+ All Categories
Home > Documents > Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how...

Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how...

Date post: 26-Aug-2018
Category:
Upload: lamminh
View: 218 times
Download: 0 times
Share this document with a friend
55
4 SECTION 4 SECTION PRACTICAL Skeletal tissues © Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original In this activity, your teacher will dissect the joint from a mammal and give you time to look closely at the tissues that are associated with this joint. Safety If you touch any of the tissues in the joint, wash your hands after the activity. Use your findings to answer the following questions. 1 Look at the muscles. a) Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle have on the bones either side of the joint. c) Try to identify an antagonistic pair of muscles. Tendons 2 Look carefully at one of the tendons. Describe the structure of the tendon. 3 Try pulling apart a piece of muscle tissue. Then try pulling apart a piece of tendon tissue. a) Compare the strength and toughness of muscle and tendon tissue. b) Suggest why muscles don't attach directly to bones. Ligaments 4 Look at the effect on the bones of cutting each ligament. a) Describe the purpose of the ligaments. Do all the ligaments have the same purpose? If not, what differences can you see? b) Explain how the properties of ligament tissue are suited to their purpose. Synovial fluid 5 It is unlikely that you will find any fluid in the joint, as this is soon lost after death. However, you should be able to identify where it was during life. Explain the role of synovial fluid in a joint. Cartilage 6 Look closely at the cartilage-coated surfaces of the bones. a) Compare the feel of cartilage with the feel of bone. How is it similar? How does it differ? b) Explain how the properties of cartilage make it better for surfaces that move past each other than bone. Questions Muscles Page of 1 1
Transcript
Page 1: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION

PRACTICAL

Skeletal tissues

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

In this activity, your teacher will dissect the joint from a mammal and give you time to look closely at the tissues that are associated with this joint.

Safety If you touch any of the tissues in the joint, wash your hands after the activity. Use your findings to answer the following questions.

1 Look at the muscles. a) Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle have on the bones either side of the

joint. c) Try to identify an antagonistic pair of muscles.

Tendons 2 Look carefully at one of the tendons. Describe the structure of the tendon. 3 Try pulling apart a piece of muscle tissue. Then try pulling apart a piece of tendon

tissue. a) Compare the strength and toughness of muscle and tendon tissue. b) Suggest why muscles don't attach directly to bones.

Ligaments 4 Look at the effect on the bones of cutting each ligament.

a) Describe the purpose of the ligaments. Do all the ligaments have the same purpose? If not, what differences can you see?

b) Explain how the properties of ligament tissue are suited to their purpose. Synovial fluid 5 It is unlikely that you will find any fluid in the joint, as this is soon lost after death.

However, you should be able to identify where it was during life. Explain the role of synovial fluid in a joint.

Cartilage 6 Look closely at the cartilage-coated surfaces of the bones.

a) Compare the feel of cartilage with the feel of bone. How is it similar? How does it differ?

b) Explain how the properties of cartilage make it better for surfaces that move past each other than bone.

Questions Muscles

Page of 11

Page 2: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

SECTION

44SECTION

PRACTICAL

Different kinds of joint

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

In this activity you will look at different joints within your own, or a partner's body to investigate the different kinds of movement that different joints can manage.

Different sources may refer to the different kinds of joints by different names, but here we will group them as fixed, ball-and-socket or hinge joints.

Questions Start by running your fingers gently but firmly across the forehead. In the middle of the forehead you should be able to identify a slight dip, which is one of the fixed joints of the skull. When you have found it, try to follow the joint up through the hairline and back across the head. You may be able to identify other fixed joints of the skull that meet up with this one. The joints of your skull were flexible before birth, but became fixed after you were born. 1 Explain how flexibility of the skull joints is an advantage when a baby is born. 2 Why is it important that these joints become fixed after birth? Now identify as many different joints in the rest of your body as you can. For each one decide whether they allow no movement (fixed joint), movement in one plane (such as up-and-down or left-to-right: hinge joint) or in more than one plane (ball-and-socket joint). 3 Look for the joint between the skull and the spine as well as those between the

separate vertebrae of the spine. a) How does the top joint differ from the others? b) What difference does this make to movement?

4 You should be able to find the big joints between limbs and the body, or between the long bones of each limb, quite easily. a) How do the joints in the arms and legs differ? b) How does this affect the movements that an arm and leg can manage?

5 The hands and feet are made of many small bones, with many joints between them. a) Do all the joints move in the same way? b) If not, how do they differ? c) Try to explain the range of movements within a hand or foot as a result of the bones within it.

6 Were there any joints that you had difficulty fitting into one of these three categories? If so, what other categories would be useful to describe the full range of joint movements in the human body?

Safety Be careful not to bend any joint more than is comfortable in any direction.

Page of 11

Page 3: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

SECTION

4SECTION

PRACTICAL

Reacting to light

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

In this practical you will investigate how maggots or other invertebrates respond to the presence of light. You will need to work in a darkened room.

Page of 21

Apparatus • large sheet marked out into numbered squares

about 2 cm wide

• board to support sheet

• small lamp or torch

• stopwatch

• 2 maggots or other invertebrates

Safety Act sensibly while the room is darkened. Wash your hands immediately after handling the animals.

Method 1 Switch on the lamp or torch and set it beside

the middle of one edge of the sheet so that the light shines across it. Note which number square it is nearest to.

2 Place an animal in the centre square and start your stopwatch.

3 Every 10 seconds record the square to which the animal has moved. Continue until the animal reaches a square at the edge of the board.

4 Move the light to the middle of a different edge of the board. Repeat steps 2 and 3 with the same animal.

5 Repeat steps 1 to 4 with a different animal.

Page 4: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Reacting to light

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Recording your results 1 Draw a ‘map’ of the board and mark on it the position of the light at the start. Then

draw on the path of the first animal's movements. 2 How bright was the last square to which the animal moved? 3 In a different colour, mark the position that you moved the light to and the path that

the animal took the second time. a) Compare the paths that the animal took each time. b) Compare the last squares to which the animal moved. Was there any similarity

between the squares? 4 Was the movement of the second animal similar to or different from the movement of

the first one? 5 Compare your results with those of others in your class. Is there any agreement in

how these animals respond to light? If so, what do they tend to do?

Considering your results/conclusion The response of these animals to light is innate. 6 What does 'innate' mean? 7 What happens to the animal as a result of this innate response to light? 8 Explain how this innate behaviour could increase the chances of survival of the

animal.

Evaluation 9 Explain why it was important to move the light to a different position. 10 Explain why it was important to repeat the experiment with a different animal. 11 Explain the value of comparing many results for the same experiment when

working with animals like this. 12 Are there any variables which are not controlled in this experiment? If so, how

would you control them to make sure they were not affecting results?

Page of 22

Page 5: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

SECTION

4SECTION

PRACTICAL

Plant tropisms

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Recording your results 1 Display your results in a table.

Method 1 Place a piece of blotting paper in each jar so that it lines the whole of the inside of the

jar. 2 Insert one bean between the paper and the glass, about halfway down in each jar.

Check that the beans are held firmly in place by gently turning each jar on its side, and then back to vertical. If a bean moves, adjust the paper so that the bean is held firmly.

3 Add 1 cm of water to each jar. Make sure the beans are not touching the water. 4 Place all jars in a bright place for about 1 week so that the beans germinate. Keep

adding a little water when the paper starts to dry out so that the beans remain moist throughout.

5 When the root and shoot on each bean seedling are about 2–3 cm long, check that the paper in each jar is moist. Then set each jar up as follows:

• one jar is upright • the other jar is lying on its side, with the bean facing to one side. Use blocks to

prevent this jar from rolling. 6 Leave the jars for several days, but remember to check every day to see that the

paper remains moist. Add a little more water if needed, but make sure the bean shoots and roots are not left in water.

7 After several days, record what has happened to the shoot and root of each seedling. Check that the paper is still moist in each jar, then turn the horizontal jar over so that the side of the bean that was at the bottom is now at the top.

8 Leave the jars for another few days, keeping the paper moist at all times. Then record what has happened to the shoot and root of each seedling.

Apparatus • 2 glass jars

• 2 bean seeds

• blotting paper

Safety Wash your hands after handling the beans. Do not eat the raw beans – they may be poisonous.

• water

• bright place, such as windowsill

• 'blocks' to prevent jars rolling

Page of 21

Page 6: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Plant tropisms

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

3 Describe how the growth of seedling shoots is affected by this factor. Is it a positive or negative response?

4 Describe how the growth of seedling roots is affected by this factor. Is it a positive or negative response?

5 Explain how the growth response of a shoot to this factor increases the chance of survival of the seedling.

6 Explain how the growth response of a root to this factor increases the chance of survival of the seedling.

Evaluation 7 Describe any problems that you had with this investigation. 8 How could you improve the method of this investigation to avoid these problems as far

as possible? 9 Describe how you could adapt the method to investigate the effect of another

environmental factor on plant growth.

Considering your results/conclusion 2 Your investigation compared the effect of one factor on the growth of roots and

shoots. a) Name this factor. b) Name the plant growth response to this factor.

Page of 22

Page 7: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

SECTION

4SECTION

PRACTICAL

Reaction times

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Apparatus • 35 white cards

• pens or pencils of four different colours

• stopwatch

• recording sheets

Method Preparing card set A Take 20 cards. Using the colour pens or pencils, on each card write the name of the colour of the pen or pencil, e.g. red written with a red pen. Make sure your writing is large and clear. Use five cards for each colour. When you have finished, shuffle the cards. Preparing card set B On each of the remaining 15 cards, use the colour pens or pencils to write the name of one of the other colours, e.g. red written with a blue pen. Try to produce as many variations of name in different colours as possible. Now work in pairs, one of you showing the cards (the presenter) and keeping a check on the time, the other observing the cards. The observer will need a recording sheet and pencil for marking responses. Read through all the instructions before starting. 1 Start with card set A, shuffled and held in a stack by the presenter so that the

observer cannot see the words on the cards. 2 The presenter will show each card one at a time to the observer. Each time the

presenter needs to watch the observer carefully and, as soon as the observer has marked the recording sheet, must show the next card. Place each card on the table in the order shown after you have finished with it.

