CB1 all sheets

CB1a.
1 Working with magnifications

This is an adult water flea with some of its offspring. The image has been magnified.
1 What piece of equipment has been used to examine the water flea in detail?
2 The main body of the adult water flea is 1 mm long in real life. How long, in millimetres, would the water flea
appear at the following magnifications? Show your working in each case.
a ×20 b ×50 c ×150 d ×1200 e ×0.5
3 Give each of your answers to question 2 in centimetres.
4 a Ignoring the antennae, measure the longest part of the adult water flea’s body, and write it down.
b This water flea is 1 mm long in real life. What magnification is the drawing at? Show your working.
c Use your magnification to work out how wide the adult water flea’s body is. Show your working.
5 The water flea has produced offspring. Estimate how many times bigger the adult is compared to the
offspring. Show your working.
6 a Work out the length of the offspring (unmagnified) in millimetres.
b Give your answer to part a in metres, centimetres, micrometres, nanometres and picometres.
© Pearson Education Ltd 2016. Copying permitted for

purchasing institution only. This material is not copyright free.
1
CB1a.2 Microscopes – Strengthen
Name Class Date
S1 Compare today’s light microscopes with Hooke’s.
1 Which of these is the best definition for ‘resolution’? Tick one:
 the smallest distance between two points that can still be seen as two points
 the longest object that can be observed using a microscope
 the amount that a microscope can magnify by

2 a Hooke’s microscope is on the left and a modern light microscope is on the right. Draw lines from the
boxes to show which features belong with which microscope. Some features belong to both microscopes.
contains a barrel with two lenses
uses light
magnification up to ×30
magnification up to ×1500
resolution down to 0.0001 mm
resolution down to 0.002 mm
b Complete the following sentences to compare today’s light microscopes with Hooke’s.
Hooke’s and today’s light are similar because they both contain two
. However, Hooke’s microscope had a much lower
than today’s. And Hooke’s microscope did not have as good a as
today’s microscopes, so he could not see things in as much detail.
3 A microscope with a ×10 objective lens and a ×3 eyepiece lens has a total magnification of 10 × 3 = ×30.
What would be the magnification if a ×20 objective lens were used instead?
4 a Name a type of microscope that does not use light to produce an image.
b How does this microscope’s resolution compare with a light microscope?
5 A piece of hair is 0.05 mm wide.

a What is the width of the hair in micrometres?
b The hair is magnified ×100. How wide is the magnified image in millimetres?

2
CB1a.3 Microscopes – Extend
Diatoms are algae, 20–120 µm in length and with 1 µm diameter ‘pores’ in their outer coats. Van
Leeuwenhoek described diatom shapes but not their pores. Explain why.
1 The diagram shows an organism called a diatom.
a The width of the diatom is 100 µm (as shown by the arrow). On the microscope image above, this
distance is 10 cm. What is the magnification of the image? Show your working.
b What is the name given to the minimum distance between two points that can still be seen as two
points, when using a microscope?
c Look at the distance between the two spots in the upper right part of the diagram. How does the
distance between these two spots compare with the diameter of one of the pores?
d Antonie van Leeuwenhoek examined diatoms using his microscope but he did not draw in the pores.
Explain why not.
e The pores are about 1 µm in diameter. Give this value in millimetres, nanometres and picometres.
f To produce the image of the diatom at this magnification, a microscope with a ×20 eyepiece lens could
be used. What magnification of objective lens would be needed? Show your working.
2 a Compare an electron microscope with a light microscope. Make sure you include at least one way in
which they are similar and one way in which they are different.
b Explain why we can see some details inside cells with an electron microscope that we cannot see with
a light microscope.

3
CB1a.4 Microscopes – Homework 1
Name Class Date
1 Label the microscope to show position of the:

a eyepiece lens
b objective lens
c stage
d slide
e focusing wheel
2 The microscope above has an eyepiece lens with a ×5 magnification. It has three objective lenses: ×10,
×20 and ×30. When the ×10 objective lens is used, the total magnification is: 5 × 10 = ×50
a Calculate the total magnification when the ×20 objective lens is used. Show your working.
______________________________________________________________________________________
b Calculate the total magnification when the ×30 objective lens is used. Show your working.
______________________________________________________________________________________
3 Shiv examines some animal hairs using a microscope. Hair X is 20 µm wide and hair Y is 60 µm wide.
a How many times wider is hair Y compared with hair X? Show your working.
______________________________________________________________________________________
b Shiv examines hair X using a total magnification of ×150. How wide will the hair appear under the
microscope, in micrometres?
______________________________________________________________________________________
c Give your answer to part b in millimetres.

d What total magnification will Shiv need to make hair Y appear 6 mm wide? Show your working.
______________________________________________________________________________________
4 1 µm = 1 000 000 pm
a What do the unit symbols µm and pm stand for?
b Complete this sentence: 1 µm = 1000 nm and 1 nm = pm.
5 Complete the sentence to explain what is meant by a microscope’s resolution.
The resolution of a microscope is the distance between two points that can still be seen
as points rather than one point.
6 a What is an electron microscope?
b State two reasons why an electron microscope can detect more detail inside a cell, compared with a
light microscope.
______________________________________________________________________________________
______________________________________________________________________________________

4
The electron microscope
CB1a.5 Homework 2
1 Copy and complete the table to show the missing magnifications.
Eyepiece lens magnification Objective lens magnification Total magnification

×3 ×5
×10 ×60
×7.5 ×225
×20 ×250
2 A red blood cell is 8 µm in diameter. How big will its diameter be if magnified ×2000? Show your working
and give your answer in millimetres.
3 Flu virus particles are about 130 nm in diameter. What magnification will be needed in order to produce an
image in which the flu virus is 2.6 cm in diameter? Show your working.
4 The resolution of microscope X is 0.2 µm. The resolution of microscope Y is 20 000 pm and that of
microscope Z is 1 nm.
a Which microscope will be best at showing the finest details inside a cell? Explain your answer.
b Which microscope(s) will be able to show some details of hepatitis virus particles, which are 45 nm in
diameter?
5 The diagram shows what

happens inside an electron
microscope.
a What goes through a
specimen in a school
microscope to create
an image?
b Which of the three
electromagnetic coils is
most like the objective
lens on a school
microscope? Explain
your reasoning.
c Explain why an
electron microscope
would not be used to
watch the heart of a
water flea pumping.
d Explain why an
electron microscope
would not be used to
examine the dots of
colour used to produce
photographs in a
newspaper.
e Explain why an
electron microscope
would be used to see
the details in the
cytoplasm of a cell.
Extra challenge
6 Draw a table to compare electron microscopes with school-type microscopes.

5
CB1a Progression Check
Name Class Date
Progression questions
Answer these questions.
1 What determines how good a microscope is at showing small details?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 What has the development of the electron microscope allowed us to do?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 What units are used for very small sizes?
_________________________________________________________________________________________
_________________________________________________________________________________________
Now circle the faces in the ‘Start’ row in the table showing how confident you are of your answers.
Question 1 2 3
Start
Assessment
Using a different colour, correct or add to your answers above. You may need to use the back of this sheet or
another piece of paper. Then circle the faces in the ‘Check’ row in the table.
Question 1 2 3
Check
Feedback
What will you do next? Tick one box.
 strengthen my learning  strengthen then extend  extend
Note down any specific areas you need to improve.
_________________________________________________________________________________________
Action
You may now be given another activity. After this, note down any remaining areas you need to improve and
how you will try to improve in these areas.
_________________________________________________________________________________________
_________________________________________________________________________________________

6
CB1b.1 Looking at cells
Your teacher may watch to see if you can:

● handle microscopes and slides carefully and safely.
Aim
To use a microscope to observe cells and sub-cellular structures.
Method 1: Examining pre-prepared slides of cells
Apparatus
Safety
● light microscope ● prepared slides
● lamp ● transparent ruler Handle slides with care.
A Set up your microscope on the lowest magnification objective lens. Work out the total magnification and
measure the diameter of the field of view (by using the microscope to observe a transparent ruler).
B Put the next most powerful objective lens in place. Work out the magnification and by how much it has
increased from the magnification in step A (e.g. moving from a ×10 to a ×50 is an increase of 5 times). Now
divide the diameter of the field of view from step A by the increase in magnification to give you the new
diameter of the field of view (e.g. if the field of view in step A was 2 mm, then 2 ÷ 5 = 0.4 mm). Do this for
each objective lens. Record the total magnification and field of view diameter for each objective lens.
C Now go back to the lowest magnification objective lens and observe a prepared slide.
D Use higher magnifications to observe the cells. Estimate the sizes using your field of view diameters.
E Identify the cell parts. Have a look for mitochondria (you may not find any as they are very difficult to see).
Method 2: Examining your cheek cells
Apparatus
Safety
● light ● methylene ● wooden
microscope blue stain toothpick/ Handle slides with care.
● lamp ● pipette cocktail stick Anything that you have put into
● your mouth should be placed in
● microscope ● paper towel sterile wooden
spatula/tongue disinfectant after use. Wear
slide ● water gloves if using stains. Wear eye
● depressor
coverslip ● gloves protection.
● disinfectant
A Using the pipette, add a small drop of water to the slide.
B Stroke the inside of your cheek gently with the wooden spatula. You only want to collect loose cells, so do
not scratch the inside of your mouth.
C Use the end of the spatula that has been in your mouth to stir the drop of water on the slide. Place the used
spatula in disinfectant.
D Put on gloves and use a pipette to add a small drop of methylene blue stain. This makes cells easier to see.
E Place a coverslip onto the slide at a 45° angle on one
edge of the drop. Then use a toothpick to gently lower
the coverslip down onto the drop, as shown in the
diagram on the right. Avoid trapping air bubbles, which
appear as black-edged circles under a microscope.
F Touch a piece of paper towel to any liquid that spreads
out from under the coverslip.
G Use the lowest magnification objective lens to observe
the slide. The nuclei of the cheek cells will be dark
blue.
H Use higher magnifications to observe the cells. Estimate the sizes using your field of view diameters.
I Identify the cell parts. Have a look for mitochondria (you may not find any as they are very difficult to see).

