals.
To measure the sizes of very small things, scientists have to use units that are smaller than millimetres. A micrometre (written 'mm') is 1/1000th of a millimetre; that is
1 mm = 0.001 mm. Animal cells are generally between 10 and 30 mm wide and plant cells are between 10 and 100 mm.
1 What sort of microscopes are most often used in schools and universities?
2 If a light microscope has an eyepiece lens of magnification ×15, what magnification of objective lens would be needed to get a total magnification of ×1500?
3 What would be the easiest type of microscope to use to look at:
a whole water fleas which are 3 mm long
b cell membranes?
4 Where are 'organelles' found?
5 a Name one type of 'organelle'.
b Say what this organelle does in the cell.
6 a How big is 1 mm in micrometres?
b What is the symbol for a micrometre?
7 In millimetres, what range of sizes do animal cells come in?
8 If a cell which is 20 mm wide is looked at with a magnification of ×1500, how wide will it appear to be? Give your answer in the most convenient units.
[ literacy, knowledge, numeracy ]
7Ab/2 It's stained!
In this experiment you will be trying out different stains on some cells.
1 Use the table below to record your observations about the stains you have used. You need to think which parts of the cell each stain worked on best.
Information
Drawing of the cells
Observations
Type of cell ______________
Stain used _______________
_______________________
2 a Do you think you have done a 'fair test'? ____________________________________
b Why? _________________________________________________________________
3 a Which stain do you think is the best? ________________________________________
[ observing, considering ]
7Ab/3 Building animal cells
1 Cut out the outline of the animal cell and the different parts. Stick the parts into the correct places on the outline.
Stick the outline into your book.
2 Label the cytoplasm, cell surface membrane and nucleus.
[ knowledge ]
7Ab/4 Building plant cells
1 Cut out the outline of the plant cell and the different parts. Stick the parts into the correct places on the outline.
2 Label the cytoplasm, cell surface membrane, nucleus, cell wall, vacuole and a chloroplast.
2 3
4 5
7Ab/5 Slide making
1 Fill in the missing words in the sentences below.
Use the words in the box.
coverslip eyepiece magnified microscope objective slide specimen
a Cells need to be _________________ to see them clearly. We can use a
_________________ to do this.
b When using a microscope, the thing we are looking at is called the _________________
and it is placed on a piece of glass called a _________________ . A drop of water is
also added and another thin piece of glass called a _________________ is placed on top.
c The lens of the microscope that is closest to the object we want to look at is called the
lens. The other lens is the _________________ lens.
2 From the next set of sentences, circle the three that are the reasons we use a coverslip.
a To flatten the specimen.
b To stain the specimen.
c To magnify the specimen.
d To hold the specimen in place.
e To stop the specimen drying out.
f To heat up the specimen.
7Ab/6 Slides and microscopes
1 Using the clues below, fill in this crossword.
2 The specimen is put on this.
3 The thin piece of glass put on top of the specimen.
6 All cells have one of these.
8 Slides and coverslips are made of this.
1 We should lower a coverslip using a mounted. .
2 What we look at using a microscope.
4 A microscope has two of these.
5 All living things are made of these.
7 Part of a theatre and part of a microscope.
2 From the crossword, write down the letters in the shaded squares. Now rearrange these letters to make a word. The word is something that all plant cells have.
The word is _______________________________________ .
3 Look at the diagram below. It shows somebody making a slide. Label the parts on the diagram using the words in the box.
coverslip mounted needle pipette slide specimen
7Ab/7 Plant and animal cells
1 Draw lines from the words to the correct part of each cell. The words can be used more than once or not at all.
cell surface membrane
cell wall
chloroplasts
cytoplasm
nucleus
vacuole
This is a diagram of an __________cell
This is a diagram of a __________cell
2 In the blank space in the sentence underneath each diagram, fill in the word plant or the word animal.
3 Draw lines from the parts of cells to their functions. The first one has been done.
7Ab/8 Cells and microscopes
1 Work out what the missing words are in the clues below.
Fill in the words on the grid.
a The cell surface _________________ controls what goes in and out of a cell.
b When you see a specimen clearly down a microscope, it is in _________________ .
