Dot Point HSC Biology Maintaining A Balance

HSC BIOLOGY
Kerri Humphreys
Science Press 2007
First published 2007
Reprinted 2008 (twice), 2010
All rights reserved. No part of this publication
Science Press may be reproduced, stored in a retrieval system,
Private Bag 7023 Marrickville NSW 1475 Australia or transmitted in any form or by any means,
Tel: (02) 9516 1122 Fax: (02) 9550 1915 electronic, mechanical, photocopying, recording
sales@sciencepress.com.au or otherwise, without the prior permission of
www.sciencepress.com.au Science Press. ABN 98 000 073 861
Contents
Introduction v
Verbs to Watch vi
Dot Points
Maintaining a Balance vii

Blueprint of Life ix
The Search for Better Health xi
Communication xiii
Genetics: The Code Broken? xv
Questions
Maintaining a Balance 1
Blueprint of Life 35
The Search for Better Health 71
Communication 103
Genetics: The Code Broken? 145
Summaries

Communication 229
Answers

Communication 299
Science Press
Dot Point HSC Biology iii Contents

Notes
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Science Press
Contents iv Dot Point HSC Biology

Introduction
What the book includes
,QWKLVERRN\RXZLOOQGW\SLFDOH[DPLQDWLRQTXHVWLRQVDQGDQVZHUVDVZHOODVVXPPDULHVIRUHDFKGRWSRLQWLQ
the Board of Studies syllabus for the following topics in the Year 12 Biology course:
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%OXHSULQWRI/LIH
7KH6HDUFKIRU%HWWHU+HDOWK
&RPPXQLFDWLRQ
*HQHWLFV7KH&RGH%URNHQ"
Also included are typical experimental results for students to analyse if the third column of the syllabus indicates
WKDWVWXGHQWVVKRXOGFDUU\RXWUVWKDQGLQYHVWLJDWLRQV
Format of the book
The book has been formatted in the following way:
1. Main topic statement (column 1 of syllabus)
1.1etc Syllabus requirement from columns 2 and 3.

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TXHVWLRQVDQGDQVZHUVFOHDUHU7KHLQGLYLGXDOUHTXLUHPHQWVDUHQRWQXPEHUHGLQWKHV\OODEXVWKH\DUHVLPSO\
EXOOHWHGKHQFHRXUXVHRIGRWSRLQWVZKHQZHUHIHUWRWKHP
1.1.1 )LUVWW\SLFDOTXHVWLRQZKLFKFRXOGEHDVNHGLQDQH[DPLQDWLRQIRUWKLVV\OODEXV
UHTXLUHPHQW
1.1.2 6HFRQGW\SLFDOTXHVWLRQZKLFKFRXOGEHDVNHGLQDQH[DPLQDWLRQIRUWKLVV\OODEXV
UHTXLUHPHQWHWF
7KHQXPEHURIOLQHVSURYLGHGIRUHDFKDQVZHUJLYHVDQLQGLFDWLRQRIKRZPDQ\PDUNVWKHTXHVWLRQPLJKWEH
worth in an examination. As a rough rule, every two lines of answer might be worth one mark. Note that in
PDQ\DQVZHUVWKUHHOLQHVKDYHEHHQSURYLGHGDVWKHDPRXQWRIZULWLQJUHTXLUHGH[FHHGVWZROLQHVEXWWKH
biology involved is worth only one mark.
How to use the book
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You may have done work in addition to this with your teacher as extension work. Obviously this is not covered,
but you may need to know this additional work for your school exams.
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NQRZZLWKRXWKDYLQJWRUHVHDUFKWKHZRUN7KLVZLOOSURYLGH\RXZLWKDTXLFNUHIHUHQFHWRZRUN\RXVKRXOG
spend more time revising later, and allow you to spend your study time more productively.
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UHTXLUHVWXGHQWVWRDQDO\VHDVVHVVHYDOXDWHDQGOLQNFRQFHSWVIURPGLIIHUHQWVHFWLRQVRIWKHV\OODEXV
Science Press
Dot Point HSC Biology v Introduction

Verbs to Watch
account, account for distinguish
State reasons for, report on, give an account of, Recognise or note/indicate as being distinct or
narrate a series of events or transactions. different from, note difference between things.
analyse evaluate
Identify components and the relationships among Make a judgement based on criteria.
them, draw out and relate implications. examine
apply ,QTXLUHLQWR
Use, utilise, employ in a particular situation. explain
appreciate Relate cause and effect, make the relationship
Make a judgement about the value of something. between things evident, provide why and/or how.
assess extract
0DNHDMXGJHPHQWRIYDOXHTXDOLW\RXWFRPHV Choose relevant and/or appropriate details.
results or size. extrapolate
calculate Infer from what is known.
'HWHUPLQHIURPJLYHQIDFWVJXUHVRULQIRUPDWLRQ identify
clarify Recognise and name.
Make clear or plain. interpret
classify Draw meaning from.
Arrange into classes, groups or categories. investigate
compare 3ODQLQTXLUHLQWRDQGGUDZFRQFOXVLRQVDERXW
Show how things are similar or different. justify
construct Support an argument or conclusion.
Make, build, put together items or arguments. outline
contrast Sketch in general terms; indicate the main features.
Show how things are different or opposite. predict
critically (analyse/evaluate) Suggest what may happen based on available data.
Add a degree or level of accuracy, depth, knowledge propose
DQGXQGHUVWDQGLQJORJLFTXHVWLRQLQJUHHFWLRQDQG Put forward (a point of view, idea, argument,
TXDOLW\WRDQDQDO\VLVRUHYDOXDWLRQ suggestion etc) for consideration or action.
deduce recall
Draw conclusions. Present remembered ideas, facts or experiences.
GHQH recommend
6WDWHWKHPHDQLQJRIDQGLGHQWLI\HVVHQWLDOTXDOLWLHV Provide reasons in favour.
demonstrate recount
Show by example. Retell a series of events.
describe summarise
Provide characteristics and features. Express concisely the relevant details.
discuss synthesise
Identify issues and provide points for and against. Put together various elements to make a whole.
Science Press
Verbs to Watch vi Dot Point HSC Biology