1
CB1b.1 Looking at cells
Method 3: Examining onion or rhubarb stem cells
Apparatus
Safety
● light microscope ● iodine stain ● wooden toothpick
● lamp ● pipette ● piece of onion Handle slides and
microscopes with care.
● microscope ● paper towel bulb or rhubarb
stem Wear gloves if using stains.
slide ● water Wear eye protection.
● coverslip ● forceps ● gloves
A If you are going to look at onion cells, put on gloves and use a pipette to add a drop of iodine solution to a
microscope slide. If you are going to look at rhubarb, add a drop of water to a microscope slide.
B Using forceps, remove a very small piece of the thin ‘skin’ on the inside of the fleshy part of the onion. It is
very thin indeed and quite tricky to handle. Or remove a thin piece of red ‘skin’ from a rhubarb stem.
C Place the small piece of skin on the drop on the slide.
D Place a coverslip onto the slide at a 45° angle on one
edge of the drop. Then use a toothpick to gently lower the
coverslip down onto the drop, as shown in the diagram on
the right. Avoid trapping air bubbles, which appear as
black-edged circles under a microscope.
E Touch a piece of paper towel to any liquid that spreads out

from under the coverslip.
F Use the lowest magnification objective lens to observe the slide. Then use higher magnifications to observe
the cells in more detail. Estimate sizes as you observe.
G Identify the cell parts. Have a look for mitochondria (you may not find any as they are very difficult to see).
Method 4: Examining pondweed
Apparatus
Safety
● light microscope ● iodine stain ● forceps
● lamp ● pipette ● wooden toothpick Handle slides and
microscopes with care.
● microscope slide ● paper towel ● piece of
Wear eye protection.
● coverslip ● water pondweed
A Tear off a very small piece of pondweed leaf; a square with sides of up to 2 mm.
B Place the leaf sample onto a microscope slide and add a drop of water.
C Place a coverslip onto the slide at a 45° angle on one edge of the drop. Then use a toothpick to gently
lower the coverslip down onto the drop, as shown in the diagram above. Avoid trapping air bubbles, which
appear as black-edged circles under a microscope.
D Touch a piece of paper towel to any liquid that spreads out from under the coverslip.
E Use the lowest magnification objective lens to observe the slide.
F Use higher magnifications to observe the cells in more detail. Estimate sizes as you observe.
G Identify the cell parts. If you watch very carefully when you have the cells under a high magnification, you
may well see the chloroplasts moving as the cytoplasm moves inside the cells.
Recording your results

1 Make a drawing of each type of cell that you examine. Label the parts and record the magnification.
2 Label the cells and their parts with any sizes that you have estimated using the diameter of the field of view.

2
CB1b.2 Ideas about the cell
1 Carry out some research into the history of cell biology and use your research to
arrange the cards below into a table. Your table should show each scientist with their
correct dates and discoveries, and how they communicated their ideas to the scientific
community.
The nucleus plays a

Theodor Schwann 1635–1703 role in making new scientific papers
cells.
observed cells in cork talk to Linnaean
Robert Brown 1810–1882
using a microscope Society
‘animalcules’ (now
Matthias Schleiden 1632–1723 scientific papers
known as bacteria)
The nucleus plays a

published a book
Robert Hooke 1804–1881 role in making new
called Micrographia
cells.
Antonie van All plant cells have a letters written to

1773–1858
Leeuwenhoek cell nucleus. the Royal Society
Cells originate from talk to Linnaean

Richard Altmann 1821–1902
division of existing cells. Society
treatise (a long, in-

All plant cells have a
Rudolf Virchow 1852–1900 depth scientific
cell nucleus.
essay)
mitochondria –
structures in cells that
Franz Bauer 1758–1840 carry out chemical scientific papers
reactions to keep the
organism alive
2 Add one more row to your table to include one other scientist who has made a contribution to finding out
about cells.
Extra challenge
3 a Explain how methods of communication between scientists have changed since van Leeuwenhoek’s
day.
b What effect do you think this has had on the way in which research has been carried out over the last
300 years?

3
CB1b.3 Plant cells – Strengthen
Name Class Date
S1 Draw a plant cell and label its parts, describing what each part does.
1 a Extend the label lines from the plant cell drawing to the correct names.
b Draw lines to link the name of each part with its function.
nucleus where
photosynthesis
occurs
chloroplast controls what

enters and leaves
the cell
cell membrane where aerobic

respiration occurs
cell wall controls the cell’s

activities
cytoplasm for support and

protection
mitochondrion where the cell’s

activities occur
large permanent stores cell sap and

vacuole helps to support the
cell
2 a In which part would you find chlorophyll?

b In which part would you find ribosomes?
c What do ribosomes do?
3 a What is an estimation?
b Describe one advantage of estimating.
4 Use the scale bar on the diagram to estimate the length of the cell.

4
CB1b.4 Organelles – Extend
Name Class Date
E1 An ‘organelle’ is a structure inside a cell with a specific function. Compare the organelles found in plant
and animal cells.
1 a Tick the boxes to show which organelles are found in plant cells and which in animal cells.
Organelle In plant In animal Function

cells? cells?
chloroplast
large permanent
vacuole
mitochondrion
nucleus
ribosomes
b Fill in the function for each organelle.

2 List the parts of a plant cell that are not organelles.
3 The upper drawing on the right shows

some cells through a microscope. The
field of view is 0.2 mm. Estimate the
width and height of the cells, giving your
answer in micrometres.
Height
Width
4 The lower drawing on the right shows a

micrograph of a ribosome.
a Estimate the diameter of the
ribosome in nanometres.
b Draw a scale bar below the diagram

to allow others to estimate the size of
the ribosome more easily.

5
Cells and sub-cellular
CB1b.5 structures – Homework 1
Name Class Date
1 a Label the names of the sub-cellular parts of this cell.
b Is this cell from a plant or an animal? Explain your choice.
c One part can sometimes be seen using a light microscope but it is not shown here. Draw it in on the
diagram and label it with its name.
d What is the function of the part that you have drawn in?
e What is the function of the largest part inside the cell?
f What other parts do both animal and plant cells have but which cannot be seen using a light
microscope?
g The function of these parts is to make a certain substance. What substance do they make?
2 A special type of glass slide with a very fine scale is viewed through a microscope. The image below on the
left shows what is seen. Human fat cells are then observed using the same magnification, shown below on
the right.
a What is the diameter of the field of view?

b Estimate the diameter of the fat cell.
c Why is it useful to estimate things in this way, rather than doing careful measurements?
3 Use the scale bar on the drawing of the cell at the top of the page to estimate the length of the green sub-
cellular structures.

6
CB1b.6 Cells in detail – Homework 2
1 a What is an estimate?
b Why do we use estimates?
c When can an estimate be used and when can it not?
2 The diagram shows a cell that is 40 µm tall and 10 µm wide.
a Make of copy of the drawing at a magnification of ×3000.

b Add a suitable scale bar to show the size of the cell.
c The cell is one of the following: oak leaf cell, human liver cell, human eye (retina) cell, onion bulb cell,
cat skin cell. Which type of cell is it? Explain your reasoning.
d Label the sub-cellular parts of the cell on your drawing, together with a description of each part’s
function.
3 The image to the right shows the view through a microscope when
looking at a special type of slide with a fine scale on it.
a What is the diameter of the field of view?
b This type of slide cannot be used with a specimen on it. How
would you use this slide to estimate the size of some human liver
cells that are on a pre-prepared slide? Write out a short step-by-step method.
Extra challenge
4 Ribosomes were not identified until the 1950s, 300 years after Hooke and van Leeuwenhoek identified
living cells. Explain why this was and what developments had taken place in that period to make this
possible.

7
CB1b Progression Check
Name Class Date
1 How are animal cells different to plant cells?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 What do the sub-cellular structures in eukaryotic cells do?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 How can we estimate the sizes of cells and their parts?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

8
CB1c.1 Specialised cells
Your teacher will display a list of specialised cells that you will see in prepared microscope slides. You should
use the list to identify the cells on the slides, then draw and label one cell from each slide to show how it is
specialised. You should link how the cell is specialised with its function.

● work carefully while using a microscope.
Aim
To identify some specialised human cells, and describe how they are adapted to their function.
Method
Apparatus Safety
● prepared slides of cells and tissues
Handle slides and microscopes with care.
● light microscope and light source
● transparent ruler
A Move the low power objective into position above the microscope stage.
B Place a slide on the stage, and focus on a part of the slide that shows cells clearly.
C Using your knowledge of cells and the list provided by your teacher, try to identify which type of specialised
cell is shown on the slide. Record the letter of the slide you are looking at, the type of cell that you think is
on the slide, and the reason why you think it is that type.
D Move the slide so that one of the cells is directly under the objective. Make sure the cell is in focus. Then
move a higher power objective into position.
E Using the fine focusing wheel only, bring the cell clearly into focus.
F Draw one cell clearly using a sharp pencil, and label its specialised features.
G Use the transparent ruler to measure the size of the cell on the slide.
H Calculate how much larger your drawing is than the actual cell, and draw a scale bar next to your drawing
to show its real size.
I Repeat steps A–H for another slide.
Considering your results

1 Discuss in your group which slide shows which type of specialised cell. If there isn’t agreement on a slide,
try to find out why you disagree.
2 Using your science knowledge about how different types of cell work and where they are found, discuss
how the special features are adapted for the function of each cell that you looked at.
3 Share your drawings with the rest of your group. For each drawing, identify one good point and one point
that could be improved to make sure the specialised features are shown clearly. For each of the drawings
you made, improve the drawing as discussed, and add notes to explain how the cell is adapted to its
function.

