Sunday, 13 December 2015
Wednesday, 9 December 2015
Thursday, 3 December 2015
Enzymes Make the World Go 'Round
http://www.chem4kids.com/files/bio_enzymes.html
Enzymes are biological molecules (proteins) that act as catalysts and help complex reactions occur everywhere in life. Let’s say you ate a piece of meat. Proteases would goto work and help break down the peptide bonds between the amino acids.
doors ,
and some put bolts on the frames. Enzymes are like those giant robots.
They grab one or two pieces, do something to them, and then release
them. Once their job is done, they move to the next piece and do the same thing again. They are little protein robots inside your cells.
The robot that was designed to move a car door can't put brakes on the car. The specialized robot arms just can't do the job .
Enzymes are the same. They can only work with specific molecules and
only do specific tasks. Because they are so specific, their structure is
very important. If only one amino acid of the enzyme is messed up, the
enzyme might not work. It would be as if someone unplugged one of the
cords in a robot.
2. The enzyme grabs on to the substrate at a special area called the active site. The combination is called the enzyme/substrate complex. Enzymes are very, very specific and don't just grab on to any molecule. The active site is a specially shaped area of the enzyme that fits around the substrate. The active site is like the grasping claw of the robot on the assembly line. It can only pick up one or two parts.
3. A process called catalysis happens. Catalysis is when the substrate is changed. It could be broken down or combined with another molecule to make something new. It will break or build chemical bonds. When done, you will have the enzyme/products complex.
Enzymes are biological molecules (proteins) that act as catalysts and help complex reactions occur everywhere in life. Let’s say you ate a piece of meat. Proteases would goto work and help break down the peptide bonds between the amino acids.
Will all enzymes break down all substances? No. Enzymes are very
specific catalysts and usually work to complete one task. An enzyme that
helps digest proteins will not be useful to break down carbohydrates.
Also, you will not find all enzymes everywhere in the body. That would be inefficient.
There are unique enzymes in neural cells, intestinal cells, and your
saliva.
Assembly Line Robots
You all know about cars and the assembly lines where they are made. There are giant robots helping people do specific tasks. Some lift the whole car, some lift
The robot that was designed to move a car door can't put brakes on the car. The specialized robot arms just can't do the
For example, some herbicides are used to block plant enzyme activity. A tiny herbicide molecule can attach to the active site
of an enzyme and stop it from working. Plants have adapted by changing
one or two amino acids in their enzymes. They adjust their structure,
are able to continue working, and the herbicide can no longer limit the
enzyme.
Four Steps of Enzyme Action
1. The enzyme and the substrate are in the same area. Some situations have more than one substrate molecule that the enzyme will change.2. The enzyme grabs on to the substrate at a special area called the active site. The combination is called the enzyme/substrate complex. Enzymes are very, very specific and don't just grab on to any molecule. The active site is a specially shaped area of the enzyme that fits around the substrate. The active site is like the grasping claw of the robot on the assembly line. It can only pick up one or two parts.
3. A process called catalysis happens. Catalysis is when the substrate is changed. It could be broken down or combined with another molecule to make something new. It will break or build chemical bonds. When done, you will have the enzyme/products complex.
4. The enzyme releases the product. When the enzyme lets go, it returns to its original shape. It is then ready to work on another molecule of substrate.
Can You Control Them?
Good question! We know what you're thinking: "What if enzymes just kept going and converted every molecule in the world? They would never stop. They would become monsters!" Don’t worry. There are many factors that can regulate enzyme activity, including temperature, activators, pH levels, and inhibitors.Wednesday, 2 December 2015
1ºB EXPERIMENTS!!!
Click on Monday, 3 November 2014.
You will find cool experiments for your project.
Good luck.
You will find cool experiments for your project.
Good luck.
Monday, 30 November 2015
Think Positive: Rethink HIV
http://www.worldaidsday.org/campaign/rethink-hiv
http://www.unaids.org/en/resources/campaigns/HowAIDSchangedeverything/factsheet
http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv
http://www.unaids.org/en/resources/campaigns/HowAIDSchangedeverything/factsheethttp://www.avert.org/hiv-transmission-prevention/how-you-get-hiv
Despite
what you may have heard, there are only a few ways you can get HIV.
Here, we explain the ways you can get it and how to protect yourself
from HIV infection.
A person living with HIV can pass the virus to others whether they have symptoms or not. People with HIV are most infectious in the first few weeks after infection.2
Here we describe the main ways you can get HIV.
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
How can you get HIV?
HIV lives in the following bodily fluids of an infected person:- blood
- semen and pre-seminal fluid (“pre-cum”)
- rectal fluids/anal mucous
- vaginal fluids
- breast milk.