c The _________________ lens is closest to the stage.
d A specimen is placed on a glass _________________ .
e The _________________ has a hole in it to let light through.
f The _________________ is found in plant cells. It is used for storing things.
g The _________________ is found in both plant and animal cells. It is like jelly.
a
b
c
d
e
f
g
2 The letters in the shaded part of the grid spell out a word.
a What is the word? _________________
b What is the job of this part of a cell? _________________________________________
3 Fill in the correct magnifications in the table below.
×5
×10
×40
×150
7Ab/9 Spot the mistake
Look carefully at the pictures below showing some pupils making slides and using microscopes. Explain what each pupil is doing wrong.
_____________________________ _____________________________
_____________________________
7Ac/1 Special animal cells
1 Fill in the missing words in the sentences below. Use the words in the box. Each word can be used more than once.
adapted move muscle tissue
a Some cells have special jobs to do. They often have special shapes to help them do their
job. We say that these cells are _________________ to do their jobs.
b A group of the same type of cells, all working together, is called a _________________ .
c A group of muscle cells all grouped together is called _________________ . Muscle
cells help us to _________________ .
2 Here is a drawing of a nerve cell.
a Write in the words cell surface membrane, cytoplasm and nucleus on the correct lines.
b How is its shape adapted to carry messages around the body?
3 Here is a drawing of a ciliated epithelial cell. How is it adapted to remove dirt from people's lungs?
7Ac/2 Special plant cells
1 Fill in the missing words in the sentences below. Use the words in the box.
hair root tissue xylem
Plants have some special cells.
a Some cells help to carry water around the plant. These are called ______________ cells.
b Some plant cells help to take water out of the ground. These are called
______________ ______________ cells.
c A group of the same type of cells, all working together, is called a ______________ .
2 Here is a palisade cell. It helps the plant to make food. Which part of the cell does this? Circle the correct letter.
3 Here is a xylem cell. Which feature of the cell helps it do its job? ______________ .
4 Here is a root hair cell.
a Which part of the cell helps it do its job? Circle the correct letter.
b On this drawing, what are the names of the parts labelled A, B and C?
i A is the __________________________________________ .
ii B is the __________________________________________ .
iii C is the __________________________________________ .
7Ac/3 Special cells
1 Here are some drawings of cells which are adapted to do special jobs. Write the name of each cell in your book. Use some of the words in the box.
ciliated epithelial cytoplasm muscle nerve
nucleus palisade root hair xylem
A B
C D
2 Of the drawings above, which ones are plant and which ones are animal cells?
3 a What is meant by the word adapted?
b Explain how the shape of the root hair cell is adapted to help it do its job.
4 Here is a picture of a nerve cell (neurone).
a Make a drawing of two nerve cells attached to each other.
b When nerve cells are joined in groups like this, what do they form?
c On your drawing label the nucleus, cell membrane and cytoplasm.
d What do nerves do?
e How does their shape help them do this?
7Ac/4 Cell theory
Although Robert Hooke had discovered 'cells' in 1665, he did not understand the importance of his discovery. At that time, scientists knew that organisms were made of tissues and organs but they thought that these were not living. It was believed that only a whole organism was living, and that the parts that made it were not!
By the end of the eighteenth century, microscopes had improved so much that scientists were able to see cells in plants. Plant cells were much easier to see than animal cells because of their thick cell walls. Cell surface membranes, separating individual animal cells, were too thin to be seen. Microscopes continued to become more powerful and, in 1831, Robert Brown discovered a small, dark structure in each plant cell which he called a nucleus (after the Latin for 'small nut', which is what he thought it looked like).
In 1838 the importance of cells became clearer, when Mattias Schleiden came to the conclusion that all plants were made of cells. The next year another scientist, Theodor Schwann, discovered that all animals were also made from cells and that all living things started from one cell. However, he thought that new plant cells sprouted off from other cells. It was not until 1875 that Walther Fleming disproved this idea and discovered how cell division occurs, with a cell splitting into two, down the middle. Walther Fleming also developed the idea of staining cells so that he could see them better.
This century, scientists have discovered a great deal about cells and how they work, using the electron microscope which can see things in much more detail ever before.
