How does a living system work at microscopic scale?
CELL CITY · SYSTEM ALERT: Something is wrong inside a microscopic city. Energy output is falling, materials are crossing the boundary incorrectly and one plant sector has lost its light-capturing structures. Repair the cell by working out which part does which job — and why the parts must work together.
ACTIVE OBJECTIVECELL CITY · SYSTEM ALERT: Something is wrong inside a microscopic city. Energy output is falling, materials are crossing the boundary incorrectly and one plant sector has lost its light-capturing structures. Repair the cell by working out which part does which job — and why the parts must work together.
WORLDSYSTEMS LAB
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.
PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.
MISSION BRIEFING
CELL CITY · SYSTEM ALERT: Something is wrong inside a microscopic city. Energy output is falling, materials are crossing the boundary incorrectly and one plant sector has lost its light-capturing structures. Repair the cell by working out which part does which job — and why the parts must work together.
✓Identify major structures in simplified plant and animal cell models and describe their core functions.
✓Explain a cell as a system whose parts interact rather than as a list of isolated organelles.
✓Compare specialised cells by linking a structural feature to the job the cell performs.
✓Use scale and ratio reasoning to compare microscopic structures without treating diagrams as life-size.
MISSION MEDIA · Amoeba Sisters
Introduction to Cells: The Grand Cell Tour
Track structure → function → interaction as you enter Cell City.
Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.
LEARN
PART → FUNCTION → INTERACTION → SYSTEM
A cell is the basic structural unit of living things. In a simplified school model, the CELL MEMBRANE controls movement into and out of the cell, CYTOPLASM is where many chemical reactions occur, the NUCLEUS contains genetic material, and MITOCHONDRIA are involved in releasing usable energy through respiration. Plant cells also have a CELL WALL for support, a large VACUOLE containing cell sap, and CHLOROPLASTS that contain chlorophyll and are involved in photosynthesis. The key systems idea is PART → FUNCTION → INTERACTION → WHOLE CELL. A specialised cell is not “better”; its structures are suited to a particular function.
A cell is the basic structural unit of living things. In a simplified school model, the CELL MEMBRANE controls movement into and out of the cell, CYTOPLASM is where many chemical reactions occur, the NUCLEUS contains genetic material, and MITOCHONDRIA are involved in releasing usable energy through respiration. Plant cells also have a CELL WALL for support, a large VACUOLE containing cell sap, and CHLOROPLASTS that contain chlorophyll and are involved in photosynthesis. The key systems idea is PART → FUNCTION → INTERACTION → WHOLE CELL. A specialised cell is not “better”; its structures are suited to a particular function.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
English / communication:Scientific vocabulary, diagram interpretation and systems explanation.
Maths / data:Scale, ratios and proportional comparison.
Topic knowledge:Plant and animal cells, organelles, specialised cells and structure-function relationships.
This week’s first target:Identify major structures in simplified plant and animal cell models and describe their core functions.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
A cell is the basic structural unit of living things. In a simplified school model, the CELL MEMBRANE controls movement into and out of the cell, CYTOPLASM is where many chemical reactions occur, the NUCLEUS contains genetic material, and MITOCHONDRIA are involved in releasing usable energy through respiration. Plant cells also have a CELL WALL for support, a large VACUOLE containing cell sap, and CHLOROPLASTS that contain chlorophyll and are involved in photosynthesis. The key systems idea is PART → FUNCTION → INTERACTION → WHOLE CELL. A specialised cell is not “better”; its structures are suited to a particular function.
TEACH 2 · WHAT TO NOTICE
Identify major structures in simplified plant and animal cell models and describe their core functions.Explain a cell as a system whose parts interact rather than as a list of isolated organelles.
TEACH 3 · CONNECT + TRANSFER
Compare specialised cells by linking a structural feature to the job the cell performs. Use scale and ratio reasoning to compare microscopic structures without treating diagrams as life-size.
WORKED EXAMPLE · EVIDENCE
BOUNDARY FAILURE
A damaged cell membrane model allows materials to move across the boundary without normal control. This links membrane structure to regulating exchange with the environment.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. In this source set, every evidence card is marked strong. That means the next job is comparison and limitation, not inventing a weak source.
