2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Notes - main activity is the kerboodle worksheet practicing calculating magnification. Can't upload for copyright reasons - but my suggestion would be to use a mixture of examples where pupils find one of the three variables in a mixed calculation worksheet, so pupils practice identifying when to rearrange.<br /> <br /> Part of specification covered:<br /> <br /> Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form.<br /> <br /> Students should be able to use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.<br /> <br /> Students should be able to carry out calculations involving magnification, real size and image size using the formula:<br /> Magnification = size of image / size of real object<br /> Students should be able to express answers in standard form if appropriate.<br /> <br /> MS 1b, 2a, 2h<br /> WS 4.4<br /> Use prefixes centi, milli, micro and nano.<br /> <br /> MS 1d, 3a<br /> AT 7<br /> Images of cells in videos, bio-viewers, photographs and micrographs can be used as comparison for students’ own drawings.<br /> <br /> AT 1 and 7<br /> <br /> <br /> MS 1a, 1b, 2h, 3b<br /> WS 4.4<br /> Use prefixes centi, milli, micro and nano.

Lesson 12-13<br /> Pupils learn what diffusion is and why it is important in biology.<br /> <br /> A focus on comprehension again, as well as practicing the language of diffusion/concentration etc.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Students should be able to:<br /> • Understand how microscopy techniques have developed over time<br /> • Explain how electron microscopy has increased understanding of sub-cellular structures.<br /> <br /> Limited to the differences in magnification and resolution.<br /> <br /> An electron microscope has much higher magnification and resolving power than a light microscope. This means that it can be used to study cells in much finer detail. This has enabled biologists to see and understand many more sub-cellular structures.

Lesson 14-15 (optional lesson)<br /> Pupils learn that what an unicellular organism is with examples.<br /> <br /> Comprehension strategy focus, as well as an emphasis on structure-function.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Active transport moves substances from a more dilute solution to a more concentrated solution (against a concentration gradient). This requires energy from respiration.<br /> Active transport allows mineral ions to be absorbed into plant root hairs from very dilute solutions in the soil. Plants require ions for healthy growth.<br /> It also allows sugar molecules to be absorbed from lower concentrations in the gut into the blood, which has a higher sugar concentration. Sugar molecules are used for cell respiration.<br /> <br /> Students should be able to:<br /> • Describe how substances are transported into and out of cells by diffusion, osmosis and active transport<br /> • Explain the differences between the three processes.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Required practical activity 1: use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included.<br /> <br /> Recommended: Formative feedback to be given for drawn cells.<br /> <br /> Source for video:<br /> http://www.garlandscience.com/garlandscience_resources/resource_detail.jsf?landing=student&amp;resource_id=9780815344322_CH22_QTM01

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Students should be able to explain the importance of cell differentiation.<br /> As an organism develops, cells differentiate to form different types of cells.<br /> <br /> • Most types of animal cell differentiate at an early stage.<br /> • Many types of plant cells retain the ability to differentiate throughout life.<br /> <br /> In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell.

Lesson 9<br /> Pupils learn how cells in a multicellular organisation are organised, and why this is important.<br /> <br /> Comprehension strategy focus when reading article, developing pupil metacognition during reading.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Water may move across cell membranes via osmosis. Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane.<br /> <br /> <br /> Students should be able to:<br /> • Use simple compound measures of rate of water uptake<br /> • Use percentages<br /> • Calculate percentage gain and loss of mass of plant tissue.<br /> <br /> WS 1.2<br /> Recognise, draw and interpret diagrams that model osmosis.<br /> <br /> MS 1a, 1c

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Substances may move into and out of cells across the cell membranes via diffusion.<br /> <br /> Diffusion is the spreading out of the particles of any substance in solution, or particles of a gas, resulting in a net movement from an area of higher concentration to an area of lower concentration.<br /> <br /> Some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange, and of the waste product urea from cells into the blood plasma for excretion in the kidney.<br /> <br /> Students should be able to explain how different factors affect the rate of diffusion.<br /> Factors which affect the rate of diffusion are:<br /> • The difference in concentrations (concentration gradient)<br /> • The temperature<br /> • The surface area of the membrane

Lesson 3-4<br /> Introduces microscopy: what is a microscope, how it works, the different parts etc. Pupils learn to handle microscope and how to accurately draw observations.<br /> <br /> Focus on modelling for pupils and on mastering sketching observations like scientists.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

Lesson 7-8<br /> Pupils learn how to prepare a slide of an animal cell (human cheek) and plant cell (onion skin cell).<br /> <br /> Practical focus, with practice again on drawing observations.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus.<br /> <br /> Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions.<br /> <br /> Most animal cells have the following parts:<br /> • A nucleus • cytoplasm • a cell membrane • mitochondria • ribosomes.<br /> In addition to the parts found in animal cells, plant cells often have:<br /> • Chloroplasts • a permanent vacuole filled with cell sap.<br /> Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.<br /> <br /> Bacterial cells (prokaryotic cells) are much smaller in comparison. They have cytoplasm and a cell membrane surrounded by a cell wall. The genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids.

Scheme of work covering Cells &amp; Organisation lasting approx. 16 x 50 minute lessons.<br /> Focus on developing: <br /> a) Literacy / academic writing.<br /> b) Memory via retrieval practice.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Substances may move into and out of cells across the cell membranes via diffusion.<br /> <br /> Diffusion is the spreading out of the particles of any substance in solution, or particles of a gas, resulting in a net movement from an area of higher concentration to an area of lower concentration.<br /> <br /> Some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange, and of the waste product urea from cells into the blood plasma for excretion in the kidney.<br /> <br /> Students should be able to explain how different factors affect the rate of diffusion.<br /> Factors which affect the rate of diffusion are:<br /> • The difference in concentrations (concentration gradient)<br /> • The temperature<br /> • The surface area of the membrane

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Students should be able to plot, draw and interpret appropriate graphs.<br /> <br /> Required practical activity 3: investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.<br /> <br /> Formative feedback to be given for table, calculations and graphs.<br /> <br /> MS 4a, 4b, 4c, 4d<br /> <br /> AT 1 – use appropriate apparatus to record mass and time.<br /> AT 3 – use appropriate apparatus and techniques to observe and measure the process of osmosis.<br /> <br /> AT 5 – measure the rate of osmosis by water uptake.

Lesson 1-2<br /> Introduces Biology and the topic of cells.<br /> <br /> Focus on comprehension strategy for reading the article and speaking formally in lessons to develop pupils' academic register.<br /> <br /> See notes under each slide for further explanations on the activity.

Lesson 10-11<br /> Pupils learn that cells in a multicellular organisation are specialised, focussing on a few examples from animals and plants. Structure - function relationship in Biology should be emphasised.<br /> <br /> Presenting skills focus.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

Lesson 5-6<br /> Pupils learn the difference between an animal and a plant cell. <br /> <br /> Focus on teaching pupils how to make flashcards and practice retrieval to help with learning important facts permanently.<br /> <br /> See notes under each slide for further explanations on the activity.<br /> Retrieval practice quiz as a 'do now' to embed ideas from previous lesson(s) into long term memory.

2018 AQA GCSE Combined Science Specification<br /> Topic - Cells<br /> <br /> Part of specification covered:<br /> <br /> Students should be able to plot, draw and interpret appropriate graphs.<br /> <br /> Required practical activity 3: investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.<br /> <br /> Formative feedback to be given for table, calculations and graphs.<br /> <br /> MS 4a, 4b, 4c, 4d<br /> <br /> AT 1 – use appropriate apparatus to record mass and time.<br /> AT 3 – use appropriate apparatus and techniques to observe and measure the process of osmosis.<br /> <br /> AT 5 – measure the rate of osmosis by water uptake.

Cells &amp; Organisation scheme of work homework.