1 In which year did Robert Hooke discover cells?
2 a Explain what the word 'tissue' means today.
b How does your answer to part a differ from what scientists thought in the seventeenth century?
3 At the start of the second paragraph it says 'By the end of the eighteenth century, microscopes had improved so much …' In what way do you think they 'improved'?
4 Why did scientists find cells in plants before finding them in animals?
5 What job of cell surface membranes is referred to in the text?
6 Who discovered the nucleus?
7 When did Theodor Schwann say that animals were made up of cells?
8 Draw a diagram to show how Theodor Schwann thought a new plant cell would be made.
9 Name a stain that Walther Fleming might have used.
7Ad/1 Organ systems
1 Fill in the correct word in each of the sentences. Use the words in the box.
circulatory digestive leaves nervous photosynthesis roots stem system
a A group of organs working together is called an organ ____________________ .
b Plants take water in through their ____________________. The water travels up the
____________________. Some of the water is used to make food using
____________________. A lot of the water is lost by the ____________________ .
c Food is digested in the ____________________ system.
d The heart is part of the ____________________ system.
e The brain is part of the ____________________ system.
2 On the diagram below, label the parts of the breathing system.
7Ad/2 Organ systems wordsearch
You will need three different coloured pens. Fill in the colours here
This colour < > shows an organ in the digestive system.
This colour < > shows an organ in the breathing system.
This colour < > shows an organ in the circulatory system.
These words are hidden in the grid below:
blood gullet heart intestines liver lungs
mouth stomach vessels windpipe
The words may be in any direction (even diagonally, but not backwards).
Once you have found a word, draw a line through it using the correct colour.
I
N
T
E
S
H
A
R
D
F
G
K
L
U
O
Y
M
W
J
B
C
P
Z
X
V
[ literacy ]
7Ad/3 Cells, tissues, organs and systems
1 a Label the parts of this cell.
b Which type of tissue does this cell form? _____________________________________
c Which organ might this tissue be found in? ___________________________________
d Which organ system would this organ be found in? ____________________________
2 Which organ system:
a carries oxygen and food around the body? ____________________________________
b breaks down food? ______________________________________________________
c takes oxygen out of the air? ________________________________________________
d carries messages around the body? __________________________________________
3 In the following sentences, one organ is not correct. Put a cross through the wrong organ and write the name of the correct one in the space.
a The breathing system contains the lungs and intestines. __________________________
b The nervous system contains the brain and the little toe. _________________________
c The circulatory system contains the liver and blood vessels. ______________________
4 The drawing shows an animal cell.
a Draw two or three more diagrams to show the steps taken when this cell splits into two.
————→
b What is the name of this process? ___________________________________________
c What are the two new cells called? __________________________________________
For a diagram of a nerve cell without leader lines or label lines see Worksheet 7Ad/4
7Ad/4 Tissue matching
1 Complete the table to show what the name of each cell is, what tissue it forms and which organs it is found in.
Name
Tissue it forms
Organ it is found in
2 In the space below, copy the pictures of the root hair cell and the muscle cell. Make your drawings twice the size of the ones in the table. Label their parts.
[ knowledge, numeracy ]
7Ad/5 Matching organs
1 Find out what the excretory system is. Write down a couple of sentences about it.
2 On the line beneath each organ, write its name. Then draw a line from each organ to the organ system(s) it belongs in.
____________ ____________ ____________ ____________
CIRCULATORY SYSTEM
NERVOUS SYSTEM
DIGESTIVE SYSTEM
BREATHING SYSTEM
EXCRETORY SYSTEM
____________ ____________ ____________
[ knowledge, research ]
7Ae/1 Flower dissection 1
Flowers contain the male and female reproductive organs of plants.
1 Look carefully at your flower. What plant is it from? ________________________________
2 How many petals are there on your flower? _______________________________________
3 What colour are the petals? ____________________________________________________
Using tweezers, carefully take off the petals from one side of the flower so that you can see the male and female reproductive organs. Your flower may look similar to the one below.
A petal from the flower - stick in or draw the shape of one petal in this box.
The flower looks like this - draw a picture showing the flower with half the petals taken off.
Now take off one stamen and remove the carpel. Stick them or draw them in the boxes. Label their parts if you can.