A person living with HIV can pass the virus to others whether they have symptoms or not. People with HIV are most infectious in the first few weeks after infection.2
Here we describe the main ways you can get HIV.
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
Despite
what you may have heard, there are only a few ways you can get HIV.
Here, we explain the ways you can get it and how to protect yourself
from HIV infection.
How can you get HIV?
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
Despite
what you may have heard, there are only a few ways you can get HIV.
Here, we explain the ways you can get it and how to protect yourself
from HIV infection.
A person living with HIV can pass the virus to others whether they have symptoms or not. People with HIV are most infectious in the first few weeks after infection.2
Here we describe the main ways you can get HIV.
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
How can you get HIV?
HIV lives in the following bodily fluids of an infected person:- blood
- semen and pre-seminal fluid (“pre-cum”)
- rectal fluids/anal mucous
- vaginal fluids
- breast milk.
A person living with HIV can pass the virus to others whether they have symptoms or not. People with HIV are most infectious in the first few weeks after infection.2
Here we describe the main ways you can get HIV.
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
Despite
what you may have heard, there are only a few ways you can get HIV.
Here, we explain the ways you can get it and how to protect yourself
from HIV infection.
A person living with HIV can pass the virus to others whether they have symptoms or not. People with HIV are most infectious in the first few weeks after infection.2
Here we describe the main ways you can get HIV.
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
How can you get HIV?
HIV lives in the following bodily fluids of an infected person:- blood
- semen and pre-seminal fluid (“pre-cum”)
- rectal fluids/anal mucous
- vaginal fluids
- breast milk.
A person living with HIV can pass the virus to others whether they have symptoms or not. People with HIV are most infectious in the first few weeks after infection.2
Here we describe the main ways you can get HIV.
- See more at: http://www.avert.org/hiv-transmission-prevention/how-you-get-hiv#sthash.pNIsjwfE.dpuf
Sunday, 29 November 2015
REPRODUCTION
Asexual Reproduction
When an organism reproduces it makes another organism of the same _________. Some organisms reproduce ________. Cows make more cows and pigs make more pigs. Sexual reproduction combines genes from a mother and a father, making a genetically _________ organism. Other organisms reproduce asexually. In asexual reproduction, all the genes come from a ________ parent. Asexually produced offspring are genetically __________ to the parent. There are many methods1 of asexual reproduction. In some one-celled organisms, _________________ is a method of asexual reproduction. Bacteria cells reproduce through cell division. The cell makes a copy of its _____ then sends the copy into a new bacteria cell. Some bacteria cells can reproduce fast, making a new cell every 20 minutes. Another method of asexual reproduction is budding. Unicellular yeast cells grow new cells off of the ______ of another. When the cell is developed it falls off and a new ________ cell is produced. Some organisms produce offspring by splitting into pieces. A sea anemone can split down the middle resulting in the production of another individual _________ to the original. Some worms if split will continue to live as ______ identical worms. Both sexual and asexual reproduction produce __________. However, asexual reproduction makes genetically ___________ offspring and sexual reproduction makes __________ offspring. Try taking a __________ of a plant. You will be making another that has the same DNA as the parent plant. You just helped the plant to reproduce asexually!
2. ges·ta·tion /jeˈstāSHən/ n. The process of carrying or being carried in the womb between conception and birth.
Vocabulary
Below is a sentence from the video.
Some bacteria cells reproduce fast, making a new cell every 20 minutes.
Select the word that would best replace the word fast. (1) unhurried (2) rapid (3) leisurely (4) rapidly
Questions
1. According to the video, what is the gestation period of a pig? The amount of time a baby pig is in the womb is
2. How could two plants in different locations have the same DNA?
Create Complete the diagram.
Asexual
Sexual
Word Bank
Produce offspring
Genetically unique offspring
Genetically identical offspring
Sperm
Budding
Monday, 23 November 2015
Cigarette smoking
http://kidshealth.org/kid/watch/house/smoking.html
Cigarette Smoking
Cigarette smoking is addictive; it fulfills these three criteria:
-
-
Smokers develop a tolerance to nicotine (they need to smoke more and more for an effect).
- Smokers become dependent on it (they need it to feel comfortable).
- Smokers suffer withdrawal symptoms (physical and psychological discomfort when they try to stop smoking).
-
Smokers develop a tolerance to nicotine (they need to smoke more and more for an effect).
- There are hundreds of chemical substances in cigarette smoke. Three of the most damaging are:
- Tars--damage delicate lung tissue and are
considered the main cancer- causing agent in cigarette smoke.
- Nicotine--a poison found only in tobacco leaves. It
can be extracted as a colorless, oily transparent liquid and used in solution
as an insecticide. One drop of pure nicotine can be fatal to humans.