1
CB1c.2 Structure and function
The statements below are adaptations seen in four different specialised human cells: sperm
cell, egg cell, ciliated epithelial cell and epithelial cell with microvilli.
1 Cut out the statements, and arrange them into groups that match the four types of specialised cell.
2 Check your groups of statements with a partner and, for any statements that are in different groups, explain
why you chose that group. Discuss which of you has the best explanation, to help identify the best group for
the statement.
3 Stick the statements into your book in their groups and add a heading for the group. Then add an
explanatory note to each statement to explain how it is related to the function of that type of cell.
Adaptation statements
acrosome containing enzymes diploid nucleus finger-like extensions of the cell
surface membrane
fine hair-like extensions to the haploid nucleus long tail
cell membrane
large store of nutrients in the haploid nucleus many mitochondria
cytoplasm
jelly layer surrounding the cell diploid nucleus cell membrane hardens after
membrane fertilisation
lines oviducts jelly layer hardens after the lines the small intestine
sperm cell nucleus and egg
cell nucleus fuse
Explanatory notes
contains one set of sweep from side to side to release a lot of energy quickly
chromosomes because this is a move things across the cell for movement of the cell
gamete surface
contains one set of protects the egg cell as it provide a source of energy for
chromosomes because this is a moves through the oviduct cell division and growth after
gamete fertilisation
helps prevent a second sperm moves from side to side so the increase the surface area of the
fertilising the egg cell whole cell swims forward cell so substances are
absorbed more quickly
contains two sets of helps prevent a second sperm helps the cell burrow through
chromosomes because this is a fertilising the egg cell the jelly-like layer surrounding
body cell an egg cell
contains two sets of moves the egg cell from the where digested food
chromosomes because this is a ovary towards the uterus substances are absorbed into
body cell the body

2
Specialised cells
CB1c.3 Strengthen
S1 List the steps that occur between an egg cell entering an oviduct and it becoming an
embryo, and explain how adaptations of specialised cells help each step.
1 a Cut out the steps and the cell adaptations from the bottom of the sheet, keeping them in separate piles.
b Arrange the steps in the correct order to describe what happens between an egg cell entering an
oviduct and the formation of an embryo.
c Then place one cell adaptation beside each step, to show which adaptation makes that step possible.
2 On the left is a list of cells with particular adaptations. Draw lines to link each adaptation to its function.
Cell adaptation Function in the cell
helps the cell absorb digested food

nerve cell may be extremely long
substances quickly
cell membrane of an epithelial

cell of the small intestine has helps the cell make lots of enzymes
many tiny extensions (microvilli) (proteins)
that increase its surface area
muscle cell contains many helps the cell carry information to

mitochondria distant parts of the body quickly
some pancreatic cells contain provides lots of energy for rapid cell
many ribosomes contraction
Steps
fertilised egg cell becomes an embryo

sperm cell and egg cell nuclei join
and begins to grow
egg cell is swept along the oviduct
sperm cell swims towards the egg cell
towards the uterus
sperm cell burrows through the egg
egg cell is protected as it moves
cell jelly layer
Cell adaptations
cilia on ciliated epithelial cells thick jelly layer surrounds cell
haploid nuclei join to form diploid nutrients in egg cell cytoplasm are a
nucleus source of energy
many mitochondria release energy for
enzymes in acrosome
tail movement

3
Specialised cells
CB1c.4 Extend
E1 Explain how both human gametes are adapted to ensure that the cell produced by fertilisation can grow
and develop.
1 a Define these terms:

i haploid ii diploid.
b For each cell, identify if it is a diploid cell or a haploid cell:
i human egg cell ii human body cell iii fertilised human egg cell iv human sperm
cell.
c Use your answers to part b to state what happens to the number of chromosomes in the cell formed
when:
i a sperm cell and an egg cell fuse to form a fertilised egg cell
ii an egg cell is formed by division of a body cell.
d Use your answer to part c to help you complete this sentence:
The cell produced by fertilisation is diploid because…
2 Describe the role of the following cell adaptations in the process in which an egg cell leaves the ovary and
is fertilised by a sperm cell in the oviduct:
a jelly layer surrounding egg cell before fertilisation
b changes in the jelly layer after fertilisation
c sperm cell tail
d many mitochondria in sperm cell
e enzymes in the acrosome
f ciliated epithelial cells lining the oviduct
g large amount of nutrients in the egg cell cytoplasm.
3 Describe an adaptation you would expect to see in cells with the following functions. In each case, explain
your answer:
a heart muscle cell
b salivary gland cell that makes and releases a lot of amylase enzyme (a protein)
c plant root hair cell that absorbs water and mineral salts from the soil
d cells lining the tubes in the lungs that move dust and mucus up the tubes and into the throat.

4
Specialised cells questions
CB1c.5 Homework 1
Name Class Date
Human sperm cell (magnification 1000)

1 Human sperm cells are haploid. What does this mean?
2 The cells that divide to form sperm cells are diploid. What must happen during this type of cell division to
make haploid sperm cells?
3 Sperm cells have several adaptations that help them travel through the oviduct and fertilise an egg cell.
Explain how each of these adaptations helps:
a tail
b lots of mitochondria
c acrosome
4 Measure the length of the sperm in the diagram and then use the magnification to calculate the real length
of a sperm. Give your answer in cm, mm and µm.
5 A jelly layer surrounds an egg cell.

a What is the function of the jelly layer before the egg cell is fertilised?
b How does the jelly layer change immediately after a sperm cell fuses with the egg cell?
c What is the function of this change in the jelly layer?
6 The cells lining the oviduct (the tube along which the egg cell moves) have cilia in their cell surface
membranes. What is the function of the cilia?
7 A cell contains many ribosomes. Suggest the function of the cell, and explain your answer.
Function:
Explanation:

5
Life cycle of a moss
CB1c.6 Homework 2
Mosses are a small kind of plant, usually found in damp or wet places. They have a very different life cycle to
humans, as shown in the diagram. In particular, the plants you see are formed of haploid cells, rather than
diploid cells as in our bodies.
life cycle of a moss

1 Use the diagram to help you identify which of the following are haploid and which are diploid. Give reasons
for your answers:
a embryo
b spore case
c spores.
2 Describe the difference you would see between the inside of a nucleus in a haploid cell and the inside of a
nucleus in a diploid cell.
3 The tip of a male moss shoot in the diagram is magnified by about 20. Use the diagram to calculate the
real length of the structure where sperm cells are formed. Give your answer in mm and µm.
4 Sperm cells are only released from male moss plants after rain, because the cells need to move in water.
Describe two adaptations you would expect to see in moss sperm cells to help them carry out their
function of reaching an egg cell. Explain your answer.
5 Moss egg cells do not move from the female plant, and are much larger than the sperm cells. After
fertilisation, the embryo develops at the top of the female plant.
Describe one adaptation you would expect to see in moss egg cells that will help the embryo grow and
develop. Explain your answer.
Extra challenge
6 Mosses have tiny ‘rhizoids’ rather than the proper roots of flowering plants. However, the function of
rhizoids is the same as for roots – to absorb water and mineral salts from the soil. Describe one adaptation
you would expect to see in rhizoid cells that would help them do this. Explain your answer.
7 Cells lining the human oviduct have cilia in their cell surface membranes. Suggest why the cells lining the
egg-containing organ of a female moss plant do not have cilia.

6
CB1c Progression Check
Name Class Date
1 How are some specialised cells adapted to their functions?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 What is the function of a gamete?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 What is the function of cilia?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

7
CB1d.1 Looking for bacteria

● handle microscopes and slides carefully and safely.
Aim
To use a microscope to look for bacteria in yoghurt.
Method
Apparatus
Safety
● light ● transparent ruler ● disinfectant
microscope ● methylene blue ● yoghurt Handle slides with care.
● Wear gloves to use stains.
lamp stain ● paper towel
Wear eye protection.
● microscope ● toothpick/cocktail ● pipette
slides stick
● coverslip ● gloves
A Set up your microscope on the lowest magnification objective lens. Work out the total magnification and
measure the diameter of the field of view (by using the microscope to observe a transparent ruler).
B Put the next most powerful objective lens in place. Work out the magnification and by how much it has
increased from the magnification in step A (e.g. from ×10 to ×50 is an increase of 5 times). Now divide the
diameter of the field of view from step A by the increase in magnification to give you the new diameter of
the field of view (e.g. if the field of view in step A was 2 mm, then 2 ÷ 5 = 0.4 mm). Do this for each
objective lens. Record the total magnification and field of view diameter for each objective lens.
C Set the microscope back to its lowest magnification.
D Dip the end of a cocktail stick into the yoghurt.
E Wipe the end of the cocktail stick onto the centre of a slide,
so that a very small amount of the yoghurt ends up on the
slide. Dispose of the cocktail stick in disinfectant.
F Put on gloves and use a pipette to add one drop of
methylene blue stain to your yoghurt sample.
G Place a coverslip onto the slide at a 45° angle over the drop
and with one edge touching the edge of the drop. Use a
toothpick to gently lower coverslip. Avoid trapping air
bubbles, which appear as black-edged circles under a
microscope.
H Touch a piece of paper towel to any liquid that spreads out
from under the coverslip.
I Use the lowest magnification objective lens to observe the
slide. You may not see very much but try to focus on any
specs that you can see.
J Use higher magnifications to look for bacteria. Estimate their sizes if you can.

1 a Draw the shapes of any bacteria you find and label any parts that you can see.
b What parts would you expect to find in a eukaryotic cell but not in a bacterial cell?
2 Try to find out the names of these bacteria.
Evaluation
3 What would you do to make finding bacteria in yoghurt easier?

1
Comparing animal and
CB1d.2 bacterial cells
Name Class Date
The upper diagrams show an animal cell and some bacterial cells as seen using a light microscope. The lower
diagrams show what these cells look like using an electron microscope.
1 Label all the structures you recognise on each of the drawings. You won’t recognise all of them!
2 Add to your labels to briefly state the function of each structure.
3 Scientists often divide cells into two main types: prokaryotic and eukaryotic.
a Which cell is prokaryotic?
b What is the difference between eukaryotic and prokaryotic cells?
Extra challenge
4 Do some research to find out about one of the sub-cellular structures in the animal cell that you do not
recognise. Find out its name, label it on the drawing above and state what it does.

2
CB1d.3 Inside bacteria – Strengthen
Name Class Date
S1 Draw a bacterium and label its parts, describing what each part does.
1 a Extend the label lines from the bacterial cell drawing to the correct names.
b Draw lines to link the name of each part with its function.
flexible cell contains the instructions for

wall most of the cell’s activities
contains a small proportion

cytoplasm
of the bacterium’s DNA
where the cell’s activities

cell membrane
occur
slime coat for protection and support
flagellum for moving
chromosomal for protection (not all

DNA bacteria have this)
controls what enters and

plasmid
leaves the cell
2 a In which part would you find ribosomes?

b What do ribosomes do?
3 Bacteria are prokaryotes. State one structure that a prokaryotic cell lacks but all eukaryotic cells have.
4 a Use the scale bar on the diagram to estimate the length of the main body of the cell.
b Write this length in metres.
c Give your answer to part b in standard form.
5 a Write 1 × 10-3 m in millimetres.
b 1 m = 1 000 000 000 nanometres. Write the number of nanometres in a metre in standard form.