The stamen looks like this.
The carpel looks like this.
4 How many stamens are there in the flower? ________________________________________
[ knowledge, observing, presenting ]
7Ae/2 Flower dissection 2
Flowers are organ systems which contain the male and female reproductive organs of plants.
1 Look carefully at your flower. What plant is it from?
2 What are reproductive organs used for?
3 How many petals are there on your flower?
4 What colour are the petals?
Using tweezers, carefully take off the petals from one side of the flower so that you can see the male and female reproductive organs.
5 Draw your flower and label the parts.
6 How many stamens are there in the flower?
7 a Which part of the flower is the male reproductive organ?
b What is the name of the sex cells that are produced here?
c In which part are these sex cells found?
8 a Which part of the flower is the female reproductive organ?
c What is the name of the containers that each sex cell is found in?
d In which part are these containers found?
Optional extra
Ask your teacher to cut the ovary in half. Examine the inside of the ovary with a hand lens. Can you see the ovules?
9 a How many ovules are there?
b What colour are they?
7Ae/3 Growing pollen tubes 1
Which strength of sugar solution is best for growing pollen tubes?
Apparatus
- Cavity slides
- Sugar solutions
- Coverslips
- Pipette
- Pollen
- Paintbrush
- Mounted needle
- Some stain
- Microscope
Method
1 Choose which strengths of sugar solution you are going to use. Write them down.
2 Place a drop of sugar solution onto a slide.
3 Using a mounted needle or paintbrush, take some pollen and place it in the sugar solution.
4 Carefully lower a coverslip onto the pollen.
5 Do steps 1-4 again, using a different strength of sugar solution.
6 Look carefully at both slides using a microscope.
7 Leave the slides in a warm place for 30 minutes and then look at them again.
Prediction
Write down which sugar solution you think will be best for growing pollen tubes.
________________________________________________________________________________
Why do you think this?
Recording your results
Draw a picture of a pollen grain at the start of your experiment. Draw pictures to show what your pollen grains looked like after 30 minutes.
The drawing shows a pollen grain from a ______________________ flower at the start of the experiment.
The picture shows the pollen grain after 30 minutes in a sugar solution of strength
______________________ .
_________________________ .
Not all pollen grains will grow tubes.
Count 20 pollen grains in each type of sugar solution. Write down how many have grown tubes:
In the sugar solution of strength ____________________ , ____________________ out of 20 grew tubes.
Considering your results/conclusions
Which sugar solution made the pollen tubes grow best?
How do you know this?
Why is it a good idea to count only 20 pollen grains and not all of them?
Use your results to predict what would happen if you used water instead of a
sugar solution.
[ knowledge, observing, presenting, considering ]
7Ae/4 Growing pollen tubes 2
How is pollen tube growth affected by different strengths of sugar solution?
1 Choose which strengths of sugar solution you are going to use.
5 Do steps 1-4 again, for each different strength of sugar solution.
7 Leave the slides in a warm place and look at them after 30 minutes.
8 Think how you are going to measure the effect of the sugar solution. You could try to find a way of measuring the lengths of the pollen tubes. Or you could take a sample of 20 pollen grains in each type of sugar solution and count how many have grown tubes.
1 Write down the name of the flower that your pollen came from.
2 Write down what you did.
3 Make a prediction. Write down what you think will happen.
4 Make drawings to show what the pollen grains looked like at the start of the experiment and what they looked like when pollen tubes were growing.
5 Draw a table of your results. You should include the strengths of sugar solutions that you used. Also include the lengths of the tubes or the number that grew tubes in your sample of 20.
6 Use the data in your table to draw a bar chart.
7 a Which sugar solution allowed the best growth of pollen tubes?
b How do you know this?
c Do your results agree with your prediction? If not, explain why.
8 Use your results to say what you think would happen if you had used water instead of sugar solution.
9 The stigma is responsible for producing sugar solution. The stigmas from different plants produce different strengths of sugar solution. Use your results to say what strength of sugar solution you think the stigma of this flower produces.
Evaluation
10 How might you improve this practical?
[ knowledge, planning, observing, presenting, considering, evaluating ]
7Ae/5 Inside a flower
The drawings below show parts of a flower.