(1) It is a powerful stimulant to the brain and central nervous system that 'hits'' the brain within four seconds. Like the drug, alcohol, after it initially stimulates, it has a depressant effect.
(2) Nicotine constricts (narrows) the blood vessels, cutting down the flow of blood and oxygen throughout your body. Your heart has to pump harder, thus increasing the chance of heart disease. It raises the blood pressure and also narrows bronchioles (air passageways) in the lungs, also depriving the body of some oxygen.
- Carbon monoxide--replaces needed oxygen in your red
blood cells. Even after one stops smoking, carbon monoxide stays in the
bloodstream for hours, depriving the body of oxygen until the oxygen
level in your blood returns to normal. Carbon monoxide is a waste
product of cigarette smoking and also of gasoline engines.
- Tars--damage delicate lung tissue and are
considered the main cancer- causing agent in cigarette smoke.
- Some of the diseases caused by cigarette smoking are:
- Chronic bronchitis (inflammation of the bronchi
which are the breathing tubes in the lungs)
- Laryngitis (inflammation of the throat)
- Emphysema(a degenerative lung disease that destroys
breathing capacity)
- Smoking is a contributing factor in cancer of the lungs, mouth, and esophagus.
- Chronic bronchitis (inflammation of the bronchi
which are the breathing tubes in the lungs)
- Smoking cigarettes stains the teeth, reduces the
efficiency of the body's ability to taste and smell, and increases the process
of wrinkling of the skin (especially around the eyes).
- The effects of some medication taken by a person may
be increased, decreased, or cancelled out by smoking.
- Cigarette smoking by pregnant women may cause harm to
the fetus.
- Cigarette smoke pollutes the air in enclosed places,
which also affects the nonsmokers present.
- Smoke from an idle cigarette contains at least as much
tar and nicotine as inhaled smoke (American Lung Association).
- Chewing tobacco may lead to cancer of the mouth and to
an addiction because of the nicotine that is absorbed through the mouth's
lining.
- It is generally accepted that "peer pressure"
encourages many young people between the ages of 10 and 18 to begin
experimenting with smoking (American Cancer Society).
- When a person quits smoking, the body begins to repair
some of the damage caused by the cigarette smoking.
Sunday, 22 November 2015
Is your brain male or female?
http://www.bbc.com/news/science-environment-29405467Do you have a "male" or "female" brain? Are there really significant
brain differences between the sexes and if so, do these differences
matter? BBC Horizon investigates.
Friday, 20 November 2015
Thursday, 19 November 2015
Sunday, 15 November 2015
Animal Senses
https://faculty.washington.edu/chudler/amaze.html
Some animals have developed amazing adaptations to their environments. Many different types of energy exist in the environment, some of which humans cannot detect. Here are some examples of how some animals sense the outside world and the anatomical structures that allow them to do so...
http://video.nationalgeographic.com/video/worlds-deadliest/deadliest-snake-senses
Some animals have developed amazing adaptations to their environments. Many different types of energy exist in the environment, some of which humans cannot detect. Here are some examples of how some animals sense the outside world and the anatomical structures that allow them to do so...
http://video.nationalgeographic.com/video/worlds-deadliest/deadliest-snake-senses
Friday, 13 November 2015
Wednesday, 11 November 2015
Mineral detectives!
THE LEARNING ZONE. OXFORD UNIVERSITY MUSEUM OF NATURAL HISTORY
http://www.oum.ox.ac.uk/thezone/minerals/define/quiz/index.htm#question5
http://www.oum.ox.ac.uk/thezone/minerals/detect/index.htm
Finding out about minerals is detective work .
There are thousands of different minerals, all with different
properties - like colour, shape and hardness. For any one mineral you
have to think carefully about each of these different properties, and
then put all this information together to identify it properly - its
easy, once you know how.
To find out more about minerals and their properties, take a closer look and select one of the links below.
Take a closer look:Colour
Light
Lustre
Streak
Crystal shape
Hardness
Cleavage and fracture
Heaviness
Other tests
What we have learnt ...
And to see if your detective skills are up to scratch play our fun card game!
Mineral mastermind!
Mineral mastermind!
Monday, 9 November 2015
Unit 3: Interaction and coordination
Task
Imagine you are an insect. Find out about some very dangerous plants. Design a poster
with the following information:
• A description of some of these plants.
• Where do they grow?
• What do they eat?
• Why are they dangerous?
Illustrate your poster with drawings of the plants.
Resources:
http://www.botany.org/Carnivorous_Plants/
http://www.botany.org/bsa/misc/carn.html
http://www.sarracenia.com/faq/faq1040.html
http://www.kidsgardeningstore.com/ca2-16-06.html
http://en.wikipedia.org/wiki/Carnivorous_plant
Lifestyle Checkup
- Do you eat fresh fruit every day?
- Do you eat fresh or cooked vegetables every day?
- Do you eat wholegrain foods (e.g. wholemeal or brown bread, brown rice, cereal) every day?
- Are you trying to eat less fat?
- Are you trying to eat less salt?
- Are you trying to eat less sugar?
- Do you often drink plain water when you are thirsty?
- Are you about the right weight for your height?
- If you are overweight, have you started eating fewer kilojoules and having more exercise?
- Do you take part in regular physical exercise that causes you to breathe harder or sweat?
- Do you take part in this activity for 20 minutes at least 3 times a week?
- Do you get much exercise in the ordinary course of your day?
- Do you get enough satisfying sleep?
- Do you practise a relaxation technique regularly?
- Have you set goals for yourself that are based on things that are most important to you?
- Do you enjoy your work or your regular activities?
- Do you listen carefully to the people who matter to you?
- Do you often let people close to you know that you appreciate them?
- Do you have someone to turn to when the going gets tough?
- If you don't smoke nor drink alcohol, score a point.
16 to 18 points -Excellent. You are doing all the important things for a happy healthy life.
13 to 17 points - Good. You are doing most of the important things.
8 to 12 points - Fair. A bit more attention is needed to improve your lifestyle.
Less than 8 - Poor. There's no time like the present to change bad habits. Check with your doctor first.
Sunday, 8 November 2015
Thursday, 5 November 2015
Thursday, 29 October 2015
DIET AND CULTURE
1. Is diet a cultural question?
2. Which food is the stable diet for Europeans, Asians and Americans?
3. Can you name different conditionings for diets?
4. Can you explain the characteristics of the Jewish food?
5. Why is the Mediterranean diet so heallthy? And yours; is it similar?
6. Is the vegan diet healthy? Why?
1. Is diet a cultural question?
2. Which food is the stable diet for Europeans, Asians and Americans?
3. Can you name different conditionings for diets?
4. Can you explain the characteristics of the Jewish food?
5. Why is the Mediterranean diet so heallthy? And yours; is it similar?
6. Is the vegan diet healthy? Why?
Tuesday, 27 October 2015
BIOSFERA
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/practicas/biologia1/Morfologia_comparada_insectos.pdf
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/1eso/1.htm
http://recursostic.educacion.es/blogs/biosfera/index.php
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/practicas/biologia1/arbol.pdf
http://recursostic.educacion.es/blogs/biosfera/index.php
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/recursos.htm
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/1eso/1.htm
http://recursostic.educacion.es/blogs/biosfera/index.php
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/practicas/biologia1/arbol.pdf
http://recursostic.educacion.es/blogs/biosfera/index.php
http://recursostic.educacion.es/ciencias/biosfera/web/profesor/recursos.htm
Monday, 26 October 2015
Thursday, 22 October 2015
Insect mouthparts
Insect mouthparts
Insects exhibit a range of mouthparts, adapted to particular modes of feeding. The earliest insects had chewing mouthparts. Specialization has mostly been for piercing and sucking, although a range of specializations exist, as these modes of feeding have evolved a number of times (for example, mosquitoes (which are flies) and aphids (which are true bugs) both pierce and suck, however female mosquitoes feed on animal blood whereas aphids feed on plant fluids)
The development of insect mouthparts from the primitive chewing mouthparts of a grasshopper in the centre (A), to the lapping type (B) of a bee, the siphoning type (C) of a butterfly and the sucking type (D) of a female mosquito. Legend: a, antennae; c, compound eye; lb, labium; lr, labrum; md, mandibles; mx, maxillae hp hypopharynx. h
https://en.wikipedia.org/wiki/Insect_mouthparts
Insects exhibit a range of mouthparts, adapted to particular modes of feeding. The earliest insects had chewing mouthparts. Specialization has mostly been for piercing and sucking, although a range of specializations exist, as these modes of feeding have evolved a number of times (for example, mosquitoes (which are flies) and aphids (which are true bugs) both pierce and suck, however female mosquitoes feed on animal blood whereas aphids feed on plant fluids)
The development of insect mouthparts from the primitive chewing mouthparts of a grasshopper in the centre (A), to the lapping type (B) of a bee, the siphoning type (C) of a butterfly and the sucking type (D) of a female mosquito. Legend: a, antennae; c, compound eye; lb, labium; lr, labrum; md, mandibles; mx, maxillae hp hypopharynx. h
https://en.wikipedia.org/wiki/Insect_mouthparts
Tuesday, 20 October 2015
Sunday, 18 October 2015
Snack culture
Mmm ... do you fancy a tasty bag of crisps? Or how about a yummy chocolate bar? British people love their snacks. Find out more about some popular British snacks. Don't read if you're hungry!
http://learnenglishteens.britishcouncil.org/uk-now/read-uk/snack-culture
Snack facts
Young people in Britain eat more snacks than people of the same age in other European countries. A recent survey has discovered that 64% of under 20-year-olds snack between meals. How does this compare with other countries? 58.7% of young people snack in Germany, 53% in France and only 40.7% in Spain. What are these young Brits eating? Savoury snacks, especially crisps, are the favourite snack in the UK.
