S3 Biology

MULTICELLULAR ORGANISMS
Unit 2: Section 1: Circle of Life

NAME:
CLASS:

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 Traffic light the Experiences and outcomes below.

Topic 1: Producing new cells

No. Level Outcome Rating

1 N4 I can state the importance of cell division to living things

2 N5 I can describe the sequence of events of mitosis

3 N5 I can use the terms chromatid, equator and spindle fibres

4 N5 I understand that mitosis maintains the diploid chromosome complement

5 N5 I can explain that specialised cells of the same type are grouped into
tissues.
6 N5 I understand that related tissues join together to form organs which
work in groups to form systems.
7 N5 I can describe the hierarchy of organisation in multicellular organisms:
cells tissues organs systems
8 N5 I can state that stem cells in animals are unspecialised cells

9 N5 I can state that stem cells divide in order to self-renew.

10 N5 I understand that stem cells can divide and develop into many different
types of cells. I can state that stem cells are involved in growth and
repair.
11 N5 I can describe some of the potential uses of stem cells and am aware of
the ethical issues surrounding their use.
12 N4 I can compare the growth and development of different organisms

13 N4 I can state the optimum conditions for growth following seed germination
experiments
14 N4 I can describe how chemicals and radiation can affect growth and
development
15 N4 I can describe how plants are grown commercially

16 N4 I can explain the importance of suitable conditions to maintain growth and

development
17 N4 I can discuss the links between diet and growth and development
disorders

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Topic 2: Reproduction

No. Level Outcome Rating

18 N4/N5 I can state that sexual reproduction involves two parents and produces
offspring that are different to each other
19 N4 I can describe sexual reproduction in flowering plants
20 N4 I understand that sexual reproduction is important for introducing
variation in a population and enables a species to adapt to changing
environmental conditions.
21 N5 I understand that sex cells in plants and animals are called gametes. I can
name male and female gametes in plants
22 N5 I can state where gametes are produced in plants.

23 N4 I can describe and give examples of asexual reproduction in plants

24 N4 I understand that asexual reproduction does not produce variation but it
allows populations to grow quickly.
25 N4 I have propagated plants (seeds, cuttings, bulbs, tubers or runners)
26 N4 I have investigated the use of plants commercially to produce food, fuel,
raw materials and medicines
27 N4 I can describe the use of plants for aesthetic reasons
28 N4 I have investigated pharming as a way to genetically modify plants to
produce medicines.
29 N4 I can describe methods of propagating plants
30 N4 I can compare different methods of reproduction and discuss how these
relate to species survival
31 N4 I can describe sexual reproduction in animals
32 N5 (I understand that sex cells in plants and animals are called gametes). I
can name male and female gametes in animals
33 N5 I can state where gametes are produced in animals

N5 I can explain that a cell described as haploid contains one set of

34
chromosomes and a cell described as diploid contains a double set of
chromosomes. I can state that all gametes are haploid and all other cells
are diploid.
35 N5 I understand that fertilisation is the joining of two haploid gametes to
produce a diploid zygote.

Topic 3: Variation and Inheritance

No. Level Outcome Rating

36 N4 I can state that DNA is found in the nucleus of cells.
37 N4 I can state that genes are short sections of DNA.
38 N4 I can state that chromosomes are made from long strands of DNA.
39 N4/5 I can state that genes can take two forms called alleles
40 N4 I can state that our genes determine our features.
41 N4 I can state that as we inherit half of our DNA from our father and the other half
from our mother this ensures variation.

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42 N5 I can use a named example (e.g. eye colour) and alphabetical representation to
show a dominant allele (If an allele is overpowering enough to “mask” another
allele) and recessive allele (the one being masked).
43 N5 I can describe the difference between heterozygous and homozygous genotypes
44 N4/N5 I can draw a Punnett square to predict the outcome of breeding based on the
alleles possessed by parents.

Topic 1: Producing new cells

Organisms made of more than one cell are said to be ________________.

These include most animals and plants. In this booklet we will be looking at how
multicellular organisms grow and develop. We will also learn about how living
things carry out reproduction.

Some ideas to think about….

1. How many different multicellular organisms can you see in the jungle
scene above?
2. What things do you think they need to grow and survive?
3. Are there any differences in the way they grow, develop and reproduce?
4. Are there any similarities in the way they grow, develop and reproduce?

