Amman Academy Grade 9 MYP Yr. 4 Unit 2: Body Forms Practice Booklet PDF

Grade 9 MYP Yr. 4 Unit 2: Body Forms Practice Booklet Key concept: System Related Concept: Function, Form Global Context: Identities and relationships Statement of Inquiry: The form of a system affects its function. ATL Skills: Critical thinking - I...

Grade 9 MYP Yr. 4 Unit 2: Body Forms Practice Booklet Key concept: System Related Concept: Function, Form Global Context: Identities and relationships Statement of Inquiry: The form of a system affects its function. ATL Skills: Critical thinking - Interpret data (Ai, Aii, Aiii) Global Citizenship Global Citizenship at Amman Academy is defined as students’ engaged participation in an international curriculum and diverse experiences that allow them to cross national, cultural, socio- economic, racial, religious, and political boundaries to acknowledge similarities and to understand and learn from differences. Global citizenship does not stop at gaining knowledge, but also works to create a sense of responsibility towards one’s local and global community and to find ways to contribute towards the betterment of the human experience. Digital Citizenship digital citizenship at Amman Academy is defined as a framework that helps instil in students a sense of digital ethics, digital literacy, online safety, and digital health and well-being so that they become digitally responsible, tolerant individuals that embrace differences within a diverse digital community. Student’s name: ____________________ Section: ______ 1 Academic Year 24-25 MYP Yr. (4) Unit Overview MYP Year 4 (Grade 9) Unit Title: Body Forms Duration: (6 weeks) Related Concept Global Context Key Concept Function, Form Identities and System relationships Statement of Inquiry The form of a system affects its function. 2 Academic Year 24-25 MYP Yr. (4)  Inquiry questions Factual— -What does the concept “System” mean? -What is a cell? -What are the functions of animal and plant cell parts? -What is the differences and similarities between plant and animal cells? - What is the cell membrane made up of? - What is the function of cell membrane? -How do substances move across membranes? -What is osmosis? Conceptual— - Why do both animal and plant cells need a nucleus? Debatable— - Is the identity of a cell affected by its structure and function? 3 Academic Year 24-25 MYP Yr. (4) Skills needed to solve questions in the worksheets and exams: ATL Cluster ATL specific skill Critical thinking Interpret data (Ai , Aii, Aiii) Skills needed to write a reflection of the implication of science: ATL Cluster ATL specific skill Creative thinking Make guesses, ask “what if” questions and generate testable hypotheses. (Bi, Bii. Biii, Biv) Information literacy Collect, record, and verify data.(Ci, Cii, Ciii,Civ,Cv) Summative Assessment Criteria: A: Knowing and understanding i.describe scientific knowledge. ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations. iii. analyse information to make scientifically supported judgments. B: Inquiring and designing i. outline an appropriate problem or research question to be tested by a scientific investigation ii. outline a testable prediction using scientific reasoning iii. outline how to manipulate the variables, and outline how data will be collected iv. design scientific investigations C: Processing and evaluating i. present collected and transformed data. ii. interpret data and outline results using scientific reasoning. iii. discuss the validity of a prediction based on the outcome of the scientific investigation. iv. discuss the validity of the method. v. describe improvements or extensions to the method. 4 Academic Year 24-25 MYP Yr. (4)  Week No. Date Topic(s) Week 1 The cell theory 1 Sep – 5 Sep Structure of animal and plant cells Week 2 Structure of the cell membrane Sep 8 – Sep 12 Week 3 Movement across membranes Sep 15 – Sep 19 Week 4 Digestive system Sep 22 – Sep 26 Blood Circulation Week 5 Kidneys Sep 29 – Oct 3 Liver Week 6 End of topic reflection Oct 6– Oct 10 5 Academic Year 24-25 MYP Yr. (4)  Criterion A: Knowing and Understanding Achievement Level Descriptors Task-Specific Rubric/Clarifications Level 0 The student does not reach a standard described Student did not answer the question by any of the descriptors below. appropriately. i. state scientific knowledge. i. state scientific knowledge about cells. 1-2 ii. apply scientific knowledge and understanding ii. apply scientific knowledge and to suggest solutions to problems set in familiar understanding to suggest solutions to situations. problems set in familiar situations regarding cells. I. iii. interpret information to make judgments. I. iii. interpret information to make judgments regarding cells. i. outline scientific knowledge. i. outline scientific knowledge regarding cells. 3-4 ii. apply scientific knowledge and understanding ii. apply scientific knowledge and to solve problems set in familiar situations. understanding to solve problems set in familiar situations regarding cells. I. iii. interpret information to make I. iii. interpret information to make scientifically supported judgments. scientifically supported judgments regarding cells. i. describe scientific knowledge. i. describe scientific knowledge regarding cells. 