Maintaining a Balance
Dot Point Page Dot Point Page
1. Organisms are active in a limited 2 2.12 Investigation: TS and LS xylem 23

temperature range and phloem
1.1 Role of enzymes 2 2.13 Applied Question Section 2 24
1.2 Investigation: Enzymes and 3 3. Regulation of concentrations of gases, 25
temperature, pH, substrate water and waste products
1.3 pH and acidity 6 3.1 Why water concentrations are 25
1.4 Constant internal environment 6 maintained in a narrow range
1.5 Homeostasis 6 3.2 Why removal of wastes is essential 25
1.6 Two stages of homeostasis 6 5ROHRIWKHNLGQH\LQVKDQGPDPPDOV
1.7 Role of nervous system 7 3.4 Diffusion and osmosis and removing 26
nitrogenous wastes
1.8 Investigation: Feedback model 7
3.5 Active and passive transport in 26
1.9 Range of temperatures for life 8
mammalian kidney
1.10 Australian endotherms and ectotherms 8
3.6 Filtration and reabsorption in nephron 26
1.11 Investigation: Australian 9
3.7 Investigation: Structure of mammalian 27
adaptations for temperature
kidney
1.12 Plant responses to temperature 10
3.8 Investigation: Renal dialysis 28
1.13 Applied Question Section 1 11
3.9 Roles of hormones aldosterone and ADH 29
2. Plants and animals transport nutrients 13
3.10 Investigation: Hormone replacement 30
DQGJDVHVLQDXLGPHGLXP
therapy
2.1 Substances in blood 13
3.11 Investigation: Urine concentration of 30
2.2 Advantage of haemoglobin 14 PDPPDOVDQGVK
2.3 Structure of arteries, veins, capillaries 14 3.12 Investigation: Water concentration 31
2.4 Changes in blood composition 16 and nitrogenous wastes in insects
2.5 Investigation: Carbon dioxide and 17 and mammals
blood pH 3.13 Enantiostasis and estuarine organisms 32
2.6 Investigation: Size of red and white 18 3.14 Investigation: Salt regulation in 32
blood cells different plants
2.7 Need for oxygen and removal of carbon 19 3.15 Adaptations of terrestrial Australian 33
dioxide plants to reduce water loss
2.8 Investigation: Current technologies 19 3.16 Investigation: Structures in plants to 34
for measurement of oxygen and carbon conserve water loss
dioxide in blood 3.17 Applied Question Section 3 34
2.9 Investigation: Donated blood 21 Answers to Maintaining a Balance 265
$UWLFLDOEORRG
2.11 Current theories for movement in 22
xylem and phloem
Science Press
Dot Point HSC Biology vii Maintaining a Balance

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Maintaining a Balance viii Dot Point HSC Biology

Blueprint of Life
1. Evidence of evolution 36 3.6 Gamete production, sexual reproduction 53

1.1 Investigation: Model natural selection 36 and variability
1.2 Impact on evolution of physical and 36 6H[OLQNDJHDQG0HQGHOVUDWLRV
chemical environment changes and 0RUJDQDQGVH[OLQNDJH
resource competition 3.9 Codominance 55
1.3 Case study: Environmental change 38 ,QYHVWLJDWLRQ3UREOHPVROYLQJ
and change in a species FRGRPLQDQFHDQGVH[OLQNDJH
1.4 Supporting evidence for evolution 38 3.11 Environment and gene expression 56
1.5 Investigation: Vertebrate forelimbs 41 3.12 Investigation: Effect of environment 56
1.6 Investigation: Technology advances 41 on phenotype
and evolutionary relationships 3.13 Applied Question Section 3 57
1.7 Darwin/Wallace theory for divergent 41 4. Structure of DNA 59
and convergent evolution '1$UHSOLFDWLRQDQGLWVVLJQLFDQFH
1.8 Investigation: Historical development of 42 4.2 DNA controls production of polypeptides 59
HYROXWLRQWKHRULHVDQGSROLWLFDOLQXHQFHV 4.3 Investigation: Model for polypeptide 60
1.9 Applied Question Section 1 43 synthesis
2. Gregor Mendel and inheritance of 45 4.4 Relationship of proteins and polypeptides 61
characteristics 4.5 Investigation: Experiments of Beadle 61
2.1 Experiments of Gregor Mendel 45 DQG7DWXPIRURQHJHQHRQHSURWHLQ
4.6 Mutations lead to new alleles 62
0HQGHOVWHFKQLTXHVDQGKLVVXFFHVV
4.7 Evidence for mutagenic nature of radiation 62
2.3 Monohybrid crosses and dominance 46
4.8 Investigation: Flow chart for change in 62
:K\0HQGHOVZRUNZDVUHFRJQLVHGODWHU
DNA changes cell activity
2.5 Homozygous and heterozygous genotypes 47
4.9 Understanding source of variation supports 63
2.6 Distinguish allele and gene 47 'DUZLQVWKHRU\RIQDWXUDOVHOHFWLRQ
2.7 Phenotype and dominant and 47 4.10 Investigation: Modern example of 63
recessive alleles natural selection
2.8 Investigation: Family trees and pedigrees 48 3XQFWXDWHGHTXLOLEULXPDQGJUDGXDO
,QYHVWLJDWLRQ3UREOHPVROYLQJ evolution
monohybrid crosses 4.12 Investigation: Watson, Crick, Franklin 64
2.10 Investigation: Hybridisation within 49 and Wilkins
a species 4.13 Applied Question Section 4 65
2.11 Applied Question Section 2 50 5. Current reproductive technologies 67
3. Structure of Chromosomes 51 $UWLFLDOLQVHPLQDWLRQDUWLFLDO
3.1 Sutton and Boveri 51 pollination and cloning
3.2 Chemical nature of chromosomes 51 5.2 Investigation: Cloning 68
and genes 5.3 Producing transgenic species 68
3.3 DNA is a double helix with bases and 51 5.4 Investigation: Examples of transgenic 69
VXJDUSKRVSKDWHEDFNERQH species
3.4 Chromosomes during meiosis and 52 5.5 Reproductive technologies and genetic 69
inheritance of genes diversity
3.5 Investigation: Model of meiosis 52 5.6 Applied Question Section 5 70
and crossing over Answers to Blueprint of Life 277
Science Press
Dot Point HSC Biology ix Blueprint of Life

