Animal Cells: Eukaryotic Cell Differences

For an example the eukaryotic cell consists of different organelles such as mitochondria, releasing energy in the form of ATP. The organelles may be similar having slight differences whether in a root cell of a plant, a liver cell or sex cells. Plant cells on the other hand grow differently from animal cells, also with some of the common components being used up differently. For example plant cells have some organelles that animal cells do not have, such as the vacuoles that inhabit most of the capacity of an expanded cell, the cell wall and chloroplast. The profound differences are not taught in ks3 but rather the main basic differences (Chad chemistry n.d.).

As we know, the cell can only be viewed under a microscope due to its size. This

Without the DNA of the cell and its important genetic coding, the cell would not be able to replicate and live (Frost, 2010). All this information have been broken down to follow the spiral curriculum for learners to learn them in fragments, revisit at different stages to help build conceptualized ideas over a period of time. This supports the continuity within the curriculum but the real question is how much progression within the learners mind actually occurs during this

It is difficult for some children to build up on conceptual ideas to simply agree that for anything to perform the basic life processes, they would require to be composed of a cell or cells which have genetic material to create essential body materials for life to occur (Driver, et al 1994). I asked a few KS3 learners to share their thoughts on living things and non-living things. Most of the answers given were compared to the functions that humans and animals were able to carry out such as being able to move, think, reproduce and sense. Science teachers from my research also found that the challenges faced by some learners identified difficulties in letting go of the ideas they had built, based on their on experiences. Teachers mentioned that learners found it difficult to comprehend why some non-living things for example clouds and fires moved. A year 8 student from the focus group was confused about plants truly being living things, as they did not move, neither did they excrete waste such as feces. Though the national curriculum may encourage the use of MRS GREN, (movement, respiration, sensitivity, growth, reproduction, excretion and nutrition) to aid continuity within the curriculum, It is important as a secondary science teacher, to explain to students using different techniques highlighting the fact that not every living organism