3 The observer needs to tick a box in one line of the recording sheet for each card to indicate the colour of the words on the card, as quickly as possible after the card has been shown.

4 The presenter should start the stopwatch as soon as the first card is shown, and stop it as soon as the observer ticks a box for the last card on the recording sheet.

5 At the end, record the time taken to complete all 20 cards and, by comparing the stack of shown cards with the marked rows, record how many errors were made.

6 Now change places and repeat the whole of the activity. Shuffle the cards thoroughly before you begin.

7 Now take five cards from set A and add them to card set B. Shuffle the cards thoroughly and repeat steps 1 to 6 again. Remember that you need to record the colour of pen or pencil that was used to write the word, not the colour that is named on the card.

Page of 21

Page 8: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Reaction times

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Considering your results/conclusion 1 Compare your results for card sets A and B. a) Was there any difference in speed? If so, which set was completed faster? b) Was there any difference in the number of errors made? If so, which set was

completed more accurately? 2 Compare your results with those of your partner and other members of your class. a) Did everyone get the same answers to questions 1a and 1b as you did? b) If not, can you suggest why not?

c) If the majority of members in your class got similar results, what do these results suggest about the way humans respond differently to the two tasks? Suggest why these differences occur.

3 Is this response innate or learned (or both)? Explain your answer. 4 Some innate reflex responses can happen in less than a second, such as blinking the

eye when something is seen to be travelling towards it. a) Explain why you will probably have blinked before realising that something is

coming towards you. b) Explain the value of this kind of reaction to survival.

Evaluation 5 How reliable do you think your results are? Explain your answer. 6 Describe how you would adjust the method to improve the reliability of your results. 7 Use your adjusted method to plan an investigation into the effect of one of the

following on response times in humans: • gender • age • previous experience of the task • time of day • food/hunger • stimulant such as caffeine, from coke or coffee.

Page of 22

Page 9: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTIONSkeletal tissues

Teacher and technician sheet

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

PRACTICAL

Safety Wash hands after handling any parts of the joint. After the activity, autoclave metal dissecting instruments and disinfect dissecting boards with 1% Virkon solution for 10 minutes. It is remotely possible that some pupils, while observing the dissection, may feel faint. It is therefore important to ensure that they are not standing on stools or benches in order to get a better view.

Teacher notes This activity could be carried out by groups of pupils, but is probably best done as a whole-class demonstration. Use of a video camera and screen may make this easier. During the demonstration, allow plenty of time so that all pupils can have the opportunity to feel the different structures. Be sensitive to pupils who have an aversion to meat or the killing of animals. It may be necessary to provide such pupils with alternative work. Details of the dissection are given below. Please also note the questions in the Pupil sheet that pupils are expected to answer from this dissection.

Muscles Allow pupils enough time to look carefully at the muscles associated with the joint, and to explore the role of the tendons in transferring contraction of a muscle to the movement of the bones either side of the joint. Tendons To contrast the elasticity of muscle and tendon tissue, use the forceps at each end of a piece of tissue and try to stretch it. This should show that tendons are relatively inelastic compared to muscles. Then use the forceps to try to pull apart a piece of muscle and a piece of tendon. It should be easier to separate the fibres of the muscle than of the tendon, illustrating the strength of tendons to help with answering question 5 on the Pupil sheet. At this point you may need to cut away some of the muscles and tendons so that the other ligaments around the joint are easier to see. Ligaments Help pupils to identify all the outer ligaments around the joint and illustrate their effect on the limitation of bone movement by manipulating the joint, then cutting one ligament and manipulating the joint again to see how movement has increased. Use the forceps to try to pull apart a piece of ligament to illustrate its toughness and inflexibility.

Page of 21

Page 10: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Skeletal tissues Technician sheet

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Resources (per group of pupils or per demonstration)

Notes

pig's trotter Alternatively, the shoulder or leg joint of a lamb with bones either side of the joint, can be used. Remove some of the muscle tissue to make access to the joint easier, but retain enough to show the association of muscles with the joint.

sharp knife or scalpel

dissecting board

2 pairs of forceps

metal seeker

magnifying glass For use at any point, to look at the tissues more closely.

1% Virkon solution For sterilising work surfaces after the activity.

Continue to cut a ligament and manipulate the joint again until all ligaments are cut and the bones are separated. If it is obvious in the joint you are using, identify the synovial capsule as a capsule of ligament tissue that surrounds and encloses the articulating surfaces. Synovial fluid Unless the joint is very fresh, it is unlikely that there will be any fluid obvious between the articulating surfaces. However, help pupils to identify where it would have been so that they can appreciate its role in lubrication. Cartilage Allow pupils to touch the bone and cartilage surfaces, to compare their smoothness and hardness. A metal seeker might be helpful for this.

Page of 22

Page 11: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION

PRACTICAL

Different kinds of joint

Teacher and technician sheet

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Safety Make sure pupils take care not to over-flex or over-extend any joint, particularly if they have restricted movement in it.

Teacher's notes It is possible that female pupils of some religions or faiths may be sensitive about exposing their arms and legs, and that some pupils may be uncomfortable with being touched by other pupils. Where possible, use friendship groups to reduce this problem or involve such pupils as recorders of results.

Page of 11

Page 12: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION

PRACTICAL

Reacting to light

Teacher and technician sheet

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Safety Pupils should act sensibly while working in a darkened room. Wash hands thoroughly immediately after handling the animals.

Teacher's notes Although some pupils may not find maggots to be 'attractive' animals, it is nevertheless important that pupils are sensitive to the animals' needs and welfare when handling them. The age of the maggots influences their ability to orientate themselves to a beam of light. In older maggots, it is thought that the photoreceptors in the anterior part of the animal are partially shielded from behind by a cup-shaped 'partition'. This permits the maggots to identify the direction of the light as they move their heads from side to side. The photoreceptors in younger maggots are less well shielded, so orientation is more difficult. Choosing maggots of the same size, and therefore hopefully of a similar age, can be helpful.

Resources (per pupil or per group of pupils) Notes large sheet of paper marked out into numbered squares about 2 cm wide

See below.

board to support marked sheet For example, a dissecting board turned over.

small lamp or torch

stopwatch Or watch with second hand.

2 maggots or other invertebrates, such as woodlice

Page of 11

Page 13: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION

PRACTICAL

Plant tropisms

Teacher and technician sheet

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Safety Wash your hands after handling the beans. It is possible that they have been treated with an antifungal agent. Do not eat the raw beans – they may be poisonous.

Teacher notes To save time in the session, the beans could be set up in the jars and germinated for a week beforehand. The root and shoot need to be 2–3 cm long before starting the investigation into tropisms. It would be useful to germinate a few 'spare' beans, in case some of those set up by the pupils fail to develop sufficiently. The beans will need to be left for 5–7 days at each stage of the investigation.

Resources (per pupil or per group of pupils) Notes 2 glass jars

2 bean seeds To save time in the session, the beans could be set up in the jars and germinated for a week beforehand. The root and shoot need to be 2–3 cm long before starting the investigation into tropisms. It would be useful to germinate a few 'spare' beans, in case some of those set up by the pupils fail to develop sufficiently.

blotting paper Other stiff absorbent paper could be used, but it must be able to hold the bean firmly in place even when the jar is placed on its side.

water For keeping paper moist.

access to a bright light Avoid one-sided light such as on a windowsill.

'blocks' to prevent jars rolling Anything solid enough will be suitable, such as blobs of modelling clay, or small wooden bricks.

Page of 11

Page 14: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION

PRACTICAL

Reaction times

Teacher and technician sheet

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Teacher notes This activity uses sets of prepared cards. Note, though, that there are many reaction timers on the Internet that could be used instead, with adaptation to the method. Be sensitive to any known cases of colour-blindness in the class and be aware that this activity might indicate other cases (in this situation, the use of Ishihara cards or an internet site that shows a selection of such cards may be useful). Try to choose four colours that will be easily distinguishable by all pupils to avoid problems for those with red–green colour blindness.

Resources (per pupil or per group of pupils) Notes 35 white cards Approx. postcard or index card size

4 different colours of felt tip pens or pencils Be sensitive to colour-blindness and choose four colours that will be easily distinguishable by all pupils.

stopwatch or watch with second hand

4 copies of the recording sheet Each sheet has 20 rows of four boxes, each row showing one box of each colour of pen or pencil. The match doesn't need to be perfect, and could be produced simply on computer and printed off. At the bottom of the sheet, leave space for adding details of number correct and time taken.

Page of 11

Page 15: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4.1 Specialised cells

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Muscle cells There are three different kinds of muscle cell in the human body, but they all share one particular feature: they can change length. The cells of the structural muscles, such as in your leg or arm, have a stripy appearance, and you can see the difference in the stripes if you look at microscope slides of relaxed and contracted striped muscle.

part of a relaxed muscle cell part of a contracted muscle cell

Nerve endings attach to muscle cells. When the body needs a muscle to contract, to change the position of a bone for example when you are walking, impulses from the nerve stimulate some of the muscle cells to contract. Not all muscle cells contract at the same time, or by the same amount. It depends on how strongly they are stimulated.

Questions 1 a) Describe the role of structural muscles in the body and give one example. [2]

b) Explain how the special ability of muscle cells fits them for their function. [1] c) Explain why the contraction of a whole muscle can vary. [1] d) Muscle cells don't change length when the nerve stops stimulating them.