Notes
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Blueprint of Life x Dot Point HSC Biology

The Search for Better Health
1. What is a healthy organism? 72 4.4 Defence adaptations 87

'HQLQJKHDOWKDQGGLVHDVH ,QYHVWLJDWLRQ,PEDODQFHRIPLFURRUD
1.2 Function of genes, mitosis, 72 4.6 Applied Question Section 4 88
differentiation, specialisation 5. MacFarlane Burnets work and
and health immunisation 89
1.3 Investigation: Gene expression 73 $QWLERGLHV7FHOOV%FHOOV
and maintenance and repair
%DQG7FHOOVDQGWKHLPPXQHUHVSRQVH
5.3 Vaccinations prevent infection 90
2. Chinese and Hebrews advocated 75
5.4 Investigation: Vaccination programs 91
cleanliness and hygiene
including smallpox, diphtheria and polio
2.1 Distinguish infection and 75
5.5 Suppression of immune response 92
QRQLQIHFWLRXVGLVHDVH
and organ transplant
2.2 Cleanliness and hygiene control 75
disease
6. Epidemiological studies and 93
'HQLWLRQRISDWKRJHQ
non-infectious diseases
2.4 Investigation: Microbes in food 77
6.1 Features of epidemiology lung cancer 93
or water
6.2 Investigation: Cause and effect
2.5 Investigation: Treatment of 77
of smoking and lung cancer 93
drinking water
1RQLQIHFWLRXVGLVHDVHLQKHULWHG
nutritional, environmental
3. Pasteur, Koch and the search 79
,QYHVWLJDWLRQ1DPHGQRQLQIHFWLRXV
for microbes
disease
3.1 Work of Pasteur and Koch 79
,QYHVWLJDWLRQ3DVWHXUVH[SHULPHQW
7. Strategies to prevent and control disease 97
with microbes
7.1 Quarantine in and across Australia 97
3.3 Prions, viruses, bacteria, protozoans, 81
fungi, macroparasites 7.2 Preventing disease using public 97
health programs, pesticides, genetic
3.4 Investigation: Cause and prevention
engineering
of malaria 82
7.3 Investigation: Effectiveness of 98
3.5 Investigation: Named infectious disease 82
TXDUDQWLQHLQRUDFURVV$XVWUDOLD
3.6 Role of antibiotics in infectious disease 83
7.4 Investigation: Plant pathogens 99
3.7 Investigation: Problems with and insect pests
antibiotic resistance 83
7.5 Investigation: Shift from treatment 100
3.8 Applied Question Section 3 84 and control to management or
4. Immune response 85 prevention of disease
4.1 Barriers to prevent entry of pathogens 85 7.6 Applied Question Section 7 101
4.2 Antigens trigger immune response 86 Answers to The Search for Better Health 289
4.3 Transplants and the immune response 86
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Dot Point HSC Biology xi The Search for Better Health

Notes
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The Search for Better Health xii Dot Point HSC Biology
Communication
1. Humans and animals detect a range 104 4.8 Applied Question Section 4 122
of stimuli 5. Sound is an important 123
1.1 Role of receptors in detecting stimuli 104 communication medium
1.2 Stimulus, receptor, messenger, 104 5.1 Why sound is a useful form of 123
effector, response communication
1.3 Investigation: Range of senses 105 6RXQGYLEUDWLQJREMHFWDQGIUHTXHQF\
in communication ,QYHVWLJDWLRQ:DYHOHQJWKIUHTXHQF\
1.4 Applied Question Section 1 106 and pitch
2. Visual communication and the eye 107 5.4 Human larynx and sound production 125
2.1 Anatomy of the eye 107 5.5 Structures used by animals to 126
2.2 Limited wavelengths detected by humans, 109 produce sound
a vertebrate and an invertebrate 5.6 Applied Question Section 5 127
2.3 Investigation: Dissection of a 109 6. Organs to detect vibrations 129
mammalian eye 6.1 Detection of vibrations by insects, 129
2.4 Investigation: Range of wavelengths 110 VKDQGPDPPDOV
detected by humans and other animals 6.2 Anatomy and function of human ear 130
2.5 Applied Question Section 2 110 6.3 Investigation: Structure of mammalian ear 131
3. Signal clarity can affect interpretation 111 6.4 Role of Eustachian tube 131
3.1 Conditions for refraction 111 6.5 Path of sound wave through ear 132
3.2 Investigation: Convex lenses 111 6.6 Organ of corti 132
and accommodation 6.7 Sound shadow 133
3.3 Refractive media in the eye 111 ,QYHVWLJDWLRQ)UHTXHQFLHVGHWHFWHG
3.4 Accommodation and lens curvature 112 by humans and other animals
3.5 Investigation: Changes in the shape 112 6.9 Investigation: Hearing aids and 135
of the lens and focus cochlear implants
3.6 Refractive power and accommodation 113 6.10 Applied Question Section 6 136
3.7 Myopia and hyperopia 113 7. Electrochemical changes in 137
3.8 Depth perception 114 membranes
3.9 Investigation: Cataracts and technology 115 7.1 Nerve is a bundle of neurones 137
to prevent blindness 7.2 Neurones transmit signals 137
3.10 Applied Question Section 3 116 7.3 Investigation: Nerve and neurone 138
4. Light signal and electrical impulse 117 structure
4.1 Photoreceptor cells 117 7.4 Threshold and action potential 139
4.2 Distribution, structure, function 117 7.5 Areas of cerebrum 139
of photoreceptors 7.6 Investigation: Brain dissection 140
4.3 Role of rhodopsin 118 7.7 Correct interpretation of signals 141
4.4 Three types of cones 119 and coordination
4.5 Colour blindness 119 7.8 Investigation: Typical action potential 142
4.6 Investigation: Photoreceptors in 120 7.9 Applied Question Section 7 143
mammals, insects and another animal Answers to Communication 299
4.7 Investigation: Colour communication 121
in animals
Science Press
Dot Point HSC Biology xiii Communication