Snack researchers found that the average person in Britain spends 43 pounds on savoury snacks each year, compared with 12 pounds for the French and only 7 pounds for the Italians. British people are spending a total of about 2.8 billion pounds a year on savoury snacks!
Crisps
What are crisps exactly? They are very thin slices of potato, cooked in oil then covered in salt or other salty flavours. British people are mad for crisps and they like them in a huge variety of flavours. Some of the most popular flavours include cheese and onion, salt and vinegar, steak and onion, roast chicken, tomato ketchup, and cheese and bacon.
A crisp-making company held a competition recently to find new exciting flavours for their crisps. The competition was called ‘Do us a flavour’ and the company received more than a million suggestions for new flavours. The finalists included squirrel flavour and onion bhaji flavour. The winner was builder’s breakfast, which tried to replicate the tastes of a full English breakfast including bacon, eggs, sausages and beans. The flavour was suggested by Emma Rushin of Belper, Derbyshire, who won £50,000 and 1% of future sales of her flavour. You can’t find builder’s breakfast crisps in the shops now – they were discontinued after one year. If you want to know what kind of crisps are most popular with people in the UK you can find a list on ‘The crisp list’ which describes itself as a website ‘for people who love crisps’
.Chocolate
The British love chocolate. In fact, they spend more on chocolate than any other European country! If you go to any newsagent’s shop in the UK you’ll see a huge selection of chocolate bars on sale. There is milk chocolate, dark chocolate and white chocolate. There are small bars of chocolate, medium-sized bars and massive bars of chocolate. You can buy mint-flavoured chocolate, chocolate-covered peanuts or raisins, chocolate with nuts, chocolate with toffee ... the list is endless! One brand of chocolate bar recently asked viewers to try four new flavours of a chocolate and then vote on Facebook for their favourite. The bar with
the most votes will be permanently added to their range.
Big chocolate eggs are sold in newsagents', sweet shops and supermarkets around Easter time. Parents, grandparents, aunts and uncles buy Easter eggs for children at this time of year.
Health
While crisps and other savoury snacks can be delicious, many people are worried that young people eat too many of these kinds of foods. The Food Standards Agency (FSA) is a government organisation that is responsible for food safety and food hygiene in the UK. The FSA issued a warning recently that many children's snacks contained dangerously high levels of salt.
Some parents are unhappy that their children can buy snack foods that are high in sugar, salt or fat such as sweets, biscuits and crisps from vending machines in schools. Some schools have banned these types of vending machines.
Advertising and marketing is another controversial area. Some people feel that advertising for junk food and unhealthy snacks should not be directed at children and teenagers. One opinion is that young people should be protected by a ban on this kind of advertising before 9 p.m. on TV and that there should be more controls over websites, sponsorship and in-store promotions. What do you think?
1. Check your understanding: true or false
Circle True or False for these sentences.
1. British people eat fewer snacks than other Europeans. True False
2. Crisps are usually made from potatoes. True False
3. There was a competition in the UK to find new tastes for crisps. True False
4. The winner of the ‘Do us a flavour’ competition was squirrel flavour. True False
5. You can buy chocolate at a newsagent’s in Britain. True False
6. All schools have machines that sell unhealthy snacks. True False
2. Check your understanding: grouping
Write the words into the correct group.
bacon roast chicken tomato ketchup squirrel salt onion vinegar eggs cheese beans sausages chocolate steak
Meat Condiments Vegetables Other food
What are your favourite snacks?
Are they healthy?
How often and when do you eat snacks?
Do you agree that there should be more controls to protect young people from unhealthy snacks?
Snack culture
Snack culture
http://learnenglishteens.britishcouncil.org/uk-now/read-uk/snack-culture
Snack facts
Young people in Britain eat more snacks than people of the same age in other European countries. A recent survey has discovered that 64% of under 20-year-olds snack between meals. How does this compare with other countries? 58.7% of young people snack in Germany, 53% in France and only 40.7% in Spain. What are these young Brits eating? Savoury snacks, especially crisps, are the favourite snack in the UK.
Snack researchers found that the average person in Britain spends 43 pounds on savoury snacks each year, compared with 12 pounds for the French and only 7 pounds for the Italians. British people are spending a total of about 2.8 billion pounds a year on savoury snacks!