Why caution still matters:Every supplied source is useful evidence here, but “strong” never means unlimited proof. A careful conclusion still compares sources, keeps context visible and names what the collection cannot establish.
WORKED EXAMPLE · MATHS / DATA ROUTE
A diagram shows a cell 60 mm wide, while the real cell is 0.06 mm wide. How many times larger is the diagram than the real cell?
This week’s maths/data focus:Scale, ratios and proportional comparison.
Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.
Worked solution:Compare diagram size with real size using the same units: 60 ÷ 0.06 = 1,000. The diagram is 1,000 times larger.Answer check:1,000×. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Every source in this set is marked strong. What is the best next move?
Strong evidence still has scope. Choose the move that keeps comparison and limitations visible.
YOU TRY · INDEPENDENT PRACTICE
For Cell City, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
STRONG ≠ UNLIMITED PROOF. A source can be strong for one question and still be unable to represent every perspective, cause, scale or consequence.
Every supplied source is useful evidence here, but “strong” never means unlimited proof. A careful conclusion still compares sources, keeps context visible and names what the collection cannot establish.
HELP
Try: “The system part/variable ___ changes ___. The evidence is ___. This suggests ___. One limit is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
MICROSCOPIC SYSTEMS CONTROL◉
CELL CITY · REPAIR BAY
Repair the parts. Restore the living system.
Diagnose four failures, identify what belongs in a plant-cell model and connect a specialised structure to its function.
SYSTEM DIAGNOSTIC · 4 FAILURES
FAULT 1
Materials are crossing the cell boundary without normal control.
FAULT 2
The model cell cannot release enough usable energy for its normal processes.
FAULT 3
The structure containing the cell’s genetic material is missing.
FAULT 4
A plant leaf-cell sector can no longer capture light for photosynthesis.
MODEL CHECK · PLANT CELL
Which set contains structures expected in the simplified plant-cell model but not the simplified animal-cell model?
STRUCTURE → FUNCTION
A root-hair cell has a long extension. Why is that useful?
SYSTEMS THINKING
Which explanation treats the cell as a system?
Repair all four cell failures, then pass the plant-cell, specialised-cell and systems-thinking checks.
OPEN THE SYSTEM EVIDENCE
SOURCE 1
BOUNDARY FAILURE
A damaged cell membrane model allows materials to move across the boundary without normal control. This links membrane structure to regulating exchange with the environment.
SOURCE 2
ENERGY FAILURE
A model cell with too few working mitochondria shows reduced energy release for processes that require energy. This connects organelle function to the wider cell system.
SOURCE 3
PLANT SECTOR
A leaf-cell model contains chloroplasts, a cell wall and a large vacuole, while a simplified animal-cell model does not contain chloroplasts or a cell wall.
SOURCE 4
SPECIALISED CELL
A fictional root-hair cell model has a long extension that increases surface area for absorbing water and mineral ions. The feature is linked to function rather than decoration.
INVESTIGATE + ENGLISH · EVIDENCE CASE
A city works because different parts do different jobs
A cell is small, but it is not simple. Different structures carry out different jobs, and the cell depends on those jobs being coordinated. A membrane helps regulate exchange with the surroundings. Cytoplasm provides the setting for many reactions. The nucleus contains genetic information, while mitochondria are involved in releasing usable energy. Plant cells have additional structures including a cell wall, chloroplasts and a large vacuole. Specialised cells take the same systems idea further: a root-hair cell, for example, has a shape suited to absorption. The important question is not only “What is this part called?” but “What changes in the system if this part cannot do its job?”
MAKE THE CALL
Repair Cell City by matching the damaged system to the structure most directly involved. Then explain which failure would affect the whole cell fastest and why, using function and interaction rather than just naming the organelle.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 170–230 words explaining a cell as a system. Use at least four named cell structures, explain what each contributes, describe one failure from Cell City and show how that failure affects the whole cell. Finish with one example of a specialised cell and explain how one structural feature helps it perform its function.
0/170 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
A diagram shows a cell 60 mm wide, while the real cell is 0.06 mm wide. How many times larger is the diagram than the real cell?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
NUMBER · YEAR 7 CORE
6 PROBLEMS
QUICK METHODNUMBER
Estimate first, choose an efficient operation, then check whether the answer is reasonable.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
27 × 8 = ?