3
CB1d.4 Comparing cells – Extend
Name Class Date
E1 Compare eukaryotic and prokaryotic cells.
1 a Animal cells and plant cells are eukaryotic whereas bacterial cells are prokaryotic. Use ticks () to
complete this table to compare the different types of cells.
Cell structure Found in animals? Found in plants? Found in bacteria?

cytoplasm
chloroplast
nucleus
plasmid
ribosomes
cell membrane
cell wall
mitochondria
large permanent vacuole
DNA
b Use your completed table to write a paragraph to compare eukaryotic and prokaryotic cells.
2 a What do ribosomes do?

b Some bacteria have a ‘slime coat’. State the function of this ‘slime coat’.
3 a A Lactobacillus cell is 2 µm long. State its length in metres.

b Give your answer to part a in metres in standard form.
c H The cell is magnified 2 × 104 times. Calculate the length of the magnified image, giving your answer
in standard form in metres.

4
Eukaryotic and prokaryotic
CB1d.5 cells − Homework 1
Name Class Date
1 Use the words in the box to complete the sentences. Use each word once
chromosomal DNA eukaryotic nucleus plasmids
prokaryotic proteins ribosomes
Bacterial cells do not have a and so are described as being
. Instead, they have a very large
loop of and some smaller loops of
DNA, known as . Like cells, they do have
, which are responsible for making
However, these structures are smaller in prokaryotic cells than they are in eukaryotic cells.
2 State the name of the structure that allows some bacteria to move.
3 State the name of one structure that helps to protect a bacterial cell.
4 Look at the list of sub-cellular structures in the box below.
cell surface membrane chloroplast cytoplasm
mitochondria permanent vacuole
a Underline each part this is found in both prokaryotic and eukaryotic cells.
b Draw a ring around each part that can be found in some eukaryotic cells but not all of them.
5 Complete the blank boxes in this table.
Prefix Effect on unit Effect on unit in Example of unit

standard form
milli- ÷ 1000 x 10-3 millimetre
micro- ÷ 1 000 000
nano- ÷ 1 000 000 000
pico- x 10-12
6 A bacterium called Streptococcus pyogenes has round cells that are 0.6 µm in diameter.
a Write this diameter in metres. There are 1000 µm in 1 mm, and 1000 mm in 1 m.
b Give your answer to part a in standard form.

5
Eukaryotic and prokaryotic
CB1d.6 cells − Homework 2
1 Look at the drawings below.
Decide whether each of the cells is prokaryotic or eukaryotic. Explain your reasoning for each one.
2 Some bacteria have flagella and slime coats. Other bacteria lack these structures. State the functions of
these two structures.
3 Describe how DNA is arranged in bacteria.
4 a How many picometres are there in 1 m? Give your answer as an ordinary number.
b Write this number in standard form.
5 A bacterial ribosome is 20 nm in diameter.
a Write this diameter in metres. Give your answer as an ordinary number.
b Give your answer to part a in standard form.
c H One bacterial ribosome is magnified 2 × 106 times. Calculate its magnified diameter in metres.
6 H A bacterium that is 3.5 × 10-6 m long appears in a micrograph as 7 × 10-2 m long. Calculate the
magnification of the micrograph.
Extra challenge
7 Some bacteria have structures called pili on their outer surfaces. These structures can allow two bacteria to
join together in a process called conjugation. During this process some parts of the cytoplasm can be
exchanged between the two bacteria. Explain what effect conjugation can have on the activities that occur
inside a bacterial cell.

6
CB1d Progression Check
Name Class Date
1 What are the functions of the sub-cellular structures in bacteria?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 What are the differences between prokaryotic and eukaryotic cells?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 How do we change numbers to and from standard form?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

7
CB1e.1 Amylase and starch

● work safely
● work accurately to time.
Amylase is an enzyme that is made in the salivary glands in your mouth and in the pancreas. Amylase
catalyses the breakdown of starch to smaller sugar molecules. The iodine test identifies the presence of starch,
but does not react with sugar molecules. You will use this test to show how effective amylase is in digesting
starch.
Aim
Use the iodine test to investigate the effect of amylase on starch.
Prediction
1 Use the information above to predict which test will show a positive result at the start of the experiment and
which will show a positive result at the end. Explain your prediction.
Method
Apparatus Safety
● amylase solution Wear eye protection. Follow your teacher's instructions if disposing
● two test tubes of saliva samples.
● starch suspension
● stirring rod
● water bath at 30 °C
● syringe or pipette
● beaker of water for washing
pipette
● eye protection
● iodine solution
● well tray
● stopclock or watch
A Measure 5 cm3 of amylase solution into one test tube and 5 cm3 starch suspension into a second tube.
B Place both tubes into the water bath for 5 minutes so that they reach the temperature of the water.
C Prepare the spotting tile by placing one drop of iodine solution into each well.
D Pour the starch suspension into the amylase tube, and mix thoroughly with a stirring rod.
E Immediately, use the syringe or pipette to remove a few drops of the mixture and place it into the first well
of the well tray. Take note of the time, as this should be recorded as time 0. Record the colour of solution
in the table on the next page.
F Wash the pipette in the beaker of water.
G Repeat steps E and F every 2 minutes, placing the drop of mixture into the next well of the well tray each
time and recording the colour of the solution. Stop when you have two wells that remain yellow in colour.

1
CB1e.1 Amylase and starch
2 Record the colour of each test in the table below.
Time (min) 0 2 4 6 8 10 12 14 16
Colour of
iodine +
mixture

3 Describe any pattern in your results.
4 Explain what it means if the iodine solution turns black.
5 Explain what it means if the iodine solution remains yellow.
6 Use your answers to questions 4 and 5 to explain your results as fully as you can.
7 Amylase is made in salivary glands in the mouth and in the pancreas. Explain why amylase is important in
the digestive system.
Evaluation
8 Describe any problems that you had with carrying out this experiment.
9 Suggest one way of improving the practical so that you could get better results another time.
10 Suggest a control that could be used in this experiment and explain why it could be useful to have a control.

2
CB1e.2 Synthesis and breakdown
The diagrams below show some large organic (biological) molecules.
1 Cut out each pair of diagrams and write the name of the subunits from which they are made on one of each
pair.
2 Take the unmarked copy of a large molecule and cut directly across the joining lines between subunits, so
that you end up with a pile of single subunits. Repeat this with one of each pair of the other large
molecules.
3 Some enzymes help break down large molecules. We can use the idea of a pair of scissors to think about
how they work. Explain how the action of scissors models the action of an enzyme on a large molecule.
Write down your ideas on a separate sheet of paper.
4 Other enzymes help to build up (synthesise) large molecules from smaller ones. Arrange each whole
diagram and its subunits to show the synthesis of the large molecule. Stick these into your book in the
correct arrangement.
5 In an enzyme-controlled reaction, the molecule that the enzyme changes is called the substrate, and the
molecule that is formed in the reaction is the product. Label the substrate (or substrates) and product (or
products) in the synthesis arrangements you have formed for question 4.
6 Suggest a way to model the effect of an enzyme on the substrates in a synthesis reaction. Explain how
your model describes what the enzyme does.
part of a starch molecule part of a starch molecule
part of a protein molecule part of a protein molecule
fat (a lipid) molecule fat (a lipid) molecule

3
CB1e.3 Enzymes – Strengthen
S1 Draw a concept map that includes all the important points on these pages. Link words to
show how they are related.
1 Cut out the cards below.

2 Place the ENZYMES card in the middle of a sheet of A4 paper.
3 Then decide how to arrange the other cards so that they link with the ENZYMES card and with each other,
to show what you have learnt in this topic.
4 When you have decided on the best arrangement, glue the cards in place and draw in lines to show the
links.
5 Add any other words that you think should be included, and link them to the words in your map.
6 Add any notes that help explain the links as fully as possible.
ENZYMES carbohydrate protein
simple sugars (e.g.

lipid (fats and oils) amino acids
glucose)
fatty acids glycerol synthesis
speed up reaction
breakdown biological catalyst
rate
life processes amylase starch
food digestion starch synthase catalase

4
CB1e.4 Enzymes – Extend
E1 Many bacteria have flexible cell walls made by linking together chains of a polymer. The links are formed
in reactions catalysed by an enzyme. Penicillin stops this enzyme from working. Explain how penicillin
causes bacteria to be weakened.
1 An enzyme in some bacteria catalyses the linking together of polymer chains in their cell walls. This makes
the cell wall strong.
a Is this an example of a breakdown or synthesis reaction? Explain your answer.
b What does 'catalyse' mean?
2 Penicillin is an antibiotic used to treat infections by some kinds of bacteria. Penicillin binds to the enzyme
described in question 1. This stops the enzyme working on its substrate.
a What is the substrate for the enzyme? Explain your answer.
b What is the impact on the bacterial cell wall of treating an infection with penicillin?
3 The diagram below shows part of an enzyme.
a What kind of organic molecule is an enzyme?

b Which subunits make up an enzyme molecule?
4 Give an example of a digestion reaction that takes place in living organisms, and explain the role of the
enzyme that is involved in this reaction.
5 Using the example of the digestion of food in the human digestive system, explain why enzymes are
important for life processes.
6 Give one other example that shows why enzymes are important for life processes, and explain your choice.

5
Enzymes and reactions
CB1e.5 Homework 1
Name Class Date

1 The diagram shows some large organic (biological) molecules. Add labels to the lines to identify the
subunits in each molecule.
2 Which kind of large organic molecule are enzymes?

3 Enzymes are biological catalysts. Explain what this means.
4 Amylase is a digestive enzyme found in humans.

a In which parts of the human digestive system is amylase found?
b Which carbohydrate, found in foods such as pasta, is the substrate for amylase?
c Describe the effect of amylase on this molecule.
5 Some enzymes catalyse reactions in which a molecule is synthesised. Explain what this means.
6 The table shows the results of an investigation into the effect of an enzyme called starch synthase on
‘activated’ glucose solution. At each time, one drop of mixture was mixed with one drop of iodine solution.
Time since 0 2 4 6 8 10
enzyme and
glucose
mixed (min)
Colour of yellow yellow slightly blue quite blue dark blue- dark blue-
mixture black black
Explain what the results show.

