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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Save time and achieve more with Macmillan Biology Macmillan Biology NSW will be supported by comprehensive digital teacher resources to help you save time and to help your students achieve exam success.
Each textbook will be supported by more than 250 pages of printable, editable teacher resources including lesson plans, practical investigations, secondary source investigations, assessment tasks, answers and MORE.
This sample of Module 1 teacher resources includes:
• An introduction to the teacher resources• Lesson plans, with accompanying suggested answers documents, aligned with the
subjects covered in Module 1, including:▪ Interpreting data activities▪ Practical investigations▪ Secondary source investigations▪ Evaluating biological issues activities▪ Assessment tasks
• Suggested answers for activities in Module 1, including:▪ Chapter review questions▪ Module review questions▪ Mini exam questions▪ Module assessment task
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Introduction to teacher resources These teacher resources act as a supplement to the textbook Macmillan Biology NSW Year 11. They provides lesson plans for teachers and suggests answers for each activity.
The Macmillan Biology NSW Year11 textbook and these resources integrate the Australian senior Biology curriculum into the New South Wales Biology Stage 6 Syllabus (released by the NSW Education Standards Authority (NESA) in March 2017). This incorporation was based on the rationale and aims of the Australian senior Biology curriculum, as defined by its learning, content (science inquiry skills, science understanding, and science as a human endeavour) and achievement standards (biology concepts, models and applications and biology inquiry skills).
Modules 1–4 of the student book are based on the NSW Biology Stage 6 Syllabus. The opening page of each of module lists the appropriate NSW Biology Stage 6 Syllabus learning outcomes. The teacher resources align with each of the modules in the student book.
Each lesson plan lists the appropriate NSW Biology Stage 6 Syllabus content, coded to show: module number (1–4) module content topic (listed in order as A, B, C etc.) dot point within module content (listed in order as 1, 2, 3, etc.)For example, code 1B4 represents module 1 (Cells as the basis of life), content topic B (Cell
function), dot point 4 (conduct a practical investigation to model the action of enzymes in cells (ACSBL050)). The final code in the dot point refers to the relevant part of the Australian senior Biology curriculum.
Lesson plans include: Interpreting data—where students analyse and interpret biological data and informationpresented from a variety of sources. Sources include peer-reviewed journal articles in whichscientists record and discuss the results of their research; results from experiments given to studentsfrom 2002 to 2008; some data and information similar to real data Practical investigations (PIs)—directed practical activities and appropriate discussion questions Secondary source investigations (SSIs)—where students are expected to find information froma variety of sources, including Macmillan Biology NSW Year 11, to answer discussion questionsassociated with each activity Evaluating biological issues (EBIs)—where students gather information and evaluate the effectof human interventions on biological systems and how they affect present-day and future society Assessment tasks—including revision tests, practical tests, skills tests and research tasks.Each activity (except for the EBIs) should be completed within 40 minutes to one hour, and in
some cases can be continued or used for homework. These lesson plans are designed to be printed out for the class. Suggested answers to all questions posed in lesson plans are provided.
Sections 5–8 of this teacher resource book provide suggested answers to questions posed in Macmillan Biology NSW Year 11. These include:
answers to the revision questions (at the end of each of chapters 1–21)
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
module and chapter review questions (at the end of modules 1–4 and chapter 22 ‘Skills’) mini exam questions (at the end of modules 1–4 and chapter 22 ‘Skills’) suggested answers and/or marking criteria for questions posed in assessment tasks (at the end ofmodules 1–4 and chapter 22 ‘Skills’).
The ACARA Australian senior Biology curriculum is available at: www.australiancurriculum.edu.au/seniorsecondary/science/biology
The NESA NSW Biology Stage 6 Syllabus is available at: www.boardofstudies.nsw.edu.au/syllabus_hsc/biology.html
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.1 Interpreting data: Effect of dissolved CO2 on pH; effect of temperature on dissolved CO2
Students: 1B2 investigate cell requirements, including but not limited to: – removal of wastes (ACSBL044)1B5 investigate the effects of the environment on enzyme activity through the collection of primary or
secondary data (ACSBL050, ACSBL051)
Introduction In animal cells, carbon dioxide (a by-product of cellular respiration during metabolism) combines with water to produce carbonic acid (CO2 + H2O H2CO3). Too much carbonic acid is toxic to cells, because it lowers the pH of the cell fluids (that is, they become more acidic) and reduces the efficiency of enzymes that normally function at less acidic levels. So cells need to remove waste carbon dioxide quickly and efficiently for the body to maintain homeostasis.
Similarly, the concentrations of environmental gases in aquatic environments affect the survival of fish and invertebrates. Oxygen is fundamental to their basic life processes and carbon dioxide is an animal waste product (but used by aquatic plants for photosynthesis). When there is an imbalance in these gases, many organisms die. This situation can be exacerbated in warm weather. Gases that are normally held in solution in the water may gain enough energy to escape as the water heats up, leaving the organisms with insufficient oxygen or carbon dioxide to sustain life.
Aims
Hypotheses
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Materials and methods
Figure 1.1.1 Experimental design
hot water (~75 °C) straws
cold water (~6 °C) test tubes
room temp water (~22 °C) thermometers
limewater universal indicator
01013 FPO
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Results
Table 1.1.1 pH of water with and without added carbon dioxide at different temperatures after one minute
Hot (75 °C) Cold (6 °C) Room temperature (22 °C)
+ CO2 No added CO2 + CO2 No added CO2 + CO2 No added CO2
Discussion questions
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.1 Effect of dissolved CO2 on pH; effect of temperature on dissolved CO2
Suggested answers
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.2 Interpreting data: Studying animal and plant cells
Students: 1A1 investigate different cellular structures, including but not limited to: – examining a variety of eukaryotic cells (ACSBL032, ACSBL048)1A2 investigate a variety of eukaryotic cell structures, including but not limited to:– comparing and contrasting different cell organelles and arrangements
Introduction Improved microscopes (especially electron microscopes) and staining techniques let scientists see cell contents, such as organelles, more clearly. They could also see membranes. Consequently, eukaryotic plant and animal cells were seen to share many features. They both have a nucleus, a nucleolus, a cell membrane, vacuoles and cytoplasm. Vacuoles are small in animal cells and immature plant cells but become large in mature plant cells. Only plant cells have a cell wall and chloroplasts.
Aims
Hypothesis
Methods
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Figure 1.2.1 Animal cells do not have cell walls or chloroplasts
Figure 1.2.2 Mature plant cells have large central vacuoles
01004
01005
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Discussion questions
Table 1.2.1 Matching cells with numbers of organelles
Number of organelles Cell type
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.2 Interpreting data: Studying animal and plant cells
Suggested answers
Figure 1.2.1 Animal cells do not have cells walls or chloroplasts
Figure 1.2.2 Mature plant cells have large central vacuoles
01004 (with labels)
01005 (with labels)
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Table 1.2.1 Cell structures and organelles (✔ = present)
Organelle or structure
Function Plant cell Animal cell
✔ ✔
✔
✔ ✔
✔ ✔
✔ ✔
✔
✔ ✔
✔ ✔
✔ ✔
✔ ✔
✔ ✔
✔ ✔
✔ ✔
✔
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Table 1.2.2 Matching cells with numbers of organelles
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.3 Practical investigation: Osmosis and diffusion
Students: 1B1 investigate the way in which materials can move into and out of cells, including but not limited to: – conducting a practical investigation modelling diffusion and osmosis (ACSBL046)– relating the exchange of materials across membranes to the concentration gradients and
characteristics of the materials being exchanged (ACSBL047)
Diffusion is the movement of dissolved solids, liquids and gases from areas of high concentration to areas of low concentration, that is, along a concentration gradient. This occurs naturally in systems, such as gas exchange between the blood and the lungs, so that balance is maintained.
Osmosis is a form of diffusion, but only water moves. In osmosis, water follows a concentration gradient but, unlike normal diffusion, it occurs across a semi-permeable membrane. That is, water moves from areas of high concentrations of water (dilute solutions) to areas of low water concentration (concentrated solutions). Osmosis is an important process that regulates transpiration in plants—water moves by osmosis out of leaf mesophyll cells into leaf spaces. Subsequent evaporation and diffusion of water vapour out of open stomates creates a negative pressure, which causes water in xylem to be pulled up the plant.
Demonstrating diffusion
Diffusion in air Diffusion in water
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Diffusion in air
Diffusion in water
Table 1.3.1 Time taken for students to smell perfume and for water in beakers to be coloured purple
Time to smell perfume (s) Time to colour water purple (s)
Trial 1 Trial 2 Mean (n = 2) Beaker 1 Beaker 2 Mean (n = 2)
Figure 1.3.1 Perfume will diffuse through a room
01006
Figure 1.3.2 As it dissolves, potassium permanganate (KMnO4) will diffuse through water
01007
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Demonstrating osmosis
Osmosis in eggs Osmosis in leafy elodea
Osmosis in eggs
Osmosis in leafy elodea
Table 1.3.2 Osmosis in eggs
Volume of salt water remaining (mL) Volume of fresh water remaining (mL)
Egg 1 Egg 2 Mean (n = 2) Egg 1 Egg 2 Mean (n = 2) UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Diagrams of saltwater eggs Diagrams of freshwater eggs
Table 1.3.3 Osmosis in leafy elodea
Diagram of elodea cell in salt water Diagram of elodea cell in fresh water
http://weeds.dpi.nsw.gov.au/Weeds/Details/182 http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0007/329308/041209-DPI-RWW-PLANT-GUIDE.pdf
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.3 Practical investigation: Osmosis and diffusion
Suggested answers
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Table 1.3.1 Features of elodea cells in salt versus fresh water
Elodea cells in salt water Elodea cells in fresh water
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.4 Practical investigation: Effect of temperature, pH and substrate concentration on enzyme reaction
Students: 1B4 conduct a practical investigation to model the action of enzymes in cells (ACSBL050) 1B5 investigate the effects of the environment on enzyme activity through the collection of primary or
secondary data (ACSBL050, ACSBL051)
Introduction Enzymes act as catalysts in chemical reactions and function best at optimal levels of temperature, pH and substrate concentration. Enzymatic activity can be shown to increase or decrease depending on the environmental conditions. That is, reaction rate will increase with increasing temperature and substrate concentration up to a maximum, after which there will no longer be any increase.
This is because enzymes rely on temperature to provide energy for the reaction, but enzymes will not operate when temperatures are too high. Each type of enzyme functions within a range of temperatures or pH. Above or below the specific optimal temperature or pH function will decrease. And outside this range, enzymes will denature and no longer function. Also, enzyme activity will only increase until all available substrate is used up or all enzyme active sites are occupied.
Animal cells (including liver cells) produce an enzyme—catalase—that breaks down harmful hydrogen peroxide (produced in normal metabolism) into non-toxic oxygen and water (2 H2O2 2H2O O2). Catalase functions at an optimum temperature of 37 °C, similar to the temperature of the human body.
Aim
Hypotheses
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Materials and methods This lesson is designed for the class to be divided into three groups: each group will perform one experiment—temperature or pH or substrate—and class results will be combined and discussed.
Work in groups of two to three students, with two groups per treatment (n = 2)
Work in groups of two to three students, with two groups per treatment (n = 2)
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Work in groups of two to three students, with two groups per treatment (n = 2)
Results
Table 1.4.1 Effect of temperature on activity of catalase on H2O2 (n = 2)
Temperature Group 1 Group 2 Mean
Subjective rate of reaction: 0 = no reaction; 1 = very little reaction; 2 = some reaction; 3 = strong reaction; 4 = very strong reaction
Graph mean results (n = 2)
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Figure 1.4.1 Effect of temperature on catalase activity
Table 1.4.2 Effect of pH on activity of catalase on H2O2 (n = 2)
pH Group 1 Group 2 Mean
Subjective rate of reaction: 0 = no reaction; 1 = very little reaction; 2 = some reaction; 3 = strong reaction; 4 = very strong reaction
Graph mean results (n = 2)
0
1
2
3
4
20 40 60 80 100
Su
bje
cti
ve r
ate
of
reacti
on
Temperature (oC)
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Figure 1.4.2 Effect of pH on catalase activity
Table 1.4.3 Effect of substrate concentration on catalase activity (n = 2)
Substrate Concentration Group 1 Group 2 Mean
Subjective rate of reaction: 0 = no reaction; 1 = very little reaction; 2 = some reaction; 3 = strong reaction; 4 = very strong reaction
Graph mean results (n = 2)
Figure 1.4.3 Effect of substrate concentration on catalase activity
0
1
2
3
4
3 6 7 9
Su
bje
cti
ve r
ate
of
reacti
on
pH
0
1
2
3
4
0.6 6.0
Su
bje
cti
ve r
ate
of
reacti
on
Substrate concentration (%)
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Discussion questions
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Lesson 1.4 Practical investigation: Effect of temperature, pH and substrate concentration on enzyme reaction
Suggested answers
Table 1.4.1 Dependent and independent variables per experiment
Temperature pH Substrate concentration
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.5 Secondary source investigation: History of the development of cell theory
Students: 1A1 investigate different cellular structures, including but not limited to: – examining a variety of prokaryotic and eukaryotic cells (ACSBL032, ACSBL048)– describe a range of technologies that are used to determine a cell’s structure and function2A1 compare the differences between unicellular, colonial and multicellular organisms by:– investigating structures at the level of the cell and organelle– relating structure of cells and cell specialisation to function
The use of microscopes was crucial to the discovery of cells. Compound light microscopes
(microscopes that employ the use of more than one lens) were first developed at the end of the sixteenth century by the Dutch lens makers Hans and Zacharias Janssen. It was, however, the realistic illustrations of microscopic observations of organisms by the Englishman Robert Hooke (1635–1703) in his book Micrographia, first published in 1665, that acted as a catalyst for future discoveries. Hooke included a diagram of thin slivers of cork from an oak tree, and used the term ‘cell’ for each of the hundreds of pores that made up the cork—but thought that these cells only existed in plants. A Dutchman, Anton van Leeuwenhoek was also influenced by Hooke’s Micrographia. Consequently, he made simple microscopes that had a much greater magnification than Hooke’s compound microscope. Therefore, in 1676, Leeuwenhoek was the first to describe living unicellular organisms and bacteria. In 1683, he sent diagrams of bacteria from plaque around his teeth to the Royal Society of London.
Science in the seventeenth century focused on observation, description and diagrams. By the 1800s, the improved lenses in microscopes, and a more experimental approach to science, contributed to an increased knowledge of the nature of cells. For example, the compound microscope developed by Englishman Joseph Lister in 1826 had better resolution and clearer images, so he was able to describe red blood cells. With this improved technology, Robert Brown, a Scottish botanist, noted in 1831 a small spherical body in plant cells that he called a nucleus.
The popular belief in spontaneous generation hindered advances in cell theory until, in 1859, the French chemist Louis Pasteur disproved that theory by showing that microorganisms can only grow from other microorganisms. In the meantime, the German botanist Matthias Schleiden proposed, in 1838, that the nucleus was important in cell development, that all plant tissues are made of cells, and that each new plant was formed from a single cell. In 1839 his colleague, the German physiologist and histologist Theodor Schwann, extended the cell theory for plants to animals. That is, Schleiden and Schwann established cells as the basic units of structure and function in living organisms. They proposed:
All living things are made of cells. The cell is the basic unit of life.
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
The German doctor Rudolf Virchow expanded this theory in 1855 when he published Robert
Remak’s observations that cells and their nuclei divide into two. That is, Virchow concluded: All living cells arise from pre-existing cells. Schleiden, Schwann and Virchow are now considered the co-founders of the cell theory.
Table 1.5.1 Main events in the development of the cell theory
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Figure 1.5.1 Hooke’s compound microscope used an oil lamp as a light source
Figure 1.5.2 Today’s schools often use compound microscopes with an inbuilt light
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.5 Secondary source investigation: History of the development of cell theory
Suggested answers
Table 1.5.1 Main events in the development of the cell theory
× ×
×
– ×
—
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.6 Secondary source investigation: When organelles and cell structures malfunction
Students: 1A1 investigate different cellular structures, including but not limited to: – examining a variety of eukaryotic cells (ACSBL032, ACSBL048)1A2 investigate a variety of eukaryotic cell structures, including but not limited to:– comparing and contrasting different cell organelles and arrangements
Healthy cells have organelles and cell structures that function normally. Sometimes, however, an individual’s genetic material, environmental factors or disease will cause these to act abnormally. This usually results in adverse consequences for cells and the whole organism.
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Table 1.6.1 Cell structures and organelles—normal versus abnormal function
Organelle or structure
Normal function Malfunction Consequences
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Figure 1.6.1 Electron micrographs of a) chloroplast and b) mitochondrion
01013 01014
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.6 When organelles and cell structures malfunction
Suggested answers 1 A cell organelle is a microscopic entity (surrounded by membrane/s) that provides basic cell
processes. Organelles include mitochondria (in plant and animal cells) and chloroplasts (in plant cells). Cell structures are not surrounded by membranes. They may be granules, membranes (such as cell or nuclear membranes; found in plant and animal cells) or a cell wall (in plant cells).
2
Table 1.6.1 Cell structures and organelles—normal versus abnormal function
Organelle or structure
Normal function Malfunction Consequences
Cell membrane Surrounds, contains and protects cell; selectively admits or removes substances
Inherited defects in calcium and chloride ion channels in cell membranes traps salt in cells
Inherited missing membrane proteins
Cystic fibrosis—sticky mucus in lungs and pancreas, prone to respiratory and digestive problems
High blood cholesterol
Cell wall (plants)
Protects and supports cell contents; limits entry of large molecules
Loss of structural support and protection for the cell
Plant cell damage, increased susceptibility to infection, cell death
Chloroplast (plants)
Site of photosynthesis where sugars are manufactured
Mutation in thylakoid development
Lack of chloroplasts in leaf may lead to death, although variegated leaves survive
Nucleus Control centre for cell by communicating with the cytoplasm and organelles; contains genetic material as a template for RNA involved in polypeptide synthesis
Inherited mutation of lamin A gene
Progeria—premature ageing affecting muscles, skeleton and cardiovascular system UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Organelle or structure
Normal function Malfunction Consequences
Nucleolus Produces ribosomal subunits Disruption of RNA and ribosome subunit formation due to viral infection, mutations or increased activity
Human immunodeficiency virus (HIV) can target the nucleolus
Cancer can result from increased activity and overproduction of ribosomes
Mitochondrion Site of cellular respiration where glucose is broken down to produce energy
Inherited or spontaneously mutating abnormal mitochondrial DNA causes proteins or RNA in mitochondria to act abnormally
Mitochondrial disease—affects every human cell except mature red blood cells; cell injury and cell death; various symptoms depending on system affected; mainly children, now more common in adults
In plants, underproduction of pollen and male sterility
Ribosome Non-membranous organelle—site of polypeptide synthesis
Inherited dysfunction causes many disorders
Ribosomopathies—bone marrow disease with increased chance of cancer
Vacuole Stores dissolved substances, food, enzymes and water
Inherited gene causes dysfunction in vacuoles when fusing with lysosomes to digest waste
Danon’s disease—weak heart and skeletal muscles, intellectual disability
In plants, reduced fluid in vacuoles leads to wilting and cell death if not replenished
Rough endoplasmic reticulum
Site of polypeptide synthesis; transports properly folded proteins
Inherited gene causes aggregation of proteins in brain
Huntington’s disease—severe cell dysfunction (neuromuscular degeneration) and death
Plants do not produce viable pollen
Smooth endoplasmic reticulum
Site of lipid, steroid and hormone production
Fatty acid overload Severe cell dysfunction (neuromuscular degeneration) and death UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Organelle or structure
Normal function Malfunction Consequences
Golgi apparatus Concentrates, packages and stores proteins or lipids for later transport
Inherited defect in microtubules so transportation and production of packaged macromolecules affected (insufficient growth hormone affects bone and cartilage)
Achondrogenesis—short torso and limbs, narrow chest
Lysosome Contains enzymes to digest foreign particles and non-functional organelles (enzymes work in low oxygen and low pH)
Deficient enzymes causes waste molecules to accumulate
Tay-Sachs disease—first, infants are listless, irritable, with seizures; later they are deaf, blind and paralysed; death usually occurs before five years of age
Peroxisome Detoxifies hydrogen peroxide within cells (enzymes require oxygen)
Missing protein in outer membrane so enzyme cannot enter peroxisome; causes fatty acids to accumulate in brain and spinal cord
Adrenoleukodystrophy (ALD)—aggression, poor memory, stiff, weak or paralysed legs; death after a few years
Seeds cannot germinate—they cannot access stored fat which provides energy
Centriole (animals)
Forms spindle during cell division Overproduction of an enzyme cause excessive centriole division
Failure to duplicate and form a spindle
Excessive division causes some cancers
Failure to duplicate means cells do not divide
3 a) Chloroplast: ~60 µm; b) Mitochondrion: ~5 µm. 4 Refer to Macmillan Biology NSW Year 11 figure 1.1.29. 5 Refer to Macmillan Biology NSW Year 11 figure 1.1.28.
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macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.7 Evaluating biological issues
Saving lives when cells and cell organelles malfunction
Students: 1A1 investigate different cellular structures, including but not limited to: – examining a variety of eukaryotic cells (ACSBL032, ACSBL048)1A2 investigate a variety of eukaryotic cell structures, including but not limited to:– comparing and contrasting different cell organelles and arrangements
Read the following website articles to answer the discussion questions below.
Mitochondrial disease https://newsinhealth.nih.gov/2010/april/feature1.htm https://www.newscientist.com/article/2107219-exclusive-worlds-first-baby-born-with-new-3-parent-technique/ https://www.google.com.au/search?q=diagram+3+parents&source=lnms&tbm=isch&sa=X&ved=0ahUKEwipyZSPhuTSAhXHi5QKHS9aDKAQ_AUIBigB&biw=1330&bih=610#imgrc=8RcpPqbtEAlvzM
Saviour siblings https://www.theguardian.com/science/2004/jul/22/sciencenews.health3 https://www.theguardian.com/science/2000/oct/04/genetics.internationalnews https://lifecharity.org.uk/news-and-views/designer-babies-saviour-siblings/ http://www.nature.com/scitable/forums/genetics-generation/case-study-in-savior-siblings-104229158 https://www.youtube.com/watch?v=xkT0CzcaXmo
Discussion questions Marks
Mitochondrial disease 1 2
3
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
4
Saviour siblings1 2
3 4 Total / 25 marks
01016
Figure 1.7.1 In 2000, Adam Nash’s umbilical cord blood was transfused into his older sister, saving her life
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.7 Evaluating biological issues Suggested answers and marking criteria
Saving lives when cells and cell organelles malfunction
1
Criteria Marks
2
Criteria Marks
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Figure 1.7.1 Process of three parents producing one embryoUNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
3
Criteria Marks
4
Criterion Marks
1
Criterion Marks
2
Criteria Marks
3
Criteria Marks
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
4
Criteria Marks
Total / 25 marks
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
1.8 Practical test
Testing for glucose
Students: 1B2 investigate cell requirements, including but not limited to: – suitable forms of energy, including chemical energy in complex molecules (ACSBL044)
Introduction Benedict’s solution is an indicator that can be used to test for the presence of glucose. A colour change when testing with warmed Benedict’s solution is a positive result.
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Hypothesis ...............................................................................................................................................
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2 marks
Methods 1
2 3 4 5
*Solution C contains water only4 marks
UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Results
Table 1.8.1 Using Benedict’s solution, heat and colour change to detect the presence of glucose
Before heating After heating
Sample 1 Sample 2 Sample 1 Sample 2
3 marks
Discussion ...............................................................................................................................................
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Conclusion ...............................................................................................................................................
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4 marks UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Questions 1
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2 marks
3 1 mark
Total / 25 marks
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Chapter 1 Revision questions Suggested answers
Development of cell theory
Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ table 1.1.1 p. 8.
× ×
×
– ×
—
To compare these cells in more detail, refer to the Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ table 1.1.4 p. 116.
UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ figure 1.1.28 p. 20.
Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ table 1.1.6 p. 24.
Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ table 1.1.6 p. 24.
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Chapter 2 Revision questions Suggested answers
Structure of a eukaryotic cell
Refer to Macmillan Biology NSW Year 11 chapter 2 ‘Structure of a eukaryotic cell’ figure 1.2.10 p. 37
Refer to Macmillan Biology NSW Year 11 chapter 2 ‘Structure of a eukaryotic cell’ figure 1.2.11 p. 38
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Chapter 3 Revision questions Suggested answers
Chemistry of living cells
7 Refer to Macmillan Biology NSW Year 11 chapter 3 ‘Chemistry of living cells’ table 1.3.2 p. 55. 8
05002 05001 UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
9 Refer to Macmillan Biology NSW Year 11 chapter 3 ‘Chemistry of living cells’ table 1.3.4 p. 58 10 Refer to Macmillan Biology NSW Year 11 chapter 3 ‘Chemistry of living cells’ practical investigation 1.3.1
Chemical nature of food pp. 59–65
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Chapter 4 Revision questions Suggested answers
Transport across cell membranes Refer to Macmillan Biology NSW Year 11 chapter 4 ‘Transport across cell membranes’ figure 1.4.2 p. 69
Diffusion
Osmosis
Refer to Macmillan Biology NSW Year 11 chapter 4 ‘Transport across cell membranes’ figure 1.4.15 p. 76
UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Diameter
(µm)
Radius
(µm)
Total surface area
4𝛑𝐫𝟐
(µm2)
Total volume
𝟒
𝟑𝛑𝐫𝟑
(µm3)
Surface area to volume ratio
05003 05004
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Chapter 5 Revision questions Suggested answers
The role of enzymes
Enzyme Reaction
Refer to Macmillan Biology NSW Year 11 chapter 5 ‘The role of enzymes’ figure 1.5.14 p. 102
Refer to Macmillan Biology NSW Year 11 chapter 5 ‘The role of enzymes’ figure 1.5.13 p. 102
Refer to Macmillan Biology NSW Year 11 chapter 5 ‘The role of enzymes’ figure 1.5.14 p. 102
Refer to Macmillan Biology NSW Year 11 chapter 5 ‘The role of enzymes’ depth study 1.5.1 Effect of temperature, pH and substrate concentration on an enzyme p. 104–108
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Module 1 Review questions Suggested answers
Cells as the basis of life
Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ figure 1.1.28 p. 21.
UNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Refer to Macmillan Biology NSW Year 11 chapter 4 ‘Transport across cell membranes’ figure 1.4.11 p. 74.
Passive transport Active transport
Direction of movement
Source of energy
Examples
o
oUNCORRECTED PROOFS
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Module 1 Mini exam questions Suggested answers
Cells as the basis of life
Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ figures 1.1.13a and 1.1.13b p. 11.
Refer to Macmillan Biology NSW Year 11 chapter 4 ‘Transport across cell membranes’ figure 1.4.2 p. 69.
UNCORRECTED PROOFS
macmillan
biologyNSW Year 11
© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Module 1 Assessment task Suggested answers
pH maintains enzyme reactions
To perform a primary source investigation to determine the optimal pH for the breakdown of hydrogen peroxide by the enzyme catalase
Criteria Marks
If the enzyme catalase is exposed to different pHs there will be an optimal pH at which catalase will break down hydrogen peroxide into non-toxic water and oxygen.
Criteria Marks
Take care with razor blade when cutting liver into small pieces or you may cut yourself (use a safety razor blade); use safety glasses to prevent eyes from coming in contact with corrosive liquids.
Criteria Marks
o
o
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Criteria Marks
Treatment pH Test tube 1 Test tube 2 Mean
(n = 2)
Subjective rate of reaction: 0 = no reaction; 1 = very little reaction; 2 = some reaction; 3 = strong reaction; 4 = very strong reaction
Subjective rate of reaction: 0 = no reaction; 1 = very little reaction; 2 = some reaction; 3 = strong reaction; 4 = very strong reaction
Criteria Marks
3 6 7 9
pH
Su
bje
cti
vera
te o
f re
acti
on
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Criteria Marks
Criteria Marks
Criterion Marks
Treatment pH Test tube 1 Test tube 2
Criteria Marks
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Criteria Marks
Dependent variable
Independent variable
** Note that density of bubbles may vary so subjective rate of reaction is probably a better variable to measure than height of bubbles
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Report / 45 marks
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© Copyright Macmillan Education Australia 2017
macmillan biology, NSW Year 11 ISBN 978-1-4202-3850-1
Criteria Marks
Experimental method / 5 marks
Total / 50 marks
UNCORRECTED PROOFS
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