Notes
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Communication xiv Dot Point HSC Biology

Genetics: The Code Broken?
1. The structure of a gene and the 146 4.4 Procedure to produce recombinant DNA 160
code for a polypeptide 4.5 Use of recombinant DNA technology 161
1.1 Information from DNA to RNA to 146 and gene position on a chromosome
polypeptide 4.6 Applied Question Section 4 161
1.2 Investigation: Model of DNA 147 5. Gene therapy and harmful conditions 163
1.3 Current understanding of gene 148 8VHRIJHQHWKHUDS\IRUDQLGHQWLHG
expression disease
1.4 Applied Question Section 1 149 5.2 Investigation: Current use of gene therapy 163
2. Multiple alleles and polygenic 151 5.3 Applied Question Section 5 164
inheritance provide further variability 6. Mechanisms of genetic change 165
within a trait 6.1 Distinguishing between mutations 165
2.1 Characteristics determined by 151 of chromosomes
multiple alleles 6.2 Investigation: Effect of one named 165
2.2 Inheritance of ABO and Rhesus 151 and described genetic mutation on
blood groups human health
2.3 Investigation: ABO blood 152 6.3 DNA repairs itself 166
groups and Rhesus factor 6.4 Transposable genetic elements 166
2.4 Polygenic inheritance 152 6.5 Germ line and somatic mutations 166
2.5 Investigation: Example of polygenic 152 6.6 Applied Question Section 6 167
inheritance
7. Selective breeding is different to 169
'1$QJHUSULQWLQJIRUHQVLFV gene cloning
paternity and pedigrees
7.1 Selective breeding in agriculture 169
7.2 Investigation: History of selective 169
2IIVSULQJVWXGLHVUHHFWLQKHULWDQFH 155 breeding of one species and changes
on different chromosomes and genes in the species
on same chromosomes
7.3 Gene cloning and examples 170
3.1 Diploid and haploid 155
7.4 Gene cloning and whole organism 171
3.2 Dihybrid crosses and Mendel 155 cloning
3.3 Investigation: Dihybrid crosses 156 7.5 Use of cloning in animals or plants 171
when both traits inherited independently
7.6 Investigation: Processes used in 172
and when linked
cloning an animal and verifying
3.4 Predict inheritance difference if two 156 it is a clone
genes linked
3.5 Crossbreeding experiments identify 156
8. Timing of gene expression 173
relative positions of linked genes
8.1 Genes and embryonic development 173
3.6 Chromosome mapping and 157
species relationships 8.2 Role of gene cascades 173
3.7 Investigation: Model linkage 157 8.3 Ancestral vertebrate gene homologues 174
3.8 Applied Question Section 3 158 8.4 Evolution of genes and their actions 174
4. Human Genome Project 159 8.5 Investigation: Gene analysis and 175
evolutionary relationships
%HQHWVRI+XPDQ*HQRPH3URMHFW
4.2 Limitations of data from Human 159
Genome Project Answers to Genetics: The Code Broken? 315
4.3 Investigation: Why Human Genome 160
Project could not be achieved by
studying linkage maps
Science Press
Dot Point HSC Biology xv Genetics: The Code Broken?

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Science Press
Genetics:The Code Broken? xvi Dot Point HSC Biology

DOT POINT
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Dot Point HSC Biology 1 Maintaining a Balance

1. Most organisms are active in a limited temperature range.
1.1 Identify the role of enzymes in metabolism, describe their chemical composition and use a
VLPSOHPRGHOWRGHVFULEHWKHLUVSHFLFLW\RQVXEVWUDWHV
1.1.1 Describe the role of enzymes in metabolism.
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1.1.2 Describe the chemical composition of enzymes.
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1.1.3 7KHIROORZLQJGLDJUDPVKRZVDVLPSOHPRGHOWRLOOXVWUDWHWKHVSHFLFLW\RIHQ]\PHVRQ
substrates.
(a) Name this model.
Substrate
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Active site
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(b) Explain how this model illustrates the

Enzyme VSHFLFLW\RIHQ]\PHVRQVXEVWUDWHV
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(d) List the factors that affect enzyme activity.
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Maintaining a Balance 2 Dot Point HSC Biology

