S295 The biology of survival
Are You Ready For S295?
Contents
Contents
1 Introduction
2
2 Suggested prior study
2
3 Biological concepts for S295
3
3.1 Basic classification and different cell structures
3
3.2 Biomolecules
3
3.3 Genomes, cell division and heredity
5
3.4 Metabolism
7
4 Mathematical skills
11
4.1 Scientific units and scientific notation (powers of ten)
11
4.2 Decimal places, rounding and significant figures
12
4.3 Graphical representation of data
15
5 Other skills
15
6 Suggested further resources
16
7 Answers to Self-Assessment Questions
17
8 Well done for making it to the end of S295 AYRF!
22
Copyright © 2014 The Open University
Printed in the United Kingdom
1.1
1 Introduction
S295 The biology of survival explores the adaptation and natural selection of
whole organisms. Details about the specific biological themes developed
throughout the module are outlined in the following sections.
The study of this module provides a solid foundation on which to build a life
science specialism and includes numerous practical activities and skills
development opportunities. S295 is a recommended stepping stone to the Level 3
Biology and Health Sciences modules, particularly S317 (first presentation
October 2015) and SK320 Infectious disease and public health.
If you are intending to study S295, you will want to make sure that you have the
necessary background knowledge and skills to be able to enjoy the module fully
and to give yourself the best possible chance of completing it successfully. This
Are you ready for? (AYRF) quiz is intended to help you find out whether or not
you are ready for S295, or if you need to brush up on your knowledge and skills
in advance. This quiz will be available as an online interactive quiz in due course.
Please read through this information carefully, and work through the selfassessment questions (SAQs). You should allow yourself between one and two
hours or perhaps try the biology questions in one attempt and the maths questions
in another. This exercise will be useful for all prospective students of S295, even
for those of you who have already studied other OU science modules and have
completed the suggested prior study (see section 2): working through this
information will serve as a reminder of some of the relevant facts, skills and
concepts that you should be bringing with you from earlier study.
S295 is a fully onscreen module which may be a new way of working, even for
experienced OU students.
You shouldn’t expect to be able to answer all the questions correctly now, but
attempting them should allow you to judge:
(a) whether the module will interest you
(b) the areas where some reading beforehand would be useful
(c) whether you will be able to cope with the intellectual and practical demands
of the module.
If, after working through these questions, you are still unsure about whether or
not S295 is the right module for you, we advise you to seek further help and
advice from Student Support.
The S295 module team look forward to welcoming you as an S295 student.
2 Suggested prior study
This is a Stage 2 module and you will need to have study skills appropriate for
this level of science study, obtained either by Level 1 study with the OU, or with
another Higher Education Institution. You are likely to find parts of this module
difficult if you have no knowledge of biology or basic maths.
Before embarking on S295, we recommend that you have studied one of our key
introductory Stage 1 module – Either: Exploring science (S104), Environment:
journeys through a changing world (U116), as well as Investigative and
mathematical skills in science (S141) – before this Stage 2 module.
2
If you are coming to S295 without having studied one of the OU modules
recommended, then it is essential that you establish whether or not your
background and experience give you a sound basis on which to tackle the work.
3 Biological concepts for S295
The essential properties of life include movement, respiration and photosynthesis,
sensitivity, growth, reproduction, nutrition and excretion. S295 explores how
these processes occur in different types of whole organisms, whereas S294
focusses on some of these processes within cells. S295 covers additional
biological concepts by the inclusion of themes such as phylogeny, selection,
coevolution, homeostasis, energy flow, communication and interactions,
throughout the topic materials, using a range of broad and specific examples.
3.1 Basic classification and different cell structures
At the broadest level, organisms can be divided into two groups on the basis of
their cell type: organisms with prokaryotic cells include the mainly single-celled
Bacteria and Archaea while those with eukaryotic cells include protists, plants,
animals and fungi, and are mostly multicellular. While all cells share certain
properties, for example they are all bounded by a membrane, there are
fundamental structural differences between prokaryotic and eukaryotic cells, and
between the features of plant, fungal and animal cells. S295 mainly covers whole
eukaryotic plants, fungi and animals, with some coverage of tissue and cellular
aspects of adaptation, but you are expected to already know about the existence
and basic features of all organisms.
3.2 Biomolecules
You should also be familiar with the basic structure, composition and function of
a range of biological macromolecules including: polysaccharides, proteins, lipids
and nucleic acids.
3
SAQ 1
The following table presents how various organisms were thought to be related.
In S295 you will learn about more recent developments and how such groupings
are made. For (a) – (e) in the table, select between the two options given in the
list below.
(a)
Eukaryotic, Prokaryotic
(b)
Unicellular, Multicellular
(c)
Unicellular, Multicellular
(d)
Heterotrophic, Autotrophic
(e)
Heterotrophic, Autotrophic
Domain
Archaea
Bacteria
Eukarya
Kingdom
-
-
Protista
(protoctists)
Fungi
(fungi)
Plantae
(plants)
Animalia
(animals)
Cell type
Prokaryotic
Prokaryotic
Eukaryotic
(a)
Eukaryotic
Eukaryotic
Number
of cells
Unicellular
(b)
Unicellular
Multicellular
Multicellular
(c)
Feeding
method
Some
autotrophic,
some
heterotrophic
Some
autotrophic,
some
heterotrophic
Some
autotrophic,
some
heterotrophic
(d)
Mainly (e)
Heterotrophic
SAQ 2
Using the equations:
Energy assimilated = increase in biomass + energy lost in respiration
Energy lost in faeces = biomass consumption – energy assimilated
The estimated arachnid (spider) component of a salt marsh ecosystem is:
Increase in biomass
24 kJ m–2 y–1
Consumption
144 kJ m–2 y–1
Respiration
108 kJ m–2 y–1
How much energy is lost by the arachnid component as faeces?
Your answer should be in these units kJ m–2 y–1.
4
3.3 Genomes, cell division and heredity
The heritable characteristics of an organism are determined by the structure of
their genes, sections of the DNA genome that encode gene products, usually
proteins, that form the cell structure and carry out cellular processes. In other
words, genes determine the characteristics of the organism. The sequence of the
four nucleotide bases (commonly referred to as A, G, C and T) in DNA provides
the genetic code, which specifies the sequence of the amino acids within the
encoded proteins.
In order to multiply, cells must grow and make a copy of their genome in a
process known as DNA replication. They then undergo cell division to produce
two daughter cells each containing one copy of the genome. Prokaryotes divide
by the process of binary fission after replicating their DNA. The process in
eukaryotes is more complex because the DNA is packaged into a number of
individual chromosomes which must be replicated and divided equally between
the daughter cells in the process of mitosis (or meiosis in germline cells).
Genetic variation between individuals is brought about from one generation to the
next as a result of recombination, the genetic ‘shuffling’ that takes place as the
result of sexual reproduction, and mutation, spontaneous changes in the
composition of the DNA. The basis for evolutionary change is the operation of
natural selection upon heritable variation in the genes of organisms. Natural
selection ensures that populations of plants and animals evolve; in other words
their morphology and their genetic make-up changes over time in response to
their changing environment, resulting in the appearance of new species.
You are expected to be able to understand and use the terms above.
SAQ 3
Match each of the terms in the bulleted list below with the descriptions in (a) –
(e).

homozygote;

alleles;

heterozygote;

genotype;

phenotype
(a) An organism’s observable characteristics (or traits)
(b) A eukaryotic individual that has two identical copies of a gene which
determines a particular characteristic (or trait)
(c) A eukaryotic individual that has two different forms of a gene which
determines a particular trait (or characteristic)
(d) The genetic make-up of an organism
(e) The alternative forms (or variants) of a gene
5
SAQ 4
Choose the form of reproduction (asexual or sexual reproduction) described in
lists (a) and (b) and complete the sentence in part (c)
(a)

One parent only

No gametes are produced

Meiosis absent

DNA of offspring identical to parent

Commonly occurs in plants
(b)

Two parents

Gametes are produced

Meiosis present

Part of offspring’s DNA is a copy of one parent, the rest a copy of some of
the DNA of the other parent

Offspring not identical to parent

Occurs in the majority of plants and animals
(c)

________________________often leads to rapid population growth by the
production of large numbers of offspring.
SAQ 5
From the options below, correctly complete sentences (a) and (b) using each
selected word once
spermatozoon
diploid
haploid
meiosis
ovum
zygote
(a) A male _____________ fertilises a female _____________ to produce a
_____________ _____________.
(b) Gametes are _____________ and are produced by cell division that involves
_____________.
6
3.4 Metabolism
You should be familiar with the process of cellular respiration in which oxygen
is used to break down the bonds in carbohydrates, including glucose, releasing
energy, and producing carbon dioxide and water. The energy so produced is
required to maintain life. You should also be familiar with the process of
photosynthesis in which green plants use atmospheric carbon dioxide (CO2) and
water (H2O) to produce glucose (C6H12O6). In S295 you will learn about different
photosynthetic pathways.
Each cell requires energy to synthesise new biomolecules such as DNA and
proteins, and to carry out other energy-dependent processes, for example the
contraction of muscle cells in animals.
The biochemical reactions that break down nutrients (catabolic reactions) and
those that use the energy to synthesise new macromolecules from smaller
components (anabolic reactions) are all part of a cell’s metabolism.
SAQ 6
This diagram represents the structural formula of the monosaccharide glucose.
The ring carbon atoms (C1 to C5) are numbered (blue 1-5) but the atoms
themselves are not shown.
Count the number of carbon, hydrogen and oxygen atoms and enter the numbers
into the molecular formula below:
C ________ H ________ O ________
SAQ 7
Match the type of biomolecule in the bulleted list below with its most
common/major function in cells given in (a) – (e):

Fibrous proteins

Polysaccharides

Protein enzymes

Nucleic acids

Membranes containing phospholipids
(a) carry genetic information
(b) catalytic activity
(c) cell compartmentalisation
(d) support
(e) energy storage
7
SAQ 8
Which of the following statements about enzymes are true?
Select one or more:

Amylase is a protein.

Without enzymes, life as we know it would not exist.

All proteins are enzymes.

Most enzymes catalyse a specific chemical reaction.
SAQ 9
Which of the following statements about metabolism in mammals are true?
Select one or more:

Fats and protein catabolism pathways converge.

Biosynthetic pathways involve the conversion of ATP to ADP + Pi.

Insulin helps to control blood glucose concentrations by stimulating the
uptake of glucose by cells that can synthesise and store glycogen.

Homeostasis only takes place in the cold.
SAQ 10
Which of the following statements about photosynthesis are true?
Select one or more:

ATP synthase catalyses the formation of ATP from ADP and Pi.

The 2 products of photosynthesis are sugar and hydrogen.

The chloroplast is the site of the photosynthetic reactions.

The dark reactions take place independently of the light reactions of
photosynthesis.

Photosynthesis converts solar energy into chemical energy.
8
SAQ 11
From the options below, correctly complete the sentence using each selected
word once:

oxygen

respiration

energy

organism

photosynthesis

carbon dioxide

autotroph
The process of ________________ involves the conversion of organic molecules
into ________________ and water, releasing ________________. Thus, it is a
chemical transformation occurring inside an ________________ and is therefore
part of metabolism.
SAQ 12
Which of these differences might scientists detect if they were measuring the
metabolism taking place in heterotrophs?
Select one or more:

Reduction in carbon dioxide

Reduction in oxygen

Increase in carbon dioxide

Increase in oxygen

Increase in water
9
SAQ 13
Using the available terms below, fill in the blank boxes on this respiration
summary diagram. Some terms are available for multiple uses. Note, heat would
also be generated.
Terms: pyruvate, CO2, ATP, acetyl coA
SAQ 14
Use the diagram below to answer the following questions.
The scale bar represents a length of 7 μm (7 x 10-6 m).
10
i)
From the options below what is the approximate horizontal diameter of the
nucleus
(a) 14 µm
(b) 7 µm
(c) 1 µm
(d) 70 µm
ii) From the options below what is the approximate width of the cell?
(a) 0-10 µm
(b) 30-60 µm
(c) 100-15 µm
(d) 14-21 µm
iii) From the options below what is the approximate length of the cell
(a) 70-100 µm
(b) 100-150 µm
(c) 14-21 µm
4 Mathematical skills
You should be able to perform simple calculations and work out percentages. The
following basic mathematical skills are also relevant to S295.
4.1 Scientific units and scientific notation (powers of ten)
All measured quantities must have units associated with them. The current
generally accepted system for units is the SI (Système International d’Unités)
system, in which all units are related to seven base units with specific
abbreviations. Of these, the three you will meet most commonly are: length
measured in metres (m), time measured in seconds (s) and mass measured in
kilograms (kg). The distance between two cities is generally measured in
kilometres (km), and 1 kilometre = 1000 metres. Since cells are rarely large
enough to be observed with the naked eye, their size is generally measured in
micrometres (μm) and 1 micrometre = one millionth of a metre (1/1000 000 m
or 0.000 001 m).
Scientific data may therefore be presented in a very wide range of magnitudes of
numbers. For instance, life is now thought to have arisen some 4000 000 000
years ago, whereas bacteria are generally less than 0.000 001 m in diameter. It is
clearly inconvenient to express values in such a cumbersome form. A much more
manageable form recognises that large numbers are generated by multiplying
several tens together. The number of tens is indicated by a superscript. Thus:
10 = 101, 100 = 102, 1000 000 = 106, etc.
The time when life arose can therefore be expressed as: 4 × 109 years ago.
Numbers less than 1 can be expressed in an analogous fashion, for example:
0.1 = 10–1, 0.001 = 10–3, 0.00001 = 10–5.
Thus, the diameter of a bacterial cell can be expressed as 10–6 m.
Numbers that are not exactly divisible by ten are written down in scientific
notation in the form (a × 10b) by ensuring that the value ‘a’ is between one and
ten. For example the circumference of the Earth is 40 075 km, which in scientific
notation is 4.0075 × 104 km.
11
4.2 Decimal places, rounding and significant figures
You should be used to using decimal numbers, where the decimal places
represent a fraction of one, e.g. 0.1 is a 1/10th, 0.01 is a 1/100th. Calculations using
a calculator often result in a value with a great many decimal places. You will
sometimes be asked to ‘round’ the value to fewer decimal places. For example, if
you want to round 0.168 8573 to two decimal places, you would check the third
decimal place and see that the figure you want is closer to 0.17 and not 0.16. So
the answer to two decimal places that is most accurate is 0.17.
Preciseness is very important in scientific measurements, so as well as rounding
values, in science it is often appropriate to give a decimal value to an appropriate
number of significant figures, which is the number of digits that you can justify
in terms of any uncertainties in the measurement. For example, you would say
that the value 23.4 is quoted to three significant figures and the value 23.45 mm
to four significant figures – usually this means the last digit is somewhat
inaccurate, but you will be confident about the preceding digits. Where there are
zeros in the number, leading zeros are not significant, so the value 0.023 is
quoted to two significant figures. However, zeros between or after other digits do
count, so the value 203.4 is quoted to four significant figures, while the value
23.40 is also quoted to four significant figures. Numbers in scientific notation can
also be expressed to a significant figure, e.g. the value 1.4 × 1010 is quoted to two
significant figures.
Note you may read some suggestions e.g. 'See section X' in the feedback to the
Maths questions. Please ignore these notes as these sections are not included in
this short quiz. For further help, refer back to S141 Maths for Science, Chapter 1
or other maths resources.
SAQ 15
Complete the sentence below to indicate the name of the basic SI unit of mass
and the abbreviation used to represent this unit.
The basic SI unit of mass is the________________ (enter its full name here) and
it is represented by the abbreviation________________.
SAQ 16

Round 53.3201 to the nearest whole number ___________

One decimal place ___________

Three decimal places ___________
SAQ 17
What is 4 kilometres expressed in centimetres?
4 km = ___________cm
SAQ 18
In a class of 25 children, 17 are girls. What percentage of all the children in the
class are girls.
Percentage of girls = ___________%
12
SAQ 19
What is
14
expressed as a percentage?
25
14
= ___________ %
25
SAQ 20
What is 60000 milliseconds expressed in seconds?
60000 ms = ___________s
SAQ 21
Superscripts can be used to express numbers in powers notation, so 2 × 2 × 2 can
be written as 23.
Express 4 × 4 × 4 × 4 × 4 × 4 in powers notation. ___________
SAQ 22
Express 3467.5 in scientific notation. ___________
SAQ 23
Express 17 pm in metres and in scientific notation.
17 pm = _________m
SAQ 24
Write out in full, the decimal number corresponding to 7.09 × 101 = _________
SAQ 25
Use your calculator to find the value of 29. You should give you answer as a
whole number.
29 = ___________
SAQ 26
Write out in full, the decimal number corresponding to 35 × 106.
35 × 106 = ______________
13
SAQ 27
Use your calculator to calculate
(8.9 × 1017) + (1.599 × 1015) = ___________
SAQ 28
The table below shows the average annual precipitation at various locations
around the world. Note that ‘precipitation’ is the word used to describe all types
of water falling to Earth e.g. rain, snow, sleet and hail.
Location
Precipitation/millimetres of water
Cape Town, South Africa
508
Christchurch, New Zealand
638
Fort William, Scotland
1999
Geneva, Switzerland
853
Kabul, Afghanistan
338
Reykjavik, Iceland
779
Rio de Janeiro, Brazil
1082
Signapore
2413
Fill in the gap in the sentence below to indicate the average annual precipitation
at Christchurch, New Zealand.
The average annual precipitation at Christchurch, New Zealand is _________mm
of water.
SAQ 29
The figure shows the number of flowers per plant for a sample of plants growing
in a field. Determine the number of plants with 10 flowers and the total number
of plants in the sample.
The number of plants with 10 flowers = ___________
The total number of plants in the sample = ___________
14
SAQ 30
A kettle of water is heated until it boils and the kettle is then switched off. As the
water cools, its temperature is recorded every 10 minutes. The axes for a graph of
temperature against time of cooling have been chosen and labelled for you. Plot
the following three points on the graph below.
1
A temperature of 100°C after a time of 0 minutes;
2
A temperature of 72°C after a time of 20 minutes;
3
A temperature of 54°C after a time of 40 minutes.
4.3 Graphical representation of data
The occurrence of trends in data is often seen more clearly when they are
presented in graphical form. You will be expected to extract, interpret and to
draw conclusions from information presented in different graphical formats,
including tables, bar charts and line graphs.
5 Other skills
It is expected that you will have achieved some degree of competence at the skills
listed below, especially those at the beginning of each section, but that you will
refine and develop these skills further and extend your competence to include
those towards the end of each list during your participation in the module.
Basic study skills
You need to have: an ability to organise time for study and to pace it, an ability to
analyse tasks and plan how to tackle them, a willingness to seek help or
information when appropriate, and to learn from feedback provided.
15
Obtaining, evaluating and interpreting information
You should be able to: read effectively to distinguish relevant from irrelevant or
redundant information and analyse data from scientific text and images; locate
and consult a range of online module materials (including video, audio and
interactive activities) in order to obtain information and clarify complex ideas;
collate and summarise information in note form; synthesise information,
including being able to identify arguments and alternative interpretations.
Writing skills
You need to be able to present information in a range of formats, e.g. reports,
short answers to questions based on information and data abstracted from module
materials and scientific texts, in each case keeping to the main points, elaborating
where necessary and including figures or making references where appropriate,
and ensuring that arguments, ideas and information are presented in a logical
sequence.
Cognitive skills
Information processing, including ability to: recognise trends and patterns in data;
use evidence to support or refute theories and arguments; assess the
adequacy/limitations of explanations; apply knowledge in new contexts,
including an ability to recognise associations/relationships, make predictions,
extrapolate and interpolate from data.
Basic ICT skills
You have basic skills in: Word processing; Excel; interacting on forums; and
using websites. Guidance is provided in S295 on searching the web and using
Excel to enter and interpret data, but you need to have at least a basic
understanding. Guidance on ICT is available from the OU Computing Guide
(http://learn1.open.ac.uk)
6 Suggested further resources
S104 Exploring science: Book 5 ‘Life’. S104 is listed as one of the recommended
prerequisites for S295, but you may find it useful to refer to Book 5 ‘Life’
specifically to refresh your knowledge in advance of and during study of S295.
S294 Cell Biology contains background information on respiration and
photosynthesis that is relevant to aspects of S295.
U116 Environment: journeys through a changing world, Block 2, the Amazonia
section and the part of Block 4 about the Arctic, contain useful biology
preparation for S295.
For students who have studied S216 Environmental Science Block 3 Part 2 'Life'
would be the appropriate section to recap.
The Science Good study Guide contains chapters on learning and using
mathematics, working with numbers and symbols, reading graphs, and also a
‘maths help’ section (Northedge, A. et al. (1997) The Sciences Good Study
Guide, Open University Press. ISBN 0 7492 3411 3. Available from Open
University Worldwide http://www.ouworldwide.com).
There are various websites offering maths resources, e.g. BBC Learning online
Maths learning resources (http://www.bbc.co.uk/learning/subjects/maths.shtml).
You may also find relevant interesting information in publications such as New
Scientist or Scientific American.
16
7 Answers to Self-Assessment Questions
SAQ 1
The completed table should look like the one below.
Domain
Archaea
Bacteria
Eukarya
Kingdom
-
-
Protista
(protoctists)
Fungi
(fungi)
Plantae
(plants)
Animalia
(animals)
Cell type
Prokaryotic
Prokaryotic
Eukaryotic
Eukaryotic
Eukaryotic
Eukaryotic
Number
of cells
Unicellular
Unicellular
Unicellular
Multicellular
Multicellular
Multicellular
Feeding
method
Some
autotrophic,
some
heterotrophic
Some
autotrophic,
some
heterotrophic
Some
autotrophic,
some
heterotrophic
Heterotrophic
Mainly
Autotrophic
Heterotrophic
SAQ 2
12 kJ m–2 y–1
SAQ 3
Match each of the terms in the bulleted list below with the descriptions
in (a) – (e).

homozygote; (c) A eukaryotic individual that has two identical copies of a
gene which determines a particular characteristic (or trait)

alleles; (e) The alternative forms (or variants) of a gene

heterozygote; (b) A eukaryotic individual that has two different forms of a
gene which determines a particular trait (or characteristic)

genotype; (d) The genetic make-up of an organism

phenotype; (a) An organism’s observable characteristics (or traits)
SAQ 4
(a) Asexual reproduction
(b) Sexual reproduction
(c) Asexual reproduction often leads to rapid population growth by the
production of large numbers of offspring.
17
SAQ 5
(a) A male spermatozoon fertilises a female ovum to produce a diploid zygote.
(b) Gametes are haploid and are produced by cell division that involves meiosis.
SAQ 6
Count the number of carbon, hydrogen and oxygen atoms and enter the numbers
into the molecular formula below:
C6
H 12 O 6
SAQ 7

Fibrous proteins
(d) Support

Polysaccharides
(e) Energy storage

Protein enzymes
(b) Catalytic activity

Nucleic acids
(a) Carry genetic information

Membranes containing phospholipids
(c) Cell compartmentalisation
SAQ 8
Which of the following statements about enzymes are true?
Select one or more:

Amylase is a protein. True

Without enzymes, life as we know it would not exist. True

All proteins are enzymes. False

Most enzymes catalyse a specific chemical reaction. True
SAQ 9
Which of the following statements about metabolism in mammals are true?
Select one or more:

Fats and protein catabolism pathways converge True

Biosynthetic pathways involve the conversion of ATP to ADP + Pi. True

Insulin helps to control blood glucose concentrations by stimulating the
uptake of glucose by cells that can synthesise and store glycogen. True

Homeostasis only takes place in the cold. False
18
SAQ 10
Select the correct statements about photosynthesis.
Select one or more:

ATP synthase catalyses the formation of ATP from ADP and Pi. True

The 2 products of photosynthesis are sugar and hydrogen. False

The chloroplast is the site of the photosynthetic reactions. True

The dark reactions take place independently of the light reactions of
photosynthesis. False

Photosynthesis converts solar energy into chemical energy. True
SAQ 11
The process of respiration involves the conversion of organic molecules into
carbon dioxide and water, releasing energy. Thus, it is a chemical transformation
occurring inside an organism and is therefore part of metabolism.
SAQ 12
Which of these differences might scientists detect if they were measuring the
metabolism taking place in heterotrophs?
Select one or more:

Reduction in carbon dioxide

Reduction in oxygen True

Increase in carbon dioxide True

Increase in oxygen

Increase in water
SAQ 13
The completed respiration summary diagram should look like the one below.
19
SAQ 14
Use the diagram below to answer the following questions.
The scale bar represents a length of 7 μm (7 x 10-6 m).
i)
7 µm
ii) 14-21 µm
iii) 70-100 µm
SAQ 15
The basic SI unit of mass is the kilogram and it is represented by the abbreviation
kg.
SAQ 16

Round 53.3201 to nearest whole number 53

One decimal place 53.3

Three decimal places 53.320
SAQ 17
4 km = 40 0000 cm
SAQ 18
Percentage of girls = 68%
20
SAQ 19
23
= 56%
25
SAQ 20
60000 ms = 60 s
SAQ 21
Express 4 × 4 × 4 × 4 × 4 × 4 in powers notation.
46
SAQ 22
Express 3467.5 in scientific notation.
3.4675 × 103
SAQ 23
Express 17 pm in metres and in scientific notation.
17 pm = 1.7 × 1011 m
SAQ 24
Write out in full the decimal number corresponding to 7.09 × 101 = 0.709
SAQ 25
Use your calculator to find the value of 29. You should give you answer as a
whole number.
29 = 512
SAQ 26
Write out in full the decimal number corresponding to 35 × 106.
35 × 106 = 35 000 000
SAQ 27
Use your calculator to calculate
(8.9 × 1017) + (1.599 × 1015) = 1.688 × 1015
SAQ 28
The average annual precipitation at Christchurch, New Zealand is 638 mm of
water.
21
SAQ 29
The number of plants with 10 flowers = 1
The total number of plants in the sample = 22
SAQ 30
1
A temperature of 100°C after a time of 0 minutes;
2
A temperature of 72°C after a time of 20 minutes;
3
A temperature of 54°C after a time of 40 minutes.
8 Well done for making it to the end of S295
AYRF!
If you had trouble correctly answering more than 50% of the questions or were
unfamiliar with more than a few of the technical terms used in the questions, then
you should probably formally study the Open University’s main Stage 1 science
module (S104 Exploring science) before embarking on S295.
If you had trouble with some of the science but answered between 50-70% of the
questions correctly, or were getting most but not all of a question right, then you
will probably be ready to study S295. However we suggest you read the relevant
sections of S104 and the Maths skills book in the weeks prior to the module start
22
date (this will be available to you on the module website once you have registered
for S295).
Hopefully you will have established whether you are ready to begin studying
S295 or if you need to undertake some preparatory work and in what area(s). If
you are still unsure, contact your study support team for further advice.
Remember that you were not expected to get everything correct at first attempt
and also, that you can return to this quiz at any time during your studies to remind
yourself or simply revise some of the content.
Good luck with the remainder of your studies.
23