Masterclass Revision

BiologyNational 5

Exam TerminologyBelow is a list of words and their meanings that are often used in exam questions. Students often admit that they know the answer but the way the question is worded is what makes things difficult, so below is a list of terms and definitions to help tackle this. Word Meaning/ What You Must Do Advantage Makes one thing better than another

Average Add up the numbers then divide that

number by the number of readings taken Calculate Work out a sum Compare Write what is the same/different Complete Finish (write the answers in) Conclusion Write down what the experiment proved Construct Draw a graph or a table Describe Write down what you know or see in a diagram or a graph (often a relationship question) Define/ Definition Write down what the word means

Estimate Guess (based on patterns) Explain Write why or how something happens Factor A “thing” that is being studied in an experiment Give a reason Why does that happen? (same as explain) Give/ Provide an example Write/ State the name of something Humidity How much moisture is in the air Indicate What something shows or means

Investigation An experiment Light intensity How much light there is available Link Join up with an arrow or a line/ Provide a reason why one thing affects/ is associated with another

Option A choice Plot Draw a graph Procedure Method of an experiment or a test Provide Write down Relationship A link between the results and what is investigated Represents Shows Select Choose Simple whole number ratio A ratio with no decimal points Source Where it comes from State Write down Statement A sentence Structure A part of something Term A particular word or a phrase Valid Like reliable/ To prove correct What effect.. What change would you see

TASK 1Complete the word search to show you understand the terms used in exam

style questions.

Find a word that means

1. reliable2. what the experiment proved3. draw a graph or a table4. what a word means5. choose6. biggest7. smallest8. add up numbers and then divide the answer by that number9. a reasonable guess

D A V A L I D A W E R M Y U CE S V D F G H C D G J A I P OS L R E S P O N S E Z X U O NC L E Q R E R T G H R I N P SR A D O B T A I N F G M J C TI I U R Y G G S F N B U L O RB C C Q U A S E O V R M J M UE I E F L O P I R R E P E P CQ F S T O D S A O Y A H S A TA E J I H U P T G L D Y T R IS N A Q L O C F G T I S I E MD E W C A A Z X T D N I M U TF B N Y G O L O I B G C A G AH O M I N I M U M D S S T R SC H E M I S T R Y S E L E C T

TASK 2Make up 5 questions related to the N5 Biology course that use the above terms. Your questions can be multiple choice or form part of the written

answer section.Once finished pass them to your partner/ opposite group to answer.

10. measurements11. answer12. lowers13. good14. something being studied in an experiment15. what is the same or different16. get or collect results

There are also three mystery words can you find them (clue: science) 1. 2. 3.

Q1.__________________________________________________________________________________________________________________________________________________________________________________________________________________Ans:__________________________________________________________________________________________________________________________________________________________________________________________________________________Q2.__________________________________________________________________________________________________________________________________________________________________________________________________________________Ans:__________________________________________________________________________________________________________________________________________________________________________________________________________________Q3.__________________________________________________________________________________________________________________________________________________________________________________________________________________Ans:__________________________________________________________________________________________________________________________________________________________________________________________________________________Q4.__________________________________________________________________________________________________________________________________________________________________________________________________________________Ans:______

____________________________________________________________________________________________________________________________________________________________________________________________________________5.____________________________________________________________________________________________________________________________________________________________________________________________________________________Ans:__________________________________________________________________________________________________________________________________________________________________________________________________________________

TASK 4Recycling Nitrogen is ESSENTIAL to human survival. It is important that you can identify the stages involved in this process and the type of bacteria responsible.Complete the diagram below by choosing the correct word(s) from the word bank

Word Bank: Animal Protein Ammonium Compounds Nitrogen in Air Denitrification Death and Decay Plant Protein Nitrification Nitrites Nitrates Absorption Nitrogen Fixation Decomposers Nitrification

TASK 5Common written answer questions from the Life on Earth unit often refer to the

testing of Abiotic and Biotic factors. It is important that you know the how to identify experimental errors and how to prevent them. Practice this technique by answering

these examples.

MEMO AID Nitrogen is needed for Protein production

Qu1. Two groups of pupils set pitfall traps in the school gardens to sample

invertebrates living there. All traps were left for the same length of time. The results are shown in the following tables.