, GHQWLI\GDWDVRXUFHVSODQFKRRVHHTXLSPHQWRUUHVRXUFHVDQGSHUIRUPDUVWKDQG
investigation to test the effect of:
LQFUHDVHGWHPSHUDWXUH
FKDQJHLQS+
FKDQJHLQVXEVWUDWHFRQFHQWUDWLRQV
on the activity of named enzyme(s).
1.2.1 Describe an experiment you performed to show the effect of increased temperature on the
activity of a named enzyme. In your answer include:
DOLVWRIWKHHTXLSPHQWXVHG
DVDIHW\SUHFDXWLRQQHHGHG
DVWHSE\VWHSPHWKRG
DJHQHUDOGHVFULSWLRQRI\RXUUHVXOWV
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1.2.2 Some HSC Biology students wished to investigate the effect of pH on the activity of an
enzyme. They made up a series of junket solutions and added buffers to the solutions so that
the series of test tubes covered a range of pH. They added 5 mL milk to each test tube and
then added some of the junket solution to different test tubes. Each test tube was kept in a
water bath at 37C.
(a) Explain why the students kept each water bath at 37C.
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(b) Identify some of the variables that would have needed to be kept constant in this experiment.
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(c) The following graph shows the activity of four different enzymes.
Enzyme 1 Enzyme 2 Enzyme 3 Enzyme 4
Activity
of enzyme
1 2 3 4 5 6 7 8 9 10 11 12 13 14
pH
Which graph would be most similar to the action of the enzyme rennin? Explain your answer.
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(d) Explain how the students could modify the experiment to improve reliability.
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1.2.3 Some HSC Biology students wished to investigate the effect of change in substrate
concentration on the activity of an enzyme. They decided to use the enzyme catalase. Catalase
speeds up the breakdown of hydrogen peroxide (H2O2) into oxygen and water. Hydrogen
peroxide is toxic in the body and is produced in chemical reactions such as the oxidation of
fatty acids. The students cut several raw potato cubes each measuring one cubic centimetre
(cc). Each cube was ground with a mortar and pestle and then added to a test tube using a
spatula. Different concentrations of hydrogen peroxide solution were added to each test tube
(e.g. 6%, 3%, 1.5%) and the rate of reaction was observed (the rate of bubble production).
(a) In this experiment, what was the source of the enzyme catalase?
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(b) Explain why the students ground the potato with a mortar and pestle.
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(c) The students observed the rate of bubble production. What gas was being released?
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(d) The students found that the more concentrated solution (6% hydrogen peroxide) had a faster
rate of bubble production than the weaker solution (1.5% hydrogen peroxide). The students
made the following inference from their results:
The more concentrated the reactants, the greater the rate of reaction.
Suggest a reason why more concentrated solutions have a faster rate of reaction.
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(e) Draw a generalised graph to show how the rate of reaction changes with change in substrate
concentration.
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,GHQWLI\WKHS+DVDZD\RIGHVFULELQJWKHDFLGLW\RIDVXEVWDQFH
1.3.1 What is pH?
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(
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1.4.1 Explain why organisms devote a lot of energy to maintaining a constant internal environment.
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HVFULEHKRPHRVWDVLVDVWKHSURFHVVE\ZKLFKRUJDQLVPVPDLQWDLQDUHODWLYHO\VWDEOHLQWHUQDO
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environment.
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1.5.2 Identify body processes that are controlled by homeostasis.
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GHWHFWLQJFKDQJHVIURPWKHVWDEOHVWDWH
FRXQWHUDFWLQJFKDQJHVIURPWKHVWDEOHVWDWH
1.6.1 Identify the two stages of homeostasis.
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1.6.2 Describe how changes from the stable state are detected.
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1.7 Outline the role of the nervous system in detecting and responding to environmental changes.
1.7.1 HVFULEHWKHVWLPXOXVUHVSRQVHSDWKZD\DQGKRZLWHQDEOHVWKHQHUYRXVV\VWHPWRUHVSRQGWR
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environmental changes.
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1.8 Gather, process and analyse information from secondary sources and use available evidence to
develop a model of a feedback mechanism.
1.8.1 The diagram shows a feedback mechanism for thermoregulation in humans.
(a) How is a change in the internal body
Blood vessels temperature of humans detected?
W dilate X
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Cooling centre ............................................................................................................................

sends
Body temperature ............................................................................................................................
message
decreases
(b) In this model, what is the effector and how

does it carry out a response?
Hypothalamus
in brain ............................................................................................................................
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Heating centre Temperature
sends message increases
(c) What is meant by negative feedback?
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Y Blood vessels Z
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constrict
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, GHQWLI\WKHEURDGUDQJHRIWHPSHUDWXUHVRYHUZKLFKOLIHLVIRXQGFRPSDUHGZLWKWKHQDUURZ
limits for individual species.
1.9.1 Identify the range of temperatures over which most life is found and give an exception to this
range.
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1.9.2 Use an example to show how some species can only survive in a very narrow temperature
range.
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1.10 Compare responses of named Australian ectothermic and endothermic organisms to changes in
WKHDPELHQWWHPSHUDWXUHDQGH[SODLQKRZWKHVHUHVSRQVHVDVVLVWWHPSHUDWXUHUHJXODWLRQ
1.10.1 Name an Australian ectotherm and describe how it responds to changes in the ambient
temperature to control its body temperature.
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1.10.2 Name an Australian endotherm and describe how it responds to changes in the ambient
temperature to control its body temperature.
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1.11 Analyse information from secondary sources to describe adaptations and responses that have
occurred in Australian organisms to assist temperature regulation.
1.11.1 Distinguish between ectotherms and endotherms and identify organisms belonging to each
group.
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1.11.2 7KHGLDJUDPVVKRZDEOXHWRQJXHOL]DUGDQGDEUXVKWDLOHGSRVVXP
Identify which is an endotherm and which is an ectotherm and describe an adaptation or

