Biology and Health Sciences: Secondary
Biology and Health Sciences: Secondary
Biology and Health Sciences: Secondary
Biology and
Health Sciences
FOR RWANDA
S1
Teacher’s Guide
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Introduction vii
Introduction ix
x Introduction
Key unit competence Explain the meaning of Biology and its application; recall the
characteristics common to all organisms and be able to apply
safety and first aid in daily life.
Title of the lesson What is Biology?
Learning Objectives
Knowledge and understanding: Define Biology and state its main branches; list the importance of
studying Biology
Skills: Compare characteristics of Life throughout different groups of organisms focusing on their
nutrition, respiration, excretion, reproduction, growth, sensitivity and movement. Compare living
things and deduce their differences. Practice rules and Regulations governing the laboratory and
know how to avoid accidents in the laboratory. Use first aid kit
Attitudes and values: Acknowledge the diversity and uniqueness of different organisms.
Plan for this class Groups in classroom/laboratory or outdoors
Introduction xi
Key unit competence Differentiate between animal and plant cells using a light
microscope.
Title of the lesson The cell
Learning Objectives
Knowledge and understanding: State the role of a cell in a living organism; describe the structure of
plant and animal cells.
Skills: Organise a science practical, set-up according to instructions.
Attitudes and values: Appreciate the importance of cells; show perseverance when observing slides;
pay attention while handling slides and sharp instruments.
Plan for this class Groups in classroom/laboratory
Learning materials Microscope; prepared slides of onion epidermis and human cheek
cells; drawing paper
References References influencing the lesson planning: micrographs in the
Student’s book
Introduction xiii
Introduction xv
Introduction xvii
Introduction xix
Sub-topic: Biodiversity
UNIT 1 Introduction to Biology (Student’s Book pages: 2–15)
Key unit competence: To be able to explain the meaning of biology and its application , recall the
characteristics common to all organisms and be able to apply safety and first aid in daily life.
12.
Activity 1.2 (SB p. 9)
Self-assessment answers
1. Liquid on floor, sucking liquid out of
beaker, inserting finger into electrical (SB p. 14-15)
plug socket, beaker on edge of bench, 1. A – respiration B – growth
dripping tap, leakage from apparatus, C – nutrition D – sensitivity
candle burning near liquid, broken 2. 2.1 – B 2.2 – E
glass on floor, spilt chemical powder, 2.3 – A 2.4 – G
pouring liquid close to Bunsen 2.5 – D 2.6 – C
burner, learner not wearing shoes, 2.7 – F
pouring liquid too fast and spilling, 3. Tell the teacher.
heating test tube without safety 4. Treatment for a cut:
glasses and pointing it at other • Stop the bleeding by applying
learners direct pressure on the area.
2. Learners make lists and compare them. • Clean the area using warm water.
3. Make sure benches are clear of chemicals, • Apply an antiseptic ointment.
carefully light Bunsen burner, wear safety • Cover the cut with a sterile bandage
goggles and laboratory coats, be careful or non-stick plaster.
of hot water. • If the cut is deep, go to a clinic or
doctor.
Key unit competence: To be able to explain the need for, and apply classification and use identification
keys to name unknown specimens.
Key unit competence: To be able to analyse the external structure of a typical flowering plant
Consolidation Answers
1. a) What is meant by the term ‘surface 1. Use the following websites for research:
area’? http://www.biology4kids.com/files/plants_
b) Why does a leaf have a large surface reproduction.html
area? http://study.com/academy/lesson/asexual-
c) How does this help the leaf in its reproduction-in-plants-advantages-
function of photosynthesis? disadvantages-types.html
2. List three plants that have modified: 2. It is a dicotyledonous plant.
a) stems
b) roots 10. Assessment
c) leaves.
3. Give two functions of: Assessment Task Marking
a) roots type
b) veins Formative Exercise 3.1; Mark Activity
c) stems. drawings from 3.2 report
Experiment using checklist
Answers 3.2; 1, below.
1. a) ‘Surface area’ refers to the area of Experiment
the outside part of an object. 3.3, question
b) To trap the maximum amount of 3; Exercise 3.2;
light energy Activity 3.2
Rubric 1
CRITERIA
5 4 3 2 1
Excellent Very good Good Fair Needs help
Headings, main Excellent. Clear heading. Clear heading. Heading Not clear/
points, facts/ Bold heading. Facts clear Facts mostly clear but not muddled.
concepts Relevant facts. and well clear and well appropriate. Important
Interesting, ordered. Well ordered Facts clear facts left out/
with evidence researched. but not well lost in detail
of research ordered
and insight
Interesting Excellent Good Adequate Poorly
information information. information. information. researched.
Evidence of Evidence of Little evidence Insufficient
extensive some research of research information
research
Organisation, Excellent Eye-catching. Adequate
layout, layout and Good use use of colour
aesthetic organised use of colour/ and order in
appeal, use of of relevant additional layout.
colour visuals/colour. relevant A good effort
Strikingly pictures.
appealing Appealing
layout
Total marks: 45
Key unit competence: To be able to explain the components and demonstrate proper use and care of a
hand lens and light microscope.
Answers Answers
1. Assess the drawing use this checklist: 1. Advantages – easy to carry in the field;
• is accurate easy to operate; not as fragile as a
• has correct labels for features or parts microscope
• is drawn with single, unbroken lines Disadvantages – can only view at lower
• is large and clear magnifications
• has straight label lines 3. 10 × 50 = 500 m
• has a heading/title
• is not shaded or coloured in. 10.
2. 10 × 40 = 400×
3. 20 ÷ 4 = 5× Assessment answers
Key unit competence: To be able to differentiate between animal and plant cells using a light microscope.
Key unit competence: To be able to explain specialisation of cells, and the link between levels of
organisation in multicellular organisms
Sub-topic: Nutrition
UNIT 7 Food nutrients and diet (Student’s Book page 68-83)
Key unit competence: To be able to analyse the different food nutrients and their significance to the
human body.
Lesson 6 B
alanced diets for different Lesson 8 Assessment SB p. 83
people SB p. 77 • Teacher: Discuss the answers for the
• Teacher: Ask learners whether they all
Homework activity.
• Learners: Mark own answers for the
need to eat the same foods and in the
same amounts. Homework activity.
• Teacher: Set the assessment task for
12.
Self-assessment answers
Key unit competence: To be able to describe the structure and functions of the human gas exchange
system.
Generic competence
1. Content summary
• Research: Broaden their knowledge by
• Structure of the human gas exchange
researching gaseous exchange in other
system
animals
• Functions of the parts of the human gas
exchange system.
4. Cross-cutting issue
Environment and sustainability: Breathing
2. Key vocabulary
safe air ensures good health. Rwandans
Respiration, gas exchange, diffusion,
strive to maintain a clean environment
breathing, nostrils, trachea, bronchi,
and by planting trees and conserving
bronchioles, alveoli, mucus
them. The areas of Umutara and Bugesera
have been transformed by planting trees.
3. Competences practised
Basic competence
• Literacy: Listening carefully for
5. Classroom organisation
Groups and pairs in classroom
understanding and seeking clarification
when necessary
• Science and technology: use
6. Teaching materials
A dissecting set; plastic sheeting; a hand lens;
experiments to explain natural
a lung of a goat, sheep or cow (with the
phenomena i.e. breathing.
trachea and bronchi intact); water; a container;
a towel; soap; disinfectant; rubber tubing;
transparent plastic bottles; forked glass tubing
or straws; rubber bands or string
Key unit competence: To be able to explain a plant’s response to light and gravity and explain the
importance of tropic responses in plants.