5-6 ii. apply scientific knowledge and understanding to solve problems set in familiar situations and ii. apply scientific knowledge and suggest solutions to problems set in unfamiliar understanding to solve problems set in situations. familiar situations and suggest solutions to problems set in unfamiliar situations i. iii. analyze information to make regarding cells. scientifically supported judgments. i. iii. analyze information to make scientifically supported judgments about cells. i. explain scientific knowledge. i. explain scientific knowledge regarding cells. 7-8 ii. apply scientific knowledge and understanding ii. apply scientific knowledge and to solve problems set in familiar and understanding to solve problems set in unfamiliar situations. familiar and unfamiliar situations regarding cells. I. iii. analyze and evaluate information to make scientifically supported I. iii. analyze and evaluate information to judgments. make scientifically supported judgments about cells. Level Awarded: Teacher Judgement and Feedback Feedback: 6 Academic Year 24-25 MYP Yr. (4) Criterion A Knowing and understanding (Describes scientific knowledge) ATL Cluster Critical thinking ATL specific skills Interpret data Explicitly taught Spotting a misleading graph The formative assessment Criterion A formative assessment used to elicit learning Lesson 1: The Cell Q.1 Design a quick concept map on what you know about cells. Start with ''Cells'' in the center and draw branches to relate ideas: shape, types ,components, and function. (Design: Produce a plan, simulation or mode.) Answers may vary It has a cell membrane Animal cell Cell Examples on plant cell cells: WBC, neurons, muscle cells, fat cells.. etc Level of organization Visual analysis -Individual work 7 Academic Year 24-25 MYP Yr. (4)  Level of organization Visual analysis -Individual work Q2: Identify the missing information in the boxes below. (Identify: Provide an answer from several possibilities. Recognize and state briefly a distinguishing fact or feature.) Cells Tissues Organ Organism Organ systems Group of organs working together. Q3. State examples of the following cell types. (State: give a specific name, value or other brief answer without explanation or calculation.) Cells Eukaryotic Prokaryotic protist animal plant fungal bacteri archaea cells cells cells cells a 8 Academic Year 24-25 MYP Yr. (4). Label the parts the following animal cell. (Label: Add title, labels or brief explanation(s) to a diagram or graph) centrosomes Mitochondria Endoplasmic reticulum microtubules Nucleus Golgi apparatus Cell membrane Temporary Vacuole nucleolus Cytoplasm Q.5 Label the parts of the following plant cell. (Label: Add title, labels or brief explanation(s) to a diagram or graph) MITOCHONDRION Cell membrane Chloroplast Cell wall cytoplasm Endoplasmic reticulum Nucleus Large permanent Vacuole 9 Academic Year 24-25 MYP Yr. (4) Golgi body  Q.6 Outline the differences and similarities between animal and plant cells. [Ai:3-4] (Outline: Give a brief account or summary.) Factual Question -No cell wall. -Cell wall -Chloroplast -Nucleus. -Chloroplast absent. -Cell membrane. present. -Vacuoles -Cytoplasm. -Mitochondria. -Large usually not Vacuoles. present, if present they are small. Plant cell Animal cell Q.7 Evaluate – Exit Card Questions: A. State two similarities and two differences between animal and plant cells.. [Ai:1-2] (State: give a specific name, value or other brief answer without explanation or calculation.) Answers may vary. Two differences: Animal cell does not have cell wall or Chloroplast. Whereas the plant cell has cell was and chloroplast. Two similarities: Both animal cell and plant cell have nucleus and cell membrane. 10 Academic Year 24-25 MYP Yr. (4)  B. Choose one organelle found in both animal and plant cells and describe its function. Explain why this organelle is important for both types of cells.. [Ai:7-8] (Give a detailed account including reasons and causes. (See also “Justify”) The cell membrane, found in both animal and plant cells, functions as a selective barrier that controls the movement of substances in and out of the cell. It maintains homeostasis by allowing essential nutrients and ions to enter while removing waste products. This selective permeability is crucial for regulating cellular processes, supporting communication with other cells, and protecting the cell from external threats. Answers may vary. C. Justify why both animal and plant cells need a nucleus and nucleus function. [Aii:7-8] (Justify: Give valid reasons or evidence to support an answer or conclusion. (See also “Explain”).) Both animal and plant cells need a nucleus because it holds the cell's DNA, which contains the instructions for making proteins and managing cell functions. The nucleus controls cell activities such as growth, repair, and reproduction. Q.8 Outline the cell theory.. [Ai:3-4] (Outline: Give a brief account or summary) The cell theory states that: 1- All living organisms are composed of cells. 