Crisps
What are crisps exactly? They are very thin slices of potato, cooked in oil then covered in salt or other salty flavours. British people are mad for crisps and they like them in a huge variety of flavours. Some of the most popular flavours include cheese and onion, salt and vinegar, steak and onion, roast chicken, tomato ketchup, and cheese and bacon.
A crisp-making company held a competition recently to find new exciting flavours for their crisps. The competition was called ‘Do us a flavour’ and the company received more than a million suggestions for new flavours. The finalists included squirrel flavour and onion bhaji flavour. The winner was builder’s breakfast, which tried to replicate the tastes of a full English breakfast including bacon, eggs, sausages and beans. The flavour was suggested by Emma Rushin of Belper, Derbyshire, who won £50,000 and 1% of future sales of her flavour. You can’t find builder’s breakfast crisps in the shops now – they were discontinued after one year. If you want to know what kind of crisps are most popular with people in the UK you can find a list on ‘The crisp list’ which describes itself as a website ‘for people who love crisps’
.Chocolate
The British love chocolate. In fact, they spend more on chocolate than any other European country! If you go to any newsagent’s shop in the UK you’ll see a huge selection of chocolate bars on sale. There is milk chocolate, dark chocolate and white chocolate. There are small bars of chocolate, medium-sized bars and massive bars of chocolate. You can buy mint-flavoured chocolate, chocolate-covered peanuts or raisins, chocolate with nuts, chocolate with toffee ... the list is endless! One brand of chocolate bar recently asked viewers to try four new flavours of a chocolate and then vote on Facebook for their favourite. The bar with
the most votes will be permanently added to their range.
Big chocolate eggs are sold in newsagents', sweet shops and supermarkets around Easter time. Parents, grandparents, aunts and uncles buy Easter eggs for children at this time of year.
Health
While crisps and other savoury snacks can be delicious, many people are worried that young people eat too many of these kinds of foods. The Food Standards Agency (FSA) is a government organisation that is responsible for food safety and food hygiene in the UK. The FSA issued a warning recently that many children's snacks contained dangerously high levels of salt.
Some parents are unhappy that their children can buy snack foods that are high in sugar, salt or fat such as sweets, biscuits and crisps from vending machines in schools. Some schools have banned these types of vending machines.
Advertising and marketing is another controversial area. Some people feel that advertising for junk food and unhealthy snacks should not be directed at children and teenagers. One opinion is that young people should be protected by a ban on this kind of advertising before 9 p.m. on TV and that there should be more controls over websites, sponsorship and in-store promotions. What do you think?
1. Check your understanding: true or false
Circle True or False for these sentences.
1. British people eat fewer snacks than other Europeans. True False
2. Crisps are usually made from potatoes. True False
3. There was a competition in the UK to find new tastes for crisps. True False
4. The winner of the ‘Do us a flavour’ competition was squirrel flavour. True False
5. You can buy chocolate at a newsagent’s in Britain. True False
6. All schools have machines that sell unhealthy snacks. True False
2. Check your understanding: grouping
Write the words into the correct group.
bacon roast chicken tomato ketchup squirrel salt onion vinegar eggs cheese beans sausages chocolate steak
Meat Condiments Vegetables Other food
What are your favourite snacks?
Are they healthy?
How often and when do you eat snacks?
Do you agree that there should be more controls to protect young people from unhealthy snacks?
Do you have lunch at school? Do you like having lunch at school?
http://learnenglishteens.britishcouncil.org/uk-now/read-uk/school-dinners
School dinners (that means ‘lunch’) are a hot topic in the UK these days and there are lots of different opinions about what young people eat at lunchtime. Some people think that school meals are unhealthy, some people say that they are much better than in the past and others say that midday meals should be free for all school children.
What is a school dinner?
A typical school dinner costs about 2 pounds a day for a secondary pupil in the UK. There is usually a main course, a dessert and a drink. Parents often pay in advance online. School dinners must include food groups such as fruit and vegetables, protein (for example meat, fish or cheese) and carbohydrate (for example rice or pasta). There are rules about how the food is prepared, for example there are limits on the quantity of fried food.
Neverseconds – the school dinners blog
Martha Payne, from Scotland, started a blog called ‘Neverseconds’ about her school dinners when she was just nine years old. She posts photographs of her lunch every day and gives the food a grade out of ten. The grade depends on the quality and quantity of the food and how healthy it is. She doesn’t always give good grades. Her complaints include too much fried food, small quantities and hair in the food (yuck!). Many people read her blog and young people from all over the world post pictures of their school meals on Neverseconds.
Jamie
Oliver, the celebrity British chef, is passionate about school dinners.
He thinks that they need to be healthier and tastier. Jamie helped
to promote Martha’s blog by tweeting about it and Neverseconds
became very popular, very quickly on social media websites. On the
blog, Martha also collects money for charity. The money is used to
provide food for more than 600,000 poor children around the world.