Lesson 2 E
xperiment demonstrating Lesson 4 W
hy do plants respond to
phototropism SB p. 94 light and gravity? SB p. 96
• Teacher: Arrange learners in groups and • Teacher: Discuss why plants respond to
set up Experiment 9.1. If you use a light and gravity. Mention
clinostat, describe its functioning. thigmotropism, and demonstrate
• Learners: Read instructions for Experiment examples of plants that show this.
9.1. Help set up the practical. Arrange pairs for Activity 9.1.
• Teacher: Observe set up, and offer • Learners: Provide feedback.
assistance when necessary. This activity • Teacher: Read through the instructions
takes place over some time, so learners for Activity 9.1.
will need to have an opportunity to look • Learners: Find information about
at their plants after 4 to 6 days. The thigmotropisms and write up a report of
plants will need to be watered daily. findings.
Supervise learning activities. Monitor
Answers Extension
1. a) The response of a plant to a stimulus 1. Write a paragraph to compare how
b) A factor that brings about a change animals and plants respond to stimuli.
in an organism or a response 2. Find out about taxic responses in
2. a) Phototropism and gravitropism animals.
b) Phototropism – the stimulus is light;
stems grow towards light; roots Answers
grow away from light. 1. Animals respond quickly; plants
Gravitropism – the stimulus is respond slowly. Animals respond to a
gravity; stems grow against gravity; greater number of stimuli than plants
roots grow with gravity. do. A response in an animal often
3. Roots grow downwards into the soil to involves its whole body; in plants it
find water and minerals. involves only part of the plant.
2. A taxic response is an animal’s response
Consolidation to a unidirectional stimulus, for
1. Give the meaning of each the following example, light, temperature, gravity or
words: chemicals.
a) tropism
b) stimulus
c) response
d) phototropism.
2. Give one reason why plant shoots
respond to:
a) light
b) gravity.
Self-assessment answers
(SB p. 97)
1. No. An animal responds quickly; a
plant responds slowly. Animals
respond to a greater number of
stimuli than plants do. A response in
an animal often involves its whole
body; a response in a plant involves
only part of the plant.
2. a) The growth of a stem towards or
away from a light stimulus is called
phototropism.
b) Plant stems are negatively
gravitropic.
c) Plant roots are positively
gravitropic.
3. To absorb maximum light for
photosynthesis.
4. Learners should show the plant shoot
bending upwards.
5. Learners should write an
experimental report as follows:
Materials: germinating bean seeds;
clinostat; pins
Method:
1. Place four seedlings onto the
clinostat (on its side) and start it
rotating.
2. Place another four seedlings on to
a stationary clinostat (on its side).
3. Leave the seedlings for two days.
Results:
On the rotating clinostat, the seedlings’
roots grew straight. On the stationary
clinostat, they grew downwards.
Conclusion:
Seedlings’ roots respond positively to
the downward force of gravity; they are
positively gravitropic.
Key unit competence: To be able to analyse the different types of skeletons and identify the main parts of
a human skeleton.
Answers
Lesson 5 Functions of the skeleton 1. a) Humerus, radius and ulna, carpals,
SB p. 106 metacarpals and phalanges
• Teacher: Review the functions of the
b) Femur, patella, tibia and fibula,
skeleton as outlined in Table 10.2 on tarsals, metatarsals and phalanges
page 106 in the Student’s Book. Set up 2. Exoskeleton – crab, locust, beetle;
some bones for learners to observe, and hydrostatic skeleton – earthworm;
draw as required in Exercise 10.2. endoskeleton – human, cow, gorilla
Arrange learners in pairs. 3. Support, protection and movement
• Learners: Complete Exercise 10.2.
• Teacher: Facilitate learners as they work
Consolidation
on Exercise 10.2. Offer assistance if 1. Group these animals into three groups
needed. according to the type of skeleton that
• Learners: Provide feedback, and ensure
they have.
learning outcomes have been met. frog snake fly goat centipede butterfly
flatworm caterpillar mosquito donkey
octopus
Lesson 6 L
ooking after our skeletal 2. Name two animals that have:
system SB p. 107 a) a hydrostatic skeleton
• Teacher: Ask learners if they can think of
b) an exoskeleton
ways we can look after our skeletons. c) an endoskeleton.
