Biology Year 10 Distance learning June July The

Biology Year 10 Distance learning June - July The following Power. Point is designed to aid your learning over the next half term. Throughout there are tasks with videos and websites hyperlinked. Please click on all hyperlinked (blue) writing. Enjoy.

Week 1

Cell Division • Research: What is meiosis? Why does it happen? Create a comic strip (diagrams and annotations) of the process of meiosis. Use the following links to help: – https: //www. bbc. c o. uk/bitesize/guid es/z 9 pkmsg/revisi on/1 – https: //www. yout ube. com/watch? v= Vz. DMG 7 ke 69 g

Cell Division • Investigate: Write a scientific method of how to perform a ‘Root tip Squash’. Find images of each stage of mitosis. • Consolidate: Create a table or Venn Diagram to compare the two types of cell division. • Exam Assessment: Click on the following links to answer the Exam Questions. – Foundation: https: //dohoraw. exampro. n et/ – Higher: https: //hazoleo. exampro. n et/

DNA & The Genome • Research: What is the structure of DNA? Draw and label DNA. Define the following: Gene, Allele, Genome and Chromosome. • Investigate: What is the ‘Human Genome Project’? How did they discover the human genome? Student response

DNA & The Genome • Consolidate: Describe the benefits of knowing the human genome and evaluate the impact it may have on medical treatments. • Exam Assessment: Create an exam question and mark scheme based on the structure of DNA and the genome. Student response

Week 2

Genetic Inheritance • Research: Define the following terms: gamete, dominant allele, recessive allele, homozygous and heterozygous. • Investigate: How to determine the probability of offspring inheriting a characteristic – Punnett Squares. Using a Punnett square explain how the chance of having a boy/girl is 50: 50. Student response

Genetic Inheritance Parent 1 Parent 2 – Both parents are brown heterozygous (Bb) – One parent is homozygous dominant (brown) and the other is homozygous recessive (blue). – One parent is heterozygous and the other homozygous recessive. Parent 2 • Consolidate: Brown eyes are dominant (B). Blue eyes are recessive (b). What are the chances of a child having blue eyes if: (create Punnett Squares for each) • Exam Assessment: Parent 2 – Foundation: https: //qezexis. exampro. n et/ – Higher: https: //qufevyz. exampro. n et/ Parent 1

Week 3

Genetic Disorders • Research: Create a fact file on: Polydactyly and Cystic Fibrosis. • Investigate: how scientists can determine whether a baby/foetus has a genetic disorder. Compare the different methods and evaluate the use of each. • Consolidate: See next slide. • Exam Assessment: – Foundation: https: //wydewyl. examp ro. net/ – Higher: https: //dorosit. exampr o. net/ Student response

Week 4

Evolution • Research: What is evolution? Describe the process of natural selection. Provide detailed evidence for the process of evolution. Student response • Investigate: What do antibiotic resistant bacteria have to do with evolution? Explain how antibiotic resistant bacteria are produced through the process of natural selection. Create a comic strip of how MRSA evolved.

Evolution • Consolidate: Define the term ‘extinction’. Explain how evolution can lead to natural extinction. Explain how the ‘Dodo’ became extinct? • Exam Assessment: Click on the following links to answer the Exam Questions. – Foundation: https: //iiqapof. exampr o. net/ – Higher: https: //eawutia. examp ro. net/ Student response

Week 5

Selective Breeding • Research: How does variation come about? Describe the main steps of Selective Breeding. List 10 desired characteristics that have been selectively bred. • Investigate: Is selective breeding a good thing? Evaluate the process of selective breeding. Student response

Selective Breeding • Consolidate: Choose an organism and identify a desirable characteristic that you want. Describe how to increase the frequency of that allele in a population. • Exam Assessment: https: //bisuieb. ex ampro. net/ Student response

Genetic Engineering • Research: Describe the main steps involved in all genetic engineering. Outline some current uses of genetic engineering. • Investigate: What is the link between Diabetes treatment and genetic engineering. Describe the process of how insulin is made. Create an annotated diagram of the process. Student response

Genetic Engineering • Consolidate: Evaluate the benefits and risks of genetic engineering. Should genetically modified foods be used to feed the ever increasing world population. • Exam Assessment: – Foundation: https: //xafuxod. e xampro. net/ – Higher: https: //giheruc. ex ampro. net/ Student response

Week 6

Classification • Research: Who was Carl Linnaeus? Outline his classification system. List Linnaeus’ 5 Kingdoms. • Investigate: Who was Carl Woese? How does his classification system differ to Linnaeus’? How has classification changed with technology? What are evolutionary trees? Student response

Classification • Consolidate: Classify fully the following organisms: humans, domestic cat, polar bear, strawberry and E. coli. Create a basic evolutionary tree for these organisms. • Exam Assessment: – Foundation: https: //piqumov. ex ampro. net/ – Higher: https: //mejoyeg. ex ampro. net/ Student response

Week 7

Levels of Organisation • Research: Define the following: ecosystem, community, population, habitat, producer, consumer, abiotic, predator, prey and interdependence. The relationship between predators and prey. • Represent this as a graph, Explain the cyclical nature of this relationship. Student response

Levels of Organisation • Investigate: How to measure the abundance of a common species using quadrats. Include both Random and Systematic sampling. • Consolidate: Create a concept map linking this topic to adaptations, interdependence and competition. • Exam Assessment: – Foundation: https: //aybahoo. exa mpro. net/ – Higher: https: //cyaylym. exam pro. net/ Student response