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Cell division and its role in growth and repair (N4)

New cells are made by _______ ____________. Cells need to divide for
growth and repair.

Use the power point to write down why living things need cell division in the arrow below

Did you know?

Scientists estimate that there are about

37 trillion cells in the human body!

All of your body cells must be replaced if

they are damaged, faulty or destroyed!

Some cells must be replaced very

frequently. Why do you think they have
such short lifespans?

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 Mitosis

Growth and repair is only possible because of cell division. Cell division is also
called ____________. During mitosis, the parent copies all its information
(found in c____________).

What do unicellular organisms use mitosis for? What do multicellular organisms use mitosis for?

Unicellular organisms Multicellular organisms

At the end, ___ cells are produced which are identical to the parent cell.
When a cell divides, its _________ information (DNA) also needs to be copied.

The genetic information is stored inside chromosomes in the ________.

When each original chromosome is copied, it remains joined to the copy until
they become separated. When joined together like this, each strand is called a
_____________.

Use the power point to label the chromosome and complete the box:

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Mitosis

Use the power point to describe the stages of mitosis. Remember to add labels
to the diagrams

Stage 1:

Stage 2:

Stage 3:

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Stage 4:

Stage 5:

Stage 6:

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The Importance of Mitosis Human male chromosome complement

The number of chromosomes an organism has is

called its ____________ ____________. Humans
have a chromosome complement of __ chromosomes.
___ of these chromosomes were inherited from
_______ parent. When you can see the
chromosomes at division that is called a
_____________.

Human female chromosome complement

All body cells are ____________. This means

that they have two copies of each
chromosome. Mitosis maintains the
____________ chromosome complement.
This ensures that each new cell produced by
mitosis has all of the DNA that is needed for
the cell to ____________ properly.

Cells tissues and organs

Specialised cells
All cells in a multi-cellular organism have developed from a single cell, a
_____________. Through differentiation, cells become _______________ by
a change in their _______________ to allow them to carry out different
_________________ e.g. nerve cells are long and __________ to carry
_______________ signals all over our body. Cells become specialised because
certain _____________ are turned off and _______ in each different cell.

Nerve cell

Red blood
Differentiation cells

Smooth
muscle Cells
cell

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Pick two of the differentiated cells on the previous page and complete the table
below:

Specialised cell Special Function (How does the structure help the
Structure(s) cell carry out its special function?)
e.g. Sperm Cell Tail Tail helps sperm swim to egg.
Pointed head Contains genetic information (in nucleus) and
enzymes to help penetrate the egg cell.
Mid-section Contains mitcochondria to release energy.

Cells which carry out similar roles join together to make ______________ which
build up into ___________________. Groups of organs work together to form
______ ____________.

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Complete the table below to show examples of organ systems:

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Plants have organ systems too:

Plant Organ Systems

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 Stem cells

All of the specialised cells in an animal develop from stem cells.

Stem cells produce

______________ cells in animals
and are involved in growth and
______________.

They can either _______________

to produce more stem cells or they
can ________________________
into specialised body cells.

Stem cells have two important features:

Embryonic Stem Cells

In the early stages of life, animal ___________

contain stem cells which can divide and
differentiate into specialised cells to form the
body tissues that make organs.

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 Embryonic Stem Cells

Scientists can use the

inner mass of stem cells
inside an embryo to
produce tissues of the
body

Adult Stem Cells

Some locations in the adult

body, such as the lower
layers of the skin and small
intestine, still contain
populations of stem cells.

These cells can divide to

produce a limited range of
specialised cell types to
replace cells that have been
damaged.

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Uses of Stem Cells

Stem cells produced in cell culture have the potential to be used to replace
specialised cells in a person affected by ____________ or ____________.

Stem Cells Activities

Case Study/Numeracy task
Your teacher will show you a video about Alzheimer’s disease

Research Task:
Your teacher will give you a type of disease to research. You should include:
• symptoms of the disease,
• how common the disease is,
• what the current treatment for the disease is,
• how can stem cells be used to treat the disease.
Ethical discussion:
Stem Cells can be controversial. Your teacher will give you the opportunity to look
at the opinions and ethics surrounding stem cells and stem cell research.