Explain how a muscle returns to its original length. [1]

[Total 5]

Bone cells The diagram on the right shows a section through the top of the thigh bone. The large round part on the right fits into the hip. The main length of the bone is a tube of solid bone, but the top part is filled with thin struts of bone which we call spongy bone. Some bone cells in the solid and spongy bone lay down a framework of flexible collagen which is then hardened with the mineral calcium phosphate. Other bone cells remove the hardened bone tissue where it isn't needed. The formation and breakdown of bone tissue is happening all the time in response to changes in the way we move our bodies.

Page of 21

Page 16: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 4.1 Specialised cells

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Questions 2 Bone tissue is strong when the force on it is directly up or down its length, but

weak when the force is at an angle. a) Explain why the long bones of the arms and legs are made of tubes of solid

bone. [1] b) Explain why the ends of long bones, such as the top of the hip bone, are

formed from spongy bone and not solid bone. [1] [Total 2]

3 a) Explain how the special features of bone-making cells are related to their function. [1]

b) Explain why we need bone-removing cells. [2] c) A person who used to do little exercise starts training for a marathon.

Suggest what might happen to the bones in her legs. Explain your answer. [1]

[Total 4]

Page of 22

Page 17: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4.2 Investigating behaviour

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

The way organisms respond to changes in internal and external stimuli is called behaviour. Successful behaviour improves the chances of the organism surviving and therefore increases the chances of survival of the species. Innate behaviour is behaviour that is 'wired in' to the control system of the plant or animal. Reflex actions, such as blinking or the sucking response of a newborn baby, are good examples. Other examples that are easy to investigate are the innate responses of invertebrates, such as woodlice and maggots, to the presence or absence of light and water. Learned behaviour is behaviour that changes as a result of learning. You should be able to think of many activities that you have learnt since you were a baby, such as reading, writing, possibly even standing on your head! However, learned responses in other species are usually easier to relate to survival. For example, crows learn to use a stick as a tool to get insects out of bark for eating. Learning in rats can be investigated using mazes, and learning in rats and pigeons has been studied using a piece of equipment called a Skinner box. This can test how quickly the animal learns in response to a positive reinforcement, and can also investigate how long the memory of a particular learned behaviour can last. A particular kind of learning, where a stimulus that would normally have no effect on an animal is linked to a stimulus that is important, is called conditioning. A famous example is the work by Ivan Pavlov with dogs. Dogs salivate when they see food. Pavlov was able to train dogs to link the sound of a bell with the presentation of food so that eventually they would salivate when they heard the bell even if there was no food.

Page of 21

Social behaviour is the behaviour that takes place between members of the same species. It can include aspects of innate or learned behaviour. For example, female long-tailed widow birds innately choose to mate with the male who has the longest tail. Honeybees use a waggle dance to tell other workers in their hive where to find food. Social behaviours can be passed on by imitation learning in animals who spend a lot of time together in groups. For example some troops of chimpanzees fashion sticks into spears for getting bush-babies out of tree holes to eat, but other troops don't show this behaviour. Also, some troops of Japanese macaques will sit in hot springs to keep warm when the air temperature is cold. Different languages among humans are another example of imitated social learning.

Page 18: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 4.2 Investigating behaviour

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Questions 1 Using your own words, write definitions for all the bold words in the text above.

(You may need to search in books or on the Internet to help you with some of them.)

[Total 9] 2 a) Give an example of an internal stimulus for behaviour. [1]

b) Give an example of an external stimulus for behaviour. [1] [Total 2]

3 Choose one of the types of behaviour described above and carry out research using books and/or the Internet. (You may be able to find suitable videos on YouTube to support your research.) Write a short report on your findings that includes the following:

a) a brief description of the behaviour, including which type of behaviour it is and the stimuli that cause it to happen [2]

b) an explanation of how that behaviour increases the chances of survival of that organism and therefore the species to which it belongs. [2]

[Total 4] If you have time, choose another type of behaviour and complete question 3 for that as well.

Page of 22

Page 19: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4.3 More about hormones

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Questions 1 Cut out the cards at the bottom of this sheet. Arrange the cards correctly to show

where each hormone is made in the human body, and what its actions are. [Total 5] 2 a) Describe the effects on the human body of not producing normal levels of

each of the following hormones: i) insulin [1] ii) thyroxine [1] b) i) Describe how adrenaline affects the heart, breathing rate and blood flow. [3] ii) Explain how these changes contribute to the overall action of this

hormone. [1] [Total 6] 3 a) Explain why plant hormones are also called plant growth substances. [1]

b) Name two groups of plant hormones. [2] c) Give one example for each group of plant hormone that shows how it can be

used by plant growers. [2]

[Total 5]

hormone: thyroxine

hormone: insulin

hormone: adrenaline

hormone: oestrogen

hormone: testosterone

made in: adrenal glands above kidneys

made in: testes

made in: thyroid gland in neck

made in: pancreas

made in: ovaries

action: controls sexual development in women and menstrual cycle

action: controls sexual development in men, e.g. formation of sperm

action: controls concentration of sugar in blood

action: prepares body for action

action: controls body's rate of metabolism and growth

Page of 11

Page 20: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

Replacing joints

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

HSW

One of the most common surgical operations is to repair damaged and worn out joints, particularly the hip joint. Damage occurs particularly in the cartilage, and this leads to pain and limits how the joint can be used. The diagrams show what a normal hip joint looks like, and how a replacement hip joint is fitted.

Page of 11

A normal hip joint. A replacement hip joint in position.

Questions 1 a) Hip replacement operations are most commonly done on elderly people and

active athletes. Explain why. [1] b) Suggest why hips and knees are the joints that most commonly need

replacing. [1] [Total 2]

2 Look at the diagrams. a) Which are the two main materials of the hip region that are replaced in the

operation? [2] b) Describe the properties of these natural materials that make them well suited for

their roles in the joint. [2]

[Total 4] 3 a) Stainless steel is commonly used for most of the replacement joint. Suggest as

many reasons as you can why this material is used. [2] b) The cup that is stuck into the hip joint is usually made of a smooth plastic

called polyethylene. Suggest why this cup is needed in the replacement joint. [1] c) Hip-joint replacements have a limited lifetime. Find out what causes them to

deteriorate, and what is being done to improve their design. [2] [Total 5]

Page 21: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

HSW4

SECTION

Boys fidget, girls talk

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 21

The physical differences between boys and girls are obvious. They are brought about by the presence of sex hormones in the fetus before birth, and develop further during puberty due to increasing levels of sex hormones. But are differences in the way men and women behave down to genes (nature) or to the way we are treated (nurture)? There are physical differences in male and female human brains. The parts of the brain related to processing and understanding language, some higher reasoning processes and some emotions, are generally larger in women. In men, areas related to space perception and to emotionally rousing situations are usually larger than in women. These areas correlate with the activities that we know men and women often perform better in. But we also treat young girls and boys differently. For example, adults tend to play rougher games with a boy and more gently with a girl. And girls are often shown more sympathy than boys if they get hurt. Given a choice of toys, boys are more likely to choose those that allow physical play, such as a ball or truck, and girls are more likely to choose a doll. To test the nature/nurture part of toy choice, scientists investigated the choice made by male and female vervet monkeys from a selection of toys including trucks, dolls and some 'gender neutral' toys such as books. They found that male monkeys spent more time playing with the 'male' kinds of toys, female monkeys preferred the rag dolls to the trucks, and that all the monkeys spent similar amounts of time with the books.

Page 22: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Boys fidget, girls talk

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

Questions 1 a) Suggest two reasons why scientists used monkeys to test whether the choice

of toy was related to gender. [2] b) Why do you think gender-neutral toys were included in the test? [1] c) What do their results suggest about nature and nurture in human children? [1] d) How reliable is it to suggest that these results can be used to understand human

behaviour? Explain your answer. [2]

[Total 6] 2 When two things correlate, it means that a change in one is matched by a similar

change in the other. a) Suggest activities that could be correlated with increased size of brain areas

in men. [1] b) Suggest activities that could be correlated with increased size of brain areas

in women. [1] c) Explain why the evidence you have been given is not enough to say that the

increased size of a brain area causes an increase in success of a related activity. [2]

[Total 4] 3 For much of human evolution we have lived as hunter–gatherers, where men may

spend a lot of time hunting for animal food and making tools, while women work together to gather plant food, look after children and carry out all the other 'household' tasks, such as cooking and washing.

a) Suggest how the differences in male and female brains could be linked to the increased survival of men and of women during much of human evolution. [2]

b) Given what you have learned about the differences in male and female human brains and behaviour, do you think it is right to expect all young boys to sit still for long periods while learning in their first 2 years at school? Explain your answer.[2]

[Total 4]

Page of 22

Page 23: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

Making insulin

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

HSW

Insulin is the hormone that controls the amount of sugar dissolved in the blood. Without it, the body suffers extreme highs of sugar concentrations as food is digested, and extreme lows a long time after a meal. These variations not only damage cells, but can also lead to death. Until about 100 years ago there was no treatment for Type 1 diabetes, the condition caused by a lack of insulin, and many thousands of children died of the condition. In 1889 an experiment showed that removing the pancreas from a dog produced the symptoms of diabetes. After that there was a lot of research to find out what in the pancreas caused this. In 1921 scientists Frederick Banting and Charles Best used a specially prepared extract from a dog's pancreas to treat another dog from which the pancreas had been removed. The extract reduced the diabetic symptoms of the second dog. In 1922 the first test on a human using purified pancreas extract from a calf was successful. The preparation of purified insulin from animals was rapidly developed and treatment of human diabetics soon became possible on a large scale. The insulin from animals was good, but it differs a little from human insulin so it could produce side effects that would not have happened if human insulin were used. In 1955 Frederick Sanger decoded the structure of the insulin protein. Also during the 1950s and 1960s, many scientists were researching the link between DNA and protein structure. This made possible the development of genetic modification, where bits of genetic code (such as the human insulin gene) are inserted into another organism (such as bacteria). Bacteria were genetically modified to include the gene for human insulin. These bacteria can be grown to produce lots of pure insulin that is identical to human insulin and cheaper than the animal version. This 'human insulin' first went on sale in 1977. Scientists continue to look at how to improve the way insulin is made and given to diabetic patients. Recently they have looked at how to insert the human insulin gene into plants, as this process would be cheaper than the one that uses bacteria.