6
Enzymes in digestion
CB1e.6 Homework 2
Many organisms need organic molecules (food) from the environment as building materials for growth and for
the release of energy that can make it possible for other reactions to happen.
Unicellular organisms, such as bacteria and some fungi, release enzymes into their surroundings to digest
large biological molecules. The small digested molecules can then diffuse across the cell surface membrane
into the organism.
Animals are multicellular and have digestive systems made up of different organs. They take food into their
digestive systems to be broken up and absorbed into their bodies. Many animals have mechanisms that break
food up into smaller pieces (such as teeth or beaks). This helps digestion and allows larger pieces of food to
get into the digestive system. Some animals, such as starfish, don’t have teeth and so food is partially digested
outside the body; starfish stick their stomachs out of their mouths and into the food. Enzymes are released from
the stomach surface onto the food. This breaks the food into smaller pieces that can be taken into the body.
Other enzymes break the food down until the food molecules are small enough to be absorbed through the
stomach wall.
Different enzymes are released in different digestive organs, as shown in the diagram of the human digestive
system. Each kind of enzyme has a different substrate that it breaks down.
The effect of enzymes on digestion can be shown in experiments. For example, a protein can be broken down
into amino acids by mixing it with a 20 per cent hydrochloric acid solution and boiling for 24 hours. Within the
human digestive system, at body temperature, a range of proteases acting on the same amount of protein
achieve the same result in less than 4 hours.
1 Explain as fully as you can why bacteria and fungi release enzymes into their surroundings.
2 a What happens to digested food molecules after they enter body cells?
b How do enzymes help this process?
3 Compare the breakdown of carbohydrates, proteins and fats in terms of the range of subunits formed.
4 Compare and contrast the digestion of proteins by chemical lab methods and in the digestive system.
(Remember to identify how they are similar and different.)
5 a Suggest why chewing food into smaller pieces helps digestion by enzymes.
b Use your answer to part a to explain why enzymes are important for living organisms.
Extra challenge
6 Suggest the advantage to humans of having bacteria in the large intestine.

7
CB1e Progression Check
Name Class Date
1 What are enzymes made out of?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 What do enzymes do?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 Why are enzymes important for life?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

8
CB1f.1 Enzymes and temperature

● work safely
● collect accurate data.
The activity of many enzymes is affected by temperature. In this practical, you will investigate how temperature
affects the rate of digestion of starch by the enzyme amylase. From the graph that you produce you should be
able to find the temperature at which amylase works best. Your teacher will tell you which temperatures to try.
Aim
To investigate the effect of temperature on the rate of digestion of starch by amylase.
Method
Apparatus Safety
● amylase solution or saliva ● syringe or pipette Wear eye protection. Follow your
sample ● beaker of water for teacher's instructions if disposing
● two test tubes washing pipette of saliva samples. Take care when
working with hot water.
● starch suspension ● eye protection
● stirring rod ● iodine solution
● water baths at different ● well tray
temperatures ● stopclock or stopwatch
● thermometer
Repeat steps B–I for each temperature that you test.

A Construct a table for recording your results.
B Measure 5 cm3 of amylase solution into one test tube and 5 cm3 starch suspension into the second tube.
C Place both tubes in the water bath for 5 minutes so that they reach the temperature of the water. Measure
and record the temperatures of the mixtures.
D Prepare the spotting tile by placing one drop of iodine solution into each well.
E Pour the starch suspension into the amylase tube, and mix thoroughly with a stirring rod.
F Start the stopclock or stopwatch and immediately use the syringe or pipette to remove a few drops of the
mixture. Add two drops into the first well of the well tray. Record the colour of the mixture as time 0.
G Wash the syringe/pipette in the beaker of water.
H Repeat steps F and G every 2 minutes, placing the drop of mixture into the next well of the well tray each
time and recording the colour of the mixture. Stop when you have two wells that remain yellow in colour.
Record the time when the yellow colour was first seen.
I Measure and record the temperature of the mixture again.

1
CB1f.1 Enzymes and temperature
Name Class Date

1 Use your results tables to identify the time at which all the starch was digested in each test. Use those
values to complete the table below.
Temperature (°C)
Time taken for all
starch to be
digested (min)

2 Use your table to draw a graph showing time taken against temperature on the grid below.
3 Use your graph to describe the effect of temperature on the time taken for amylase to digest starch.
4 Suggest a reason for the shape of your graph.
Evaluation
5 Using the temperatures recorded at the start and end of each test, state how confident you are that the time
taken to reach the end point of each experiment is repeatable. Explain your answer.
6 Suggest how the method could be improved to give more repeatable results.

2
CB1f.2 Enzyme action
The diagrams below show two enzymes, their substrate molecules and their product molecules.
1 Cut out the diagrams and arrange them to show:

a how an enzyme catalyses the formation of one product molecule from two substrate molecules
b how an enzyme catalyses the formation of two product molecules from one substrate molecule.
2 Use the words 'synthesis' and 'breakdown' to give each set of pictures its correct title.
3 Write notes below each set of pictures to explain clearly what is happening. Include these terms in each
explanation: substrate, product, active site, enzyme.

3
How enzymes work
CB1f.3 Strengthen
S1 Sketch one flowchart to show how an enzyme normally works, and another to show what
happens when the enzyme is denatured.
1 a Cut out the statements below and arrange them in the correct order to describe how an enzyme
catalyses the breakdown of one substrate molecule into two product molecules.
b Compare the order you have produced with your partner’s. Are there any statements in a different
order? If so, which order do you think is more correct and why?
c Make sure your statements are in the right order before sticking them down.
2 a Circle the first statement in the list that won't happen if the enzyme is denatured.
b Write a note beside that statement to explain why it will not happen if the enzyme is denatured.
c Compare your answers to parts a and b with your partner. If there are differences in your answers,
discuss between you which is the best answer.
3 a Now write a set of statements that describe how an enzyme catalyses the synthesis of two substrate
molecules to form one product molecule. Use the order of statements you had for question 1c to help
you.
b Compare your set of statements with your partner’s. Look for any gaps in each set, and discuss how to
make both sets more complete. Make changes to your set if needed.
4 a Explain why enzymes are specific to a particular substrate.
b Compare your answer to part a with your partner’s to see if you can improve the answer.
The product molecules are a different shape to the substrate, so they no

longer fit into the active site and are released from the site.
One substrate molecule fits neatly into the active site of the enzyme, like a key
into a lock.
The active site of the enzyme molecule is free to accept another substrate
molecule.
A solution of the enzyme is mixed with a solution containing substrate

molecules.
Some bonds in the substrate molecule break, causing the formation of two
product molecules.

4
CB1f.4 Enzyme specificity – Extend
E1 Sketch labelled diagrams to show the following:
a why enzymes have a particular shape
b why enzymes are specific to a particular substrate
c what happens when an enzyme is denatured.
The diagrams below show the shapes of two enzymes and a substrate molecule for one of the enzymes. There
are also some blank labels. Cut out the diagrams and labels.
1 Select the appropriate diagram(s) and write your own labels to answer the question: Why do enzymes have
a particular shape? Give each of your labels a number and note down which diagrams and labels are used
to form your answer.
2 Select the appropriate diagram(s) and write your own numbered labels to answer the question: Why are
enzymes specific to a particular substrate? Note down which diagrams and which labels you used.
3 Select the appropriate diagram(s) and write your own numbered labels to answer the question: What
happens when an enzyme is denatured? Note down which diagrams and which labels you used.
4 Exchange all your diagrams and labels with a partner, and use what your partner gives you to answer
questions 1 to 3. When you have answered all questions, check you have used the same answers as your
partner.
5 Choose a set of diagrams and labels for one of the answers, and suggest how the labelling could be
changed to improve the explanation.
enzyme 1 enzyme 2 substrate

5
CB1f.5 Enzyme shapes – Homework 1
Name Class Date
The diagrams below show an enzyme that catalyses the breakdown of a substrate molecule.
1 Label the enzyme in each diagram.

2 The active site is where the substrate sits in the enzyme.
a Label the active site in the middle diagram.
b Are the shapes of the substrate molecule and active site similar or different? Explain your answer.
3 a Could this enzyme catalyse the breakdown of a different substrate molecule?
b Explain your answer.
4 If the temperature increased, the special shape of the enzyme would change. Suggest how this change in
shape would affect how the enzyme catalyses the breakdown of the substrate. Explain your answer.

6
Cleaning laundry
CB1f.6 Homework 2
Biological detergents first went on sale about 50 years ago. These detergents have added enzymes.
Most stains on clothes come from food, grass (especially on children's clothes), or from body fluids such as
blood and sweat. In the past, laundry cleaning involved a lot of hot water, soap and hard scrubbing to break
down large biological molecules and so remove stains. Biological detergents clean clothes more quickly and
effectively at lower temperatures.
Laundry detergent Enzymes in detergent

first biological detergent (1960s) protease (subtilisin)
modern biological detergents (2010s) proteases, lipases, carbohydrases
1 The first enzymes used in biological detergents were proteases.

a Suggest which stains these enzymes helped to remove. Explain your answer.
b Using your knowledge of how enzymes work, describe how these detergents help to remove
these stains.
2 Explain why the enzymes in biological detergents help to reduce washing time.
3 Using the idea of enzyme specificity, explain why the first biological detergents still left some stains on
clothing.
4 The recommended temperature for a laundry detergent is the one at which it cleans most effectively.
Explain as fully as you can why using a biological detergent at a higher temperature can remove less of a
stain than those washed at a cooler temperature.
5 Suggest the stain that each kind of enzyme in modern biological detergents helps to remove.
Extra challenge
6 Eggs contain substances that inhibit the action of some proteases. These inhibitors help to protect the
developing chick from pathogens such as bacteria and fungi. However, they can interfere with the cleaning
power of proteases in biological laundry detergents.
The graph shows the effectiveness of removing soil stains using an old type of protease and a newly
developed type, when there is also egg on clothes in the wash.
a Use evidence from the graph to help you explain what 'inhibit' means.
b Suggest a way that inhibition of an enzyme might occur.
c Use your answer to part b to suggest how the new protease differs from the traditional type.

7
CB1f Progression Check
Name Class Date
1 What is the function of the active site of an enzyme?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 Why do enzymes only work on specific substrates?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 How are enzymes denatured?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

8
CB1g.1 pH and enzyme activity
Amylase is an enzyme made in the salivary glands in your mouth and in the pancreas. It catalyses the
breakdown of starch into smaller sugar molecules. The iodine test identifies the presence of starch, but
does not react with sugar. You will use this test to show how effective amylase is in digesting starch at
different pHs.