response of each to assist temperature regulation.
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1.12 Identify some responses of plants to temperature changes.
1.12.1 Complete the following table to summarise some adaptations of plants for temperature
change.
Temperature
Example What happens How this assists plant
change
Becomes
much colder
Becomes
much colder
Becomes
hotter
Becomes
hotter
1.12.2 Explain how vernalisation assists plants to live in cold climates.
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1.13 Applied Question Section 1
The following diagram shows a model you have studied.
Walls of active site move

a little and wrap around
part A as it binds
A
B B
(a) Name this model.
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(b) Explain how enzymes speed up reactions.
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(c) The diagram shows the graph of the reaction rate of two enzymes against pH.
Enzyme B
Enzyme A
Reaction rate
0 1 2 3 4 5 6 7 8 9 10
pH
If these enzymes are found in the human body, suggest possible places where enzyme A and
enzyme B could work. Give a reason for each suggestion.
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(d) The following data was collected when a group of HSC Biology students wanted to
investigate the effect of temperature on the action of the enzyme catalase.
Catalase is an enzyme found in plants and animals and aerobic bacteria. Catalase is involved
in the conversion of hydrogen peroxide to water and molecular oxygen. Hydrogen peroxide
is produced as a waste product of metabolism in many organisms, e.g. hydrogen peroxide is
DE\SURGXFWRIIDWW\DFLGR[LGDWLRQ+\GURJHQSHUR[LGHLVWR[LFWRFHOOVDQGPXVWEHTXLFNO\
removed.
catalase
2H2O2 2H2O + O2
The students used a liver suspension as the source of catalase and added 2 drops of
suspension to test tubes containing 3 mL of 3% hydrogen peroxide and 3 mL of water. Each
test tube was then placed in a water bath held at a particular temperature.
The test tubes were connected to a pressure sensor and data logger and the following results
were the maximum pressures (atm/min) recorded by the students.
Student results:
Temperature C Pressure (atm/min)
10C 0.4
25C 0.5
35C 0.7
40C 0.8
45C 0.9
50C 0.1
(i) Plot these results on the graph.
(ii) Suggest why the students only tested the catalase activity in the temperature range 10C
to 50C.
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2. Plants and animals transport dissolved nutrients and gases in a uid medium.
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FDUERQGLR[LGH R[\JHQ ZDWHU
VDOWV OLSLGV QLWURJHQRXVZDVWHV
RWKHUSURGXFWVRIGLJHVWLRQ
2.1.1 Complete the following table to summarise how substances are carried in the blood.
Substance Form carried in mammalian blood
Carbon dioxide
Oxygen
Water
Salts
Lipids
Nitrogenous
waste
Other products
of digestion
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2.2 Explain the adaptive advantage of haemoglobin.
2.2.1 Haemoglobin is often described as a respiratory pigment. What does this mean?
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2.2.2 Explain why the presence of haemoglobin in the red blood cells of mammals is an adaptive
advantage.
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2.3 Compare the structure of arteries, capillaries and veins in relation to their function.
2.3.1 ([SODLQZK\DUWHULHVQHHGWKLFNHUOD\HUVRIHODVWLFWLVVXHDQGPXVFOHEUHV
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2.3.2 Explain why it is incorrect to say that arteries carry oxygenated blood and veins carry
deoxygenated blood.
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2.3.3 Complete the following table to compare arteries, capillaries and veins.
Feature Arteries Capillaries Veins
Diagram
Denition
Wall structure
Blood pressure
Diameter of
blood vessel
Function
Composition of
blood present
Valves
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2.4 Describe the changes in the chemical composition of blood as it moves around the body and
LGHQWLI\WLVVXHVLQZKLFKWKHVHFKDQJHVRFFXU
2.4.1 For each of the following locations in the body, identify a chemical that changes
concentration at that location and describe why the changes occurs.
Chemical
Location that changes Why the change in concentration occurs
concentration
Lungs Carbon dioxide
Lungs Oxygen
Villi of small Amino acids and

intestine glucose
Liver Glucose
Kidneys Water
Kidneys Nitrogenous
waste
Gland Hormones
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3
ZDWHU
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carbon dioxide on water. Your description should include:
DOLVWRIHTXLSPHQWXVHG
WKHVWHSE\VWHSPHWKRGXVHG
GLVFXVVLRQRI\RXUUHVXOWV
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Science Press