Questions 1 Draw a timeline that shows all the key stages in the discovery and development

of insulin. [Total 3] 2 a) The Nobel Prize in Medicine in 1923 was awarded for the discovery of insulin.

Suggest why this was such an important discovery. [1] b) Explain why it wasn't possible to make human insulin until about 30 years

ago. [1] c) Give two reasons why the development of genetically modified 'human'

insulin was so important for the treatment for diabetics. [2] d) Suggest why scientists continue to look for new ways to make human insulin. [1]

[Total 5] 3 The pancreas also makes enzymes that digest protein, to help digest food in the

intestine. Suggest why it took over 30 years for scientists to work out how to get insulin from animal pancreases. [Total 2]

Page of 11

Page 24: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

Tasting umami

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

EXTENSION

The perception of flavour occurs when receptors for taste in the mouth, and for smell in the nose, are stimulated as we eat. Impulses from these receptors are sent to the brain, where they combine to generate the awareness of what is in the food that we are eating. The input of responses from smell receptors in the nose is important in perceiving flavour. You can test this by holding your nose while eating, which makes it more difficult to distinguish similar flavours such as apple and pear. (A bad cold can have the same effect!) Taste receptors in the mouth are mainly found in taste buds on the tongue, but also in the soft tissues at the back of the mouth. Many different basic tastes have been suggested over the centuries, but the four that everyone agrees on are salt, sour, bitter and sweet. Eastern scientists have distinguished the taste of umami (often called savoury) for over 100 years, but this has only become generally accepted as the 'fifth' basic taste since the discovery of the specific receptor for it in 2002. An interesting question is why humans have specific receptors for these basic tastes. Bitter is an obvious one as many plants that are poisonous taste bitter. Sour is a taste commonly associated with fruit that is unripe, or meat that is starting to decay. Salt, sweet and savoury are not as easy to explain in terms of a modern diet where foods containing these tastes are common. However, if you consider a general hunter–gatherer diet, foods containing these tastes are more difficult to find. Being particularly sensitive to these tastes would have helped our ancestors to distinguish foods that they needed to stay healthy.

Questions 1 a) Suggest why it is difficult to agree on what the 'basic' tastes are. [1]

b) Explain why there is now general agreement that umami is a basic taste. [1] [Total 2]

2 a) Suggest why the explanation of why we have these five basic tastes should be made in terms of a hunter–gatherer diet and not a modern diet. [1]

b) Explain the importance of these five basic tastes to survival. [2] c) Some scientists think that there is a sixth basic taste that they call 'fatty acid'.

Suggest why this makes sense in terms of evolution. [1] d) We are constantly being urged to eat less salt and less sugar in our foods.

Suggest why, despite understanding that there are health risks from eating too much sugar and salt, we find it difficult to cut back on foods containing these tastes. [1]

[Total 5] 3 Write a plan for an investigation to test the question 'Are different tastes restricted to

specific areas of the tongue?' You will need to consider which substances to use for the test, and investigate the safety of using them in order to test all the basic tastes.

[Total 4]

Page of 11

Page 25: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

Animated plant growth

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

EXTENSION

Auxin is formed in the small dividing cells at the top of a shoot. In a shoot that is lit equally all around, the auxin moves straight down the shoot for a little way. Once there it stimulates the cells to extend, so that growth happens. When light is one-sided, auxin moves away from the light, so that more of the hormone moves down the shoot on the shaded side. A little way down the shoot, the auxin stimulates the cells to extend, and where there is more auxin, more extension (growth) happens. So the shaded side of the shoot grows more than the lit side. Auxin also affects the growth of roots, but at far smaller concentrations. In a root that is pointing straight down, the auxin is equally spread around the root and extension of the cells is the same all around the root. However, when the root is at an angle to gravity, the auxin collects at the bottom of the root. Here it affects the cell extension, but in the opposite way to what happens in shoots. Where there is a higher concentration of auxin, extension in root cells is reduced. This results in the upper side of the root extending faster than the lower side of the root and the direction of growth of the root will gradually change until it is growing downwards again. There are many factors that have an effect on the way that roots grow, not just auxin, which is why not all roots grow exactly in the direction of gravity.

Questions Use the descriptions above, and any other information you can find in books or on the Internet, to help you draw two storyboards for animations. The first storyboard should show how a young plant shoot is affected by one-sided illumination. The second should show how a young plant root is affected by gravity. Your animations could be scientific, to show how the role of auxin explains phototropism and geotropism, or could be cartoons to explain how these tropic responses are essential to the survival of plants.

[Total 10]

Page of 11

Page 26: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION Questions and answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 11

Name the four key roles of the human skeleton.

support, allows movement, protection, makes blood cells

Which two parts of the body make up the central nervous system?

brain and spinal cord

What is an endoskeleton? a skeleton found inside the body

Name five different sense organs in humans.

eye, ear, nose, tongue, skin

Which word describes the skeleton of an insect? exoskeleton

Why can animals often respond more quickly to changes in the environment than plants?

Animals have nervous systems.

Which material makes bone hard? calcium phosphate What is a nerve impulse?

an electrical change in a nerve cell

Which disease is caused by a lack of calcium in childhood? rickets Why can reflex responses be very

fast?

They take the shortest possible route from stimulus to reaction.

Where could you find a ball-and-socket joint in a human?

Main ones are hip and shoulder.

To what kind of stimulus do the bones of the middle ear respond?

vibration caused by sound waves hitting the eardrum

What kind of movement does a hinge joint allow?

in one direction only

What is the role of the semi-circular canals in the ear?

to detect balance and movement

Why are the joints between the bones of the skull not fixed in a human baby until after birth?

Skull can change shape to make birth easier.

Which part of the eye detects light? retina

What is synovial fluid? fluid that lubricates the inside of a joint

The pupil response to light is innate. What does this mean?

It happens from birth/without learning.

Which features of cartilage make it ideal for covering the surfaces of bones in a joint?

smooth and tough

Which hormone controls the amount of sugar in the blood? insulin

What is an antagonistic pair? two muscles that extend and contract in opposition

What is geotropism? the growth response of a plant root to gravity

Which tissue attaches bones to muscles? tendon tissue Which plant hormone controls the

growth response to light? auxin

What do we call a change in the environment that produces a change in our body?

stimulus Is a plant shoot positively or negatively phototropic? positively

What does a motor neurone do? carries impulses from the CNS to a muscle or gland

Which two hormones are important in controlling the menstrual cycle in women?

oestrogen and progesterone

What effect does adrenaline have on heart rate?

Heart rate is increased.

Why can auxins be used to kill weeds in lawns?

Broad-leaved weeds are more sensitive to auxin than grass.

Page 27: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION Controlling life

Name Date Class

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

PROGRESSION

Page of 21

Tick the boxes that apply. Or use traffic lights to show how confident you are (red = ‘I don’t know this’; orange = ‘I’m not very confident about this’; green = ‘I’m confident I know this’).

Level At the end of the section I can do this

I need more work on this

5 Describe the main features of the human skeleton and give examples of how other animals have different kinds of skeleton.

5 Describe the structure of bones and muscles and how they are related to their function.

5 Explain how bones and muscles work together to produce movement of the body at joints, including the role of ligaments and tendons.

5 State that receptors, such as the eye, ear, nose and skin, help us make sense of our surroundings.

5 Describe the human nervous system as formed from nerve cells in the peripheral nervous system and the central nervous systems, which consists of the brain and spinal cord.

5 Describe innate behaviour, such as the reflex response to touching something very hot, and explain how this aids survival.

5 Describe a simple learned behaviour, such as imprinting, and how this aids survival.

5 Name some human hormones, including insulin, thyroxine, adrenaline, oestrogen and testosterone, where they are made in the body and describe their effects.

5 Outline that plant shoots respond to unidirectional light by growing towards it.

5 Identify some advantages and disadvantages of the use of understanding about senses to change behaviour, such as in advertising and supermarket displays.

Page 28: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Controlling life

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 22

Level At the end of the section I can do this

I need more work on this

5 Identify advantages and disadvantages of the development of technology to help people with damaged sensory organs, such as cochlear implants and artificial retinas.

6 Explain how bone and muscle cells are adapted to their function in support and movement.

6 Explain how we perceive flavour as a sensory response to substances in food by taste buds and how the different kinds of taste buds are linked to survival.

6 Explain how the structure of the eye and the ear make it possible for us to sense light and sound.

6 Link social behaviours, such as how men and women respond differently to their surroundings, to survival of the species.

6 Describe how the phototropic response of shoots to unidirectional light can change the direction of growth.

6 Identify ways in which our 'choices' may be manipulated by the use of advertising and/or supermarket displays.

6 Explain, using one example, how the response of plants to growth hormones can be used to control plant growth in a way that suits our needs.