Group A

Pitfall trap

number

Number of each type of invertebrate caught

Spider Beetle Snail Earthworm

Woodlouse

1 2 1 2 0 12 3 2 1 0 0

Group B

Pitfall trap

number

Number of each type of invertebrate caught

Spider Beetle Snail Earthworm

Woodlouse

1 2 3 2 1 12 2 0 3 1 23 0 2 1 1 14 3 2 1 0 15 3 1 1 2 1

(a)How many types of invertebrate did Group A find? (1) _________________________________________________________________

(b)Calculate the average number of spiders found in Group B's traps. (1)

_____________________spiders on average

(c) Explain why conclusions made by Group B from their results would be more reliable than conclusions made by Group A. (1)__________________________________________________________________________________________________________________________________

(d)Give one precaution which must be taken when setting up a pitfall trap, or other named sampling technique, and explain why this precaution must be taken. (2) ________________________________________________________________________________________________________________________________________________________________________________________________

Qu2. During a woodland survey, a group of students measured some abiotic factors. Readings they took included the temperature of the soil and the air. (a) Name one abiotic factor, other than temperature, they could have measured in the woodland and describe the method of measuring this factor. (2) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

(b) During the survey, the students sampled the leaf litter in the woodland using pitfall traps. However, when they checked the pitfall traps four days after setting them up, the students discovered they were all empty.

Describe an error students might have made which would explain why there were no invertebrates in the traps. (1) ___________________________________________________________________________________________________________________________________________________________________________________________________

(c) The error was corrected and the students set out the pitfall traps once again. The table below shows the types of invertebrates and numbers found.

Invertebrates Number found

Woodlice 35Beetles 20Slugs 0

Spiders 30Snails 15

Use the information in the table to complete a pie chart. (2)

Qu3. Three groups of students used quadrats to carry out a survey on the distribution of mussels on different areas of a shore.

Each quadrat measured 50cm x 50cm. (Four quadrats = 1m2) The positions of the quadrats and the number of mussels found is shown below for each group.

(a)Complete the following table with the results from the area of Group C. (1)

Group Average number of mussels per quadrat

Estimated number of mussels per m2

TASK 6Use this space for any notes during this Q&A session for Unit

3: Life on Earth

A 11 44B 16 64C

(b)Which group has made an error in their sampling technique which makes their results less reliable than the other groups? State the error the group has made and describe an improvement which would increase the reliability of the results. (2) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Qu4. Students used a quadrat to estimate the number of buttercups in a field. They threw the quadrat randomly three times in the area.

In order to improve the reliability of their results they could have;

A. Asked another group of students to check that they had counted correctly

B. Thrown the quadrat ten times instead of threeC. Only thrown the quadrat when conditions were at an optimum D. Used a smaller quadrat for each of their samples

Notes;

TASKS 7 & 8Knowing how your body functions as a whole is critical for understanding Unit 2: Multicellular Organisms, however many students struggle to remember which

structure belongs to which system. In the table below write down all the structures associated with that system.

Use your table to help you complete the diagrams which follow.

Nervous System

Circulatory System

Respiratory System

Digestive System

Additional Notes:

1. Nervous System

2. Circulatory System

3. Respiratory System

4. Digestive System

TASK 9Use the words from the word bank to correctly match the

abbreviations to their measurement. The first one has been done for you.

Exams often ask you to put in units as part of the answer. If you do not put in the units then you will lose marks and you must also use the correct abbreviation.

TASK 10Match up the measurement with the correct instrument. For example, length

matches with ruler. Colour in the matching bubbles using a different colour for each pair you find!

In unit 2 there are many key areas which can be turned into graphs and questions with units, so practice getting them right with the next set of tasks!

