macmillan biology · macmillan biology nsw year 11 ... (science inquiry skills, science...

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



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)

UNCORRECTED PROOFS



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

UNCORRECTED PROOFS

http://www.australiancurriculum.edu.au/seniorsecondary/science/biology

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/biology.html

macmillan

biologyNSW Year 11



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

UNCORRECTED PROOFS

https://syllabus.bostes.nsw.edu.au/glossary/bio/environment/?ajax



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

UNCORRECTED PROOFS



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

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



1.1 Effect of dissolved CO2 on pH; effect of temperature on dissolved CO2

Suggested answers

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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

UNCORRECTED PROOFS



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

UNCORRECTED PROOFS




Table 1.2.1 Matching cells with numbers of organelles

Number of organelles Cell type

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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)

UNCORRECTED PROOFS



Table 1.2.1 Cell structures and organelles (✔ = present)

Organelle or structure

Function Plant cell Animal cell

✔ ✔

✔

✔ ✔

✔ ✔

✔ ✔

✔

✔ ✔

✔ ✔

✔ ✔

✔ ✔

✔ ✔

✔ ✔

✔ ✔

✔

UNCORRECTED PROOFS



Table 1.2.2 Matching cells with numbers of organelles

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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

UNCORRECTED PROOFS

https://syllabus.bostes.nsw.edu.au/glossary/bio/practical-investigation/?ajax



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

UNCORRECTED PROOFS



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



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

UNCORRECTED PROOFS

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

http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0007/329308/041209-DPI-RWW-PLANT-GUIDE.pdf

macmillan

biologyNSW Year 11



1.3 Practical investigation: Osmosis and diffusion

Suggested answers

UNCORRECTED PROOFS



Table 1.3.1 Features of elodea cells in salt versus fresh water

Elodea cells in salt water Elodea cells in fresh water

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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

UNCORRECTED PROOFS

https://syllabus.bostes.nsw.edu.au/glossary/bio/environment/?ajax



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)


UNCORRECTED PROOFS




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)

UNCORRECTED PROOFS



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



0

1

2

3

4

20 40 60 80 100

Su

bje

cti

ve r

ate

of

reacti

on

Temperature (oC)

UNCORRECTED PROOFS



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



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 (%)

UNCORRECTED PROOFS




UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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

UNCORRECTED PROOFS



UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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.

UNCORRECTED PROOFS



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

UNCORRECTED PROOFS

http://www.history-of-the-microscope.org/robert-hooke-microscope-history-micrographia.php

http://en.wikipedia.org/wiki/Robert_Brown_%28botanist%29

http://www.science-of-aging.com/timelines/robert-brown-names-cell-nucleus.php

http://en.wikipedia.org/wiki/Cell_theory

http://www.biology.arizona.edu/Cell_Bio/tutorials/cells/cells3.html

http://www.bio.miami.edu/~cmallery/150/unity/cell.text.htm

http://inventors.about.com/od/mstartinventions/a/microscope.htm

http://www.pasteurbrewing.com/the-life-and-work-of-louis-pasteur/experiments/louis-pasteurs-experiment-to-refute-spontaneous-generation/204.html

http://www.pasteurbrewing.com/the-life-and-work-of-louis-pasteur/experiments/louis-pasteurs-experiment-to-refute-spontaneous-generation/204.html

http://www.google.com.au/



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

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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

× ×

×

– ×

—

UNCORRECTED PROOFS



UNCORRECTED PROOFS

http://en.wikipedia.org/wiki/Leeuwenhoek

macmillan

biologyNSW Year 11



1.6 Secondary source investigation: When organelles and cell structures malfunction


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.

UNCORRECTED PROOFS

http://newtechcryonics.edublogs.org/parts-of-a-cell-and-what-would-happen-should-it-malfunction/

https://cellmembraneisawesome.wordpress.com/2015/02/01/diseases-caused-by-malfunction-of-cell-organelles/

https://cellmembraneisawesome.wordpress.com/2015/02/01/diseases-caused-by-malfunction-of-cell-organelles/

http://podb.nibb.ac.jp/Organellome/PODBworld/en/omb.html

https://www.sciencelearn.org.nz/resources/499-cell-organelles

http://www.mhhe.com/biosci/ap/vander/student/olc/h-reading10.html

https://en.wikipedia.org/wiki/Organelle

http://www.smusd.org/cms/lib3/CA01000805/Centricity/Domain/1876/Organelles%20and%20Human%20Diseases.pdf

http://www.smusd.org/cms/lib3/CA01000805/Centricity/Domain/1876/Organelles%20and%20Human%20Diseases.pdf

http://www.newworldencyclopedia.org/entry/Nucleolus

http://bscb.org/learning-resources/softcell-e-learning/endoplasmic-reticulum-rough-and-smooth/

http://www.google.com.au/



Table 1.6.1 Cell structures and organelles—normal versus abnormal function


Normal function Malfunction Consequences

UNCORRECTED PROOFS



Figure 1.6.1 Electron micrographs of a) chloroplast and b) mitochondrion

01013 01014

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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



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





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





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.

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



1.7 Evaluating biological issues

Saving lives when cells and cell organelles malfunction


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

UNCORRECTED PROOFS

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.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

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

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



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



1.7 Evaluating biological issues Suggested answers and marking criteria

Saving lives when cells and cell organelles malfunction

1

Criteria Marks

2

Criteria Marks

01016

Figure 1.7.1 Process of three parents producing one embryoUNCORRECTED PROOFS



3

Criteria Marks

4

Criterion Marks

1

Criterion Marks

2

Criteria Marks

3

Criteria Marks

UNCORRECTED PROOFS



4

Criteria Marks

Total / 25 marks

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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.

Aim ...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

2 marks

Hypothesis ...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

2 marks

Methods 1

2 3 4 5

*Solution C contains water only4 marks

UNCORRECTED PROOFS



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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5 marks

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4 marks UNCORRECTED PROOFS



Questions 1

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2 marks

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2 marks

3 1 mark

Total / 25 marks

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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



Refer to Macmillan Biology NSW Year 11 chapter 1 ‘Development of cell theory’ figure 1.1.28 p. 20.



UNCORRECTED PROOFS

macmillan

biologyNSW Year 11




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




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



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




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



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




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’ depth study 1.5.1 Effect of temperature, pH and substrate concentration on an enzyme p. 104–108

UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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



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



UNCORRECTED PROOFS

macmillan

biologyNSW Year 11



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



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

UNCORRECTED PROOFS



Criteria Marks

Treatment pH Test tube 1 Test tube 2 Mean

(n = 2)



Criteria Marks

3 6 7 9

pH

Su

bje

cti

vera

te o

f re

acti

on

UNCORRECTED PROOFS



Criteria Marks

Criteria Marks

Criterion Marks

Treatment pH Test tube 1 Test tube 2

Criteria Marks

Criteria Marks UNCORRECTED PROOFS



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

Criteria Marks

Criteria Marks

Criteria Marks

Criteria Marks

Report / 45 marks

UNCORRECTED PROOFS



Criteria Marks

Experimental method / 5 marks

Total / 50 marks

UNCORRECTED PROOFS

macmillan biology · macmillan biology nsw year 11 ... (science inquiry skills, science...

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