Read through the section ‘Looking after 3. Make a neat, labelled drawing to show
our skeletal system’ on page 107 in the the bones of the pectoral girdle.
Student’s Book. Help with vocabulary if
necessary. Answers
• Learners: Read the section ‘Looking after
1.
our skeletal system’ on page 107 in the Hydrostatic Exoskeleton Endoskeleton
Student’s Book. skeleton
• Teacher: Ask learners to complete the flatworm, fly, centipede, frog, snake,
assessment task for homework. caterpillar, butterfly, goat, donkey
• Learners: Complete the assessment task octopus mosquito
for homework. 2. a) Snail, slug, worm, jelly fish
b) Locust, spider, crab, scorpion
9. Support for learners with c) Human, dog, elephant, bird
learning difficulties 3. Learners should draw a diagram similar
Remedial to Figure 10.10 on page 104 in the
1. Name three bones in the human Student’s Book.
skeleton found in the:
a) upper limbs
b) lower limbs.
Rubric 3
5 4 3 2 1
Examples All given Three Two examples One example No examples
examples given given given
given
Drawings Very clear, neat Clear and Quite clear and Not very clear Unclear and no
and labelled some labels a few labels and very few labels
labels
Specialisation Well explained; Very good Good Fair Not
related to excellent grasp explanation; explanation; explanation; understood
function of concept very good good grasp of fair grasp of
grasp of concept concept
concept
Presentation Neat Fairly neat Untidy
(18)
Total mark: 68
Key unit competence: To be able classify diseases and explain ways of preventing the spread of infectious
diseases.
Generic competence
1. Content summary
• Cooperation: Understand diseases and
• Health and disease
how to prevent them.
• Classification of diseases
• The spread and prevention of infections
• Non-infectious diseases: sickle cell,
4. Cross-cutting issue
Comprehensive sexuality education:
allergies, ageing, osteoporosis, cancer,
Rwandans need to ensure that they lead
cardiovascular diseases, eating disorders,
healthy lifestyles so that they can
deficiency diseases.
contribute to the Rwandan economy. HIV/
AIDS is a serious disease that impacts on
2. Key vocabulary
the lives of many Rwandans as well as the
Health, disease, pathogens,
country’s economy.
communicable, infections, quarantine,
gene, haemoglobin, carrier, immune
system, menopause, obesity, calories,
5. Classroom organisation
Individuals, pairs and groups in classroom
prevalent
Key unit competence: To be able to analyse the structure, functions and processes of the human sexual
and reproductive system and relate to the understanding of sex and gender.
Lesson 5 T
he role of hormones in Lesson 8 Gender equality SB p. 133
reproduction SB pp. 130-131 • Teacher: Gender equality and gender
• Teacher: Mention that the reproductive
issues are topical subjects for teenagers.
organs are also responsible for the The influence of religion, traditions and
production of hormones. Explain the culture is important. Exercise sensitivity
word ‘hormone’. Refer to Table 12.5 on when discussing this topic, and respect
page 131 in the Student’s Book and other peoples’ views. Arrange learners in
describe the male and female hormones: groups, and read through Activity 12.2.
• Learners: Complete Activity 12.2.
where they are made and their
• Teacher: Observe learners and facilitate
functions.
• Learners: Understand the reproductive
learners’ discussion. Monitor progress
hormones. against planned timing.
• Teacher: Give guidance on the
homework activity. Reinforce learning Lesson 9 Gender equality SB pp. 134-135
outcomes.
• Teacher: Discuss gender equality. Refer
to the table on page 133 in the Student’s
Lesson 6 Sex determination Book.
SB pp. 131-132 • Learners: Complete Activity 12.3.