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Stem Cells summary:

Complete the mind map below using the following headings:

 What is a stem cell? (describe features and name two types of stem cell)
 Stem Cells in the body (what do stem cells do inside the body?)
 Therapeutic uses of Stem Cells (what diseases can stem cells be used to treat)
 Ethical issues and Stem Cells (why might Stem Cells be controversial?)

Stem Cells

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 Plant Growth (N4)

Plants need certain conditions in order to grow. They need water, _________
(for respiration), ______ __________ (for photosynthesis) and a suitable
temperature. They also need minerals from the ______ for healthy growth.

Experiment: Seed Germination

Set up 3 petri dishes as shown:

A: 10 cress seeds B: 10 cress seeds C: 10 cress seeds

1 filter paper disc 1 filter paper disc 1 filter paper disc
10mL water 10mL water 10mL water
0oC (Fridge) 20oC (Room) 40oC (Oven)

Ensure that the seeds have been evenly spaced. Leave the dishes for 48hrs and
then count the number of seeds that have germinated.

Results:

Dish Temperature No. of seeds germinated Percentage no. of

(o
C) seeds germinated (%)

Conclusion:

The greatest number of seeds germinated (_____ %) at ______ oC.

This is the ____________ temperature for seed germination.

Jotter Questions
1. What variable was measured in the experiment? (dependent variable)
2. What variables have been altered in this experiment? (independent variable)
3. What variables have been kept the same in this experiment?
4. What would be a good aim for this experiment?
5. How could you make the results more reliable?

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Seed germination
Seed structure revision:
Seeds need three conditions in order to germinate:
 __________ helps to break the seed dormancy.
1
 __________ for respiration. Seeds have
a food store. When seeds germinate, the starch 2
inside the food store is broken down to glucose
which is used for respiration.
3
 __________ ______________ helps to break
the seed dormancy. Seeds germinate when the
conditions are right. This improves the survival 1: Seed coat
2: Embryo
of seedlings.
3: Starch food store

Remember the factor???

Seeds need water, oxygen and warmth to germinate!

Experiment: Requirements for germination

You have seen that seeds need a suitable temperature in order to germinate.
Seeds also need water and oxygen to germinate.

Design a suitable experiment to show that seeds need water to germinate.

OR
Design a suitable experiment to show that seeds need oxygen to germinate.

Show your teacher your plan and carry out your investigation.

Conclusion:

The percentage germination was highest when ________________________.

Seeds need ___________, ___________ and a ___________ ___________
in order to germinate.

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Growing Plants Problem Solving Qn 1:

A student carried out an investigation into the effect of temperature on the

growth of four plants:

The heights of the plants were measured at the start and after four weeks.
The results are shown in the table below:

(i) Identify two variables that should have been kept the same when
setting up this investigation

Variable 1: _________________________________________

Variable 2: _________________________________________

(ii) Suggest an improvement which would make the results more

reliable.

__________________________________________________

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Growing Plants (N4)

Growing plants require a range of ___________ from the soil. The table below
gives examples of soil minerals and their function in plants.

Mineral Function

Nitrate

Phosphate

Potassium

Magnesium

Plants lacking these minerals fail to grow properly. This might mean that the
plant has a ___________ size or that the leaves, roots and shoots become
unhealthy. Sometimes, these minerals are added to the soil to improve plant
growth. ______________ can be used to add minerals and plant nutrients to
the soil.

The problem solving question on the next page is about the effect of minerals
on the growth of plants.

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Growing Plants Problem Solving Qn 2:

The diagram below shows an investigation into the effect of three minerals,
nitrogen (N), phosphorus (P) and potassium (K) on plant growth.
The solution in Tube 1 contained N, P and K.

The other tubes each contained a solution which had one mineral missing.

(i) What colour are the leaves of a plant grown in a solution containing
N, P and K?
Colour: ___________
(ii) Describe two features of plants grown in a solution containing no
nitrogen.
Feature 1: _________________________________________

Feature 2: _________________________________________

(iii) A plant is found to have red leave bases and short roots. The
absence of which mineral is likely to cause this effect?
Mineral: ___________

(iv) Tube 1 is the control. What was the purpose of including a control
in this investigation?

