Quiz Topics
1.1 Nature of Science Inquiry in Biology
Specific Competence: Learn to use the scientific method to do science experiments. Learning Activities: * Explain what the scientific method is. * Study the steps of the scientific method: looking closely (observation), finding a problem, guessing an answer (hypothesis), doing tests (experimentation), writing down and understanding results (recording/analysis), and forming a conclusion. * Use this method to find out facts and understand events in biology. * Share what you find with classmates. * Use your findings to help solve problems in real life. Expected Standard: The scientific method is used correctly.
Chemicals of life
Animal and plant cells
2.1.1 Experimental Design
Specific Competence: Students will be able to use experimental design in scientific investigations. Learning Activities: Students will learn different ways to collect samples. They will do experiments using a scientific plan. They will practice using independent variables (what is changed), dependent variables (what is measured), and control variables (what is kept the same). Expected Standard: Experimental design is used correctly.
Preparing chemical reagents
Cells and water
1.2 Nature of Biology
Specific Competence: Sort out the different parts of studying Biology. Learning Activities: * Discover what Biology is all about. * Point out different areas of Biology, such as: * Botany: The study of plants. * Zoology: The study of animals. * Entomology: The study of insects. * Genetics: The study of how traits are passed down. * Mycology: The study of fungi (like mushrooms). * Draw a mind map to show how different parts of Biology connect. Expected Standard: The study of Biology is sorted correctly.
2.1.2 Limits of Science
Specific Competence: Students will be able to identify what science cannot do. Learning Activities: Students will explain what science cannot do, such as explaining beliefs or understanding all natural laws. They will learn that science changes over time and depends on its tools and language. They will also classify limits like beliefs, natural laws, and ecological laws. Expected Standard: What science cannot do is identified clearly.
Food tests for chemicals
Enzymes
1.3 Levels of Biological Organisation
Specific Competence: Put the different levels of how living things are built in order, from the simplest to the most complex. Learning Activities: * Order the levels: * Atom: The smallest particle of matter. * Molecule: Two or more atoms joined together. * Cell: The basic building block of life. * Tissue: A group of similar cells working together. * Organ: A group of tissues working together (like the heart or brain). * System: A group of organs working together (like the digestive system). * Organism: A complete living thing. * Population: A group of the same type of living things in one area. * Community: Different populations of living things in one area. * Ecosystem: All the living things and non-living parts (like water, air) in an area. * Biosphere: All the places on Earth where life exists. Expected Standard: The levels of organisation are put in the correct order.
2.1.3 Scientific Ethics
Specific Competence: Students will be able to judge the right and wrong aspects of scientific research. Learning Activities: Students will learn about ethical rules in research. This includes getting permission from people involved, treating everyone fairly, being honest with results, and keeping information private. They will use these rules in their own scientific work. Expected Standard: Scientific ethics are judged appropriately.
Identifying chemicals of life
Dentition in mammals
1.4 Characteristics and Life Processes of Living Things
Specific Competence: Understand what makes something alive and explain the key processes living things carry out. Learning Activities: * Study what makes living things different, such as: * Nutrition: Getting and using food. * Respiration: Breathing and getting energy from food. * Excretion: Getting rid of waste. * Reproduction: Making new living things. * Sensitivity: Reacting to changes around them. * Movement: Changing position. * Growth: Getting bigger or developing. * Tell the difference between things that are alive and things that are not. * Think about what "life" truly means. * Explain how living things do these processes. * Sort these processes into two main types: * Catabolism: Breaking down substances (like food) to get energy. * Anabolism: Building up new substances (like muscle) using energy. Expected Standard: What makes living things alive is clearly understood, and their life processes are correctly explained and grouped.
2.2.1 Micrographs
Specific Competence: Students will be able to understand and explain pictures taken through a microscope. Learning Activities: Students will identify different kinds of pictures taken through a microscope (micrographs). They will explain what they see in plant tissues like palisade, spongy, and epidermal cells, and in animal tissues like blood, muscle, and nerve cells. They will learn to share this scientific information clearly. Expected Standard: Micrographs are understood and explained correctly.
Burn test for molecules
Photosynthesis
2.2.2 Staining and Preparation of Permanent Slides
Specific Competence: Students will be able to use staining techniques on biological samples. Learning Activities: Students will discover different ways to color biological samples (staining techniques) to see them better under a microscope. They will then color these samples and prepare lasting microscope slides. Expected Standard: Staining techniques are used appropriately.