• Teacher: Observe learners and facilitate
• Teacher: Ask learners how males and
females/boys and girls come about. learners’ discussions. Monitor progress
Discuss learners’ ideas, and then against planned timing. Take in learners’
describe the sex hormones. Use paragraphs for marking.
diagrams to help your explanation of
sex determination. Read through
Exercise 12.3.
Rubric 4
3 2 1 0
Includes own Yes No
opinions
Written in a Yes No
logical way
Neat Yes No
Includes Extensive and Fairly extensive Some appropriate No appropriate
information appropriate and mostly information information
on cultural, information appropriate included included
traditional and included information
religious practices included
TOTAL = 6
Key unit competence: To be able to analyse the physical, emotional and social changes related to puberty.
Self-assessment answers
(SB p. 141)
1. 1.1 – E
1.2 – A
1.3 – F
1.4 – B
1.5 – C
1.6 – D
2. 30 July
Key unit competence: To be able to analyse the process of reproduction, pregnancy and childbirth.
Lesson 1 T
he male and female
reproductive systemsSB p. 143 Lesson 4 Foetal development
• Teacher: Arrange learners in groups of
SB pp. 144-145
girls and boys for the oral activity. • Teacher: Consolidate foetal
• Learners: Complete the oral activity development, and explain the
about reproduction. importance of the placenta.
• Teacher: Facilitate the oral activity. Be • Learners: Complete Exercise 14.2 in class.
sensitive to the issues raised, as these • Teacher: Discuss the answers to Exercise
may be difficult for some shy learners to 14.2 with learners in class, and let them
discuss. mark their own work. You could set this
• Learners: Contribute to feedback and as a homework task if you do not have
ensure all learning outcomes have been time for its completion in class.
met. • Learners: Contribute to feedback, and
ensure all learning outcomes have been
met.
Consolidation
Lesson 7 H
ealth risks associated with 1. What is another name for each of the
teenage pregnancy following?
SB pp. 148-149 a) pregnancy
• Teacher: Reinforce the risks associated
b) birth
with pregnancy and childbirth, and state 2. Explain why the baby must position
the ways that these can be mitigated by itself with its head down during
attendance at health clinics, and childbirth.
antenatal and postnatal care.
Answers
1. Use the rubric below to mark the
poster:
CRITERIA
5 4 3 2 1
Excellent Very good Good Fair Needs help
Content: Main Excellent. Clear heading. Clear heading. Heading Not clear/
points, facts/ Bold heading. Facts clear and Facts mostly clear but not muddled.
concepts Relevant facts. ordered. Well clear and well appropriate. Important
Interesting, researched ordered Facts clear facts left out/
with evidence but not well lost in detail
of research ordered
and insight
Interesting Excellent Very good Good Adequate Poorly
information information. information. information. information. researched.
Evidence of Evidence of Evidence of Little evidence Insufficient
extensive good research some research of research information
research
Organisation, Excellent Very good use Good use of Adequate Partially
layout, layout and of colour/ colour/ use of colour ordered
aesthetic organised use additional additional and order in layout.
appeal, use of of relevant relevant relevant layout. A good Incomplete/
colour visuals/ pictures. pictures. effort not easy to
colour. Appealing Layout could follow. Some
Strikingly layout be more eye- use of colour
appealing catching
4. List any three safety rules that should be followed in a laboratory. (3)
5. Explain how you would treat a student who has splashed a chemical into
his or her eye. (3)
6. Explain why it is important to wash your hands after handling chemicals. (2)
[20 marks]
78 Worksheets
1. Write down two sentences to explain why scientists need to classify living things. (2)
5. Draw a dichotomous key that could be used to identify the following insects.
A – dragonfly;
B – housefly;
C – beetle;
D – termite (8)
A B
C D
[20 marks]
Worksheets 79
1 . Draw a table like the one below to show four differences between
monocotyledonous and dicotyledonous plants .