1 Cut out the outline of the flower and the different parts. Stick the other parts in the correct place on the basic shape of the flower. Stick the outline into your book.
2 Label as many of the parts as you can.
3 Colour in the female part of the flower.
4 One of the parts is labelled 'sepal'. Try to find out what it does and write this down.
Parts of a flower
[ knowledge, observing, research ]
7Ae/6 Pollination and fertilisation
1 Look at the pictures below. Write numbers on the lines above each picture to show the correct order in which pollination and fertilisation happen.
________________ ________________ ________________ ________________
The male nucleus from the pollen joins the nucleus in the egg cell. This is fertilisation.
An embryo forms. It is found inside a seed inside a fruit.
The pollen grain grows a pollen tube. It grows towards the egg cell.
The pollen grain lands on the stigma. This is pollination.
2 Draw lines from the 'label boxes' above to indicate what each picture shows.
3 On the diagrams label each of the following parts once.
egg cell fruit ovary pollen grain
pollen tube seed stigma style
7Ae/7 Looking at flowers
1 The drawing below shows a flower seen from above. Imagine that the flower is cut down the middle along the dotted line.
a Draw a picture of what you think the flower would look like inside.
b Label these parts on your drawing: anther, carpel, filament, ovary, petal, stamen, stigma, style.
2 Explain what is meant by 'sexual reproduction'. ____________________________________
3 What are 'sex cells'? __________________________________________________________
4 Many flowers have sepals. Find out what sepals are for and write this down.
[ literacy, knowledge, research, observing, presenting ]
7Ae/8 Plant fertilisation
1 The drawing below shows a pollen tube starting to grow.
a Complete the drawing to show where the pollen tube will end up.
b Label the parts of the diagram. Use the words in the box.
egg cell ovary ovule pollen grain pollen tube stigma style
2 Fill in the missing words in the following sentences.
Use the words in the box. Each word may be used more than once.
egg embryo fertilisation nucleus ovule pollen seed stigma style tube
When a _______________ grain lands on a _______________ , a pollen _______________
starts to grow. This grows down the _______________ and into the ovary. It then grows
towards an _______________. Here it finds an _______________ cell. The nucleus from the
pollen _______________ then joins with the _______________ in the _______________
cell. This is called _______________. An _______________ now grows inside the ovule.
The ovule turns into a _______________.
7Ae/9 Variety
Sexual reproduction allows features from two plants to be mixed together. The new plant is a new variety. Think about red and green apples. They are all apples and so are the same species. The different apples are different varieties.
1 Look at the plants below.
a Which feature of plant C comes from plant A?
b Which feature of plant C comes from plant B?
2 Look at these plants.
a Which feature of plant X comes from plant V?
b Which feature of plant W is found in plant Z?
c What are the differences between plants X and Y?
d Which features of plant Z come from plant X?
e Which feature of plant Z comes from plant Y?
3 Suppose you are a plant breeder. Which of these plants would you use to try to make plants with the following features?
a A plant that was tall, with round leaves and flowers with 6 petals.
b A plant that was short, with round leaves and flowers with 4 petals.
c In fact, getting the variety of plant you want is not quite that simple! The features of the parent plants may or may not end up in the new plant. Make a table to show eight different mixtures of features you might get in a new plant produced from plants D and F.
[ knowledge, observation ]
7A Summary Sheets
Cells and their functions
All living things are made from cells. There are two basic types of cell:
Animal cell Plant cell
Cells are very small. A microscope is used to see them.
To use a microscope you:
i Place the smallest objective lens over the hole in the stage.
ii Turn the focusing wheel to move the objective lens close to the stage.
iii Place the slide on the stage.
iv Adjust the light source or mirror.
v Look into the eyepiece lens
vi Turn the focusing wheel until what you see is clear (in focus).
A microscope makes things appear bigger. It magnifies things. There are two lenses in a microscope. To work out the total magnification you multiply the magnification of the objective lens by the magnification of the eyepiece lens.
The object you want to look at using a microscope is called the specimen. It has to be thin to let light get through it. It is placed, with a drop of water, onto a slide. A coverslip is put on top. The coverslip stops the specimen from drying out, holds it flat and stops it moving. A stain might be used to help you see parts of the cell.