Biomolecule building blocks
2.2.3 Detailed Cell Structure
Specific Competence: Students will be able to show the detailed structure of a cell. Learning Activities: Students will draw and build models of cells with all their parts. They will use their knowledge of cell parts (organelles) and what each part does. Expected Standard: Detailed cell structure is shown correctly.
Respiration
Biomolecule formulas
2.2.4 Properties of Water
Specific Competence: Students will be able to examine water's features in relation to life. Learning Activities: Students will investigate water's features like its clearness, its ability to dissolve things, staying liquid at room temperature, being neither acidic nor basic (neutral pH), its surface tension, how its density changes when it freezes, and how much heat it can hold. They will understand why these features are important for cells, such as being a place for reactions, a dissolver, and helping cells stay firm. Expected Standard: Water's features are examined and understood clearly.
Gaseous exchange
2.3 Nutrition in Organisms
Specific Competence: Students will be able to sort different ways organisms get food. They will examine how plants make food. They will examine different ways animals get food. Learning Activities: Students will describe how plants make their own food (autotrophic nutrition) versus how animals get food from others (heterotrophic nutrition). They will identify different ways animals get food, like parasitism (living off others), saprophytic (feeding on dead things), and holozoic (eating whole food). They will connect these nutrition types to local living things. They will examine leaf structures and explain how plants make food using light (photosynthesis), including the light and dark stages. They will trace where the sugar made goes (starch, proteins, fats) and identify where plants store food (leaves, tubers, seeds, fruits). They will design experiments to see what affects photosynthesis and how this relates to how much crop plants grow. They will write the word and chemical equations for photosynthesis. They will explain why photosynthesis is important for the economy and the environment, such as balancing oxygen and carbon dioxide and storing carbon. They will identify how animals feed in parasitic, saprophytic, and holozoic ways, giving examples like ticks, bread mould, and humans. They will understand the importance of these ways of getting food for nutrients, recycling, breaking down dead material, food sources, medicines, and diseases. Expected Standard: Types of nutrition are sorted correctly. Plant food-making is examined correctly. Importance of food-making is judged appropriately. Ways animals get food are examined correctly. Importance of these ways is judged correctly.
Building biomolecule models
Plants and animals
2.3.4 Transport in Plants
Specific Competence: Students will be able to show they understand how plants move substances around. Learning Activities: Students will describe the parts that carry substances in plants (root, stem, leaf). They will compare the structures of roots and stems in plants with one seed leaf (monocots) versus two seed leaves (dicots). They will look closely at xylem (carries water) and phloem (carries food) in cross-sections and long sections. They will trace how water, minerals, and nutrients move through the plant. They will describe how plants lose water vapor from their leaves (transpiration). They will investigate what factors change the rate of water loss. They will look at how plants are built to reduce water loss. They will understand why transpiration is important. Expected Standard: The plant transport system is shown appropriately. Transpiration is examined correctly.
Hydrolysis and synthesis
Transport and storage in plants
Excretion
Specific food tests
2.4.1 Reproduction in Plants
Specific Competence: Students will be able to describe different ways plants reproduce, including asexual and sexual methods. They will explain how seeds and fruits are spread. Learning Activities: Students will learn about ways plants make new plants without seeds (asexual reproduction), such as grafting (joining plant parts), budding, layering, runners, tubers, bulbs, and rhizomes. They will explain the good and bad points of these methods. They will describe how flowering plants make new plants with seeds (sexual reproduction). They will collect, look at, and name the parts of a flower (stamen, carpel). They will explain different ways pollen moves (self-pollination, cross-pollination; by wind, by insects). They will show the path of the pollen tube to where fertilization happens. They will compare the structures and ways seeds and fruits spread. Expected Standard: Plants are grown using appropriate methods. Sexual reproduction is examined correctly. Methods for spreading seeds and fruits are figured out clearly.
Homeostasis
Writing a research proposal
2.4.2 Germination, Growth and Development
Specific Competence: Students will be able to explore how seeds sprout, grow, and develop. Learning Activities: Students will describe how a seed starts to grow into a plant (germination). They will investigate what a seed needs to sprout, like water, the right temperature, and oxygen. They will tell the difference between two ways seeds sprout: hypogeal (seed leaves stay underground) and epigeal (seed leaves come above ground). They will explore how plants grow taller and wider (primary and secondary growth). They will examine the areas where cells divide, get longer, and become specialized. Expected Standard: Growth and development are explored clearly.