Activity 2.1. Activity 2.2. Looking at animal cells. Looking at plant cells

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1 Activity 2.1 Looking at animal cells Skills C1, C2 a source of animal cells, for example some macerated liver or scrapings from the lining of the trachea from a set of sheep or other lungs (obtainable from a butcher) or cotton buds that can be used to gently wipe around the inside of the student s cheek. methylene blue, diluted but still strong enough to give a good blue colouring to cell nuclei -it is best to try this out first. Per student or group: a clean microscope slide and coverslip a microscope with at least two objective lenses a piece of filter paper. 1 To ensure the film of cells is so thin that light can pass through it. Also, so that cells are not piled up on top of one another - you need to be able to see individual cells. 2 This makes it easier to find the material you want to look at. Once you have found it, you can move onto a higher powered objective lens. 3 They usually look roughly circular, with a thick black line around the edge. 4 The stain is taken up most strongly by the nucleus, which therefore looks darker blue than the cytoplasm. Activity 2.2 Looking at plant cells Skills C1, C2 a supply of filamentous pondweed, with strands made up of single cells joined end to end

2 an onion, which can be cut into many pieces to provide each group of students with a small square containing some epidermis implements for handling and cutting specimens - forceps, tile, kitchen knife. Per student or group; a microscope, two microscope slides, two coverslips filter paper iodine in potassium iodide solution 1 The cells are larger. They look bigger when using the same objective lens as for the animal cells. 2 Chloroplasts. Onion cells are underground where there is no light, so chloroplasts would be useless to them. Activity 2.3 Calculating magnifications Skill C2 (not demanding enough for assessment) No apparatus required Activity 2.4 How quickly does ammonia diffuse? Skills C2, C3 (both suitable for assessment) and part C4 Although this example of diffusion has no direct biological application, it does demonstrate diffusion quickly and vividly, and provides an opportunity for students to practise three Assessment Objective skills. The apparatus for this investigation is shown in the diagram on the worksheet. The tube needs to be around 1 m long, as this allows several pieces of litmus paper to be arranged a reasonable distance apart. A longer tube gives better results, but it then becomes very difficult to place the pieces of litmus paper accurately. Even with a 1 m tube, the teacher will need to use a long thin implement to push the pieces of paper into place.

3 It is best to try out the concentration of ammonia solution beforehand. Bench strength ammonia solution will work, but more dramatic results are obtained with more concentrated solutions. However, these will produce unpleasant fumes, however quick you are at pushing the soaked cotton wool into the end of the tube and sealing it in with a rubber bung. If this is a problem, the experiment could be performed in a fume cupboard. to questions 1, 2, 3 and 4 will depend on the student s results. 5 Significant sources of error will probably include: the difficulty of deciding on exactly when time 0 is at what moment do you start the stopwatch? the difficulty of deciding exactly when a particular piece of litmus paper changes to blue, because the colour change is gradual 6 Plans should include a list of variables to be kept constant (concentration of ammonia, quantity soaked into the cotton wool, type of litmus paper, length and width of tube) plus the variable to be changed (temperature), how this would be done and suitable range of temperatures to be tested. Students should explain what results they would collect (the time at which the pieces of litmus change to blue), how and when they would collect them, how they would record them and the type of graph they would plot. They should predict the results they would expect if the hypothesis is correct. Activity 2.5 Can iodine and starch molecules get through Visking tubing? Skills C1, C2, C3 (suitable for assessment of C2) about 200 cm 3 of starch suspension - the exact concentration does not matter about 500 cm 3 of iodine in potassium iodide solution - again, the exact concentration does not matter, and it may be best to use a more dilute solution than normal, as students need relatively large quantities, and also need to be able to see through it. Per group: a piece of Visking tubing about 150mm long, and about 20 mm in diameter a piece of cotton thread, long enough to tie around the tubing a small beaker or other container.

4 Students will find that the contents of the Visking tubing go blue-black, because the iodine particles are able to diffuse through it and react with the starch inside. The iodine outside the tubing remains brown, because the starch molecules cannot pass out through the tubing. A common error is for students to try to explain what the starch solution or the iodine solution is doing. They need to think about each type of particle separately, not a mixture of them such as occurs in a solution. So encourage them to think about the starch molecules and water molecules rather than about the starch solution. Activity 2.6 Using Visking tubing to investigate osmosis Skills C1, C2, C3 (C1 and C2 suitable for assessment if done individually) Per student or group (see diagram on worksheet): a piece of Visking tubing about 150 mm long - the exact length does not matter some cotton thread some concentrated sugar solution a piece of glass tubing, at least 150 mm long a beaker a retort stand, boss and clamp a pen for marking on glass. The exact concentration of the sugar solution is unimportant, but more rapid results will be obtained with a relatively concentrated solution. This investigation can be made qualitative, when it becomes suitable for assessment of Skill C3. Students could investigate the rate of movement of the water column using sucrose solutions of different concentrations.

5 Activity 2.7 Osmosis and potato cells Skills C1, C2, C3 (all suitable for assessment) distilled water four sucrose solutions, in the range 0.1 moldm -3 to 0.8 moldm -3, enough of each for each group to cover two pieces of potato in the containers provided. Per group: one or two potatoes; these could be cleaned or peeled just beforehand, or the students could do this themselves a means of cutting equal sized pieces of potato, for example, a cork borer or kitchen knife paper towels five containers, large enough to take two pieces of potato a means of labelling these containers a ruler calibrated in millimetres. An alternative method for this investigation is to measure the mass of the potato pieces using a top pan balance.

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