__________________________________________________

__________________________________________________

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 Genetic Influences on growth and development (N4)

An individual’s growth and development is affected by the genes they inherit

from their parents. Some environmental factors can cause problems in growth
and development because they alter the genetic information an individual
possesses.

A change to an organism’s genetic material is called a _________. Mutations

can occur naturally but some factors increase the chance of them happening.

Some forms of radiation and some chemicals increase the frequency of

mutation. Anything that increases the frequency of mutations is called a
_________________________.

Complete the table below to give some examples of mutagenic agents:

Type of mutagen Example

Radiation __________ can be used to diagnose broken bones. Too
much of this type of radiation can cause mutations.
Radiation ______________ light from the sun can cause
mutations in skin cells. This can result in skin cancer.
Chemicals Chemicals in _____________ _______ like benzene
are known to cause cancer.

N4 Project and N5 Consolidation opportunity

• Undertake a project on Growth and Balanced Diet

OR
• Try out some N5 questions to improve your skills

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 Human Growth (N4)

For healthy growth and development humans require a _________ diet.

The major food groups that make up a balanced diet are ______________,
_____________ and ______________ .

V_________ and __________ are also needed in small quantities to keep us

healthy and prevent diseases.

Word Bank: minerals proteins balanced

vitamins carbohydrates fats

The “Eatwell Plate”

For a healthy diet we need to have the right balance of foods:
 About 1/3 of our daily food consumption should be fruit and vegetables.
 About 1/3 of our daily food consumption should be carbohydrates.
 The remaining third should be made up of dairy foods, protein and a small
amount of fat and sugar.

Use the underlined words to label the healthy plate below:

Your teacher will show you some resources to help you complete the summary
tables on the next page.

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Food Groups

Food group Examples Function

Carbohydrates Energy for cell activities

Fats

Proteins Building materials for

growth and repair

Vitamins

Vitamin Examples of Function Deficiency symptom

sources

A Healthy skin, good Night blindness

vision, immunity

C Maintains body cells, Scurvy

helps repair injuries

D Helps to absorb Rickets

calcium

Minerals

Mineral Examples of Function Deficiency symptom

sources

Bones, blood Rickets

clotting, muscle
contractions

Iodine Needed for Goitre

healthy hormones

Iron Needed for blood

clotting protein

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 Topic 2a: Reproduction in Plants

Revision
Why do animals and plants need to reproduce?

In this topic you will learn about reproduction in different living things. You will
learn that there are two different types of reproduction:
 Sexual reproduction which involves two parents. All of the offspring
produced are different from each other. Sexual reproduction is
important for introducing variation in a population and enables species to
adapt to changing environmental conditions.
 Asexual reproduction which involves only one parent and all the offspring
produced are identical to that parent. Asexual reproduction does not
produce variation but it allows populations to grow quickly.

We are going to investigate reproduction in plants first. Plants can carry out
both sexual and asexual reproduction.

Sexual reproduction in plants N4

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 Structure Function
Anther

Petals

Stigma

Sepal

Ovary

Pollen

Ovules

Nectary

In plants, the male _________________ is the pollen and the female gamete is
the __________________.

When the _______________ from one plant reaches the ________________

of the same or another plant it is called ____________________.

After pollination, a pollen _____________ forms and grows down to the ovary,
carrying a pollen _______________.

Pollination and Fertilisation

The nucleus of the pollen and the

nucleus of the ovule join. This is called Pollen
_____________. Both pollen and
ovule contain a single Pollen tube
(____________) set of
chromosomes. Ovary

A fertilised ovule with a

______________ set of
chromosomes is formed and is found inside the seed. The ovary __________
may develop into a __________.

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The following stages of plant sexual reproduction are in the wrong order. Put
numbers (1-7) to show the correct sequence:

Number Stage
The seed contains the plant embryo, which contains genetic material
6
from both parents.
The nucleus of the pollen grain travels down the pollen tube.

The ovary develops into the fruit.

7

The pollen nucleus fertilises the nucleus in the ovule. This is

fertilisation.
Pollen lands on the stigma. This is pollination.

A pollen tube grows down through the style to the ovary.