Wordbank: second ml cm grams minutes centimetres

kilograms square centimetres Kg metres l cm 2 mm s cubic centimetres min millilitres square metres litres cm3 m g m2

Measurement

Full name of Units

Abbreviation

Length 1

centimetres cm

2

Area12

Volume 12

3

Time 12

Mass12

spirometer Force of air in lungs

TASK 11Explaining how structural features aid efficiency or functionality can be very confusing for students, so we will practice by answering the examples below which are based on

Key Area 2.6

Qu1. State 2 features of the air sacs that make them efficient at gas exchange.

pulse

timeruler

balance

pulsometer

length

stopclock

Measuring cylinder

Blood pressure

Sphygmomanometer

mass

Peakflow meter

Volume of air in lungs

volume

Ans: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Qu2. Explain why each of the following features are required for efficient diffusion of oxygen. 1. Film of moisture. 2. Thin lining of the air sac.Ans: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Qu3. Describe one feature of the capillary network which allows efficient gas exchange.Ans: ___________________________________________________________________ ___________________________________________________________________

Qu4. Describe how red blood cells are adapted to take up and transport oxygen. Ans: __________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Qu5. Describe one feature, other than surface area, which contributes to the efficiency of the villus as a site for diffusion.Ans: __________________________________________________________________ __________________________________________________________________

Qu6. The diagram below shows a cross section through the small intestine.

Describe one feature of the small intestine shown on the diagram and explain how it helps the absorption of food.Ans: Feautre-_________________________________________________________ Explanation- _____________________________________________________ ________________________________________________________________ ________________________________________________________________

Qu7. The diagram below shows a capillary network similar to that surrounding the air sacs in the lungs.

State two features of the capillary network in the lungs that allow efficient gas exchange to take place. Explain how each feature improves gas exchange.Ans: Feature 1- _______________________________________________________ Explanation- ______________________________________________________ _________________________________________________________________

_________________________________________________________________ Feature 2- ________________________________________________________ Explanation- ______________________________________________________ __________________________________________________________________ __________________________________________________________________

Qu8. A villus from region D is shown below.

Describe two ways in which the villus is adapted for its role in the absorption and transport of food.Ans:____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Qu9. Give two feature of the small intestine which increases the rate of absorption.Ans: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________

Qu10. Some cells inside the bronchus secrete mucus and others have cilia. Describe how these features ensure the maintenance of healthy lungs.

TASK 12a & 12b It’s all Relative in Genetics!

In order to understand and answer genetics questions confidently, you must first fully understand the terminology.

In the first part of this task you must use a ruler to match the term with the correct definition.

In the second part you should use your highlighter to pick out the important words in the exam question BEFORE you try to answer it.

Ans: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

HINTs and TIPSStructural questions are best answered by identifying what

makes them special/ different to a standard cell and then thinking about their role/function!

Task 12a

Term Definition

Allele Letter representation of the combination of genes present

Phenotype More than 1 gene controlling a particular phenotype

Heterozygous Two of the same forms of the gene present

Polygenic The stronger form of the geneInheritance

Genotype The physical characteristic present due to the combination of genes

Recessive Two different forms of the gene present

Homozygous The different forms of a single gene

Dominant The weaker form of the gene

Task 12b

Qu1. Coat colour in Labradors is an inherited characteristic. Black coat colour (B) is dominant to chocolate coat colour (b). a) A homozygous dominant black Labrador was crossed with a Labrador with a chocolate coloured coat. Complete the diagram below to show the genotypes of each of the parents and the F1 phenotype.

b) Explain what is meant by polygenic inheritance. Ans:________________________________________________________________________ ________________________________________________________________________

Qu2. Tongue rolling is an inherited characteristic. The diagram below shows the pattern of inheritance in one family.

a) Using R for the dominant form of the gene, state the genotypes of Maureen, Jim and Kevin.

Ans:___________________________________________________________b) If Rab and Fiona have a child, what are the chances of the child being able to roll its tongue? Ans:___________________________________________________________c) Which of the original parents can be described as true-breeding'?

Ans: ___________________________________________________________d) Name a tongue roller in the F1 generation.

Ans:___________________________________________________________e) Explain why the proportions of offspring phenotypes from genetic crosses

TASK 13Mindmap as much CONTENT from Unit 2 Multicellular Organisms as you can remember in 10mins. After 10 mins, swap with a partner so they can

correct your mistakes and add anything you have forgotten.

are not always exactly as predicted.Ans:____________________________________________________________

Qu3. Candytuft is a plant with white or pink flowers. The two forms of the gene responsible for the flower are P (pink) and p (white). A plant breeder crossed two flowers heterozygous for flower colour.

a) What is the expected ratio of pink to white flowers in the offspring?

______: _______b) If 60 offspring had been produced, how many white flowered plants would have been expected?

_______________________________________c.) The offspring actually consisted of 40 pink flowers and 20 white flowers. What is the simplest whole number ratio of pink to white flowered plants in the offspring'? __________: ___________

TASK 14Use this space for any notes during this Q&A session

for Unit2: Multicellular Organisms.