2- A cell is the smallest form of life. 3- All cells come from pre-existing cells. 11 Academic Year 24-25 MYP Yr. (4) Q.9 Draw a detailed biological drawing of onion epidermal cells and human cheek cells, including labels for key structures (Cytoplasm, Cell membrane, cell wall, nucleus, vacuole , mitochondria.. etc) 12 Academic Year 24-25 MYP Yr. (4)  Cell membrane Factual Q.1 Label the following diagram of the cell membrane, question then outline the function of each part.. [Ai:3-4] Fig.1: Structure of the cell membrane 1- Phospholipids: Phospholipids are the basic component of all biological membranes. Part of the molecule is attracted to water (hydrophilic) and part is not attracted to water (hydrophobic). The phosphate head is hydrophilic, and the two fatty acid tails are hydrophobic. When phospholipids are mixed with water, they naturally become arranged into bilayers, with the hydrophilic heads facing outwards and contacting the water and the hydrocarbon tails facing inwards away from the water. The attraction between the hydrophobic tails in the center of the phospholipid bilayer and between the hydrophilic heads and the surrounding water makes membranes very stable. 2- Cholesterol: Cholesterol is a component of animal cell membranes. Cholesterol fits between phospholipids in the membrane. Cholesterol restricts the movement of phospholipid molecules. It therefore reduces the fluidity of the membrane. 3- Proteins: Cell membranes have a wide range of functions. The primary function is to form a barrier through which ions and hydrophilic molecules cannot easily pass. This is carried out by the phospholipid bilayer. Almost all other functions are carried out by proteins in the membrane: 13 Academic Year 24-25 MYP Yr. (4)  - Integral proteins: These are proteins that are embedded in the plasma membrane. - Peripheral proteins: These proteins are attached to the surface of the membrane, either on the surface of an integral protein or on the phosphate heads. Membrane proteins serve multiple functions, such as: 1. Hormone binding sites (also called hormone receptors). 2. Channels for passive transport of substances across the cell membrane. 3. Pumps for active transport which use ATP to move particles across the membrane. 4- Carbohydrates: Some carbohydrate chains are attached to membrane proteins to help perform some functions related to cell recognition. Q.2 Deduce the function of the cell membrane. [Aii: 3-4] The cell membrane serves as a protective barrier, controls what enters and exits the cell, facilitates communication with other cells, provides structural support, and helps with cell recognition and adhesion. Diffusion Q.1 Define the term diffusion. [Ai: 1-2] Diffusion is the process by which molecules move from an area of higher concentration to an area of lower concentration until they are evenly distributed. This movement continues until equilibrium is reached. Q.2 Outline the difference between simple and facilitated diffusion. [Ai: 3-4] Simple Diffusion: Small molecules move directly through the cell membrane from where there's more of them to where there's less, without needing help. Facilitated Diffusion: Bigger or charged molecules use special proteins to pass through the membrane, also moving from high to low concentration but needing help from these proteins. 14 Academic Year 24-25 MYP Yr. (4) Q.3 Give an example from a real-life situation where: [Aii: 7-8] Answers may vary a) Simple Diffusion: The scent of a perfume spreading in a room. When you spray perfume, the fragrance molecules diffuse from the area of high concentration (where you sprayed) to areas of lower concentration, gradually filling the room with the scent. b) Facilitated Diffusion: The transport of oxygen in the blood. Oxygen molecules move from the high concentration in the lungs (where they bind to hemoglobin in red blood cells) to lower concentrations in the tissues throughout the body, facilitated by the hemoglobin in red blood cells. Q.5 Describe the factors that affect the rate of diffusion in cells. [Aii: 5-6] (Describe: Give a detailed account or picture of a situation, event, pattern or process.) 1- The concentration gradient: this is the difference in concentration between two cells, the larger the gradient (the difference) the faster the rate of diffusion. The rate of diffusion is faster when the concentration gradient between the two cells / compartments is steeper as seen below: 15 Academic Year 24-25 MYP Yr. (4) 2- Temperature: At higher temperatures, molecules gain more kinetic energy, they move faster and tend to spread faster, increasing the rate of diffusion. 3- Surface area across which diffusion is occurring: the greater the surface area the faster the rate of diffusion, because more particles have direct contact with a larger surface at a time, as if there are more entry points for particles to cross. 