1 of 24© boardworks ltd 2008 plants and photosynthesis

1 of 24 © Boardworks Ltd 2008

Plants and photosynthesis


Making a revision plan

Revising all the science you know can seem like a massive task. The first thing to do is to break down all the material you need to learn into small topics.

Next, make a list of the days you can revise, and match a topic to each of these days. This is your revision plan. Tick off each day’s revision when you have completed it.

Review topics that you’ve already revised by going over them again quickly the next day.


How to revise

There are different ways to revise, and everyone has their own favourite way. Try different ways of revising and test yourself to see which works best.

However, everyone should revise:

in a quiet place where youwon’t be disturbed – nobackground TV or music!

sitting on a chair at a desk, notslumped on the sofa

in good light – so you don’t strain your eyes

with the correct equipment – paper, pens, pencils, clock, etc.


What’s the best revision method for me?

Write short notes on key ideas.

Draw a concept map, linking key wordsand ideas together.

Record your notes as an MP3 file and playthem back.

Write key words on Post-Its and stick them around the house.

Draw pictures/diagrams to illustrate an idea.

When revising it’s very important not to just read through your books – your brain needs to do something with the information. Here are some suggestions for active revision:


When should you revise?

Start revising early in the morning, and don’t work for more than two hours at a time. Use a clock and be strict about stopping, even if you’re in the middle of something.

Take a five minute break every25 minutes. You learn more effectively at the start and end of a revision session, so it’s better to have several shorter sessions than one long session.

Give yourself a reward after the two hours is up, such as listening to a favourite song, watching a TV programme, or playing outside.


Revision: true or false?


Key ideas in KS3 biology

All the biology you have studied is based on six key ideas:

1. Cells are organized into tissues, organs and body systems.

2. The human reproductive cycle includes adolescence, fertilization and foetal development.

3. Conception, growth, development, behaviour and health can be affected by diet, drugs and disease.

4. All living things show variation, can be classified and are interdependent, interacting with each other and their environment.

5. Behaviour is influenced by internal and external factors and can be investigated and measured.

6. Human activity and natural processes can lead to changes inthe environment.


Making a concept map

Try writing a few statements for each of the six key ideas, then link them together to make a concept map. For example:

genetic

differences

cause

variation

every sperm and egg cell is uniquevariation can be continuous

or discontinuous

variation between

species is used to classify organisms

sperm and egg are types of cells

sperm and egg fuse during

fertilization


Preparing for the exam

Have a good night’s sleep before the day of the exam so you wake up fresh and ready to go.

Eat a good breakfast. Studies show that students who eat a healthy breakfast perform better than those who do not.

Make sure you have the following equipment ready the night before the exam:

two pens (black or blue)

two pencils

a rubber and pencil sharpener

a 30 cm ruler

a protractor

a calculator.


In the exam

When the exam starts, read each question carefully before you start writing and check how many marks it is worth.

While you’re waiting for the exam to start, read everything on the front cover of the exam paper.

Pace yourself so you don’t run out of time. Aim for 3–4 minutes per question. If you get stuck on a question, skip it and come back to it at the end.

Always try to answer every part of every question – it’s better to put something down than to leave your answer blank.


Answering questions

Top tips on how to maximize your chances of top marks:

Write as clearly and neatly as you can.

Questions that start with ‘Explain…’ or ‘Describe…’ usually need longer answers than questions that start with ‘List…’ or ‘State…’, but don’t waffle.

If you are asked to calculate something, show your working out – even if the final answer is wrong, you may still get some marks.

Remember to add units to calculations and graphs if the question asks for them, and add labels to diagrams.

If a question says ‘Tick one box’, or ‘Draw two lines’, do it!


Answering questions

Not everything in the exams will test your memory. Sometimes you will be given information about structures or organisms you are not familiar with.

Don’t worry! The question is trying to see if you can analyse information and work out the important facts from it.

For example, you are told that a newly discovered vertebrate is warm-blooded and lives in the sea. Is it a bird, an amphibian, a mammal or a reptile?

No-one would expect you to know about this mystery animal before the exam, but read the question carefully, consider what you already know about these four animal groups and you should be able to answer it.


Identifying poor answers


Worked sample question 1

1. The drawings below show four organisms found on farmland.

1 mark

blackbirds eat caterpillars

fox

cabbageblackbird caterpillar fox

(i) Complete the food chain for these organisms.(a)

caterpillarcabbage blackbird→ → →

In food chains, arrows point from the organism that is eaten to the one that eats it. Note that all organisms must appear in the food chain.

foxes eat blackbirds

caterpillars eat cabbage leaves


Worked sample question 1 (continued)

(ii) Which of the organisms is a producer? Tick one box.

1 mark

Only plants are producers, because they are the only organisms that can make their own food by photosynthesis.

cabbage

blackbird

caterpillar

fox



(iii) A disease causes the number of blackbirds to decrease. State two ways in which this could affect the other organisms in the food chain.

2 marks

A decrease in blackbirds will mean there are fewer predators to eat the caterpillars. They may increase in number and so more cabbages will be eaten. The number of foxes may decrease as there are fewer blackbirds to eat. Note that three answers are shown above, but only two are required.

the number of caterpillars will increase

the number of foxes will decrease

the number of cabbages eaten will increase



1 mark

cabbage

blackbird

caterpillar

fox Note that this question is only worth one mark, so both organisms must be identified to get any credit.

(b) (i) Which two organisms are vertebrates? Tick two boxes.


Sample question 2

2. The diagram shows a system of the human body.

1 mark

(i) What system is shown in the diagram?

(ii) What organ is labelled A?

1 mark

respiratory

lung

(a)

A


Sample question 2 (continued)

(b) What is the process by which oxygen moves from the air into the bloodstream?

2 marks

(i) What chemical in cigarette smoke reduces the amount of oxygen that can be

transported in blood?

(ii) Why might smokers become more out of breath when running than non-smokers?

1 mark

diffusion

carbon monoxide

(c)

smokers have a higher concentration of carbon monoxide in their blood, meaning

the blood transports less oxygen

1 mark


Sample question 3

3. The diagram shows a developing fetus inside its mother’s uterus.

(i) Through which organ does the fetus receive nutrients and oxygen from its mother?

1 mark(a)

(ii) Describe two ways in which the fetus is protected while in the uterus.

2 marks


Sample question 3 (continued)

(b) In boys, a hormone is produced during puberty that causes physical changes.

(i) In which organ is this hormone produced? Tick one box.

1 mark

testes

region 3

(ii) Describe one physical change caused by this hormone.

1 mark

brain

ovary

penis

1 of 24© boardworks ltd 2008 plants and photosynthesis

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