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3
LQIRUPDWLRQWRHVWLPDWHWKHVL]HRIUHGDQGZKLWHEORRGFHOOVDQGGUDZVFDOHGGLDJUDPVRIHDFK
2.6.1 HVFULEHDUVWKDQGLQYHVWLJDWLRQ\RXSHUIRUPHGWRHVWLPDWHWKHVL]HRIUHGDQGZKLWHEORRG
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cells. Your description should include:
GLVFXVVLRQRIKRZ\RXHVWLPDWHGWKHVL]HRIWKHHOGRIYLHZ
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2.6.2 Use the following diagram to identify a red blood cell and a white blood cell and for each of
these cells estimate its size.
10 microns
XWOLQHWKHQHHGIRUR[\JHQLQOLYLQJFHOOVDQGH[SODLQZK\UHPRYDORIFDUERQGLR[LGHIURPFHOOV
2
is essential.
2.7.1 Explain why living cells need oxygen.
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2.7.2 Explain why the removal of carbon dioxide from cells is essential.
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QDO\VHLQIRUPDWLRQIURPVHFRQGDU\VRXUFHVWRLGHQWLI\FXUUHQWWHFKQRORJLHVWKDWDOORZ
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measurement of oxygen saturation and carbon dioxide concentrations in blood and describe
DQGH[SODLQWKHFRQGLWLRQVXQGHUZKLFKWKHVHWHFKQRORJLHVDUHXVHG
2.8.1 When researching information from websites, what details should you check to ensure the
TXDOLW\DQGDFFXUDF\RIWKHLQIRUPDWLRQ\RXREWDLQ"
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2.8.2 Describe a current technology that allows the measurement of oxygen saturation in blood and
explain the conditions under which this technology is used.
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2.8.3 Describe a current technology that allows the measurement of carbon dioxide concentrations
in blood and explain the conditions under which this technology is used.
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2.9 Analyse and present information from secondary sources to identify the products extracted
from donated blood and discuss the uses of these products.
2.9.1 Complete the following table to show four products from donated blood and the uses of these
products.
Product extracted Is component from
Use
from donated blood plasma or blood cells?
2.10 Analyse and present information from secondary sources to report on progress in the
SURGXFWLRQRIDUWLFLDOEORRGDQGXVHDYDLODEOHHYLGHQFHWRSURSRVHUHDVRQVZK\VXFKUHVHDUFK
is needed.
2.10.1 :
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volume expanders or oxygen therapeutics?
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DQGPRUHUHFHQWGHYHORSPHQWVLQFURVVOLQNLQJDQGFKHPLFDOPRGLFDWLRQKDYHOHGWR
haemoglobin solutions. Explain why research is needed in this area.
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2.10.3 Assess a named blood substitute product.
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2.11 Describe current theories about processes responsible for the movement of materials through
plants in xylem and phloem tissue.
2.11.1 Identify the parts of vascular tissue in plants and their functions.
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2.11.2 Describe the process for movement of materials in xylem tissue.
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2.11.3 Describe the process for movement of materials in phloem tissue.
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2.12.1 The diagrams show two ways of cutting plant sections.
Method A Method B
Razor blade
Razor blade
Stem
Stem
Longitudinal section
Transverse section
Describe the use of each method.
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2.12.2 The diagram shows a stained tissue of plant stem as seen under high power with a light
microscope. Name the type of section used to make this slide, the tissue, the material
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(a) ...........................................................................................................................................................
(b) ............................................................................................................................................................
(c) ............................................................................................................................................................
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Science Press

2.12.3 The diagram shows a student drawing of what was seen under high power of a light
microscope after making a thin section of plant stem.
What is this section? ..............................................................................................................................................................
Label the different cell types.

Compare the transport of water in plants with the transport of water in animals.
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3. Plants and animals regulate the concentration of gases, water and waste products of
metabolism in cells and in interstitial uid.
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optimal function.
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cell metabolism.
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3.2.1 Identify the main metabolic wastes products and discuss why they need to be removed from
the body.
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3.4.1 Explain why many organisms do not rely on diffusion and osmosis as the only processes to
remove dissolved nitrogenous wastes.
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mammalian kidney.
3.5.1 What is the difference between active and passive transport?
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3.5.2 Describe active and passive transport in the mammalian kidney.
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salts in the body.
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kidney by dissection. Your description should include:
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Labelled diagram of kidney:
Science Press

3.8 Gather, process and analyse information from secondary sources to compare the process of
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3.8.1 'HQHGLDO\VLVDQGRXWOLQHKRZLWFDQDSSO\WRWKHNLGQH\
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3.8.2 Fill in the following table to compare renal dialysis and the kidney.
Feature Kidney Renal dialysis
Structure
Function and
nitrogenous
wastes
Other
functions
How often it
occurs
Filtration and
reabsorption
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3.9.1 Complete the following table to summarise the hormones aldosterone and ADH.
Feature Aldosterone Antidiuretic hormone
Where it is
produced
When it is
produced
Stored
Travels
Action
Suppression
Science Press

3
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cannot secrete aldosterone.
3.10.1 What is hormone replacement therapy?
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3.10.2 Describe the use of hormone replacement therapy for kidney conditions involving aldosterone
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3.11 Analyse information from secondary sources to compare and explain the differences in urine
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3.11.1 Complete the table to summarise the three types of nitrogenous wastes.
Feature O
H
C N
H O
HN C
N C O H2N
H H C NH2
O C C
Ammonia Urea
N N
H H
Uric acid
Formation and
energy needed
for formation
Toxicity
Solubility
Animals
releasing this
as nitrogenous
waste
Science Press

3.11.2 In vertebrates, the function of the kidneys is the removal of nitrogenous and other wastes.
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nitrogenous waste and where it is removed from the bodies of terrestrial mammals, marine
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and terrestrial mammals.
3.12.1 Leichhardts Grasshopper, Petasida ephippigera is a bright red, blue and orange grasshopper
found on the eastern side of Australia. The Giant Australian termite, Mastotermes
darwiniensis is only found in tropical northern Australia and nearby islands. It is Australias
most destructive termite and builds large mounds. Grasshoppers and termites excrete uric
acid. Explain the relationship between conservation of water and production of uric acid for
these insects.
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3.12.2 7
KHVSLQLIH[KRSSLQJPRXVHNotomys alexis lives in the desert and can survive by eating
seeds, insects and plant roots and not drinking water. Their urine is one of the most
concentrated found in mammals and they eliminate an almost dry faeces. Explain the
relationship between conservation of water and the concentration of their nitrogenous waste
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variations in the environment and discuss its importance to estuarine organisms in maintaining
appropriate salt concentrations.
3.13.1 'HQHHQDQWLRVWDVLV
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3.13.2 Describe the main features of an estuarine environment.
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3.14 Process and analyse information from secondary sources and use available evidence to discuss
processes used by different plants for salt regulation in saline environments.
3.14.1 Describe two different processes to regulate salt levels of named plants that live in saline
environments.
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loss.
3.15.1 Complete the following table to summarise the adaptations of each Australian plant.
Plant and feature Diagram How feature minimises water loss
Eucalypts
Leaves hang
vertically.
Spinifex grass
Leaf can coil around
underside.
Hakea multilineata
(grass-leaf hakea)
Leaves are long, thin
blades.
Carpobrotus rossii
(pigface)
Leaves are thick,
succulent.
Actinotus spp
(annel ower)
Leaves have dense
covering of pale
woolly hairs.
Acacia spp
Have extensive root
system with root
nodules.
Oleander
Deep root system
below the water
table.
Science Press