4- Distance particles cross: this usually refers to the thickness of the cell membrane, the thicker the cell membrane the larger the distance particles cross, the slower the rate of diffusion. The thinner the cell membrane the shorter the distance particles cross, the faster the rate of diffusion. 6-Size of particles: the larger the particles the slower the rate of diffusion. Osmosis Q.1 Define the term osmosis. [Ai: 1-2] Osmosis is a type of passive transport where water molecules move across a selectively permeable membrane from an area of lower solute concentration (higher water concentration) to an area of higher solute concentration (lower water concentration). This movement continues until equilibrium is reached. 16 Academic Year 24-25 MYP Yr. (4) Q.2 Give an example from a real-life situation where osmosis is involved. Answers may vary Plant Roots: Water moves into plant roots from the soil through osmosis. The soil usually has a lower concentration of solutes compared to the fluid inside the plant cells, so water moves into the plant roots to help the plant stay hydrated and maintain its structure. Q.3 Outline the differences and similarities between osmosis and diffusion. [Ai: 3-4] (Outline: Give a brief account or summary) Diffusion Osmosis Movement of molecules Movement of molecules of a solute like gases of water From high concentration From high water potential to low concentration to low water potential Down the concentration Down the water potential gradient gradient (Fig. A below) Doesn’t require energy Doesn’t require energy Doesn’t require carrier Doesn’t require carrier proteins proteins e.g.: movement of O2 and e.g.: movement of water CO2 between the blood from cell to cell in plants and the lungs to perform photosynthesis 17 Academic Year 24-25 MYP Yr. (4)  Effect of solutions on animal and plant cells. Apply your understanding of the effect of the process osmosis on the structure of animal cells and the structure of plant cells. [Aii: 1-2] Plant cell 1- If a plant cell is placed in a hypertonic solution, water will move by osmosis from the plant cell to the outside (surrounding solution), this causes the plant cell to lose its water content, and if this persists for a long time, the plant cell will become plasmolyzed, in which the cell membrane detaches from the cell wall, leaving the cell nonfunctional. This is a non-preferable condition for plant cells as it results in their death. 2- If a plant cell is placed in an isotonic solution, then water will move by osmosis into and out of the cell equally, and that results in maintaining the structure of the cell wall and not increasing its rigidity for it to perform its function, this condition is not very preferable by plant cells and it leaves the structure of the plant cell flaccid. 3- If a plant cell is placed in a hypotonic solution, water will move by osmosis from the solution to the inside of the plant cell, water will fill the vacuole of the plant cell creating pressure on the cell wall and causing the plant cell to become turgid, this ensures that the plant is firm and rigid and can stand upright easily, this is a preferred condition by plant cells. 18 Academic Year 24-25 MYP Yr. (4) Animal cells: 1- If an animal cell is placed in a hypertonic solution, water will move by osmosis from the animal cell to the outside (surrounding solution), this causes the animal cell to lose its water content, and if this persists for a long time, the animal cell will shrink, leaving the cell nonfunctional. This is a non-preferable condition for animal cells as it results in their death. 2- If an animal cell is placed in an isotonic solution, then water will move by osmosis into and out of the cell equally, and that results in maintaining the structure of the cell, this condition is preferable by animal cells, as their structure is maintained to help them perform their function. 3- If an animal cell is placed in a hypotonic solution, water will move by osmosis from the solution to the inside of the animal cell, water will fill the inside of the animal cell, and if this persists for a long time, the animal cell, not having a rigid cell wall to protect it, will eventually burst (Lyse). Q.3 Interpret the diagram to describe what is meant by active transport. [Aiii:3-4] The movement of particles from an area of their lower concentration to an area of their higher concetration, against the concentration gradient using energy and passing through special carrier proteins across the plasma membrane. 19 Academic Year 24-25 MYP Yr. (4) Active transport helps plants absorb different mineral ions from the soil even if they were at low concnetrations compared to the inside of the plant cells. Q.4 Give an example from a real-life situation where active transport is involved. [Aii: 7-8] Sodium-Potassium Pump in Nerve Cells In nerve cells, the sodium-potassium pump actively transports sodium ions (Na⁺) out of the cell and potassium ions (K⁺) into the cell. This process uses energy from ATP to maintain a higher concentration of sodium outside the cell and a higher concentration of potassium inside the cell. This gradient is crucial for nerve impulse transmission and overall cell function. Q5. State the molecule used to assess the movement of particles in the active transport process. (State: Give a specific name, value or other brief answer without explanation or calculation.) The molecule used to assess the movement of particles in the active transport process is adenosine triphosphate (ATP). ATP provides the necessary energy for active transport by powering transport proteins or pumps that move particles against their concentration gradients. 