Notes;

TASK 15Time to be SPECIFIC. Key Area 1.5 is all about proteins and enzymes and this

section is often a cause for alarm with students as exam questions often contain experimental design, graph work and problem solving aspects.

Use different colours to match each enzyme with itssubstrate and product then write the full word equation for every example you

find.

MALTOSE

STARCH

CATALASE

HYDROGENPEROXIDE

STARCH

AMYLASE

OXYGEN

WATER

GLUCOSE-1-PHOSPHATE

PHOSPHORYLASE

PEPSIN

PROTEIN

AMINO ACIDS

WORD EQUATIONS

1.

2.

3.

4.

MEMO AID Short acronyms or words can often help you remember each enzyme reaction. For the above examples try using the following; SAM, HPCOW, PPA & GPS.

TASK 16a & 16bDon’t be afraid of problem solving type calculations!

These are often easy marks to pick up in the exam if you understand what to do. Practice your skills in the following examples!

Task 16a: Practicing Ratios

Use this question as an example.

E.g. A packet of crisps is 30% fat and 10 % protein. Calculate the ratio of fat to protein to the nearest whole number.

Step 1: Find the figures for protein = protein is 10%Step 2: Find the figures for fat = fat is 30%Step 3: Write it like a fraction = 10/30Step 4: Simplify the figures as low as possible = 10/30 = 1/3Step 5: The ratio of protein to fat is = protein 1: fat 3

NOTE: Sometimes the figures cannot be made any smaller, for example the fraction 11/19, so the ratio would simply be 11:19 as the answer.

Practice ratio calculations by answering the following examples .

Qu1. In a meal, the peas contain 52g of fibre and the sweet corn contains 26g of fibre. What is the ratio of fibre in these two vegetables?

Ratio = Peas _______ : _________ Sweet corn

Qu2. Semi-skimmed milk contains 3.4g of protein, 5.1g of carbohydrate and 1.7g of fat. What is the ratio of protein to carbohydrate to fat?

Ratio = Protein ______: Carbohydrate______ : Fat ______

Qu3. A dog has a litter of puppies. 4 have a black coat, 2 have a brown coat and 6 a spotted coat. Express this information as a ratio.

Ratio = Black ______: Brown______: Spotted_____

Qu4. In a population, the ratio of males to females with blood group AB is 5:3. How many males would have blood group AB in a population of 72 people?

Males with AB = ____________

Task 16b: Practicing Percentages and Percentage Change

Basic PercentagesUse this question as an example.

E.g. 10 out of 50 smokers decide to give up. Give the number who stop smoking as a percentage.

Step 1: Find the figures = 10 out of 50 stop smokingStep 2: Write it down as a fraction = 10/50Step 3: To find the percentage multiply by 100= (10/50) X 100Step 4: Put in the percentage sign after the answer = 20%

Practice basic percentage calculations by answering the following examples.

Qu1. In an experiment only 50 out of 200 seeds in a packet grew. Give the number that grew as a percentage.

Qu2. In a group of 50 pupils, 10 of them regularly drank alcohol. Give this figure as a percentage.

Qu3. The body produces 8200 cm3 of digestive juices per day. 30% is gastric juice. Calculate the volume of gastric juice produced by the body per day

Qu4. The table below shows the number of salmon caught in a Scottish river over a 6 year period.

(i) What percentage was the August catch of the total for 1995?

Month Number of fish caught

1995 1996

May 0 0

June 171 234

July 216 252

August 72 48

September 21 1

TOTAL 480 560

(ii) What percentage was the June catch of the total for 1996?

Qu5. The following table shows the distribution of young trees of some important species found around a fully grown Korean pine.

Calculate the percentage of:

(i) Manchurian Ash (give your answer to one decimal place)

(ii) Amur Lime (give your answer to one decimal place)

(iii) Painted maple (give your answer to one decimal place)

Percentage Change

Use this question as an example.

E.g. A man`s breathing rate at rest is 14 breaths per minute. During exercise this rises to 21 breaths per minute. What is the percentage increase in breathing rate?