Multiply 27 by 8: 216.
Q02
216 ÷ 8 = ?
216 divided into 8 equal groups gives 27.
Q03
35 − 8 = ?
Subtracting 8 reverses the addition, leaving 27.
INDEPENDENT · Q04
Which is greatest?
35 is the greatest of these values.
INDEPENDENT · Q05
Estimate 27 × 8 to the nearest ten.
27 × 8 = 216, which rounds to 220.
INDEPENDENT · Q06
A total of 216 is shared equally among 8 groups. Each group gets…
216 ÷ 8 = 27.
OPTIONAL CHALLENGE · OPEN RESPONSE
Choose one answer above and prove it using a different strategy.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 4 × 3 = 12; add 81 to get 93.
Use a hint
Brackets first: 85 × 3 = 255.
Check the method after trying
4² = 16; subtract 3.
Check the method after trying
One quarter is 78; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(327 − 3) ÷ 4 = 81.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · SCALE EXPLORER0 / 6
LEARN THE METHOD
A 1:n scale means 1 unit on a drawing represents n of the same units in reality. Convert units after scaling. 100 cm = 1 m and 1,000 m = 1 km.
WORKED EXAMPLE
On a 1:500 plan, 4 cm represents 4 × 500 = 2,000 cm = 20 m. A 30 m real distance would be 6 cm on the plan.
metres
Use a hint
82 × 100 cm ÷ 100 = 82 m.
metres
Use a hint
5 × 500 ÷ 100 = 25 m.
cm
Check the method after trying
164 × 100 ÷ 200 = 82 cm.
km
Check the method after trying
7 × 2 = 14 km.
Check the method after trying
200 ÷ 4 = 50.
km
Check the method after trying
Add the two travelled sections: 82 + 5.
Compare your reasoning after trying
The drawn length halves: 20 m is 4 cm at 1:500 but 2 cm at 1:1,000. Each map centimetre now represents twice as much.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · RATE ENGINE0 / 6
LEARN THE METHOD
A unit rate is an amount per one unit. Divide by the number of units, then multiply to scale. State the units and check that the assumed rate is constant.
WORKED EXAMPLE
A test rig makes 84 items in 7 minutes: 84 ÷ 7 = 12 items/min. At that rate it makes 60 items in 5 minutes.
items/min
Use a hint
498 ÷ 6 = 83.
items
Use a hint
6 × 83 = 498.
km/h
Check the method after trying
Distance ÷ time = 72 ÷ 6.
minutes
Check the method after trying
Volume ÷ rate = 498 ÷ 6.
items/min
Check the method after trying
A: 83/min; B: 85/min; difference 2/min.
items
Check the method after trying
Count running time only: 6 × (83 + 5).
Compare your reasoning after trying
Compare items per minute, not totals alone. For example 60 in 5 minutes and 96 in 8 both average 12/min. Different task difficulty or quality could make this comparison unfair.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · BUILD + MEASURE0 / 6
LEARN THE METHOD
Rectangle area = length × width; perimeter = 2 × (length + width). Triangle area = base × perpendicular height ÷ 2. Cuboid volume = length × width × height.
WORKED EXAMPLE
For an 8 m × 3 m rectangle: area = 24 m² and perimeter = 22 m. A 6 m × 4 m rectangle has the same area but perimeter 20 m.
m²
Use a hint
Length × width = 84 × 7.
m
Use a hint
2 × (84 + 7) = 182.
cm²
Check the method after trying
Base × height ÷ 2 = 168 × 7 ÷ 2.
cm³
Check the method after trying
Multiply the three dimensions.
°
Check the method after trying
180 − 47 − 62 = 71.
m²
Check the method after trying
Whole area 588 minus uncovered area 4.
Compare your reasoning after trying
For example 12 × 2 and 6 × 4 both have area 24 square units. Their perimeters are 28 and 20 units. Area and perimeter measure different things.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 3
PROJECT HQ · PROJECT FILE 01
CHOOSE — select a system for the Resilient Systems Challenge.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
Your Resilient Systems Challenge starts now. Choose a biological, environmental, physical, engineered or infrastructure system. Map its parts and inputs/outputs first; later weeks will help you find a weak point, model disruption, design an improvement, test it, revise it and present the final solution.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN