chat_gpt_anki_2

chat_gpt_anki_2

https://thevitalcurriculum.notion.site/AI-Master-Guides-ca4db7147f3e43f5a92bb297142280f8 - Cloze deletion flashcards Template (without notes section):

Review Text: "
4.1.1 Cell structure
4.1.1.1 Eukaryotes and prokaryotes
Content Key opportunities for
skills development
Plant and animal cells (eukaryotic cells) have a cell membrane,
cytoplasm and genetic material enclosed in a nucleus.
Bacterial cells (prokaryotic cells) are much smaller in comparison.
They have cytoplasm and a cell membrane surrounded by a cell
wall. The genetic material is not enclosed in a nucleus. It is a single
DNA loop and there may be one or more small rings of DNA called
plasmids.
Students should be able to demonstrate an understanding of the
scale and size of cells and be able to make order of magnitude
calculations, including the use of standard form.
MS 1b, 2a, 2h
WS 4.4
Use prefixes centi, milli,
micro and nano.
20 Visit aqa.org.uk/8464 for the most up-to-date specification, resources, support and administration
4.1.1.2 Animal and plant cells
Content Key opportunities for
skills development
Students should be able to explain how the main sub-cellular
structures, including the nucleus, cell membranes, mitochondria,
chloroplasts in plant cells and plasmids in bacterial cells are related
to their functions.
Most animal cells have the following parts:
• a nucleus
• cytoplasm
• a cell membrane
• mitochondria
• ribosomes.
In addition to the parts found in animal cells, plant cells often have:
• chloroplasts
• a permanent vacuole filled with cell sap.
Plant and algal cells also have a cell wall made of cellulose, which
strengthens the cell.
WS 1.2
Recognise, draw and
interpret images of cells.
Students should be able to use estimations and explain when they
should be used to judge the relative size or area of sub-cellular
structures.
MS 1d, 3a
AT 7
Images of cells in videos,
bioviewers, photographs
and micrographs can be
used as comparison for
students own drawings.
Required practical activity 1: use a light microscope to observe, draw and label a selection of
plant and animal cells. A magnification scale must be included.
AT skills covered by this practical activity: biology AT 1 and 7.
This practical activity also provides opportunities to develop WS and MS. Details of all skills are
given in Key opportunities for skills development (page 176).
AQA GCSE Combined Science: Trilogy 8464. GCSE exams June 2018 onwards. Version 1.1 04 October 2019
Visit aqa.org.uk/8464 for the most up-to-date specification, resources, support and administration 21
4.1.1.3 Cell specialisation
Content Key opportunities for
skills development
Students should be able to, when provided with appropriate
information, explain how the structure of different types of cell relate
to their function in a tissue, an organ or organ system, or the whole
organism.
Cells may be specialised to carry out a particular function:
• sperm cells, nerve cells and muscle cells in animals
• root hair cells, xylem and phloem cells in plants.
4.1.1.4 Cell differentiation
Content Key opportunities for
skills development
Students should be able to explain the importance of cell
differentiation.
As an organism develops, cells differentiate to form different types
of cells.
• Most types of animal cell differentiate at an early stage.
• Many types of plant cells retain the ability to differentiate
throughout life.
In mature animals, cell division is mainly restricted to repair and
replacement. As a cell differentiates it acquires different sub-cellular
structures to enable it to carry out a certain function. It has become
a specialised cell.
4.1.1.5 Microscopy
Content Key opportunities for
skills development
Students should be able to:
• understand how microscopy techniques have developed over
time
• explain how electron microscopy has increased
understanding of sub-cellular structures.
Limited to the differences in magnification and resolution.
An electron microscope has much higher magnification and
resolving power than a light microscope. This means that it can be
used to study cells in much finer detail. This has enabled biologists
to see and understand many more sub-cellular structures.
WS 1.1
22 Visit aqa.org.uk/8464 for the most up-to-date specification, resources, support and administration
Content Key opportunities for
skills development
Students should be able to carry out calculations involving
magnification, real size and image size using the formula:
magnification = size of image
size of real object
Students should be able to express answers in standard form if
appropriate.
MS 1a, 1b, 2h, 3b
WS 4.4
Use prefixes centi, milli,
micro and nano.
"

Task: Your task is to:
- The above source text is a teaching specification for combined sciences (Biology, Physics and Chemistry) for UK GCSE curriculum.  Your task is to create a series of 35 individual questions that will test a student's knowledge against the criteria it defines in the subject areas of chemistry, physics and biology.  These questions will be used to create educational flashcards later. 

Formatting Criteria: 
- Each individual question should be written in Anki cloze deletion mark-up.
- Each question must be able to stand alone and be enclosed with speech marks.
- Each question must have an answer.
- Please do not number the questions.
- Restrict each question to 2 cloze deletions. If needed, you may add 1-2 more cloze deletions but restrict them to either cloze1 or cloze2.
- Limit the word count of each question to less than 40 words.
- Keep the text within the cloze deletions limited to one or two key words.
- Ensure that each question is clearly written, easily understandable, and adheres to the specified formatting and reference criteria. 
- The output should be CSV format, escaped to allow for the use of punctuation.


Example: 
"This is an example of an {{c1::Anki close deletion}} question"
"The capital of England is {{c1::London}}"
"In a cell the {{c1::nucleus}} contains DNA"