20 Academic Year 24-25 MYP Yr. (4)  Laboratory Criterion Correctly collect, organize, transform and present data in numerical Ci: and/or visual forms. ATL skill Research: Information literacy: Collect, record, and verify data Safety: Be careful while using the knife to peel off and cut the potatoes. 1- Get a potato tuber, peel it off. 2- Use a knife and a ruler to cut three pieces of potato all equal in size, with length of 3 cm, width 1 cm and thickness 0.5 cm. If you have a fruit cutter then you can use it to help you produce potato strips of equal sizes, the length of which can be trimmed to 3cm. 3- Use a measuring cup to pour 50 ml of tap water into three transparent cups. Label them A, B, C. 4- Place one piece of potato in cup A. 5- Add half a teaspoon of salt to cup B, stir then drop the second piece of potato inside the cup. 6- Add two teaspoons of salt to cup C then drop the third piece of potato inside the cup. 7- Leave the pieces of potato for an hour then take them out and blot dry them using tissue paper. Measure the length of each piece. 8- Record your data and process them in the table below. Take a photo of your experimental setup, print it out and paste it on page 17. Length of potato / cm Amount of salt / teaspoon Change in length. Initial length Final length (Final – initial) 0 3 ½ 3 2 3 a- Refer to the lab report (Criteria B and C) guide, read the section on how to record and process data, then list three mistakes shown in the table above. _________________________________________________________________________ 21 Academic Year 24-25 MYP Yr. (4) The video link gives guidance on how to use Excel ™ to construct a scatter diagram: https://www.youtube.com/watch?v=gBbGBrHTMrM&t=1s b- Using Microsoft excel, plot the results on a scatter diagram to show the relationship between concentration of salt and the change in length of potato. Print out your graph and paste it in the space below. (Plot : Mark the position of points on a diagram) 22 Academic Year 24-25 MYP Yr. (4) Handout # 1 The digestive system Q1 Label the following diagram of the digestive system, then outline the function of each part. [Ai: 3-4] [Source: IBDP Biology guide] 23 Academic Year 24-25 MYP Yr. (4)  1. Mouth: Function: Starts the digestive process through mechanical breakdown (chewing) and chemical digestion (saliva). Saliva contains enzymes like amylase that begin breaking down carbohydrates. 2. Esophagus: Function: A muscular tube that connects the mouth to the stomach. It uses peristalsis—wave-like muscle contractions—to push food down into the stomach. 3. Stomach: Function: Acts as a mixing chamber and storage area. It secretes gastric juices, including hydrochloric acid (HCL) and pepsin, which break down proteins and kill pathogens. The stomach churns food into a semi-liquid mixture called chyme. 4. Small Intestine: Function: The primary site for digestion and nutrient absorption. It has three parts: a. Duodenum: Receives chyme from the stomach and bile from the liver; pancreatic enzymes continue digestion here. b. Jejunum: Main site for nutrient absorption, including sugars, amino acids, and fatty acids. c. Ileum: Absorbs vitamin B12 and bile salts; connects to the large intestine. 5. Pancreas: Function: Produces digestive enzymes (amylase, lipase, and proteases) that are released into the small intestine. 6. Liver: Function: A vital organ for metabolism. It produces bile (stored in the gallbladder), 7. Gallbladder: Function: Stores and concentrates bile produced by the liver. 8. Large Intestine (Colon): Function: Absorbs water from indigestible food matter, forming solid waste (feces). 9. Rectum: Function: The final section of the large intestine, it stores feces until they are expelled through the anus. 24 Academic Year 24-25 MYP Yr. (4) The digestive system involves 5 processes: 1- Ingestion: taking substances such as food and drink into the body through the mouth. 2- Digestion: the breakdown of large insoluble food molecules into small water-soluble molecules. 3- Absorption: the movement of digested food molecules through the walls of the intestine into blood or lymph. 4- Assimilation: movement of digested food molecules into the cells of the body where they are used, becoming part of the cells. 5- Egestion: passing out of food that has not been digested as feces through the anus. Q.2 a) Analyze The statement “The digestive system involves two groups of organs, and two types of digestion [Aiii 5-6] 25 Academic Year 24-25 MYP Yr. (4)  - Types of digestion: 1. Physical, mechanical, digestion: the breakdown of large food molecules into smaller ones without involving any chemical changes. Examples: grinding food by teeth, breaking large fat droplets by bile (a process called emulsification), churning food by mixing it with gastric juice in the stomach. 