Monocotyledons Dicotyledons
Number of seed leaves
Type of root system
Number of flower parts
Pattern of veins on leaves (8)
2 . List:
a) three functions of the stem
b) two functions of the veins in leaves
c) two functions of roots . (7)
3 . Give two reasons why plants can have modified leaves . (2)
4 . Redraw the diagram below and label the parts 1-3 . (3)
[20 marks]
80 Worksheets
2 . A student uses a microscope with the 20x eyepiece lens and a nosepiece
lens of 40x . What is the total magnification? Show your working . (3)
C
D
antenna
fore wing
rear wing
abdomen
[20 marks]
Worksheets 81
Column A Column B
E. unicellular (4)
3. Draw a table to show the differences between a plant and an animal cell. (10)
[20 marks]
82 Worksheets
Column A Column B
D. haemoglobin
Worksheets 83
1. Write down any two reasons why we need food nutrients. (2)
2. List three elements that are found in all food nutrients. (3)
proteins
fats
carbohydrates (6)
4. Give any two reasons why the following nutrients are important:
a) proteins
b) fats. (4)
84 Worksheets
Plastic
bottle
Balloons
Ruber
sheet
2 . Distinguish between:
a) respiration, gaseous exchange and breathing (6)
b) diffusion and gaseous exchange (4)
3 . List the structures through which air passes from the time when it enters
the nostrils to when it is inside the alveoli . (4)
Worksheets 85
1. Matching columns. Match the description in Column A with the term in Column B.
Column A Column B
2. A student set up the apparatus below.
Glass window
86 Worksheets
(12)
3 . Explain why it is important for our bones if we receive plenty of sunshine . (2)
[20 marks]
Worksheets 87
1. Matching columns. Match the description in Column A with the term in Column B.
Column A Column B
F. alcoholism (5)
2. List four ways that the spread of infectious diseases can be prevented. (4)
3. a) An elderly lady was frequently breaking bones. Which disease could she have? (1)
b) A person was found to have unusually shaped red blood cells.
Which disease could he have? (1)
c) A student started to get itchy eyes and a rash. What is this called? (1)
4. The incidence of three diseases, rickets, scurvy and anaemia at a clinic in 2015 was
recorded. The results are shown in the table. Draw a graph to show these results.
rickets 100
scurvy 275
88 Worksheets
3. Write a paragraph to explain how the father determines the sex of a baby. (6)
4. Draw a table to show two differences between sperm and ova. (4)
[20 marks]
Worksheets 89
UNIT 13 Puberty and sexual maturation (Student’s Book page 136)
2. Draw a labelled diagram to show how the endometrium changes during the
menstrual cycle. Use the axes below to help you. (6)
90 Worksheets
3. Write down two other terms that mean the same as childbirth. (2)
6. Complications during childbirth at a rural clinic were recorded over a one year
period. The results are shown in the table. Draw a bar chart to show these results.
Infections 4
Pre-existing condition 5
Blood clots 1
(8)
[28 marks]
Worksheets 91
2. 2.1 – B ;
2.2 – D ;
2.3 – A ;
2.4 – E (4)
3. Biologists call living things organisms . All living things produce offspring
when they reproduce . Movement is more easily seen in animals than in plants.
When living things get bigger and increase in mass, it is called growth. (4)
5.
• Remove contact lenses immediately
• Flush immediately with cool water and continue for about 15 minutes .
• Seek medical attention eye . (3)
6. The chemicals could be poisonous or they could burn your hands. (2)
[20 marks]
1. Scientists need to classify living things as there are so many living organisms
on Earth . They need to sort them into groups so that they can study them
recognise them more easily. (2)
3. a) Rhizopus nigrans
b) Panthera leo (2)
4. a) Animals - Their cells do not have a cell wall . They are multicellular
and feed on other organisms . They move around . (any 2)
b) P lants – Contain a green substance called chlorophyll and make their
own food by photosynthesis . Their cells have a cell wall . (any 2)
c) Fungi – Reproduce using spores instead of seeds .
Do not photosynthesise (any 2)
(3 x 2 = 6)
5.