Do
all children have school dinners? More than a third of British
school pupils have school dinner. Some take a packed lunch,
prepared at home. Others either have lunch at home or eat at nearby
take-away restaurants. We asked some young people to tell us about what
they eat at lunchtime on school days.
' I have school dinners most days but I take a packed lunch on Fridays. This Friday I had a cheese
sandwich, tomatoes, crisps, a chocolate bar and an apple juice.
’Tom, 14, Dorset
``Today we had pizza, salad, then an apple for dessert. I get free school meals because
my mum and dad are unemployed`
Rae, 13, Hathersage
`I had fish and chips today. I went to the chip shop near school with
some friends. Sometimes I takea packed lunch and sometimes my parents
give me money to buy lunch´
Theo, 15, Cambridge
I have school dinner every day. Today I had roast chicken, carrots, green beans and po
tatoes. For dessert I had cake.’
Sarah, 14,Birmingham
The future for school dinners
There are plans to examine school dinners in the UK and look at ways to make
them better. HenryDimbleby and John Vincent started ‘Leon’, a chain of restaurants
which aim to sell healthy fast food. The British government has asked the two
restaurant owners to collect information about school dinners and see how they
can be improved. Perhaps complaints about lunchtime food in British schools will
soon be a thing of the past.
1. Check your understanding: true or false
Circle True or False for these sentences.
1.School dinner is eaten at lunchtime.True False
2.A school dinner in the UK costs about 2 pounds.True False
3.Martha Payne wrote a magazine article called ‘Neverseconds’.True False
4.Martha Payne raises money to help feed poor children.True False
5.All British schoolchildren have school dinners.True False
6. The British government wants to improve school dinners.True False
2. Check your understanding: multiple choice
Choose the best word to complete these sentences.
1.Some people say that midday meals should be _______ for all schoolchildren.
free passionate fried
2.There are limits on the amount of _______ food in British school dinners.
poor fried good
3.Martha Payne grades her lunch on how _______ the food is.
free fried healthy
4.Martha doesn’t always give _______ grades for her school dinners.
good healthy free
5.Jamie Oliver is _______ about school dinners.
fast healthy passionate
6.Martha’s blog became very _______ on social media websites.
roast popular free
7. Some children have free school meals if their parents are _______.
healthy popular unemployed
8. A typical school dinner is carrots, potatoes and _______ chicken.
fast free roast
3. Check your understanding: matching
Match the words to make phrases from the text.
sandwich restaurant shop dinner lunch chips bar juice
1. packed ___________________
5. cheese ___________________
2. school ___________________
6. apple ___________________
3. fish and ___________________
7. take-away ___________________
4. chocolate ___________________
8. chip ___________________
Discussion
Do you have lunch at school? Are school dinners in your country free? Are school dinners in your country delicious or healthy? Do you think school dinners should be free to all students? Why or why not?
1. Check your understanding: true or false
Circle True or False for these sentences.
1.School dinner is eaten at lunchtime.True False
2.A school dinner in the UK costs about 2 pounds.True False
3.Martha Payne wrote a magazine article called ‘Neverseconds’.True False
4.Martha Payne raises money to help feed poor children.True False
5.All British schoolchildren have school dinners.True False
6. The British government wants to improve school dinners.True False
2. Check your understanding: multiple choice
Choose the best word to complete these sentences.
1.Some people say that midday meals should be _______ for all schoolchildren.
free passionate fried
2.There are limits on the amount of _______ food in British school dinners.
poor fried good
3.Martha Payne grades her lunch on how _______ the food is.
free fried healthy
4.Martha doesn’t always give _______ grades for her school dinners.
good healthy free
5.Jamie Oliver is _______ about school dinners.
fast healthy passionate
6.Martha’s blog became very _______ on social media websites.
roast popular free
7. Some children have free school meals if their parents are _______.
healthy popular unemployed
8. A typical school dinner is carrots, potatoes and _______ chicken.
fast free roast
3. Check your understanding: matching
Match the words to make phrases from the text.
sandwich restaurant shop dinner lunch chips bar juice
1. packed ___________________
5. cheese ___________________
2. school ___________________
6. apple ___________________
3. fish and ___________________
7. take-away ___________________
4. chocolate ___________________
8. chip ___________________
Discussion
Do you have lunch at school? Are school dinners in your country free? Are school dinners in your country delicious or healthy? Do you think school dinners should be free to all students? Why or why not?