7 Explain how nervous responses in the eye and ear help the body to respond to changes and how this affects behaviour.

7 Explain how plant growth hormones can produce changes in growth in seedlings, and how this links to survival.

7 Describe the changes in ethical and social attitudes to dissection that made the Visible Human Project® possible.

7 Explain why our 'choices' can be manipulated by the use of advertising and/or supermarket displays.

8 Evaluate the use of animal models in the investigation of human social behaviour.

8 Distinguish between correlation and cause in relation to human social behaviour.

Page 29: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

SECTION

4SECTION

PROGRESSION

Controlling life

Name Date Class

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 21

Tick the boxes that apply. Or use traffic lights to show how confident you are (red = ‘I don’t know this’; orange = ‘I’m not very confident about this’; green = ‘I’m confident I know this’).

Level At the end of the section I can do this

I need more work on this

Describe the main features of the human skeleton and give examples of how other animals have different kinds of skeleton.

Describe the structure of bones and muscles and how they are related to their function.

Explain how bones and muscles work together to produce movement of the body at joints, including the role of ligaments and tendons.

State that receptors, such as the eye, ear, nose and skin, help us make sense of our surroundings.

Describe the human nervous system as formed from nerve cells in the peripheral nervous system and the central nervous systems, which consists of the brain and spinal cord.

Describe innate behaviour, such as the reflex response to touching something very hot, and explain how this aids survival.

Describe a simple learned behaviour, such as imprinting, and how this aids survival.

Name some human hormones, including insulin, thyroxine, adrenaline, oestrogen and testosterone, where they are made in the body and describe their effects.

Outline that plant shoots respond to unidirectional light by growing towards it.

Identify some advantages and disadvantages of the use of understanding about senses to change behaviour, such as in advertising and supermarket displays.

Identify advantages and disadvantages of the development of technology to help people with damaged sensory organs, such as cochlear implants and artificial retinas.

Page 30: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Controlling life

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 22

Level At the end of the section I can do this

I need more work on this

Explain how bone and muscle cells are adapted to their function in support and movement.

Explain how we perceive flavour as a sensory response to substances in food by taste buds and how the different kinds of taste buds are linked to survival.

Explain how the structure of the eye and the ear make it possible for us to sense light and sound.

Link social behaviours, such as how men and women respond differently to their surroundings, to survival of the species.

Describe how the phototropic response of shoots to unidirectional light can change the direction of growth.

Identify ways in which our 'choices' may be manipulated by the use of advertising and/or supermarket displays.

Explain, using one example, how the response of plants to growth hormones can be used to control plant growth in a way that suits our needs.

Explain how nervous responses in the eye and ear help the body to respond to changes and how this affects behaviour.

Explain how plant growth hormones can produce changes in growth in seedlings, and how this links to survival.

Describe the changes in ethical and social attitudes to dissection that made the Visible Human Project® possible.

Explain why our 'choices' can be manipulated by the use of advertising and/or supermarket displays.

Evaluate the use of animal models in the investigation of human social behaviour.

Distinguish between correlation and cause in relation to human social behaviour.

Page 31: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

End of section test

Name

H I G H E R

Date Class

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

1 The diagram shows the nervous system of a man. a) Shade in the central nervous system. [1] b) Describe the role of the organs in the central nervous

system.

__________________________________________ [1] c) The man is about to step on something hot. He will

respond by quickly lifting his foot up again. i) What is the name given to this rapid kind of

response?

_______________________________________ [1] ii) Is this response innate or learned behaviour?

Explain your answer.

_______________________________________

_______________________________________ [2] d) Explain why the speed of this response is important.

________________________________________________________________ [1]

[Total 6] 2 The diagram shows a joint in the human body.

a) i) Where would you find this joint in the body?

_____________________________________________________________ [1] ii) Which type of joint is this?

_____________________________________________________________ [1]

Page of 41

Page 32: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section test

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 42

b) i) Name the tissue shown in the diagram.

_____________________________________________________________ [1] ii) Which tissue protects the ends of the bones where they meet in a joint?

_____________________________________________________________ [1] iii) Describe two properties of this tissue and explain how they protect bone.

_____________________________________________________________

_____________________________________________________________ [2] c) Name two other tissues that are needed to make this joint move.

________________________________________________________________ [2]

[Total 8] 3 Kris and Ann were trying to answer the question 'Where on my body is the skin most

sensitive?' They taped two pencils together so that the points were about 5 mm apart. They also had a similar single pencil. Then, while Kris had his eyes closed, Ann gently touched different parts of Kris with either the two pencils or the single pencil.

She did this twice for the two pencils and twice for the one pencil in random order on each bit of skin, and asked Kris each time to say if he felt one or two points. She recorded the number of times he got the answer right.

Part of the body Number of correct answers (out of four tries)

back of hand 2

tip of left index finger 4

bottom of left foot 3

tip of right thumb 4

front of left lower leg 2

forehead 3

a) Which sense does this investigation test?

________________________________________________________________ [1] b) Describe one way that Kris and Ann used in their method to try to get reliable

results.

________________________________________________________________ [1]

Page 33: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section test

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 43

c) What is the minimum number of correct answers Kris could give if he gave the same answer each time? Explain your answer.

________________________________________________________________ [1] d) What do the results show?

________________________________________________________________ [1] e) Explain why the results do not give a reliable answer to the original question.

________________________________________________________________

________________________________________________________________ [1] f) Suggest how Kris and Ann could improve their method to make it easier to

answer their question reliably?

________________________________________________________________

________________________________________________________________ [1] g) Explain why, using your science knowledge, certain parts of the skin are more

sensitive than others.

________________________________________________________________

________________________________________________________________ [1]

[Total 7] 4 Insulin is an important hormone in the human body.

a) Define the term hormone.

________________________________________________________________ [1] b) Describe the role of insulin.

________________________________________________________________ [1] c) Communication between cells in the body occurs using the nervous system and

the hormone system. Complete the table to explain why we need both systems.

Nervous system (e.g. motor nerve cell)

Hormone system (e.g. insulin)

speed of response

length of response

[2]

Page 34: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section test

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 44

d) Plants also have hormones. Explain how we can use plant hormones to selectively kill broad-leaved weeds in a lawn.

________________________________________________________________ [1]

[Total 5]

Page 35: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

End of section test

Name

EXTENSION

Date Class

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

1 The size of the pupil in the eye varies according to how much light there is. a) Complete the drawings of the eyes below to show how pupil size changes. [2]

b) Is this behaviour innate or learned? Explain your answer.

________________________________________________________________

________________________________________________________________ [1] c) Explain why this behaviour is important to survival.

________________________________________________________________

________________________________________________________________ [1] d) Pupil size is also affected by the hormone adrenaline. When adrenaline is

released, pupil size increases. i) Explain the main role of adrenaline in the body, giving examples of effects

that it has on other parts of the body.

_____________________________________________________________

_____________________________________________________________ [2] ii) Suggest why adrenaline has this effect on pupil size.

_____________________________________________________________

_____________________________________________________________ [1]

[Total 7] 2 Ron thought his pet rat was very clever. It seemed to know when it was 11 am and time

to be fed. Ron decided to test how good his rat's long-term memory was. He set up a maze for the rat to run through, with food at the end to tempt it. He trained the rat by running it through the maze once a day over several days, and timed how long it took to get from start to end. His results are shown in the table.

Page of 41

Page 36: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section test

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 42

Date and time of test Time taken to complete maze (seconds)

Wednesday 5th 10 am 35

Thursday 6th 9 am 18

Friday 7th 10.30 am 7

Friday 7th 2 pm 14

Saturday 8th 10 am 6

a) Describe the overall pattern of results.

________________________________________________________________ [1] b) One of the results does not fit the pattern.

i) Which result is this?

_____________________________________________________________ [1] ii) Suggest two reasons why it might have happened. Give reasons for your

suggestions.

_____________________________________________________________

_____________________________________________________________ [2] c) Explain what the results show in terms of rat behaviour.

________________________________________________________________ [1] d) Ron waited one month, and then tried his rat in the same maze. His results

were:

Date and time of test Time taken to complete maze (seconds)

Friday 8th 10 am 10

i) Ron concluded that rats have a good long-term memory. Why do you think he came to this conclusion?

_____________________________________________________________ [1] ii) How reliable is this conclusion? Explain your answer.

_____________________________________________________________ [1]

Page 37: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section test

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

iii) Suggest what Ron could do to improve the reliability of the conclusion.

_____________________________________________________________

_____________________________________________________________ [1]

[Total 8] 3 The diagram shows some of the tissues in an elbow joint.

a) Complete the labels on the diagram to identify the tissues shown. [3] b) Explain how the following kinds of cell are adapted for their function

i) muscle

_____________________________________________________________ [1] ii) bone

_____________________________________________________________ [1] c) Explain why muscles are arranged in antagonistic pairs.

________________________________________________________________ [1]

[Total 6]

Page of 43

Page 38: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section test

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

4 The fact that plant shoots respond phototropically has been known for a very long time, but it took a series of experiments to help us understand something of why it happens. a) Describe how plants respond phototropically to one-sided light.

________________________________________________________________ [1] b) Explain the importance for survival of this response.

________________________________________________________________ [1] c) Nearly 100 years ago it was discovered that the response was controlled by the

chemical auxin. Two competing theories arose: • auxin is broken down by light • auxin moves away from light Explain why both these theories are possible, given your answer to part a.

________________________________________________________________

________________________________________________________________ [1] d) Another experiment was carried out as shown in the diagram.

The amount of auxin in each jelly block was measured. The table shows the results.

Block A B C D E

Relative proportion of auxin formed

100% 50% 50% 75% 25%

What does this evidence suggest about how auxin responds to light? Explain your answer.

________________________________________________________________

________________________________________________________________ [2]

[Total 5]

Page of 44

Page 39: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

End of section mark scheme

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 41

Higher tier (equivalent to NC levels 5 and 6)

Question Answer Mark Scheme NC Level (optional)

1 a Shaded area should include brain and spinal cord.

