Syllabus section
40-minute periods
Topic
Resources in Coursebook
Resources in Workbook
Resources on this CD-ROM
Activity 6.9 Investigating the effect of carbon dioxide concentration on the rate of photosynthesis Activity 6.10 Investigating the effect of temperature on the rate of photosynthesis
Topic 1 Types of nutrition; photosynthesis Coursebook sections 6.1, 6.2 Teaching ideas This chapter, like Chapter 5, provides ideal opportunities for students to work intensively on building their practical skills. There are many practical activities in the Coursebook, and exercises in the Workbook and worksheets. ◆
Most students are likely to know something about photosynthesis, so you could ask them to tell you what plants use and what they make, and what the energy source is. You can then build up the word equation. It is good to have some plants visible, either in the room or outside – encourage students to look at them and to tell you why they are green. ◆ Students following the Supplement also need to know the balanced equation. You could use Worksheet 6.1 The photosynthesis equation, at this point. Common misunderstandings and misconceptions ◆
Students often write that ‘photosynthesis is the way that plants respire’.
Homework ideas ◆ ◆
Coursebook questions 6.1 to 6.3 Worksheet 6.1 The photosynthesis equation
Topic 2
Leaves
Coursebook section 6.3 Teaching ideas ◆
Leaf structure is easy for students to study and understand. You could give students two very different leaves (e.g. from a monocot and dicot) and ask them to make drawings of them, calculate magnification, and produce a table comparing their structures. ◆ Activity 6.1 Use a microscope to observe the cells that cover a leaf, makes a good introduction to the internal, microscopic structure of a leaf – students learn that there are little holes in the lower epidermis, and can then find out where they lead to. ◆ Introduce diagrams or photographs of the internal structure of leaves. Scanning electronmicrographs, such as Figure 6.4 in the Coursebook, are a good starting point, as they show the structures in three dimensions, which may be easier for some students to relate to reality than diagrams such as Figure 6.3. Show students a whole leaf, cut or tear it in half and explain that they are looking at the very thin edge. Original material © Cambridge University Press 2014 © Cambridge University Press 2014
IGCSE Biology
Chapter 6: Teaching ideas
2