If you wanted to break an ice cube down into the smallest particles possible. What would you do?

1. Lesson 1 Mrs Gren or Mrs Green? • If you wanted to break an ice cube down into the smallest particles possible. What would you do?

2. Learning outcomes • To know that all living things on earth have 7 things in common • To understand that enzymes play a big part in these processes • To be able to describe the structure of an enzyme

3. What do you think you have in common with people of your age who live in the USA?

4. What do you think you have in common with an animal like a lion?

5. What do you think you have in common with a plant?

6. What do you think you have in common with bacteria?

7. Features of all living things are movement, respiration, sensing, growth, reproduction, excretion, and nutrition.

8. Activity 1 • Take a sentence from each of the life processes mapped out on pg 106 of the Biology text books and fill in page 3 of Your booklet. • Note: (Replace “Feed” with “Nutrition”)

9. Progress checkpoint

10. But this wont fit in my cells!!!

11. Every job has a perfect tool

12. Catalyst A

13. Activity 2 • Read page 4 and answer the 2 questions at the bottom of the page

14. Activity 3 • Make your own enzyme. It must have • 1. An active site • 2. A substrate which fits in that site

15. Demonstrate your learning • Answer the questions on page 5

16. Question? • Why would I call this lesson “Mrs gren or mrs green”?

17. Lesson 2 Enzymes in action

18. Learning outcomes • Describe enzymes as proteins that speed up chemical reactions in the body • Describe what happens to enzymes at high temperatures • Know the ‘lock and key’ enzyme model • Describe the term ‘active site’ • Explain how temperature and pH affects the active site of an enzyme

22. Learning outcomes • Describe enzymes as proteins that speed up chemical reactions in the body • Describe what happens to enzymes at high temperatures • Know the ‘lock and key’ enzyme model • Describe the term ‘active site’ • Explain how temperature and pH affects the active site of an enzyme

23. Lesson 3 – Gimme Some Sugar My name is Aristotle, I’m a famous Greek philosopher. 2 thousand years ago I told everyone that plants get all their food from their roots. Was I right? How could you tell?

24. Learning outcomes • To know what photosynthesis means • To know what is needed for photosynthesis to happen • To know the product and by-product of photosynthesis.

25. The word of the day • Photosynthesis • From “Photo” meaning light. • And “synthesis” meaning to make. No that doesn’t mean plants make light!!

27. The rules of making stuff • 1. Nothing in this world can be made or “synthesized” without using energy. • 2. There is always waste left over when we make something. This is called a by-product. • What are the by-products from making the following items. Planks of wood, a fire, a cup of tea. jot down your thoughts..

28. Plants are the perfect factories • They get their energy for free from the sun. Water from the soil, CO2 from the air and they make glucose out of them.

29. Making a Photosynthesis equation • You all have a sheet with the molecules a plant has available to it • C O O is carbon dioxide (CO2) • H H O is water (H2O) • To make a glucose molecule you need 6C,12H and 6O. You need to cut up your sheets to make glucose • Remember water is H20 and carbon dioxide is CO2. if you need an H you must take the 2 O’s that go with it, what you have left will be your by-product.

31. So the by-product is... Luckily for us , it’s Oxygen Photosynthesis is.. Carbon dioxide + water  glucose + Oxygen Write that down. Then write it in chemical form.

36. Lesson 4 – know your limitsLearning Objectives • To know inputs and outputs of photosynthesis • To understand that limiting inputs limits photosynthesis • To be able to carry out an experiment which demonstrates limiting factors of photosynthesis • http://www.syngenta.com/country/uk/en/learning-zone/science-lab/experiments/Pages/photosynthesis_in_action.aspx

37. Lesson 5. Diffusion vs Osmosis Where does the oxygen that we breathe in go?

38. Lesson 5 diffusion v’s Osmosis! To know what diffusion is To know what osmosis is To understand the difference between the two To be able to plan a fair experiment

39. Diffusion • http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

41. Lets think about what our cells Contain. Oxygen for respiration water Food (Glucose) for respiration Carbon Dioxide: The waste product of respiration

42. Carbon dioxide diffusing out While Oxygen diffuses in

43. Osmosis • http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

44. Osmosis

45. Planning an experiment • You are going to investigate osmosis by planning and carrying out your very own experiment. • Potato cells have a large water content because they have lots of solutes dissolved in them. • You are going to place some potato cuttings in solutions with varying levels of solutes. • You should then be able so see the effects of osmosis.

46. THINK !!!! • Before we go any further...... • Given what you already know about osmosis..... • What would you expect to happen if you put a potato cell in a beaker of pure water?

47. What I will provide you with(other than potato) • Pure water • 100% salt solution • Your group must figure out how to make a 50% and a 10% sucrose solution using these .

48. Planning a Fair test

49. Questions you might want to ask yourself • How much solution should I use? • What size piece of potato? • How long should I keep the potato in the solution (only 1 lesson remember) • Should I keep the above things the same for each solution • How many bits of potato for each solution (repeats)

50. Lesson 6 Potato Day • Cut four pieces of potato. Try to make them as close to the same size and weight as possible. • Label four boiling tubes and put in the four solutions (enough to cover your potato pieces) • Place potato pieces in boiling tubes and leave them for 20 mins. • After 20 mins remove potato pieces, Lightly dry with a paper towel and weigh again. • Collect results from 2 other groups and record in your results tables on pg12