2. Chemical digestion: involves the addition of chemicals such as enzymes to break down food into nutrients that are chemically different. Examples: amylase in saliva breaks down starch into maltose, pepsin in the stomach breaks down proteins into smaller peptide chains. 26 Academic Year 24-25 MYP Yr. (4) * The digestive process: -Salivary glands produce saliva which has enzyme amylase that starts the digestion of starch. -Teeth grind the food to make it smaller and easier for the tongue to roll it into a bolus. -The bolus moves through the esophagus, which propels the food further by peristalsis. -The food reaches the stomach, where it is mixed with gastric juice made up of HCl (Hydrochloric acid) and enzymes. Food is churned up with gastric juice and it turns into a liquid called chyme. -The liver makes a liquid called bile. Bile is stored in the gall bladder then it is released into the first part of the small intestine called the duodenum, where bile emulsifies large fat droplets into small fat droplets. - The pancreas produces different types of enzymes: Lipases: break down lipids into fatty acids and glycerol. Proteases: break down proteins into amino acids. Carbohydrase: break down carbohydrates into glucose. - The process of taking substances into cells and the blood is called absorption. Absorption occurs principally in the part of the small intestine called the ileum. - The rate of absorption depends on the surface area of the inner lining of the small intestine. The small intestine in adults is about seven meters long and 25-30 millimeters wide and there are folds on its inner surface, giving a large surface area for this inner lining. The surface area of the inner lining is further increased by the presence of villi, which are small finger-like projections of the inside of the intestine wall. The villi absorb mineral ions and vitamins and also basic units of compounds formed by digestion such as glucose. 27 Academic Year 24-25 MYP Yr. (4) -The remaining undigested food, such as fiber, some water and dead cells move on to the large intestine (colon) where water is absorbed, the remaining feces is stored in the rectum before it is egested through the anus. Handout # 2 Q.1 Outline what is meant by respiration. [Ai: 3-4] All living cells need a continual supply of energy. This energy is used for a wide range of processes including active transport and protein synthesis. Most of these processes require energy in the form of ATP (adenosine triphosphate). Every cell produces its own ATP, by a process called cell respiration. Carbon compounds (organic compounds) such as glucose or fat are carefully broken down and the energy released by doing this is used to make ATP. Cell respiration is defined as: controlled release of energy from organic compounds to produce ATP. Q.3 Distinguish between aerobic and anaerobic respiration. [Ai: 3-4] What are the two types of respiration? 1- Aerobic respiration: this form of respiration takes place inside mitochondria in the presence of oxygen, and it results in the production of a huge amount of ATP. This type of respiration takes places in all cells, in all types of organisms and at all times. Equation: Glucose + Oxygen → Carbon dioxide + Water + ATP C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP 2- Anaerobic respiration: this form of respiration takes place in the cytoplasm of cells in the absence of Oxygen, when a short but rapid supply of energy is required. In humans, this takes place in muscle cells (during heavy exercise), glucose breaks down into a toxic substance called lactic acid: Glucose → Lactic acid + energy 28 Academic Year 24-25 MYP Yr. (4) In plants and yeast, this takes place if oxygen was in short supply which causes the organism to break down glucose into carbon dioxide and alcohol: Glucose → Ethanol + Carbon dioxide + energy This reaction takes place when we use yeast in dough making, this is known as fermentation, in which the carbon dioxide that s produced causes the dough to rise. In alcoholic beverages, the same reaction is used to ferment any source of sugar to produce alcohol and carbon dioxide gives the drink the fizz it has. The structure of the respiratory (ventilation) system Q.2 Label the following diagram of the respiratory system. [Ai: 3-4] [Source: IBDP Biology guide] When we breathe in, air goes into the nose then passes into the nostrils. In the nostrils there are tiny hairs that trap dust particles. Air then moves through the windpipe (trachea) which branches into two bronchi. The lining of the bronchi has cilia which move the mucus out. Mucus is sticky, it traps germs and dust to remove them away from the lungs. Bronchi carry air into each lung, where they split into bronchioles which end with air sacs called alveoli where gas exchange happens (oxygen in and carbon dioxide out). Below the lungs is the diaphragm which contracts and relaxes to help us breath in and out. 29 Academic Year 24-25 MYP Yr. (4) THE NEED FOR VENTILATION (breathing movements): Cell respiration happens in the cytoplasm and mitochondria and releases energy in the form of ATP for use inside the cell. In humans, oxygen is used in cell respiration and carbon dioxide is produced. Humans therefore must take in oxygen from their surroundings and release carbon dioxide. This process of swapping one gas for another is called gas exchange. It happens by diffusion in the alveoli of human lungs, so it depends on concentration gradients of oxygen and carbon dioxide between the air in the alveoli and blood flowing in the adjacent capillaries. To maintain these concentration gradients, the air in the alveoli must be refreshed frequently. The process of bringing fresh air to the alveoli and removing stale air is called ventilation, and this is achieved by breathing in (inspiration) and breathing out (expiration). 30 Academic Year 24-25 MYP Yr. (4)  [Source: IBDP Biology guide] 31 Academic Year 24-25 MYP Yr. (4) Handout # 3 The Circulatory system +0+ -9 0 32 Academic Year 24-25 MYP Yr. (4) Q.1 Describe in your own words how the double circulatory system helps in the elimination of waste from the body. Use the following prompts to guide your explanation: (Ai:5-6) How does blood flow through the pulmonary circuit contribute to the removal of carbon dioxide? How does the systemic circuit assist in transporting waste products to the excretory organs? The double circulatory system consists of two circuits: the pulmonary circuit and the systemic circuit, both playing crucial roles in waste elimination. Pulmonary Circuit: Blood is pumped from the heart to the lungs, where carbon dioxide is exchanged for oxygen. In the lungs, carbon dioxide diffuses from the blood into the alveoli and is exhaled. This process helps remove excess carbon dioxide, a metabolic waste product. Systemic Circuit: Oxygenated blood is then distributed throughout the body. As cells use oxygen and produce waste products (like urea and lactic acid), these waste materials enter the bloodstream. The systemic circuit transports this waste to excretory organs, primarily the kidneys, where it is filtered out and excreted in urine. Together, these circuits ensure efficient removal of carbon dioxide and metabolic wastes, maintaining homeostasis. 33 Academic Year 24-25 MYP Yr. (4) Q.2 Analyse the different shapes of the blood vessels and compare and contrast the three types of blood vessels. [Aii 5 -6] 34 Academic Year 24-25 MYP Yr. (4) Q.3 Label the diagrams of the human heart. [Aii 1 -2] 35 Academic Year 24-25 MYP Yr. (4) Q.4 Annotate the following diagram with the components of blood and their functions. [Ai 1 -2] Red Blood Cells : Transport oxygen to tissues and carbon dioxide to the lungs. White Blood Cells : Defend against infections and foreign substances. Platelets : Aid in blood clotting to prevent bleeding. Plasma: Liquid component that carries blood cells, nutrients, hormones, and waste products. 36 Academic Year 24-25 MYP Yr. (4)  Q.5 Annotate the following diagram of blood cells. [Ai 1 -2] 37 Academic Year 24-25 MYP Yr. (4) Kidney Functions: 1. Cortex Function: The outer layer of the kidney. It has a part of the nephrons, where blood filtration begins. 2. Medulla Function: The inner part of the kidney. It contains the renal pyramids, which house the loops of Henle and collecting ducts that concentrate urine. 3. Nephrons Function: The basic functional units of the kidney. Each nephron filters blood, removes waste, and reabsorbs necessary substances. Each nephron has several key components: a) Glomerulus: Function: A network of capillaries where blood filtration occurs. It allows water, ions, and small molecules to pass into the Bowman’s capsule while retaining larger molecules like proteins. b) Bowman’s Capsule: Function: Collects the filtrate (the filtered fluid) from the glomerulus and directs it into the renal tubule. c) Proximal Convoluted Tubule (PCT): Function: Reabsorbs about 65-70% of the filtered water, glucose, amino acids, and essential ions back into the bloodstream, while secreting some waste products. d) Loop of Henle: Function: o Descending Limb: Permeable to water; reabsorbs water into the bloodstream, concentrating the filtrate. o Ascending Limb: Impermeable to water; reabsorbs sodium and chloride ions. Distal Convoluted Tubule (DCT): Function: Further adjusts the composition of the filtrate by reabsorbing ions (like sodium and calcium) and secreting additional waste products and excess ions. Collecting Duct: Function: Final site for water reabsorption, concentrates urine and collects filtrate from multiple nephrons before transporting it to the renal pelvis. 4. Renal Pelvis Function: A funnel-shaped structure that collects urine from the collecting ducts and directs it to the ureter. 38 Academic Year 24-25 MYP Yr. (4) 5. Ureter Function: A tube that carries urine from the kidney to the bladder. 6. Bladder Function: A storage organ for urine. It expands as it fills and contracts to release urine during urination. 7. Urethra Function: The tube that carries urine from the bladder out of the body. Summary Each part of the kidney works together to filter blood, produce urine, and maintain the body’s balance of fluids. The nephrons are the key players in this process, ensuring that waste is effectively removed while essential substances are reabsorbed. 39 Academic Year 24-25 MYP Yr. (4) Liver: The liver is the largest internal organ in the body, weighing about (1.4 kg) Liver Functions: 1) Bile Production: The liver produces bile, which is essential for the emulsification and digestion of fats. 2) Nutrient Storage: The liver stores essential vitamins (B12, iron and copper) 3) Aids in the digestion and stores fat-soluble vitamins (A,D,E & K) 4) Detoxification: The liver detoxifies harmful substances, including drugs and alcohol, converting them into less harmful compounds for excretion which is urea. (It converts ammonia which is a by product of protein metabolism into urea which less toxic) 5) Breakdown of glycogen into glucose to maintain blood sugar levels. Continuous alcohol consumption can lead to several forms of liver diseases. 40 Academic Year 24-25 MYP Yr. (4) 3- Using the data in the bar chart and in the graph, evaluate the assumption that claims that both Alyssum plant species are equally useful in decontaminating soils containing high levels of nickel. [Aiii: 7-8] ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Reflect on your understanding of the ATL skill: Thinking: Critical thinking: Interpret data. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Answer the following Inquiry questions: 41 Academic Year 24-25 MYP Yr. (4) Conceptual question: Conceptual and Debatable questions - How does form affect function? __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________________ Debatable question: - To what extent is the identity of each organ important in identifying the functions of organ systems? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 42 Academic Year 24-25 MYP Yr. (4) End of unit reflection: Reflect on the following: 43 Academic Year 24-25 MYP Yr. (4) IBLP: highlight the IBLP attributes you think you have acquired and practiced throughout this unit, for each attribute you highlighted, give an example of how you demonstrated it through the activities and experiences of this unit. Your reflection on IBLP: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________ a- Conceptual Understanding (Key Concept + Related Concept) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________ b- Contextual Understanding (Key Concept + Related Concept + Global Context) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________ 44 Academic Year 24-25 MYP Yr. (4)  Criterion A (i) Knowing and understanding (Describes scientific knowledge) ATL Cluster Critical thinking ATL specific skills Interpret data Explicitly taught Spotting a misleading graph The formative assessment Criterion A formative assessment used to elicit learning Evaluate: ATL Skill Reflection Reflect on your proficiency in the ATL skill included in the table. Choose whether you are a novice, learner, practitioner, or expert in the specific skills. Explain your choice and provide suggestions for improvement if needed. COMMUNICATION: ATL Skills Self-Assessment Level it up! Take responsibility for your learning. What level are you? Novice/ beginning – students are introduced to the skill and can watch others performing it (observation) Learner/ developing – students copy others who use the skill and use the skill with scaffolding and guidance (emulation) Practitioner/ using – students employ the skill confidently and effectively (demonstration) Expert/ sharing – students can show others how to use the skill and accurately assess how effectively the kill is used (self-regulation) Novice/ Learner/ Practitioner Expert/ Beginning developing / using Sharing I. Critical Exchanging thoughts, messages and information effectively thinking through interaction Inquiry Focus: Interpret data How can students Interpret data better? Reflect on your choice of your predicted level. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 45 Academic Year 24-25 MYP Yr. (4) Global Citizenship Global Citizenship at Amman Academy is defined as students’ engaged participation in an international curriculum and diverse experiences that allow them to cross national, cultural, socio-economic, racial, religious, and political boundaries to acknowledge similarities and to understand and learn from differences. Global citizenship does not stop at gaining knowledge, but also works to create a sense of responsibility towards one’s local and global community and to find ways to contribute towards the betterment of the human experience What is international mindedness? Reflect how the knowledge gain through this booklet can help you toward being a global citizen and contributing to the sustainable development goals. 46 Academic Year 24-25 MYP Yr. (4) (You may present your reflection in an essay, drawing or collage in the box below) 47 Academic Year 24-25 MYP Yr. (4) Highlight the IBLP attribute you developed over the course of this unit 48 Academic Year 24-25 MYP Yr. (4)