5 The fertilised ovule develops into a seed.

Propagating and growing plants – N4

The series of changes that a _________ goes through as is develops from a

certain stage until it reaches the same stage in the next generation is called its
LIFE ___________. (E.g. from the seed _____________ in one generation to
the seed geminating in the next _________________)

Seeds are produced by ______________ reproduction and can be used to

propagate plants. Plant ________________ is the process of creating new
plants. In nature, seeds created by sexual reproduction may be dispersed. Seed
dispersal is important as it allows seeds to germinate away from the parent
plant and other plants. This reduces _____________. Seeds may be dispersed
by a number of methods summarised on the next page:

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Method of seed Example(s) Drawing
dispersal
Wind

Animal internal

Animal external

Explosive / self -
propelled

Summary: Asexual Vs Sexual Reproduction in plants

Your teacher will help you make a Venn diagram to show the similarities and
differences between sexual and asexual reproduction.

Your tY 28 | P a g e
Your teacher will give you a cut out sheet with the stages of the plant life cycle.
You should arrange these in the correct order and stick them into the diagram
below:

Plants may also be propagated in a natural way through special organs and
structures which allow new plants to be created asexually. In other words, new
plants can be created with only one parent and the offspring are genetically
_____________ to the parent plant. The main methods of asexual
reproduction in plants are b______, r_________, t_______ and leaf
p_________.

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 Let’s get propagating!!!

Your teacher will allow you to try some different methods of plant propagation.
Under each of the headings below, name the plant you have propagated and
write brief notes on how you did it:

Sexual method of reproduction (seeds)

Natural asexual method of reproduction (leaf plantlets, bulbs, tubers)

Artificial asexual method of reproduction (cuttings, stem grafts)

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Commercial uses of plants (N4)
Commercial plant growers can use the above methods to make a large number of
plants to sell (in garden centres) or to produce raw materials, medicines
(pharming), fuels and food crops. Make notes on each of the following:

Plants can be grown for:

1. Food

2. Drink

3. Raw materials

4. Decoration

5. Fuel

6. Pharming

Extension: Is Pharming the Future?!!

In Unit 1, you learned about Genetic Modification. Through pharming, plants are
genetically modified so that they can produce medically useful substances such as
drugs and vaccines. Make notes on plants that have been genetically modified to make
medicines:

Pharming is controversial
Pharming is useful to humans as the products are easier and cheaper to produce than
is possible at the moment. However, the process is very controversial. Using your
knowledge of pollination, can you explain why some people have concerns about the
growing of GM crops that have been engineered to produce medicines?

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 Topic 2b: Reproduction in Animals

Sex cells (in humans, sperm and _________) are called __________________.

Sperm are produced in the ______________ of the male. They contain a nucleus
in the head and a _________ to swim. Eggs are produced in the
________________ of the female and contain a nucleus and a food
____________.

Female reproductive system

The _______________ has hair-like ___________ which waft the egg from
the ovary, through the oviduct.

The gametes are specialised cells because they have structures which allow them
to perform specific functions.
What features do the human gametes have that make them well suited to
reproduction?

Egg: __________________________________________________

Sperm: __________________________________________________

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Male reproductive system (N4/N5)

Sperm cells travel down the sperm ___________ and are placed in the female’s
_______________ with the penis.

Fertilisation N5

Fertilisation is the process where a sperm __________ fuses with an

______ nucleus in the oviduct. The fertilised egg is called a ________.

All sex cells contain ____ set of chromosomes. This is called a

_______________ set. In humans, this is 23 single chromosomes.
After fertilisation, the _______________ egg contains two sets of
chromosomes. This is called a ____________ set. All __________ cells contain
diploid sets. In humans, this is 23 __________, or 46 chromosomes.

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 Topic 3: Variation and Inheritance

Characteristics such as eye colour, height and body mass differ between
individuals in a population. These differences are called ___________.
Features that are visible in an organism’s appearance are called ___________.

__________ _____________ increases variation in the offspring because

different forms of genes from each parents combine to give offspring that are
different to both of the parents.

______________ controlled by a _______ gene (one copy inherited from each

parent) tend to have _____________ that fall into separate categories. They
show __________ __________.

Discrete Variation

Blood groups are an example of ___________ variation. Blood type is an

inherited characteristic controlled by one gene (the ABO gene). There are
different forms of this gene called _________.