● work safely
● collect accurate data.
Aim
To investigate the effect of pH on the rate of digestion of starch by amylase.
Prediction
1 Predict which at which pH the amylase will digest starch fastest. Explain your prediction.
Method
Apparatus Safety
● pipette Eye protection should be worn.
● iodine solution in dropping bottle
● dimple tile ● amylase solution
● starch solution
● test tubes
● solutions of specific pH
● test-tube rack
● syringes ● stop clock
A Drop one drop of iodine solution into each depression of the dimple tile.
B Measure 2 cm3 of amylase solution into a test tube using a syringe.
C Add 1 cm3 of your pH solution to the test tube using a second syringe. Record the pH of the solution that
you are using.
D Using a third syringe, add 2 cm3 starch solution to the mixture and start the stop clock. Use the pipette to
stir the mixture.
E After 20 seconds, take a small amount of the mixture in the pipette and place one drop of it on the first
iodine drop on the tile. Return the rest of the solution in the pipette to the test tube.
F If the iodine solution turns black, then there is still starch in the mixture and you should repeat step E (after
10 seconds). If it remains yellow, then all the starch is digested and you should record the time taken for
this to happen.
G If there is time, repeat the experiment using a solution with a different pH.

2 Collect data from all the groups in the class so that you have results for each of the different pHs. If you
have more than one result for each pH, calculate a mean time for each one.
3 Draw a table to present these results clearly.

4 Plot a line graph to show the time taken for amylase to digest starch with the different pHs.
5 Use your graph to describe the effect of pH on the time taken for amylase to digest starch.
6 Suggest a reason for the shape of your graph.

purchasing institution only. This material is not copyright free. 1
CB1g.1 pH and enzyme activity
Evaluation
7 Describe any problems you had with carrying out the experiment.
8 Suggest reasons for the problems and how the method could be changed to help reduce the problems.
9 Were any of the results surprising? If so, why?
10 Do you think you have enough results to support your conclusion? Explain your answer.

Substrate concentration and
CB1g.2 enzyme activity

● set up apparatus correctly
● measure accurately
● work safely.
Hydrogen peroxide is produced in cells from many reactions. As it can interfere with other reactions,
hydrogen peroxide is quickly broken down by enzymes. One of these enzymes is catalase, which
causes the breakdown of hydrogen peroxide to water and oxygen.
Aim
To investigate the effect of substrate concentration on the breakdown of hydrogen peroxide by catalase.
Prediction
1 Predict which concentration of hydrogen peroxide will produce the most oxygen and which will produce the
least. Explain your prediction.
Method
Apparatus Safety
● range of concentrations of Hydrogen peroxide is IRRITANT. Eye protection should be worn.
hydrogen peroxide solution Rinse splashes of peroxide and potato purée off skin as quickly as
● puréed potato possible.
● large syringe
● two-holed bung with delivery
tube in one hole connected to
rubber tubing (see diagram)
● trough containing water
● conical flask
● 2 cm3 syringe
● 50 cm3 or 100 cm3 measuring
cylinder
● clamp stand and boss
● stopclock or stopwatch
● eye protection
A Add 20 cm3 of potato purée to the conical flask using the large syringe.
B Carefully put the bung into the top of the flask by twisting and pushing until it is secure.
C If using a hydrogen peroxide concentration of 20 vol or below, take a 50 cm3 measuring cylinder. For
concentrations above 20 vol, use a 100 cm3 measuring cylinder. Fill the cylinder with water in the trough
and, keeping the open end under water, invert it as in the diagram.
D Support the cylinder using the clamp and boss, and insert the end of the rubber tubing from the flask into
the measuring cylinder.
E Add 2 cm3 of hydrogen peroxide solution to the small syringe and attach the syringe to the tubing in the
bung as in the diagram. Do not push the plunger yet.
F Check the equipment is set up correctly and the rubber tube is still in the measuring cylinder. Then start
the stopclock at the same time as pushing the plunger on the small syringe.
G After 30 seconds, record the volume of oxygen in the measuring cylinder.
H Empty and rinse the conical flask, then repeat steps A–G with a different concentration of hydrogen
peroxide. Make sure you use the correct measuring cylinder for the concentration used, as given in step C.

Substrate concentration and
CB1g.2 enzyme activity

2 For each of your results, calculate the rate of oxygen production using the formula:
volume of oxygen produced (in cm3)

rate of production =
time taken to produce it (i.e. 30 s)
3 Your teacher will collect the results from all groups into a suitable table for display.

4 Compare the results from different groups for the same concentration. Identify any values that look very
different from others (anomalous results).
5 Use the other values to calculate a mean rate of oxygen production for each peroxide concentration.
6 Use the mean values to plot a scatter graph of rate of oxygen production on the y axis against
concentration of hydrogen peroxide on the x axis.
7 Describe how the shape of your graph changes as hydrogen peroxide concentration increases.
8 Try to explain the shape of the graph using what you know about enzyme active sites and substrates.
Evaluation
9 Describe any problems you had with carrying out the experiment.
10 Suggest reasons for the problems and how the method could be changed to help reduce the problems.
11 For any values identified in question 4, suggest reasons for the anomaly.

Factors affecting enzyme
CB1g.3 activity – Strengthen
S1 Close the book, then sketch and annotate a graph to show how temperature affects the rate
of an enzyme-controlled reaction.
1 Graph A shows how temperature affects the rate of an enzyme-controlled reaction. Cut out the graph and
the three labels. Then, replace each letter (A−C) that marks a point on the curve with one of the labels.
2 Copy out graphs B and C. Write your own labels to replace each capital letter that marks a point on a curve.
Graph A
Graph B Graph C
optimum temperature: when When temperature is above the As temperature increases, particles
the enzyme is working fastest optimum, the active site changes move faster. So there is a greater
because many fast-moving shape so the substrate molecule no chance of a substrate molecule
substrate molecules enter and longer fits, and the reaction happens entering an active site and being
fit easily into the active site more slowly. changed.

Changing enzyme activity
CB1g.4 Extend
E1 A manufacturer is testing several high-temperature cellulase enzymes to break down plant cell walls in
plant waste used for making biofuels. Suggest how the manufacturer might carry out the test and how
they would decide which is the best enzyme for this process.
1 Cellulase enzymes catalyse the breakdown of cellulose in plant cell walls. This releases substances inside
the cells that can be converted to biofuels. A manufacturer of biofuels needs a cellulase that works well at
about 85 °C.
a Suggest a possible source of high-temperature cellulase enzymes. Explain your answer.
b Suggest a method that could be used to test the effect of temperature on the rate of reaction of a
cellulase.
c Sketch a graph to show the result you would expect for rate of reaction against temperature for an
enzyme-catalysed reaction.
d Label your graph to explain the changes in gradient at different temperatures.
e Explain how the manufacturer might identify the best cellulase for the process.
2 Trypsin is a protease enzyme found in the small intestine of the human digestive system. Trypsin has an
optimum pH of about 8.
a Sketch a graph that shows the relationship between the rate of a trypsin-catalysed reaction and pH.
b Annotate your graph to explain its shape.
3 One protein that trypsin breaks down is casein, which is found in milk.
In an experiment where the temperature and pH were controlled, 5 cm3 of a 1 per cent solution of casein
was completely broken down by trypsin in 10 minutes.
a Calculate the mean rate of this reaction in g/min.
b Explain why the rate of reaction would be slower if the initial concentration of casein was less than this.
c Describe the shape of a graph of substrate concentration against rate of reaction for concentrations
higher than 1%.
d Explain your answer to part a.

Enzyme activity questions
CB1g.5 Homework 1
Name Class Date
1 Graph A shows how the rate of reaction of the human amylase enzyme changes with temperature.
Graph A
a What is the optimum temperature of human amylase?
b Explain what 'optimum temperature' means.
2 The graph is produced from the results of many experiments at different temperatures.
a In one experiment, 100 g of starch was broken down by the enzyme in 8 minutes. Calculate the rate of
this reaction in terms of amount of substrate broken down over time (g/min).
b Use graph A to identify two temperatures at which the experiment in part a may have taken place.
c Describe how the shape of the enzyme has changed at the higher temperature in your answer to part b
compared with the lower temperature.

CB1g.5 Homework 1
3 The curve on graph B shows the effect of substrate concentration on an enzyme-controlled reaction. The
dots and shapes show enzyme and substrate molecules. As substrate concentration increases, the number
of substrate molecules increases but the number of enzyme molecules stay the same.
Complete the labels to describe why the curve is this shape.
Graph B
4 Explain why an enzyme-controlled reaction stops at very low and very high pHs.

CB1g.6 Homework 2
1 There are many enzymes in the human digestive system. The table shows details of three of them.
Enzyme Substrate Optimum pH

amylase starch 7
pepsin proteins 2
trypsin proteins 8
a Suggest what the optimum temperature is for all three enzymes shown in the table. Explain your
answer.
b Sketch a graph that shows the effect of pH on the rate of a reaction for pepsin and on trypsin. Put both
enzymes on the same graph. Use values between pH 1 and 9.
c Add labels to your graph to show the optimum pH for pepsin and for trypsin.
d Explain the shape of the curves you have drawn for pepsin and trypsin.
2 Pepsin and trypsin both digest proteins into shorter chains of amino acids, when a part of the protein
molecule fits into the active site of the enzyme. However, proteases work at different places in an amino
acid chain. Pepsin breaks bonds between amino acids called phenylalanine, tryptophan and tyrosine.
Trypsin breaks bonds between amino acids called proline, arginine and lysine.
a Suggest why pepsin and trypsin affect different parts of a protein molecule. (Hint: think about the effect
of amino acid sequence on the shape of a protein.)
b Explain the advantage of having several different protease enzymes in the digestive system.
3 Different parts of the digestive system produce different enzymes. The digestive system also produces
other substances that change the environment in which the enzymes work. Hydrochloric acid is produced in
the stomach and mixed with enzymes and digesting food by the action of the stomach muscles. As food
passes out of the stomach and into the intestine, more enzymes from the pancreas are added as well as
alkaline substance, called bile.
Suggest which of the two proteases shown in the table is produced in the stomach, and which is produced
in the pancreas. Explain your answers.
Extra challenge
4 Amylase is produced in the mouth and small intestine. Amylase breaks bonds between pairs of glucose
molecules in starch.
Many foods contain a lot of carbohydrate. Suggest why amylase is produced by the pancreas as well as in
the mouth.

CB1g Progression Check
Name Class Date
1 How is enzyme activity affected by temperature, pH and substrate concentration?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 How do you calculate the rate of enzyme activity?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 Why is enzyme activity affected by temperature, pH and substrate concentration?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

CB1h.1 Osmosis in potato strips

● work carefully.
Osmosis is the overall movement of water molecules from a region where there are more of them in a
particular volume to a region where there are fewer, through a semi-permeable membrane. The cells in a
potato contain many substances dissolved in water. The cells are surrounded by cell membranes that are
permeable to water. When a strip of potato is placed in a solution, the overall movement of water molecules
between the potato cells and the solution will depend on which has the higher concentration of solutes. In this
practical you will investigate osmosis in potato strips in terms of the percentage change in mass of potato in
different solutions.
Aim
To investigate how solution concentration affects percentage change in mass of potato strips due to osmosis.
Prediction
1 For each of the solutions you will use, predict whether the potato strips will gain mass, lose mass or keep
the same mass. Explain your predictions.
Method
Apparatus Safety
● 4 potato strips
Do not drink any of the solutions or eat the
● accurate balance potatoes.
● 4 boiling tubes and rack (or beakers)
● waterproof pen
● 4 sucrose solutions: 0%, 40%, 80%, 100%
● forceps
● paper towels
A Using the waterproof pen, label each tube with the name of one of the solutions. Place the boiling tubes in
the rack.
B Dry a potato strip carefully by blotting it with a paper towel. Measure its mass on the balance.
C Place the potato strip into one of the tubes. Record the label on the tube and the mass of the strip in your
results table (see next page).
D Repeat steps B and C until all strips have been measured and placed in tubes.
E Carefully fill each tube with the appropriate solution, so that the potato is fully covered. Leave the tubes for
at least 15 minutes.
F For each potato strip, use the forceps to remove it from its tube, blot dry on a paper towel and measure its
mass again. Record all the masses in the results table.

1
CB1h.1 Osmosis in potato strips

2 Draw up a table with the following headings. Complete the first three columns with the solution descriptions
and your measurements from the experiment.
Solution A Mass of potato B Mass of potato C Change in mass % change in mass

strip at start (g) strip at end (g) (g) = B – A C
= × 100%
A
3 Complete column C by calculating the change in mass for each potato strip using the formula shown.
4 Complete column 5 by calculating the percentage change in mass for each potato strip using the formula
shown.
5 Compare the results for percentage change in mass from all groups in the class for each solution. Identify
any results that seem very different from the others (outliers). Try to find a reason why they are so different.
6 Using all results except outliers, calculate a mean value for percentage change in mass for each solution.
7 Draw a suitable chart or graph to show the mean percentage change in the mass of each potato strip on
the y-axis against the solution description on the x-axis.
Considering your results/conclusions

8 Describe the pattern shown in your chart or graph.
9 Explain the pattern shown in your chart or graph, using the word ‘osmosis’ in your answer.
10 Explain why you calculated percentage change in mass.
11 Explain why calculating a mean value from several repeats of the same experiment is more likely to give a
value that can be reproduced by others.
Evaluation
12 Describe any problems that you had with the experiment. Suggest how these could be reduced or avoided
to produce better results.

2
CB1h.2 Diffusion in agar

● work carefully.
In this practical you will investigate diffusion in agar, as a model for how cell size affects diffusion in cells.
Aim
To investigate the effect of cube size on the rate of diffusion through agar.
Method
Apparatus Safety
● agar cubes: ● forceps ● white tile Wear eye protection and
1 large, 1 medium, ● dilute hydrochloric ● knife rinse splashes from skin.
1 small acid Take care when using the
● stopclock or watch
knife.
● ruler ● paper towel ● eye protection
● beaker ● rinsing water
A Measure the length of one side of each cube, and record these values in a copy of the table below.
B Use the forceps to place the agar cubes into the beaker.
C Pour enough hydrochloric acid over the cubes to cover them and start the clock.
D After five minutes, remove all cubes from the beaker with the forceps. Rinse the cubes in water, then blot
them dry with the paper towel and place them on the white tile.
E Using the knife, carefully cut each cube in half. You should see that some or all the inside of the cube has
changed from the original colour.
F Measure the distance that the colour has changed from the edge of the cube and record those values in
your table.

1 Use a copy of this table to record your measurements and complete the calculations.
Length of one Volume of cube (cm3) Distance acid diffused into Rate of diffusion into
side of cube (cm) block from edge in 5 min (mm) agar block (mm/min)
2 Complete the volume column in the table, by calculating the volume of each cube from the length of one
side using the formula:
volume of a cube = side length3 (length  width  height)
3 Complete the rate of diffusion column in the table using the formula:
distance diffused in 5 min
rate (mm/min) =
5 min
4 Draw a graph of the rate of diffusion against the volume of each cube using the values in your table.

5 Describe any pattern shown in your graph.
6 The agar cubes are models for cells. What do your results suggest about the effect of cell volume on the
rate of diffusion of substances into and out of cells?

3
CB1h.3 Explaining transport
The diagrams show the solute and solvent particles in four different solutions, and lines that
represent two partially permeable membranes. Solute particles are too large to move through
membrane E, but can pass through membrane F. Solvent particles can move through both
membranes.
1 Cut out the diagrams and place the solutions in order of concentration, starting with the most
concentrated. Record this order, using their letters, and the relative concentrations (e.g. more
concentrated/more dilute than …).
2 Then arrange two solution diagrams either side of membrane E. Record the pair of diagrams used and
identify if there will be an overall movement of solvent particles in one direction. If so, write down in which
direction it will occur. Is this osmosis or diffusion? Explain your answer.
3 Repeat step 2 for other pairs of particle diagrams. Record each of your answers.
4 Repeat steps 2 and 3 using membrane F and considering the concentration gradients of solute particles.
Is this osmosis or diffusion?
5 Place diagrams C and B either side of line F. Imagine C shows the inside of the cell, and B shows the
surrounding solution. The solute is essential for processes inside the cell. Suggest two ways in which the
cell could increase the rate of movement of solute particles into the cell. Explain your answers.
Key: solvent particles; solute particles
A B
C D

4
Transporting substances
CB1h.4 Strengthen
S1 A small number of sugar molecules are in your small intestine. Describe how they will be
absorbed into cells in the small intestine and why they need to be absorbed in this way.
1 Look at the diagram of sugar molecules in the small intestine.
a The concentration of a solution is the amount of solute dissolved in a particular amount of solvent.
Are the sugar molecules in higher concentration inside the small intestine or inside the cells? Explain
your answer.
b In which direction would the sugar molecules in this diagram diffuse? Explain your answer?
c Which transport process could the cells use to absorb sugar molecules from inside the small intestine in
the situation shown in the diagram? Explain your answer.
d The absorption of molecules in a situation like the one shown in the diagram is an active process.
Explain what this means.
2 The mass of a slice of potato is measured as 28 g. The slice is then placed into a beaker of distilled water.
After 20 minutes, the slice is taken out of the water and blotted dry with a paper towel. Its new mass is 35 g.
a Which transport process has caused the potato slice to increase in mass: diffusion, osmosis or active
transport?
b Explain as fully as you can why the potato slice increased in mass.
c Calculate the percentage gain in mass of the potato slice, using the formula:
final mass – initial mass
 100%
initial mass
(Note: if the calculated value is positive, this shows percentage gain.)

5
Transporting substances
CB1h.5 Extend
E1 Sorbitol is a sweet-tasting substance that is not broken down or absorbed by the body. It is used in some
sugar-free sweets. Explain why eating too many of these sweets can cause diarrhoea.
1 Faeces are what leave the anus after food has passed through the gut. Diarrhoea is loose watery faeces.
a Many sweets contain sugar. What happens to this sugar after the sweets are digested?
b What effect does the process you described in a have on the solute concentration of the contents of
the small intestine, and on the solute concentration inside the cells that line the intestine?
c What effect will the change in concentration of sugar in the small intestine and in the cells have on
osmosis in the intestines?
d Use your answers to explain why faeces are normally quite firm.
e Sorbitol is not absorbed into the body in the intestines. Explain why eating a lot of sorbitol could cause
diarrhoea.
2 Visking tubing is a semi-permeable membrane, which can be used to investigate diffusion and osmosis.
a In which direction will diffusion take place when this experiment is set up? Explain your answer as fully
as possible.
b In which direction will osmosis take place when this experiment is set up? Explain your answer as fully
as possible.
c When will diffusion stop? Explain your answer.
d When will osmosis stop? Explain your answer.
3 A similar experiment to question 2 was set up using a 30% sucrose solution instead of glucose. Sucrose
molecules are larger than glucose molecules. The mass of the tubing bag was 36 g. The total mass of the
bag and its contents at the start of the experiment was 136 g. At the end of the experiment the total mass of
the bag and its contents was 198 g. Calculate the percentage gain in mass of the solution.
4 Sugar molecules in digested food are sometimes absorbed by diffusion and sometimes by active
transport.
a Suggest in which situations the two processes occur, and explain your answers.
b Describe how active transport differs from diffusion.

6
Transporting questions
CB1h.6 Homework 1
Name Class Date

The diagram shows a semi-permeable membrane separating two glucose solutions.
1 What is meant by a ‘semi-permeable membrane’?
2 Glucose molecules are small enough to pass through the semi-permeable membrane in the diagram.
a Circle the transport method by which glucose molecules move through the membrane:
active transport diffusion osmosis
b In which direction will there be overall movement of glucose molecules in the diagram?
c Explain your answer to part b.
3 In a similar experiment, substance X is used instead of glucose. It is soluble in water but has much larger
particles that cannot pass through the semi-permeable membrane.
a Name the process that will occur in this case, in which there is an overall movement of water
molecules.
b In which direction will there be overall movement of water molecules?
c Explain your answer to part a.
4 A piece of potato of initial mass 25 g was placed in water. After 15 minutes its final mass was 50 g.
Calculate the percentage gain in mass of the potato.
5 Some cells take in substances against their concentration gradient.

a Which transport method is used for this?
b Cells that use this transport method have lots of mitochondria. Explain why.

7
Absorption in plant roots
CB1h.7 Homework 2
Plants absorb water and dissolved mineral salts from the soil through their roots. The water and mineral salts
then move through other cells in the roots until they enter the xylem. Once in the xylem they can travel to all
other parts of the plant.
1 Name the transport process by which water molecules are absorbed by a root hair cell from the soil.
Explain your answer as fully as you can.
2 a What effect does the absorption of water have on the concentration of the contents of the root hair
cell?
b How does this change in concentration affect the difference in concentration between the root hair cell
and the cells further into the root?
3 Use your answers to question 2 to help you explain how water molecules move from cell to cell across the
root to the xylem.
The concentration of dissolved mineral salts in soil water is usually very low, much lower than the concentration
of the contents of root hair cells.
4 Name the process by which mineral salt molecules are absorbed by a root hair cell from the soil. Explain
your answer.
5 How does this change affect the concentration gradient between the root hair cell and the cells further
into the root?
6 Use your answer to question 5 to help you explain how mineral salt molecules move from cell to cell across
the root to the xylem.
7 Cyanide is a poison that stops mitochondria from working. Suggest what effect adding cyanide to the soil
around a plant would have on the absorption of water and mineral salts. Explain your answer.
Extra challenge
8 Explain the importance of plant cell walls in relation to osmosis.