1 mark 5

b If brain: coordinates information from the body and controls how body works. If spinal cord: transmits nerve impulses from the peripheral nervous system to the brain.

1 mark for either point

5

c i reflex response 1 mark 5

ii innate It happens from birth / does not need to be learned/is instinctive.

1 mark for each point up to a maximum of 2 points

6

d It protects us from situations where we could be hurt quickly.

1 mark 6

2 a i hip 1 mark 5

ii ball-and-socket 1 mark 5

b i bone 1 mark 5

ii cartilage 1 mark 5

iii Smooth, reduces friction when joint moves. Tough, so can take reasonable knocks without damage when joint is in action.

1 mark 1 mark

6

c muscle, tendon 1 mark for each point

5

3 a touch / pressure 1 mark 5

b Repeat tests on each bit of skin / comparing one with two points.

1 mark for either point

5

c Two, because Ann used two points twice and one point twice in each test.

1 mark 6

d The finger and thumb are the most sensitive. 1 mark 5

e There are two results that show the maximum sensitivity possible with this method, so it is not possible to say which is most sensitive.

1 mark 6

f They should do more tests on each area of skin / they should try with pairs of pencils different distances apart. Other answers are possible.

1 mark for either point

6

Page 40: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section mark scheme

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 42

g The parts of us that are in contact with objects, such as the fingers and sole of the foot, to help us make detailed sense of the work around us. Alternatively, skin near delicate areas such as on the face needs to be more sensitive to protect us from harm.

1 mark for either point

6

4 a A chemical made in one part of the body that tells another part of the body what to do.

1 mark 5

b It controls the concentration of sugar in the blood.

1 mark 5

c Nervous system (e,g. motor nerve

cell)

Hormone system

(e.g. insulin)

speed of response

fast slow

length of response

short long

1 mark for both points correct in each row

5

d Broad-leaved plants are more sensitive to the hormone than narrow-leaved plants like grass, so the weeds take in more of the hormone and die.

1 mark 6

Extension tier (equivalent to NC levels 6, 7 and 8)

Question Answer Mark Scheme NC Level (optional)

1 a bright light: large iris, small pupil dim light: small iris, large pupil

1 mark 1 mark

6

b Innate, it occurs in newborn babies / happens automatically (or equivalent answer).

Both parts needed for mark

6

c It protects the eye from damage caused by bright light, and makes it possible to see better in dim light.

1 mark 6

d i Prepares the body for action, such as raises heart rate, raises breathing rate, directs blood flow from less important areas (e.g. gut) to areas needed for action (e.g. brain and muscles).

1 mark for role, and 1 mark for at least two examples

6

ii It makes the eye more responsive to light and movement, so helps the body to be ready for action.

1 mark 6

2 a The time taken to complete the maze 1 mark 6

Page 41: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section mark scheme

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 43

gets shorter.

b i Friday 2pm 1 mark 5

ii The rat may have been tired, as it was later in the day. The rat may not have been hungry as this was after it had eaten, so it may not have wanted to get to the end of the maze as much.

1 mark 1 mark

6

c Ron's rat was able to learn its way around the maze.

1 mark 6

d i The time taken was shorter than the first test he did a month earlier.

1 mark 6

ii This is one possible conclusion, but it could also have been a lucky result because he only tried it once.

1 mark 7

iii He should repeat the test using another rat.

1 mark No marks for using the same rat as learning will probably improve its speed.

7

3 a Labels correctly placed: muscles (at top), ligaments (top right), tendon (middle right), cartilage (bottom left), synovial fluid (bottom middle), bone (bottom right)

half mark for each correct label

6

b i Parts of the muscle cells can move so that the muscle can contract / shorten.

1 mark no marks for change in length

6

ii They make collagen which is a flexible substance and add calcium phosphate to the bone so that it is hard.

1 mark 6

c Muscles cannot lengthen themselves, they need pulling back to their original length by the other muscle of the pair contracting.

1 mark 6

4 a They grow towards the light. 1 mark 6

b Plants need light for photosynthesis, so growing towards light means they can make more food.

1 mark reference to photosynthesis or making food needed for mark

7

Page 42: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 End of section mark scheme

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 44

c Both theories imply that there is less auxin on the side of the shoot nearest the light, so both explain why growth is greater on the shaded side.

1 mark 7

d The evidence supports the theory of the auxin moving, because all the auxin that is made in the light is still there. If auxin was broken down by light, the results for blocks C and E would have been lower than they were.

1 mark 1 mark

8

Page 43: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

4SECTION Question bank

Name Date Class

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

1 Ethan and Kay were using the equipment shown in the diagram to model a human arm. They were investigating how the position of the attachment of the forcemeter on the ruler affected the force needed to support 100 g.

a) i) Which parts of the model represent bone?

_____________________________________________________________ [1] ii) What property of bone do the materials used for these parts match?

_____________________________________________________________ [1] b) i) Which parts of the model represent muscle tissue?

_____________________________________________________________ [1] ii) Describe a key difference in the way these parts move compared with

muscle tissue.

_____________________________________________________________ [1] c) Ethan and Kay found that the force needed to keep the ruler horizontal got

smaller, the nearer the hook was to the masses. Suggest why arms are not designed like this.

________________________________________________________________ [1] [Total 5]

Page of 41

Page 44: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Question bank

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original

2 The human ear is a complex sense organ. a) Name two senses that the ear responds to.

________________________________________________________________ [2] b) Name the structure in the ear that converts sound waves into movement.

________________________________________________________________ [1] c) i) Which cells in the inner ear are the receptors that convert movement into

electrical impulses?

_____________________________________________________________ [1] ii) Explain how these receptor cells are adapted to their function.

_____________________________________________________________ [1] d) Where do the impulses from the inner ear go, and why?

________________________________________________________________

________________________________________________________________ [2] [Total 7]

3 In 1880, Charles Darwin published the results of some experiments he had carried out on the response of seedlings to light. The diagrams show the results from three of his experiments. In each diagram, what the shoot looked like before the experiment is shown on the left and the 'after' picture is on the right.

a) For each experiment, describe the results shown.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ [3]

Page of 42

Page 45: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Question bank

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 43

b) What conclusions can be drawn from all these results about how seedlings respond to light?

________________________________________________________________ [1] c) The plant hormone auxin was not discovered for another 40 years. Using what

you know about auxin, explain the results in experiment B.

________________________________________________________________ [1]

[Total 5] 4 Adverts are one way that manufacturers use to try to persuade us to change our

behaviour and buy their product. Beth and Mei were watching an advert on TV for a new skin cream. It showed an attractive girl of about 18 years old, dressed in a pink vest and knickers, smoothing the cream on her cheek. The advert then showed a close-up of her cheek, looking radiant and healthy and the voiceover explained that 95% of readers of a popular beauty magazine who tried the cream thought it made their skin look more radiant. At the bottom of the screen, in small print, it stated '326 readers took part in this survey’. a) Suggest the group of people that the advert was aimed at. Explain your answer.

________________________________________________________________ [1] b) i) Describe how the advert tries to persuade the viewer that the product is what

they want.

_____________________________________________________________ [1] ii) Looking at all the information given in the advert, how convincing is it that

this product is worth buying? Explain your answer.

_____________________________________________________________

_____________________________________________________________ [2] c) Research of the Chinese versions of global beauty magazines has produced

the following results.

• about 75% of the models shown were white western women • in about 85% of the adverts using Chinese women, they were shown in a

'classic' pose (elegant, soft, feminine), but this was only 63% for white western models

• around 19% of the adverts showing white women placed them in a 'sexy' pose (tight, revealing clothes), but this was only about 2% of adverts showing Chinese women

i) Suggest as many reasons as you can why around 3/4 of the adverts in Chinese editions showed white western women.

_____________________________________________________________ [1]

Page 46: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Question bank

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 44

ii) Compare the way that women were posed, and suggest reasons for the differences.

_____________________________________________________________

_____________________________________________________________ [2] iii) The scientist who carried out the research was concerned about the

'message' given to readers about Chinese women compared with white western women. Do you think this is a problem? Explain your answer.

_____________________________________________________________

_____________________________________________________________ [1]

[Total 8]

Page 47: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

Question bank mark scheme

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 21

Question Answer Mark Scheme NC Level (optional)

1 a i ruler and vertical of clamp stand 1 mark for both points 5

ii strong, not bendy 1 mark for either point 5

b i rubber band and forcemeter 1 mark 5

ii They both extend and relax naturally, muscle only contracts and needs to be pulled back into resting, relaxed position.

1 mark 5

c If the muscle was attached halfway along the arm, it would make the arm very bulky and less useful.

1 mark 6

2 a sound waves, balance/movement 1 mark for each point 5

b eardrum 1 mark 5

c i hair cells in cochlea 1 mark 5

ii They move when the waves travel through the cochlea.

1 mark 6

d To the brain; where they are interpreted as sound (often with meaning).

1 mark for each point 6

3 a Experiment A: in one-sided light the shoot grows towards the light. Experiment B: in one-sided light, if the tip of the shoot doesn't receive light, then no bending happens as the shoot grows. Experiment C: in one-sided light, if the tip of the shoot is cut off no growth happens.

1 mark for each point up to a maximum of 3 marks no marks for reference to auxin

6

b Something in the tip of the shoot is sensitive to light and tells the part of the shoot lower down to grow and in which direction to grow.

1 mark 6

c Auxin is the hormone that tells the shoot to grow. Auxin isn't made in the dark.

1 mark 7

4 a young women, similar age to model 1 mark 6

b i Model attractive, skin looks healthy and radiant after using cream. Data given shows high percentage of group gave positive response.

1 mark for each point or equivalent

6

Page 48: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Question bank mark scheme

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 22

ii Not very convincing, sample size only 326 from a selected group (magazine readers).

1 mark 7

c i Any reason that focuses on either white western women thought more fashionable by readers in China, or not considered suitable for Chinese women to act as models.

1 mark 7

ii Chinese women were posed more in classic pose than white, and very few Chinese women shown in sexy pose though about 1/5 of white models were. Any possible reason linked either to not considered acceptable or nice for Chinese women to look 'sexy', or not allowed by Chinese government to show Chinese women as sexy.

1 mark 1 mark

8

iii Answer could be anything supported by reasonable explanation, e.g. • not a problem because it isn't likely that people think about the 'message' that deeply • is a problem because people are easily affected by what they see and read even if they aren't really thinking about it

1 mark 8

Page 49: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4SECTION

Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 71

Pupil Book answers 4.1 Skeletons and movement – Quick check questions 1 fixed – no movement; hinge – movement

in one direction only: ball-and-socket – can swivel and move in any direction [3]

4.1 Skeletons and movement – Questions 1 skeleton, bones, protect, muscles,

movement, joints, cartilage, synovial [4]

[8 x 0.5] [Total 4]

2 a) so that they are light/can contain marrow [1]

b) light and strong [2]

3 protection, support, aid movement [3]

4 to help during childbirth; to allow brain to grow [2]

5 eat calcium rich food; exercise [2]

6

Part of body Type of joint

knee hinge

hip ball and socket

elbow hinge

shoulder ball and socket

ankle hinge

finger hinge

top of skull fixed [7]

7 a) wear and tear/over-extension of the ligament [1]

b) The cartilage protects the ends of bones so if damaged, the ends of the bones rub together and become eroded. [2]

c) flexible and elastic [2]

d) allow movements of joints but keeps them in place [2]

8 a) tissue which can contract (pulling bones) [1]

b) in the upper arm [1]

c) Muscle can only contract and pull a bone in one direction/cannot push bone; a second muscle is needed to pull the bone back into its original position. [2]

d) cords that connect muscles and bones together [1]

[Total 4]

9 The bone would soften/become flexible as the minerals dissolve but some collagen still present. [2]

10 a) a skeleton that is on the outside of the body [2]

b) as the animal grows it needs to get rid of and replace the skeleton [2]

4.2 Responses and behaviour – Questions 1 brain, spinal, cord, nerves, neurones,

reflex, skin, nose, tongue, stimuli [5]

2 a) changes in the environment which cause a response [1]

b) Animal responses are controlled by a nervous system; plants are controlled by slower chemical changes. [2]

3 CNS made of brain and spinal cord which interpret/coordinate information; PNS has nerves which send impulses to and from the CNS. [2]

4 a) The cell body has a nucleus, cytoplasm, a cell membrane. [3]

b) they are made of long fibres (axons) that allows them to extend over long distances, dendrites at the end of the cell interconnect with other neurones to pass on the nerve impulses in one direction only. [4]

5 a) to protect from danger/harm [1]

b) Any one from: blinking; knee jerk; pulling hand away from hot object or similar. [1]

Page 50: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 72

6 to even out pressure on both sides of the eardrum [2]

7 There is a lens which focuses the light (on film/retina); there is an iris (diaphragm); which controls the amount of light entering. [3]

8

Food Sensory taste cells

lemon juice sour

coffee bitter

chocolate sweet

sherbet sour

crisps salt

lime jelly sweet/sour [6]

4.3 Hormones – Quick check questions 1 Hormones are transported in the body via

the blood circulation. [2]

4.3 Hormones – Questions 1 chemicals, endocrine, nervous, hormones,

light, gravity [3]

2 a) chemicals made by the endocrine glands/system; which control body responses [2]

b) secreted by glands; directly into blood capillaries [2]

3 Nervous system uses electrical messages; hormonal system uses chemical messages. Nervous system effects are fast; hormonal system is slow to have an effect. [4]

4 a) correct positioning of axes (time on x-axis) (1); correct labelling of axes (2); correct plotting of points (2) [5]

b) Stephen [1]

c) Stephen’s blood sugar did not return to the normal level. [1]

5 Causes cells in shoots to lengthen/controls phototropism. [1]

6 Diagram showing roots growing downwards; diagram showing shoots growing towards a source of light. [2]

HSW – Anatomy and dissection – Quick check questions 1 religious beliefs; ‘rules of society’ [2]

2 He hadn’t been told what his body would be used for [2]

HSW – Anatomy and dissection – Questions 1 Modelling of the body by computer, better

graphics packages for computer models, more realistic representations [2]

2 a) similar sets of organs to those of humans, look at real organs rather than models, fetal – therefore not yet living in some people’s opinion [2]

b) religious beliefs, not identical to the human [2]

3 number of medical schools increasing and the need to teach students about human anatomy so they could treat people, stop the black market and the crimes that are linked to it in dead bodies [2]

4 Pupils’ own answers, but their opinions must be backed up with reasons [3]

HSW – Senses – Quick check questions 1 Use a catchy theme tune. Get someone

famous (i.e. recognisable) to act in it. Show the crisps being enjoyed. Repeatedly show the packaging. Repeatedly use the name of the new brand. [4]

2 Might use ear defenders/ear plugs when operating noisy equipment. Might wear safety goggles when drilling/hammering/cutting, etc. Might limit length of time spent using noisy equipment. [2]

HSW – Senses – Questions 1 a) Customers walk slowly/see more

things they’d like. [1]

b) Produces nice smell/makes people feel hungry. [1]

c) Customers like taste/decide to try new product. [1]

d) Attracts attention/more likely to notice something and consider purchasing it. [1]

Page 51: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 73

2 a) Dog (it has most sensory neurones) [1]

b) 100 000 000 ÷ 12 000 000 = 8.33 (8⅓) times as many [2]

c) Some animals hunt by smell; some animals detect predators by smell; some animals use smell to mark territory; some animals use smell to communicate (e.g. pheromones in moths, etc.) [2]

3 a) if he animals don’t suffer; if there is no alternative; if the work is very important (e.g. for an anti-cancer drug?) [2]

b) if animals are used needlessly/suffer; if it could be done in a different way; if it is for something trivial (e.g. make-up testing?) [2]

4 Similarities: both have a lens; both invert the incoming light; both have a sensitive layer at the back; both can control how much light enters the eye; both can change focus. Differences: Eye is roughly spherical, camera is box-shaped; eye can change shape of lens, camera cannot; eye can’t move lens back and forth, camera can. [4]

HSW – Plant hormones – Quick check questions 1 for photosynthesis/to make food [1]

2 apply fertilisers; use pesticides to kill insects, etc. [2]

HSW – Plant hormones – Questions 1 Explain that it is more effective than older

techniques; explain that it is much easier to do. [2]

2 a) stop biennial bearing in fruit trees [1]

b) stimulate growth of dormant seeds – species which are extinct but which are present in seed banks [1]

c) Use as a selective weedkiller [1]

3 Insects move quickly – fly trap wouldn’t catch any flies if it responded slowly; sensitive plant would be eaten if it responded slowly. [2]

End of Section Questions

1 to help produce strong teeth and bones [1]

2 a) One to contract and pull a bone in one direction and the other to return it to its position. [1]

b) As they shorten/contract they pull on the bone to which they are attached. As they relax they do not exert any force to push on the bone. [2]

3

Bones Regions

ribs chest

humerus arm

tibia leg

skull head

pelvis hips

vertebrae neck

fibula leg [7]

4 Some elderly peoples’ bones lack calcium which makes them weak/the lubricating fluid between the joints dries up/wear and tear may have damaged the cartilage. [1]

5 a) depends on pupils’ data [2]

b) depends on pupils’ data [1]

6 a) for protection against danger [1]

b) reflex [1]

c) Stimulus - response [2]

7 a) Fluid in the semi circular canal moves. This moves hairs in the ampulla at the end of the canal and sends information about balance to the brain. [2]

b) Any three from: gymnastics, headstands, spinning around, tightrope walking. Accept other suitable answers. [3]

8 a) to protect the soft tissue [1]

b) e.g. elbow, can move in one direction only [2]

c) e.g. hip joint, shoulder; can move in all directions as it is like a ball in a socket [2]

9 to protect the body from harm quickly [1]

Page 52: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 74

10 a) to transport the sound from the eardrum to the oval window [2]

b) Eardrum: vibrates and moves the ossicles/small bones; oval window: sets up waves which go through the cochlea fluid; cochlea fluid: transports the sound waves to the sensitive hair cells. [3]

11 a) a type of nerve cell that reacts to a stimulus [1]

b) Detect stimuli and send electrical impulses to the CNS. [1]

12 Sound waves travel through the air and vibrate the eardrum; the ear bones transmit vibrations to the oval window; vibrations travel through cochlea fluid; they stimulate sensitive hair cells; these send impulses along the auditory nerve to the brain; impulses are interpreted by the brain as sound. [6]

13 a) Light rays are refracted by the cornea; they pass through the pupil; the lens focuses refracted rays onto the retina; the retina sends impulses along a nerve to be processed by the brain. [4]

b) because rods are able to work in dim light [1]

14 enlarges muscles/stimulates increased growth of whole body [1]

15 a) testosterone and oestrogen [2]

b) testosterone controls development of secondary sexual characteristics and general well being; oestrogen controls the release of other hormones and causes the lining of the uterus to thicken [5]

16 a) glands of the endocrine system [1]

b) adrenaline [1]

17 a) Hormone that controls the level of blood sugar in the body. [1]

b) If the level of blood sugar becomes too high; more insulin is produced which reduces the level; by causing the liver to store sugar in the form of glycogen. [3]

