Body Forms - Grade 9 MYP Unit 2

<p>Critical interpretation of data (A)</p> Signup and view all the answers

<p>Expert (B)</p> Signup and view all the answers

<p>Amylase (B)</p> Signup and view all the answers

<p>Stomach (D)</p> Signup and view all the answers

<p>To emulsify large fat droplets into smaller droplets (C)</p> Signup and view all the answers

<p>Ileum (D)</p> Signup and view all the answers

<p>Esophagus (B)</p> Signup and view all the answers

<p>Digestion and nutrient absorption (D)</p> Signup and view all the answers

<p>Lipases (C)</p> Signup and view all the answers

<p>Level 0 (A)</p> Signup and view all the answers

<p>Ileum (C)</p> Signup and view all the answers

<p>Villi (C)</p> Signup and view all the answers

<p>Level 3-4 (D)</p> Signup and view all the answers

<p>ATP (A)</p> Signup and view all the answers

<p>Peristalsis (C)</p> Signup and view all the answers

<p>To produce ATP as energy (C)</p> Signup and view all the answers

<p>Producing bile (C)</p> Signup and view all the answers

<p>Analyzing information (B)</p> Signup and view all the answers

<p>Describe scientific knowledge (C)</p> Signup and view all the answers

<p>Main site for nutrient absorption (D)</p> Signup and view all the answers

<p>Rectum (C)</p> Signup and view all the answers

<p>Level 5-6 (D)</p> Signup and view all the answers

<p>Anaerobic respiration (D)</p> Signup and view all the answers

<p>Make judgments regarding cells (C)</p> Signup and view all the answers

<p>Analyze information to draw conclusions (C)</p> Signup and view all the answers

<p>State known solutions (D)</p> Signup and view all the answers

<p>Concentration gradient (D)</p> Signup and view all the answers

<p>Higher temperatures increase kinetic energy and molecular movement (D)</p> Signup and view all the answers

<p>Osmosis occurs through a selectively permeable membrane (D)</p> Signup and view all the answers

<p>More surface area allows for faster diffusion rates (A)</p> Signup and view all the answers

<p>Thicker cell membranes (A)</p> Signup and view all the answers

<p>Equal concentration of solute on both sides of the membrane (D)</p> Signup and view all the answers

<p>Water uptake by plant roots from the soil (D)</p> Signup and view all the answers

<p>Size of the particles (B)</p> Signup and view all the answers

<p>The differences between animal and plant cells (A)</p> Signup and view all the answers

<p>The form of a system directly influences its function. (C)</p> Signup and view all the answers

<p>Engaging in international curriculum and diverse experiences. (D)</p> Signup and view all the answers

<p>It helps instill a sense of responsibility and ethics in a digital context. (D)</p> Signup and view all the answers

<p>What is the purpose of studying cell theory? (A)</p> Signup and view all the answers

<p>It illustrates how substances move across membranes. (B)</p> Signup and view all the answers

<p>Function and form of biological systems (A)</p> Signup and view all the answers

<p>The connections and interactions among different organisms (B)</p> Signup and view all the answers

A group of interconnected parts working together to perform a specific function.

The basic unit of life, performing various functions.

Specific actions carried out by parts of an animal cell to keep the whole organism alive.

Specific actions carried out by parts of a plant cell to keep the whole organism alive.

The outer covering of a cell, controlling what enters and leaves.

The movement of water across a cell membrane (from high to low water concentration).

The specific tasks performed by a cell’s parts to maintain and sustain life.

The shape (form) of a system directly impacts how it works (function).

Student does not meet any of the described standards.

Student correctly states science knowledge about cells, applies knowledge to suggest solutions in familiar situations, and interprets information to make judgments related to cells.

Student outlines scientific knowledge about cells, applies knowledge to solve problems in familiar situations, and interprets information to make scientifically supported judgments related to cells.

Student describes scientific knowledge about cells, applies knowledge to solve problems in familiar situations and suggests solutions to problems in unfamiliar situations, analyze information to make scientifically supported judgments.

Describes the knowledge and understanding criteria for evaluating student achievement.

Different descriptions of the quality of student achievement based on a scale.

Specific guidelines to help in assessing a student’s understanding linked to a task or question.

Information and facts about the fundamental structure and function of cells.

A group of organs that work together to break down food into smaller molecules that the body can absorb and use for energy and growth.

The first part of the digestive system where food enters. Mechanical breakdown (chewing) and chemical digestion (saliva) begin here.

A muscular tube that connects the mouth to the stomach. It uses wave-like muscle contractions (peristalsis) to move food down.

A muscular bag that churns food and mixes it with gastric juices, including hydrochloric acid (HCl) and pepsin, to break down proteins.

The primary site for digestion and nutrient absorption. It has three parts - duodenum, jejunum, and ileum.

Produces digestive enzymes (amylase, lipase, and proteases) that are released into the small intestine to help break down food.

A vital organ for metabolism. It produces bile (stored in the gallbladder), which helps digest fats in the small intestine.

Stores bile produced by the liver and releases it into the small intestine when needed.

The movement of molecules from an area of high concentration to an area of low concentration.

The difference in concentration between two areas.

Movement of molecules across a membrane with the help of a protein.

Several factors impact how fast diffusion occurs, including concentration gradient, temperature, surface area, distance, and particle size.

Higher temperatures make molecules move faster, leading to faster diffusion.

A larger surface area allows molecules to move faster because there are more places for them to cross.

The shorter the distance molecules have to travel, the faster they diffuse.

Smaller particles diffuse faster than bigger ones.

A graph that appears truthful but uses visual techniques to distort the data, making a claim seem more significant than it is.

The ability to identify graphs that use visual techniques to misrepresent data and draw incorrect conclusions.

Understanding the meaning of data presented in a graph or table, drawing conclusions and making informed decisions.

Grasping the fundamental ideas and principles of a topic, connecting them to related concepts and building a deeper understanding.

Applying knowledge and understanding of a topic to real-world situations and different contexts, considering the larger picture and global impact.

Enzymes produced by the pancreas that break down lipids (fats) into fatty acids and glycerol.

Enzymes produced by the pancreas that break down proteins into amino acids.

Enzymes produced by the pancreas that break down carbohydrates into glucose.

The process by which nutrients from digested food are taken into cells and the bloodstream.

Section of the digestive system where water is absorbed from undigested food, forming feces.

The process by which cells break down organic compounds like glucose to release energy, producing ATP.