1. Has wings go to 2
Does not have wings go to 3
1.
Monocotyledons Dicotyledons
Number of seed leaves Have one seed leaf or Have two seed leaves
cotyledon
Type of root system Fibrous roots Tap root
Number of flower parts multiples of three Multiples of four or five
Pattern of veins on leaves Narrow leaves with parallel Leaves with a net-like
veins pattern of veins (8)
2.
a)
• t ransports water and mineral salts from the roots to the leaves and to
other parts of the plant
• transports sugars from the leaves to all other parts of the plant
• supports buds and the leaves so they can receive enough sunlight for
photosynthesis
• holds flowers in the best position for pollination
• supports the fruits and seeds in the best position for dispersal
•m anufactures food for the plant by photosynthesis (any 3)
b) s upport the lamina , transport water and mineral salts and collect food (any 2)
1. 12/4 = 3 . The flower has been magnified three times in the drawing (3)
2. total magnification
= eyepiece x nosepiece
= 20 x 40
= 800x (3)
3. A – fine focus;
B – nosepiece lens;
C – stage;
D – diaphragm (4)
Drawing …
1. is accurate 2 1 0
5. has a heading/title 2 1 0
Total 10
[20 marks]
1.
1.1 – C ;
1.2 – E ;
1.3 – A ;
1.4 – B (4)
3.
Plant cell Animal cell
4.
• it allows cells to get bigger
• it allows cells to carry out complex processes; different cells
carry out different functions
• Specialised cells can work together to form tissues, organs and
organ systems. (any 2 =2)
5.
5.1 – B ; 5.2 – C ; 5.3 - D (3)
[20 marks]
1.
• e nergy for daily activities
• building blocks for growth and repair of cells
• substances that keep them functioning properly and staying healthy (any 2 = 2)
3.
Food nutrient Two foods it is found in
fats Nuts, fish oils, meat, milk, butter, cheese, cooking oil
(any 2)
4 a) p
roteins – Needed for growth , for repair of damaged tissues
and for producing the enzymes (any 2)
b) f ats – Provide energy ; help with absorption of fat-soluble
vitamins A, D, E and K ; they form a layer beneath the skin that
insulates the body ; form a layer around organs to provide
protection from injury (any 2)
(4)
5. A balanced diet refers to a diet that contains all the required nutrients
in the correct amounts . (2)
1.1 – B ;
1.2 – A (2 x 2 = 4)
4. Gas exchange takes place in the cells and in the lungs . (2)
[20 marks]
1. 1.1 – C ;
1.2 – A ;
1.3 – B ;
1.4 – D (4)
Glass window
a) To show that plants respond positively to one sided light (2)
b) T he plant would grow straight up . It would receive light from all sides
as it would be turning (2)
c) The plant would grow straight up as there would no longer be light
coming from one direction . (2)
d) Plants are positively phototropic . This means that they grow towards
a light source . (2)
3.
You will need:
bean seeds that have been soaked in water overnight, paper towel,
elastic bands, marker pens, three glass jars, a pot plant
4. method is correct 2 1 0
5. neatly presented 2 1 0
Total 10
(10)
[20 marks]
1.
Type of skeleton Two characteristics of this Example of an animal that
type of skeleton has this type of skeleton
1.
1.1 – D ; 1.2 – C ; 1.3 – E ; 1.4 – B ; 1.5 – A (5)
2.
• I ncreasing awareness by informing and warning people about a particular
infectious disease such as cholera or Ebola fever.
• Improving public hygiene .
• I solation or quarantining people in places where they do not have contact
with many other people except for health workers.
• Immunization can protect people against many infectious diseases.
• Increase the number of health centres (any 4 = 4)
3. a) osteoporosis (1)
b) sickle cell anaemia (1)
c) allergy (1)
4.
1. 1.1 – C ;
1.2 – B ;
1.3 – D (3 x 2 = 6)
4.