Use the table to produce a bar graph of the Blood Percentage of Scottish
different blood types in Scotland. Type population

O 51%

A 35%

B 11%

AB 3%

Remember:

 Title
 X-axis label
 Y-axis label
 Units?
 Plot

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Continuous Variation

Features that show a wide range of values and can be measured on a scale are
described as ____________ variation.
Usually characteristics that show continuous variation are controlled by more
than one gene. This is called ____________ inheritance.
Continuous variation in a group of individuals can be shown using a _____ graph
or a _______________.

_______ is a good example of a characteristic that shows continuous variation.



An individual’s height may be any value on a range. Sometimes, height can be

plotted on a line graph but more often it will be plotted on a chart called a
histogram.

Use the data below to tally the number of people on each height range, then
make a histogram. Hint: Cross off each height you have tallied

Heights: Tally:

Height Category Number

157 158 135 162 162 135 Up to 129 0
143 142 145 146 147 142 130-134 2
153 153 154 159 160 161 135-139
155 156 154 154 154 148 140-144
163 163 164 165 166 168 145-149
136 137 140 141 142 142 150-154
144 145 146 147 148 149 155-159
149 159 155 156 157 158 160-164
150 150 150 151 151 152 165-169
169 170 131 132 170-174
Over 175 0

Use your tally to make a histogram on graph paper.

Your teacher may get you to measure the heights of everyone in your class and
produce a histogram showing height variation for your class.

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Variation Activity

The following characteristics show variation. Complete the table to show your
characteristics and decide if each show either continuous or discrete variation.

Characteristic Value Continuous/Discrete

Hand clasp left / right

Height cm

Eye colour

Tongue roll yes / no

Shoe size

Ear lobes free / attached

Body mass _______kg

Studying Inheritance

____________ is the study of inherited

characteristics and of those factors that determine
or affect inheritance.
____________ characteristics are passed on from
generation to generation.

Gregor Mendel was a Czech scientist who studied Genetics. Use the “Gregor
Mendel Information Sheet” to make some short notes on his work

Mendelian Genetics

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Pea Plant Genetics

Use the information sheet to complete the diagram below. It shows pea plants
and the 7 traits that Gregor Mendel studied.

An organism's characteristics
( ____________ ) are
controlled by the genes it
inherits from its parents.
A gene is a ___________ on a
chromosome where there is a
DNA base sequence that codes
for a _________ that controls
a particular characteristic.
An individual usually receives
_____ copies of the gene for
each characteristic. One copy is
carried on a chromosome passed
on by the ______ gamete and
one on the matching
chromosome passed on by the
female _________.

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Each of the seven features of the pea plant are controlled by genes and each
gene has different forms. Different forms of a gene are called ________ .
There may be a ________ allele which is always seen in the phenotype or a
________ allele. Recessive alleles can be ________ if there is a dominant
allele present. Recessive traits need ___ copies of a recessive allele to be
shown in the phenotype.

Stem length in peas can be either tall or short.

Tallness is a dominant phenotype.
Shortness is a recessive phenotype.
In the genotype, tallness is the dominant allele so it
is given the symbol uppercase T.
Shortness is the recessive allele so it is given the
symbol lowercase t.

Phenotype Genotype
Tall TT or Tt
Short tt

Try to complete the examples below:

Seed shape in peas can be either round or wrinkled.

Roundness is a dominant phenotype.
Wrinkled is a recessive phenotype.
In the genotype, ____________ is the dominant allele so it is
given the symbol uppercase __.
____________ is the recessive allele so it is given the symbol lowercase __.

Phenotype Genotype
Round
Wrinkled

Pod colour in peas can be either green or yellow.

Green is a dominant ____________.
Yellow is a recessive ____________.
In the _________, ____________ is the dominant _________
so it is given the symbol uppercase __.
___________ is the recessive _______ so it is given the symbol lowercase __.

Phenotype Genotype
Green
Yellow

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Genetic Crosses

Genetic crosses can be used to predict what features offspring will have as a
result of sexual reproduction.

Example:

Pphenotype Tall x Short

Pgenotype TT x tt
Ggametes only T x only t

F1 All offspring: “tall” phenotype, “Tt” genotype

If the individuals of the first generation (F1) are crossed……

Pphenotype Tall x Tall

Pgenotype Tt x Tt
Ggametes T or t x T or t

F2 ?

A Punnett square can be used to predict the offspring when the parents have
more than one allele present in their genotype……

Possible male gametes

Possible female gametes
T t
T TT Tt
t Tt tt

The Punnett square shows:

 If the male and female gamete both carry a dominant allele then the
resulting genotype will be “TT” and the phenotype will be “tall”.
 If the male and female gamete both carry a recessive allele then the
resulting genotype will be “tt” and the phenotype will be “short”.
 If the male and female gamete both carry different alleles then the
resulting genotype will be “Tt” and the phenotype will be “Tall” because
the recessive allele is hidden.

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 WORDBANK
Word Definition
Cell

Chromatid

Chromosome

Diploid

Equator

Haploid

Mitosis

Spindle fibre

Stem cell

Tissue

Anther

Asexual
reproduction
Bulb

Cutting

Egg

Fertilisation

Gamete

Ovary

Ovule

Pharming

Pollen

Propagation

Word bank
40 Page
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Sexual
reproduction
Sperm

Testes

Tuber

Zygote

Variation

Continuous
Variation
Discrete
Variation
Inheritance

DNA

Gene

Chromosome

Genotype

Phenotype

Allele

Dominant

Recessive

Gamete

F1 generation

F2 generation

Punnett Square

Heterozygous

Homozygous

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Word bank P a g2e
Brain Training!

Extended Response Questions:

In Biology, you may be asked to give answers to questions that need more
information than just one sentence. The examples below will give you some
practice.

N5 Unit 2 Key Area 1 – Producing New Cells

a. Explain the importance of mitosis to multicellular organisms. (3)

b. The diagram shows an animal cell about to undergo mitosis.

Describe the sequence of events of mitosis that would lead to this cell
producing two daughter cells. (3)

c. Describe the similarities and differences between embryonic and adult stem
cells. (3)

d. Describe the ethical issues surrounding research into human embryonic stem
cells. (3)

N5 Unit 2 Key Area 3 – Reproduction

a. Describe the structural differences between a mammalian sperm and an egg.
(3)
b. The diagram below shows a section through a flower.

Name the sites of production of pollen grains and ovules in a flower.

Describe how these gametes are formed and describe the process of
fertilisation. (5)
c. Describe how fertilisation is achieved in a flowering plant. (3)

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N5 Unit 2 Key Area 5 Variation and Inheritance

1. The table contains information about an experimental cross involving coat

colour of mice. The original parents were both true breeding.

Symbol Phenotypes
Parents Brown x white
First generation of
offspring
Second generation of 75% brown 25% white
offspring

a. Copy and complete this table. 3

b. Copy and complete the table to decide if each of the statements are
True or false, putting in an appropriate correction for the underlined
word if you tick () false.

Statement True False Correction

Information about the
forms of a gene in an
individual is called the
genotype.
In the nucleus of a cell
each gene is part of a
characteristic.
Cells which carry only one
form of a gene to the
3
offspring are called
embryos.

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2. Tongue-rolling is an inherited characteristic. The diagram below shows
the pattern on its inheritance in one family.

a. Using R for the dominant form of the gene and r for the recessive
form, state the genotypes of: Maureen, Jim and Kevin. 1

b. If Rab and Fiona have a child, what are the chances of the child
1
being able to roll its tongue?

c. Which of the original parents could be described as true-breeding?

1
Choose from Fred, Mary, both or neither.
1
d. Name a tongue-roller from the F1 generation.

e. What is the term used for the different forms of the same gene? 1

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Biology Mindset Maker

Do you want to be an even better learner?

By practicing skills you make your brain stronger. You can also learn skills that let you
use your brain in a smarter way. Many people miss out on making their brain stronger
because they believe they can’t do it or that it’s too difficult. The activity below is
designed to let you think about your learning and help you figure out how your mindset
can help you improve.

Think about the experiences in the table below. Think about all that you have achieved
in this topic. Can you think of examples from this topic?
Experience Example How did it make you feel? Teacher Support
Taking on a
challenge

Learn from
your
mistakes

Accept
feedback
and criticism

Practice and
apply
strategies

Persevere

Ask
questions

Take risks

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