Plant Cell Lab
http://biologycorner.com/worksheets/cell_lab_plant.html
Purpose: Students will observe plant cells using a light microscope. Two cells will be observed, one from the skin of an onion, and the other from a common aquarium water plant (anacharis). Students will compare both types of cells.Prelab Questions
1. What is the function of chloroplasts?2. Name two structures found in plant cells but not animal cells.
3. Name three structures found in plant cells AND in animal cells.
4. What structure surrounds the cell membrane (in plants) and gives the cell support.
Part A - Onion Cells
Part B - Elodea Cells
View a prepared slide of elodea (anacharis), which is an aquarium plant. As the slide warms from the light of the microscope, you may see the chloroplasts moving, a process called cytoplasmic streaming.Post Lab Questions
1. Describe the shape and the location of chloroplasts.2. Why were no chloroplasts found in the onion cells? (hint: think about where you find onions)
3. Which type of cell was smaller - the onion cells or the elodea cells?
4. Fill out theVenn Diagram below to show the differences and similarities between the onion cells and the elodea cells.
Photosynthesis.Investigating the rate of photosynthesis
http://www.bbc.co.uk/education/guides/zpwmxnb/revision/4
Plants make food using photosynthesis. This needs light, carbon dioxide and water. It produces glucose, and oxygen as a by-product. Leaves are adapted to carry out photosynthesis.
Plants make food using photosynthesis. This needs light, carbon dioxide and water. It produces glucose, and oxygen as a by-product. Leaves are adapted to carry out photosynthesis.
This is an example of a common
experiment used to investigate light intensity and the rate of
photosynthesis. This should help you understand how to work
scientifically.
Aim of the experiment:To use pondweed to see how light intensity affects the rate of photosynthesis.
Method
- Set up the apparatus as in the diagram.
- Leave for five minutes for the pondweed to acclimatise to the new light intensity.
- Count the number of bubbles given off in one minute.
- Move the light 10 cm further back.
- Leave for five minutes for the pondweed to acclimatise again.
- Count the number of bubbles given off in one minute.
- Repeat by moving the lamp away by 10 cm intervals until 50 cm is reached.
Variables
- Independent variable - the light intensity (how close the light is).
- Dependant variable - the number of oxygen bubbles given off (the rate of photosynthesis).
- Controlled variables - the size of the pondweed, the volume of water used and its temperature.
Risks:Care must be taken with glassware.
Expected results
| Distance from lamp to beaker (cm) | Number of bubbles given off per minute |
|---|---|
| 10 | 15 |
| 20 | 7 |
| 30 | 3 |
| 40 | 1 |
| 50 | 0 |
What the results mean
More oxygen bubbles are
produced when the light is closer to the beaker. So a greater light
intensity gives a greater rate of photosynthesis.
Evaluation
- Your measurements are accurate if they are close to their true value.
- Your measurements are precise if they are similar when completed again.
- Your experiment is repeatable if you get precise measurements when it is repeated.
- Your experiment is reproducible if others get precise measurements when they repeat it.
Sunday, 11 October 2015
Saturday, 10 October 2015
Thursday, 8 October 2015
Tuesday, 6 October 2015
BBC- Living things
http://www.bbc.co.uk/bitesize/ks2/science/living_things/
Living things
Humans, plants and animals have many similarities and differences. Find out what they are in this section.
Sunday, 4 October 2015
SUPER SIZE ME
http://www.teachwithmovies.org/guides/super-size-me.html
Description: Morgan Spurlock ate only food from McDonald's for 30 days: breakfast, lunch, and dinner. He was thoroughly tested by doctors before he started his "diet" and periodically tested throughout the 30 days. By the end of his experiment, the changes in his blood chemistry and the stress on his organs approximated the liver failure seen in advanced alcoholics; his cholesterol had risen to dangerous levels; and he had gained 24 lbs.
Rationale for Using the Movie: Super Size Me provides a humorous way to supplement a health class curriculum on nutrition, the dangers of convenience food, and the effects of advertising on consumer choices.
Objectives/Student Outcomes Using this Learning Guide: Through class discussion, research and writing assignments, student in both health and ELA classes will explore the issues of personal responsibility and the power of marketing tools over health issues, such as obesity, in society today.
Description: Morgan Spurlock ate only food from McDonald's for 30 days: breakfast, lunch, and dinner. He was thoroughly tested by doctors before he started his "diet" and periodically tested throughout the 30 days. By the end of his experiment, the changes in his blood chemistry and the stress on his organs approximated the liver failure seen in advanced alcoholics; his cholesterol had risen to dangerous levels; and he had gained 24 lbs.
Rationale for Using the Movie: Super Size Me provides a humorous way to supplement a health class curriculum on nutrition, the dangers of convenience food, and the effects of advertising on consumer choices.
Objectives/Student Outcomes Using this Learning Guide: Through class discussion, research and writing assignments, student in both health and ELA classes will explore the issues of personal responsibility and the power of marketing tools over health issues, such as obesity, in society today.
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