18 taking off shoes; cooler, pressure relieved, taking clothes off; cooler, no longer feel the fibres and materials next to the skin, getting into a hot bath; warmer, wet [2]

19 a) increased blood sugar levels [1]

b) liver will try to take glucose (sugar) out of the blood [1]

c) inject themselves with insulin [1]

Practical and Assessment Teacher Pack answers Topic worksheets 4.1 Specialised cells 1 a) They move the bones so that the

body moves. Many examples are possible, such as muscles of the arm, leg, etc. (not muscle of the heart or gut). [2]

b) Muscle cells can contract/shorten, so the whole muscle can contract. [1]

c) There are many muscle cells in a muscle and not all of them contract at the same time or by the same amount. So the contraction of the whole muscle can be different depending on how much the cells are stimulated. [1]

d) They are pulled back into the 'relaxed' length by the antagonistic muscle. [1]

2 a) Most of the forces on limb bones are either pulling or squashing forces along the length of the bone, not across the bone. The bone tube is strongest in these directions. [1]

b) Forces on the hip bone will come from many directions as the position of the upper body changes. So the struts of a spongy bone add strength without a lot of extra weight. [1]

3 a) Bone-making cells produce flexible collagen which gives bone the ability to bend a little with a force, and add calcium phosphate which makes the bone hard and strong. [1]

b) To take away bone where it isn't needed – bone is heavy and it is best for the body to have as light bones as is needed. [2]

c) The bone-making cells will start making more tissue to make the bone stronger, particularly where the new stresses occur, such as in the leg and hip bones. [1]

Page 53: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 75

4.2 Investigating behaviour 1 Answers should be along the lines of the

following: Behaviour: how organisms act in response to changes in the internal and external environment; innate behaviour: instinctive behaviour, behaviour that occurs naturally without learning; reflex action: action that occurs instinctively to a specific stimulus, such as blinking when something comes close to the eye, letting go of something very hot, walking or sucking reflex in human babies; learned behaviour: any behaviour that can be changed by learning; Skinner box: box used for learning experiments, often for rats or pigeons, in which the animal has to learn to respond in a particular way to a stimulus in order to get a reward (usually food); positive reinforcement: an increase in a behaviour as a result of a pleasant stimulus; memory: the retention of a behaviour from one time to another (can be short term, as in remembered over minutes or hours, or long term, as in remembered over days, weeks or even years); conditioning: associating a stimulus that has no natural survival value with one that is important so that the non-natural stimulus also results in the same behaviour as the natural one; social behaviour: behaviour used to communicate between members of the same species, such as visual or sound displays within mate preference or territoriality; imitation learning: learning by watching and copying how another member of the group does something. [9]

2 a) Anything that changes within the body and results in a change in behaviour, such as hunger, body temperature, sexual drive. [1]

b) Anything that changes outside the body and results in a change in behaviour, such as air temperature, the appearance of a male/female of the same species during the mating season. [1]

3 a) One mark for the behaviour correctly described, and one mark for the stimulus that causes it to happen. [2]

b) The explanation must describe clearly how the behaviour increases the chance of survival, and/or how lack of

the behaviour reduces the chance of survival. [2]

4.3 More about hormones 1 thyroxine: thyroid gland – metabolism and

growth; insulin: pancreas – concentration of blood sugar; adrenaline: adrenal glands – prepares for action; oestrogen: ovaries – sexual development in women and menstrual cycle; testosterone: testes – sexual development in men [5]

2 a) i) Lack of control of blood sugar, resulting in damage to cells and possibly death. [1]

ii) Low rate of metabolism and slow growth rate (most noticeable in children). [1]

b) i) Increases heart rate, increases breathing rate, increases blood flow to muscles, heart and brain and reduces it to gut. [3]

ii) Increases rate of delivery of oxygen and blood sugar to muscles and brain ready for response. [1]

3 a) They control plant behaviour by changing the way the plant grows. [1]

b) Most likely answers are auxins and gibberellins. (There are other groups such as cytokinins.) [2]

c) Auxin: selective weedkiller for broad-leaved plants in lawns; gibberellins: control of fruit set in fruit trees. (Other examples are possible.) [2]

HSW worksheets Replacing joints 1 a) These groups of people will have

suffered a lot of wear on the hip joints. [1]

b) They take most strain from bearing the weight of the person when they stand up and move. [1]

2 a) bone and cartilage [2]

b) Bone: strong and hard to support weight. Cartilage: smooth and tough to make movement of bone in joint easier. [2]

Page 54: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 76

3 a) Most likely answers are: It is strong, so will support weight. It is stainless so won't rust inside the body where there is a lot of water. Other answers may be suitable. [2]

b) To reduce friction/rubbing and wear of the metal of the replacement against the hip bone. [1]

c) Deterioration is mainly due to breakdown of the cement/glue that holds the replacement in place. New ways of inserting replacements without cement are being researched, as well as ways of persuading the bone to grow back naturally. [2]

Boys fidget, girls talk 1 a) Monkeys are closely related to

humans. Monkeys are not affected by the different ways that human children are brought up. [2]

b) To act as a control/check that gender-specific toys were really being selected and not happening by chance. [1]

c) That the same results in humans are the result of nature. [1]

d) Limited reliability. Even though monkeys are closely related to humans, there may be differences in the way they respond. This would need checking further with other close relatives, e.g. chimpanzees. [2]

2 a) Anything related to spatial awareness and/or excitement, such as interpreting 3D drawings, driving very fast. [1]

b) Anything related to speech, writing and/or emotions, such as enjoying romcom films, reading books, chatting with friends. [1]

c) The evidence shows that the brain areas and behaviour linked to those areas vary in the same way but there is nothing to prove that an increase in a brain area makes the behaviour more likely. [2]

3 a) Responding well to excitement during hunting could have improved the chances of a man being successful in a hunt and avoiding the risk of getting hurt when it got dangerous. Women who communicated well with others,

and were emotionally attached to their children, could have been more successful working within the group and bringing up the children. [2]

b) Any suitable answer with an appropriate explanation is acceptable. For example: • no, because it goes against

millions of years of evolution so isn't natural

• yes, because the structure of society has changed and we need people who have learnt how to adapt to live well within it. [2]

Making insulin 1 Timeline should clearly display: all events

mentioned in sheet; in correct chronological order, ideally spaced at correct distances along the line; clearly presented. [3]

2 a) Diabetes killed millions of people and this work made possible the treatment of the condition. [1]

b) We had to understand how genetics could result in proteins and how to move genes between organisms. [1]

c) It produced fewer side effects than insulin from other animals, and it was cheaper. [2]

d) They are looking for ways to make insulin even cheaper. [1]

3 Insulin is a protein. When animal pancreases were ground up, the digestive enzymes broke up the insulin. A way was needed to get rid of the enzymes first, before the insulin could be extracted. [2]

Extension worksheets Tasting umami 1 a) Few foods contain just one flavour, so

it is difficult to identify response to a specific taste. [1]

b) There is evidence of a type of taste receptor that responds just to this flavour. [1]

2 a) Because we lived millions of years as hunter–gatherers and this will have allowed time for evolution to occur in response to taste. [1]

Page 55: Skeletal tissues 4 - Pearson Education · Skeletal tissues © Pearson Education ... Describe how the muscles are attached to the bones. b) What effect will contraction of each muscle

4 Answers

© Pearson Education Ltd 2009. Longman 11-14 Biology Practical and Assessment Teacher Pack This document may have been altered from the original Page of 77

b) We need salt, sugar and protein to remain healthy, so having these tastes would help us to identify 'good' foods to stay healthy. We need to avoid bitter and sour as they are linked to harmful foods, so avoiding these would help us survive. [2]

c) We need some fatty acids in our food to stay healthy, so being able to identify foods that contain it would be good for survival. [1]

d) Our senses are telling us that salt and sugar are tastes that we need, so it is difficult to go against this. [1]

3 Plan will vary but need to take the following into account: • substances that are safe to taste,

carried out under hygienic conditions (e.g. in food tech room not science lab)

• substances that contain 'pure' tastes, such as table sugar, table salt, monosodium glutamate solution, lemon juice and tonic water that has gone 'flat'

• show how other variables are controlled, such as ease of dissolving (e.g. use all in solution), using strong flavours so that they are easily detected, clean water for rinsing the mouth between tests to increase sensitivity to the next taste

• use of dropping pipette or other method of delivery to a very small part of the tongue at a time for accuracy. In addition, repeat tests on same person and/or different people, could improve reliability of results. [4]

Animated plant growth Scientific shoot animation should show:

• plant shoot growing toward the light, curving in the 'zone of elongation' below but not at the shoot tip

• formation of auxin near the tip of the shoot moving down toward the growing zone

• some of the auxin formed on the bright side moving across to the shaded side

• clear appropriate labelling or descriptions to explain that auxin stimulates growth in shoots. [4]

Scientific root animation should show:

• plant root initially set at an angle to vertically downwards (so that change of direction towards gravity can be indicated)

• root extending in the 'zone of elongation' above not at the root tip

• auxin in root moving down to 'bottom' of root • clear appropriate labelling or descriptions to

explain that auxin restricts growth in roots. [4]

An additional point can be awarded for each animation for good presentation. [2]

Shoot cartoon should show: • germinating seedling in shade • seedling shoot growing towards light • shoot reaching light and developing leaves • leaves photosynthesising/making food in bright

light.

Root cartoon should show: • germinating seedling with root starting to grow

out of the seed at an angle to gravity • root growth changing direction so is down

towards gravity • indication of presence of water and/or minerals

lower down in soil which root reaches • root taking in water and/or minerals and young

plant starting to grow more strongly.

An additional point can be awarded for each cartoon for creative presentation. [2]


Recommended