8
CB1h Progression Check
Name Class Date
1 What is the difference between diffusion and osmosis?
_________________________________________________________________________________________
_________________________________________________________________________________________
2 How do cells move substances against a concentration gradient?
_________________________________________________________________________________________
_________________________________________________________________________________________
3 How do you calculate a percentage change in mass?
_________________________________________________________________________________________
_________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
_________________________________________________________________________________________
Action
_________________________________________________________________________________________
_________________________________________________________________________________________

9
CB1 Word Sheet
CB1a Microscopes
Word Pronunciation Meaning
eyepiece lens The part of the microscope you look down.
magnification mag-nif-ick-ay-shun How much bigger something appears compared with its
actual size.
objective lens The part of the microscope that is closest to the specimen.
resolution rez-O-loo-shun Smallest change that can be measured by an instrument.
For example, in a microscope it is the smallest distance
between two points that can be seen as two points and not
blurred into one point.
stain A dye used to colour parts of a cell to make them easier to
see.
CB1b Plant and animal cells

aerobic respiration air-O-bick A type of respiration in which oxygen is used to release
energy from substances, such as glucose.
cell (surface) The membrane that controls what goes into and out of a
membrane cell. It is often called the cell surface membrane because
eukaryotic cells contain other structures with membranes.
cell sap Liquid found in the permanent vacuole in a plant cell.
cell wall A tough layer of material around some cells, which is used
for protection and support. It is stiff and made of cellulose
in plant cells. Bacteria have a flexible cell wall.
chlorophyll klor-O-fill The green substance found inside chloroplasts. It traps
energy transferred by light.
chloroplasts klor-O-plast A green disc containing chlorophyll, found in plant cells.
Where the plant makes glucose, using photosynthesis.
chromosome krow-mO-sOwm A structure found in the nuclei of cells. Each chromosome
contains one enormously long DNA molecule.
cytoplasm site-O-plaz-m The watery jelly inside a cell where the cell’s activities take
place.
DNA A substance that contains genetic information. Short for
deoxyribonucleic acid.
eukaryotic you-kar-ee-ot-ick A cell with a nucleus is eukaryotic. Organisms that have
cells like this are also said to be eukaryotic.
field of view The circle of light you see looking down a microscope.
mitochondrion my-tow-kon-dree-on A sub-cellular structure (organelle) in the cytoplasm of
eukaryotic cells, where aerobic respiration occurs. Plural is
mitochondria.
nucleus new-clee-us The ‘control centre’ of a eukaryotic cell.
ribosome rY-bow-sowm Tiny sub-cellular structure that makes proteins.

1
CB1 Word Sheet
scale bar A line drawn on a magnified image that shows a certain
distance at that magnification.
scientific paper An article written by scientists and published in a science
magazine called a journal. It is like an investigation report
but usually shows the results and conclusions drawn from
many experiments.
vacuole vack-you-oll A storage space in cells. Plant cells have a large,
permanent vacuole that helps to keep them rigid.
CB1c Specialised cells

acrosome ack-rO-sO’m A small vacuole in the tip of the head of a sperm cell,
which contains enzymes.
adaptation add-app-tay-shun The features that something has to enable it to do a certain
function (job).
adapted If something has adaptations for a certain function (job), it
is said to be adapted to that function.
ciliated epithelial cell sill-ee-ay-ted A cell that lines certain tubes in the body and has cilia on
ep-ith-ee-lee-al sell its surface.
cilium sill-ee-um A small hair-like structure on the surface of some cells.
Plural is cilia.
digestion dye-jes-jun A process that breaks molecules into smaller, more soluble
substances.
diploid dip-loyd Describes a cell that has two sets of chromosomes.
egg cell The female gamete (sex cell).
embryo em-bree-O The tiny new life that grows by cell division from a fertilised
egg cell (zygote).
enzyme A substance that can speed up some processes in living
things (e.g. breaking down molecules).
epithelial cell ep-ith-ee-lee-al sell A cell found on the surfaces of parts of the body.
fertilisation fert-ill-I-zay-shun Fusing of a male gamete with a female gamete.
gamete gam-meet A cell used for sexual reproduction.
haploid hap-loyd Describes a cell that has one set of chromosomes.
microvillus my-crO-vill-us A fold on the surface of a villus cell. These folds increase
the surface area so that digested food is absorbed more
quickly. Plural is microvilli.
oviduct A tube that carries egg cells from the ovaries to the uterus
in females. Fertilisation happens here.
specialised cell spesh-ee-al-Iz’d A cell that is adapted for a certain specific function (job).
sperm cell The male gamete (sex cell).

2
CB1 Word Sheet
CB1d Inside bacteria
chromosomal DNA DNA found in chromosomes but the term is often used to
describe the large loop of DNA found in bacteria.
DNA A substance that contains genetic information. Short for
deoxyribonucleic acid.
flagellum flaj-ell-um A tail-like structure that rotates, allowing a unicellular
organism to move. Plural is flagella.
index A small raised number after a unit or another number to
show you how many times to multiply it by itself. For
example, 103 means multiply 10 together 3 times
(10 × 10 × 10).
plasmid plaz-mid A small loop of DNA found in the cytoplasm of bacteria.
plasmid DNA plaz-mid DNA found in plasmids.
prokaryotic prO-kar-ee-ot-ick A cell with no nucleus is prokaryotic. Organisms such as
bacteria, which have cells like this, are also said to be
prokaryotic.
standard form A very large or very small number written as a number
between 1 and 10 multiplied by a power of 10. Example: A
× 10n where A is between 1 and 10 and n is the power
of 10.
CB1e Enzymes and nutrition

biological catalyst bio-loj-i-cal cat-a-list A substance found in living organisms that speeds up
reactions (an enzyme).
catalyst cat-a-list A substance that speeds up the rate of a reaction, without
itself being used up.
digest die-jest To break down large molecules into smaller subunits,
particularly in the digestive system.
monomer A small molecule that can join with other molecules like
itself to form a polymer.
polymer A substance made up of very long molecules containing
repeating groups of atoms. (Formed by joining monomer
molecules together.)
product A substance formed in a reaction.
substrate A substance that is changed during a reaction.
synthesis sinth-eh-sis To build a large molecule from smaller subunits.

3
CB1 Word Sheet
CB1f Enzyme action
active site The space in an enzyme where the substrate fits during an
enzyme-catalysed reaction.
denatured A denatured enzyme is one where the shape of the active
site has changed so much that its substrate no longer fits
and the reaction can no longer happen.
lock-and-key model Model that describes the way an enzyme catalyses a
reaction when the substrate fits within the active site of the
enzyme.
specific spe-sif-ick Where an enzyme only reacts with one kind of substrate.
CB1g Enzyme activity

optimum pH The pH at which an enzyme-catalysed reaction works
fastest.
optimum temperature The temperature at which an enzyme-catalysed reaction
works fastest.
CB1h Transporting substances

active transport The movement of particles across a cell membrane from a
region of lower concentration to a region of higher
concentration (against the concentration gradient). The
process requires energy.
diffusion diff-you-zshun When particles spread and mix with each other without
anything moving them. Diffusion into and out of cells
occurs for particles that are small enough to pass through
the cell surface membrane.
concentration con-sen-tray-shun The amount of a solute dissolved in a certain volume of
solvent. Measured in units such as g/cm 3.
concentration The difference between two concentrations. There will be
gradient an overall movement of particles down a concentration
gradient, from higher concentration to lower concentration.
osmosis oz-mO-sis The overall movement of solvent molecules in a solution
across a partially permeable membrane, from a dilute
solution to a more concentrated one.
passive A process that does not require energy is passive. A
passive process is the opposite of an active process
(which requires energy).
semi-permeable Describes something that will allow certain particles to
pass through it but not others. Another term for ‘partially
permeable’.
solute sol-yoot The solid that has dissolved in a liquid to make a solution.
solvent The liquid in which a substance dissolves to make a
solution.

4

CB1 all sheets

Uploaded by

Document Informationclick to expand document informationeasy nigga

Document Informationclick to expand document information

Copyright:

Available Formats

CB1 all sheets

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CB1 all sheets

Uploaded by

Copyright:

Available Formats

CB1a.

1 Working with magnifications

© Pearson Education Ltd 2016. Copying permitted for

S1 Compare today’s light microscopes with Hooke’s.

1 Which of these is the best definition for ‘resolution’? Tick one:

 the longest object that can be observed using a microscope

 the amount that a microscope can magnify by

contains a barrel with two lenses

resolution down to 0.0001 mm

resolution down to 0.002 mm

5 A piece of hair is 0.05 mm wide.

© Pearson Education Ltd 2016. Copying permitted for

© Pearson Education Ltd 2016. Copying permitted for

1 Label the microscope to show position of the:

c Give your answer to part b in millimetres.

© Pearson Education Ltd 2016. Copying permitted for

1 Copy and complete the table to show the missing magnifications.

Eyepiece lens magnification Objective lens magnification Total magnification

5 The diagram shows what

© Pearson Education Ltd 2016. Copying permitted for

2 What has the development of the electron microscope allowed us to do?

3 What units are used for very small sizes?

 strengthen my learning  strengthen then extend  extend

Note down any specific areas you need to improve.

© Pearson Education Ltd 2016. Copying permitted for

Your teacher may watch to see if you can:

Method 1: Examining pre-prepared slides of cells

Method 2: Examining your cheek cells

© Pearson Education Ltd 2016. Copying permitted for

E Touch a piece of paper towel to any liquid that spreads out

Method 4: Examining pondweed

Recording your results

© Pearson Education Ltd 2016. Copying permitted for

The nucleus plays a

The nucleus plays a

Antonie van All plant cells have a letters written to

Cells originate from talk to Linnaean

treatise (a long, in-

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

chloroplast controls what

cell membrane where aerobic

cell wall controls the cell’s

cytoplasm for support and

mitochondrion where the cell’s

large permanent stores cell sap and

2 a In which part would you find chlorophyll?

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

Organelle In plant In animal Function

b Fill in the function for each organelle.

3 The upper drawing on the right shows

4 The lower drawing on the right shows a

b Draw a scale bar below the diagram

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

1 a Label the names of the sub-cellular parts of this cell.

b Is this cell from a plant or an animal? Explain your choice.