Some cells have special shapes. They are adapted to do certain jobs.
Cilated epithelial cells are found in tubes leading to the lungs. The strands at the top (cilia) wave about to move dirt out of the lungs.
Muscle cells are able to change length. This helps us to move.
Nerve cells (neurones) are long so that messages can be carried around the body quickly.
Root hair cells in plant roots take water out of the ground quickly. The root hair gives the water more surface to get into the cell.
Palisade cells in plant leaves are packed with chloroplasts to help the plant make food.
A group of cells that are the same, all doing the same job, is called a tissue (e.g. muscle tissue). A group of different tissues working together to do an important job makes an organ. For example the heart is an organ and is made of muscle tissue and nerve tissue.
Organs have very important jobs:
Organs often work together in organ systems.
Some important organ systems:
Organ system
Organs
Job
Breathing system
Windpipe (trachea), lungs
Takes air into the body
Circulatory system
Heart, blood vessels
Carries oxygen and food around the body
Digestive system
Mouth, gullet, stomach, intestines
Breaks down our food
Flower
Stamen, carpel
Used for sexual reproduction in plants
Nervous system
Brain, spinal cord, nerves
Carries messages around the body
Sex cells are produced by the reproductive organs. In plants, these are contained inside flowers. Sex cells are used for sexual reproduction which needs two parents. The offspring from sexual reproduction are different from the parents; they are new varieties.
The pollen grains need to be carried to the stigma of another flower. They can be carried by insects or the wind. The carrying of pollen from an anther to a stigma is called pollination.
Once on the stigma, a pollen grain grows a pollen tube which enters the ovule containing an egg cell. The nucleus from the pollen grain then joins with the nucleus inside the egg cell. This is called fertilisation.
For a diagram of the organs of the body, a microscope and a plant cell without leader lines or labels see End of Unit Test 7A.
7A Target Sheet
Topic
Targets
Before the unit
I have learned this
I have revised this
7Aa
Know what an organ is.
Know what organs are made of.
Know the names and positions of the major plant and human organs.
Know what the major plant and human organs do.
7Ab
Know what a cell is and the basic parts of animal and plant cells.
Know what the parts of cells do.
Know the basic parts of and how to use a microscope.
Know how to make slides.
7Ac
Know what a tissue is.
Know how some animal cells are adapted to their functions.
Know how palisade and root hair cells are adapted to their functions.
Know what cell division is.
7Ad
Know what an organ system is.
Know the names of some common tissues found in organs.
Know the functions of the digestive, breathing, circulatory and nervous systems.
Know the names of organs in the digestive, breathing, circulatory and nervous systems.
7Ae
Know what sexual reproduction in plants is and the parts of the male and female reproductive organs in a flower.
Know what pollination is.
Know what fertilisation is.
Know how fertilisation happens in flowers.
7A Word Sheets
Word sheets that include new words from the 'Focus on:' pages are available on the Exploring Science website.
7Aa - Human organs/Organisation/Seeing is believing
Word
Pronunciation
Meaning
brain
Organ that controls what the body does.
Part of the microscope you look down.
Wheel on a microscope that moves parts of the microscope to get the image into focus.
heart
Organ that pumps blood.
image
What you see down a microscope.
intestine
in-test-in
The small intestine is an organ used to digest and absorb food.
The large intestine is an organ which removes water from unwanted food.
kidneys
Organs used to clean the blood and make urine.
leaf
Plant organ used to make food using photosynthesis.
liver
Organ used to make and destroy substances in our bodies.
lungs
Organs used to take oxygen out of the air and put waste carbon dioxide into the air.
magnification
mag-nif-ick-ay-shun
How much bigger a microscope makes something appear.
microscope
my-crow-scope
Used to magnify small things.
Part of the microscope that is closest to what you are looking at.
organ
A large part of a plant or animal that does a very important job.
photosynthesis
foto-sinth-e-sis
Process that plants use to make their own food. It needs light to work.
root
Plant organ used to take water out of the soil.
root hair tissue
Found in roots. Takes in water from the soil.
skin
Organ used for protection and feeling.