Common Name NumberKorean Pine 22Amur Lime 116

Manchurian Ash 76Painted maple 799Mongolian Oak 34Japanese Elm 34Poplar & Birch 35

Total 1116

Step1: Find the starting figure = 14 breaths/min at restStep 2: Find the final figure = 21 breaths during exerciseStep 3: Find the difference between the two figures = (21-14) =7Step 4: Divide the difference by the starting figure = (7/14)Step 5: Multiply by 100 for the percentage change = (7/14) X 100 = 50Step 6: Put in the % sign to finalise your answer = 50%

Practice percentage change calculations by answering the following examples.

Qu1. A pupil’s pulse rate at rest was 60 beats per minute. This rose to 120 beats per minute during gentle exercise. What is the percentage increase in breathing rate?

Qu2. In an experiment, a scientist grew 45 new plants. When he changed where they grew he was able to grow 135 plants. What is the percentage increase in new plants?

Qu3. The total blood flow to the muscles at rest is 800cm3 per minute. During exercise the blood flow to the muscles increases to 1200 cm3 per minute. Calculate the percentage increase in blood flow to the muscles.

TASK 17Practice answering the experimental design questions below from past

papers to build your confidence in tackling them.

3. Qu4. Five potato cylinders were placed into salt solutions of different concentrations. The results are shown below:

(i) Calculate the percentage increase in mass for cylinders A and B.

(ii) Calculate the percentage decrease in mass for cylinder C.

Qu5. The table below shows a set of results from an experiment testing the effect of ATP on muscle contraction. Calculate the percentage decrease noticed in tissue 3 and complete the table with the result.

Qu1. Five cylinders of potato were weighed and each was placed in a sucrose solution of different concentration. The cylinders were reweighed after 4 hours and the results obtained are shown in the table below.

Salt Solution A B C

Initial mass of potato cylinder (g)

10 10 10

Final mass of potato cylinder (g)

12.6 10.1 9.4

(a) The movement of which substance is responsible for the change in mass of the potato cylinders? ___________________________________________________________________

(b) Complete the table by calculating the change in mass of the potato in solutions B and D.

(c) Which sucrose solution had the same concentration as the cell contents of the potato? ___________________________________________________________________ (d) Identify the variable which was altered in the investigation.

___________________________________________________________________(e) Identify two variables which must be kept constant to ensure a valid conclusion can be made. 1:__________________________________________________________________

2:__________________________________________________________________

(f) Why is it good experimental procedure to wait four hours before measuring the mass of the potato? ___________________________________________________________________ ___________________________________________________________________

Qu2. Liver contains the enzyme catalase which carries out the following reaction; Hydrogen Peroxide Oxygen + Water The investigation shown below was carried out to demonstrate the effect of pH on catalase activity in liver. Hydrogen peroxide of different pH values was added to 1g of roughly chopped raw liver.

The time taken to collect 1cm3 of oxygen was recorded and the results shown in the table below:

(a) From this table, state the optimum pH for catalase in liver. ___________________________________________________________________

(b) Name the variable altered in this investigation. ___________________________________________________________________

(c) Explain why the experiment was repeated at each pH value and averages calculated. ___________________________________________________________________ ___________________________________________________________________

(d) Construct a line graph of the average time taken to collect 1cm3 of oxygen against pH of Hydrogen Peroxide solution.

(e) Predict the average time to collect 1cm3 of oxygen at pH12. ____________________________________________________________________

Qu3. In an investigation, identical pieces of cloth with identical stains were placed in solutions of biological washing powders. They were left for one hour and the cloths were then examined. This was repeated at different temperatures and the results are shown in the table below.

(a) Name two variables, not already mentioned, which would need to be kept the same to ensure the investigation was valid.______________________________________________________________________________________________________________________________________________

(b) What steps could be taken to reduce the effect of any unusual results? ____________________________________________________________________

(c) Describe one advantage of using biological washing powders. ____________________________________________________________________ ____________________________________________________________________

TASK 18Mindmap as many LABELLED DIAGRAMS from Unit 1: Cell Biology as you can

in 15mins. After 15mins, swap with a partner so they can correct any mistakes and add in

any diagrams you may have forgotten.

(d) Biological washing powders contain different enzymes. Explain why this is necessary. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

TASK 19

Use this space for any notes during the Q&A for Unit 1: Cell Biology

Notes;