Sperm Ova
UNIT 13 Puberty and sexual maturation (Student’s Book page 136)
1
a) puberty – a time of sexual maturation when physical and emotional changes
take place in a person’s body
b) ovulation – the release of an ovum from an ovary into the oviduct
c) c onception – the fusion of the nuclei of the male and female sex cells
d) m enopause – the time in a woman’s life when she stops menstruating
e) menstrual cycle – a series of events that prepares the uterus for
possible pregnancy
f) secondary sexual characteristics – features in males and females that
develop at puberty (6 x 2 = 12)
Labels:
menstruation, ovulation, thickness of endometrium, uterus lining
breaks down, luteal phase, ovulation phase, menstrual phase (any 6 = 6)
1 a)
• There is a greater risk of the baby having a low birth weight
• The mother going into premature labour
• A higher risk of maternal death (3)
b) S ex education and access to birth control . (2)
2. Postnatal care is looking after the mother after the birth of her child
and antenatal care refers to looking after the health of a pregnant woman . (2)
4
• to provide the foetus with nutrients
• to remove waste products from the foetus’ blood
• exchange oxygen and carbon dioxide between the foetus’ blood and the
mother’s blood
• act as a filter for harmful substances, although some substances like nicotine,
drugs and alcohol as well as viruses like HIV can pass through it and reach
the foetus
• to secrete hormones (any 5)
5
a) implantation – the burrowing of the foetus into the uterine wall
b) embryo – an unborn human during the first eight weeks after fertilisation
c) foetus – an unborn human after eight weeks after fertilisation until birth (6)
6.
acrosome – a part of a sperm cell that makes communicable (disease) – a disease that can
enzymes be transmitted from one person to another
adapted – modified or changed to suit a conception – fusion of the nuclei of the male
particular function and female sex cells
alveoli – small sacs that enable exchange of Cowper’s gland – a gland that produces
gases seminal fluid
amino acids – the building blocks of proteins deficiency diseases – diseases caused by a
backbone – a column of bones that is found shortage of a food nutrient, such as a
in the back of an animal; also called a particular vitamin
vertebral column density – how hard or compact a substance is
balanced diet – a diet that contains a detection – identification
combination of the food nutrients needed diffusion – the movement of molecules from
for healthy living, in the right amounts a high concentration to a lower
breathing – the movement of air into and out concentration
of the lungs in mammals disease – a disorder in structure or function in
bronchi – tubes that branch from the trachea a person’s body
bronchioles – smaller tubes that branch from diversity – variety
the bronchi ejaculation – a reflex action in which semen
Caesarian section – a type of birth, when a is released from the body
surgical procedure is done elements – the simplest substances on Earth;
carbohydrates – nutrients made from carbon, they cannot be made smaller
hydrogen and oxygen; e.g. simple sugars and flagellum – a tail on a cell that enables it to
starch move
cartilage – a type of tissue that is found in embryo – an unborn human during the first
some places in an endoskeleton eight weeks after fertilisation
cervix – a narrow opening at the top of the endometrium – the lining of the uterus
vagina
endoskeleton – a type of skeleton that is
characteristics – features of something, such found inside an organism’s body
as an organism
enzymes – special molecules that take part in
chlorophyll – a green pigment molecule in chemical reactions in cells
leaves that is important for photosynthesis
epidermis – a single layer of cells on the
chordates – animals that have a spinal cord outside of some organisms
chromosomes – long coiled structures made epididymis – a coiled tube inside the testes
from special molecules called DNA and that that stores sperm until they are released
carry genetic information
erectile (tissues) – tissues that can fill with
cilia – hair-like extensions on the membrane blood and become hard
of some animal cells
exoskeleton – a support system that is found
circumcision – a surgical procedure that is on the outside of an organism’s body
performed to remove the foreskin
clinostat – a motorised machine that turns
fertilisation – the fusion of male and female
clitoris – a sensitive area in the female sex cells to form a zygote
external sex organs
108 Glossary
Glossary 109
110 Glossary
Glossary 111
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