Glass sheet that a specimen is put on.
specimen
spess-im-men
What you look at down a microscope.
Part of the microscope. You put slides on it.
stem
Plant organ used to take water to the leaves and to support the leaves.
stomach
stum-ack
Organ used to store and break up food.
tissue
Organs are made of different tissues.
xylem tissue
Found in roots, stems and leaves. Transports water.
7Ab - On the slide/Building a life
cell
sell
The basic unit which living things are made of.
mem-brain
Controls what goes into and out of a cell.
Tough wall around plant cells. Helps to support the cell.
chlorophyll
klor-O-fill
Green substance found inside chloroplasts.
chloroplast
klor-O-plast
Green disc containing chlorophyll. Found in plant cells. Where the plant makes food using photosynthesis.
coverslip
Thin piece of glass used to hold a specimen in place on a slide.
site-O-plaz-m
Jelly inside a cell where the cell's activities happen.
new-clee-us
Controls what a cell does.
Process that plants use to make their own food. It needs light to work. Carbon dioxide and water are used up. Food and oxygen are produced.
stain
Dye used to colour parts of a cell to make them easier to see.
vack-you-oll
Storage space in plant cells.
7Ac - Shaped for the job
adapted
When something has certain features to help it do a particular job. When the features of a cell help it do its job, the cell is said to be 'adapted' to its job.
cilia
sil-lee-ah
Small hairs on some cells.
ciliated
sil-lee-ayted
Having cilia.
ciliated epithelial cell
ep-pee-theel-ee-al
Cell with cilia found in the lungs.
muscle cell
muss-ell
Cell that can change its length and so help us to move.
nerve cell
Cell that carries messages around the body.
neurone
Another name for a nerve cell.
palisade cell
pal-iss-aid
Cell found in leaves which contains many chloroplasts.
root hair cell
Cell found in roots. It has a large surface area to help the cell absorb water quickly.
tiss-you
A group of the same cells all doing the same job.
xylem tube
zy-lem
Hollow tube formed from xylem cells and used to carry water up a plant.
7Ad - All systems go/Cell division
breathing system
bree-thing
Takes in oxygen and gets rid of carbon dioxide from our bodies.
cell division
When a cell splits in two. Cells are made using cell division.
circulatory system
serk-you-late-or-ee
Carries oxygen and food around the body.
daughter cell
The two new cells made by cell division are called daughter cells.
digestive system
die-jest-iv
Breaks down our food.
nervous system
nerve-us
Carries messages around the body.
organ system
Collection of organs working together to do a very important job.
7Ae - A seedy story
anther
Part of the stamen. It produces pollen grains.
carpel
car-pull
Female reproductive organ found in flowers. It is made of a stigma, style and ovary.
egg cell
The female sex cell in plants.
embryo
em-bree-O
Tiny plant, found inside a seed, with a very small shoot and a very small root.
fertilisation
fert-ill-eyes-ay-shun
Joining of a male sex cell with a female sex cell.
fertilised egg cell
What is produced when a male sex cell fuses with an egg cell.
filament
Part of the stamen. It supports the anther.
flower
Organ system containing reproductive organs - carpel (female), stamen (male).
fruit
Something used to carry seeds. Can be fleshy or dry.
ovary
O-very
Part of the carpel. It contains ovules, each of which contains an egg cell.
ovule
ov-you'll
Contains egg cells. Is found in the ovary.
pollen grain
The male sex cell in plants.
pollen tube
Tube that grows from a pollen grain down through the stigma and style and into the ovary.
pollination
poll-in-ay-shun
Transfer of pollen from an anther to a stigma.
reproductive organ
Organ that produces sex cells.
seed
Contains a plant embryo and a store of food.
seed coat
Hard outer covering of a seed.
sex cell
A cell used for sexual reproduction.
sexual reproduction
re-pro-duck-shun
Producing new organisms by combining a male and a female sex cell from two different parents.
stamen
stay-men
Male reproductive organ found in flowers. It is made of an anther and a filament.
stigma
Part of the carpel. It is where pollen lands.
style
Part of the carpel connecting the stigma to the ovary.
variety
A plant or animal that is in some way different from its parents.