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3.16.1 To investigate structures in plants used in the conservation of water, some HSC Biology
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under low power of a light microscope and drew the following diagram for their results.
Low power spinifex grass stem
Identify two features on this diagram and discuss how each structure assists in the
conservation of water.
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Compare an adaptation to reduce water loss in an Australian plant with a mechanism to reduce water
loss in an Australian animal.
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DOT POINT
Answers
Science Press
Dot Point HSC Biology 263 Answers

Notes
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Answers 264 Dot Point HSC Biology

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amino acids held together by peptide bonds.
1.1.3 (a) Lock-and-key model.
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Rate of
reaction
(1/time)
10 20 30 40 50 60 70 80 90 100 110
Temperature (C)
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1.12.1
Temperature change Example What happens How this assists plant
Tree is deciduous, leaves are dropped in Reduces growth rate, less energy is needed and avoids
Becomes much colder Beech tree
winter damage to leaves
Plant dies back leaving no parts above Bulb is protected underground to survive winter and will
Becomes much colder Daffodil
ground sprout when conditions favourable
The plant produces smaller leaves to Leaves have stomates and higher temperatures can lead
Becomes hotter Geraniums
reduce surface area exposed to heat to increased transpiration which causes plant to dry out
Seeds are released onto soil covered in ash with less
Becomes hotter Hakea Extreme heat of re causes seed dispersal
ground cover giving the seeds a higher chance of survival
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2.1.1
Substance Form carried in mammalian blood
Carbon dioxide Carbon dioxide travels in different forms in the blood around 7% carbon dioxide dissolves directly in the
plasma, about 23% combines with haemoglobin forming carbaminohaemoglobin and about 70% forms hydrogen

carbonate ions (HCO3 ) and travels in the plasma.
Oxygen Oxygen combines with haemoglobin to form oxyhaemoglobin in red blood cells.
Water Water travels in plasma as water molecules.

+
Salt Salts travel as either positive or negative ions, e.g. potsssium ions (K ).
Lipids Many lipids are water-insoluble and only travel in the blood when they are coated with proteins becoming
lipoproteins and travel as high-density lipoproteins (HDL) or low-density lipoproteins (LDL).
Nitrogenous waste The nitrogenous waste is ammonia, but as this is toxic most mammals convert the ammonia to urea. The
conversion occurs in the liver and the kidneys lter the urea from the blood.
Other products of Many products of digestion are soluble and travel dissolved in the plasma, e.g. amino acids, glucose, vitamins.
digestion
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2.3.3
Feature Arteries Capillaries Veins
Diagram
Fibrous outer layer Single layer of cells Fibrous outer layer

Muscle and elastic fibres Muscle and elastic fibres
Endothelium
Endothelium
Denition Carry blood away from the heart Thin-walled blood vessels, e.g. link Carry blood to the heart
arteries to veins
Wall structure Thick elastic muscular wall with three Walls are only a single cell in Thin walls with fewer elastic and
main layers with muscle and elastic thickness with no elastic or muscular muscle bres than the equivalent
tissue bres layers in arteries
Blood pressure Highest blood pressure is in arteries Small diameter causes high frictional Lower blood pressure, insufcient to
near the heart, e.g. aorta resistance, restricts blood ow and return all blood from extremities to
lowers blood pressure the heart
Diameter of blood Small bore Bore is diameter of one red blood Large bore
vessel cell
Function Distribute blood away from the heart, Exchange vessels when chemicals, Return blood to the heart from
e.g. to arterioles that carry blood to e.g. gases exchange between blood capillaries to venules to veins
capillaries and interstitial uid surrounding cells
Composition of blood Most arteries carry oxygenated Gas exchange occurs, e.g. oxygen Most veins carry deoxygenated
present blood (except pulmonary artery) from blood into tissues and carbon blood (except pulmonary vein)
dioxide from tissues into blood
Valves No valves No valves Valves present to prevent back-ow
Science Press

2.4.1
Chemical
Location that changes Why the change in concentration occurs
concentration
Lungs Carbon dioxide Carbon dioxide increases in concentration as it diffuses into the lungs from the blood returning from respiring
body cells.
Lungs Oxygen Oxygen decreases in concentration as it diffuses out of the alveoli in the lungs into the blood to be taken to
cells for respiration.
Villi of small Amino acids and Glucose and amino acids decrease in concentration as they diffuse from the small intestine into the blood to
intestine glucose be taken away to be used by the body.
Liver Glucose Glucose concentration can decrease in the liver when there is too much glucose in the bloodstream and the
glucose is removed to be stored as glycogen. Glucose concentration can increase in the liver when there is
not enough glucose in the blood for maintaining stable body conditions.
Kidneys Water Water can be removed from blood or reabsorbed back into blood during the ltration process in the kidneys.
Osmoregulation maintains a constant water balance in the body.
Kidneys Nitrogenous Most mammals produce urea as the main nitrogenous waste. It is formed when excess amino acids
waste accumulate after the digestion of proteins and when cells metabolise proteins into amino acids. The excess
amino acids cannot be stored and are taken to the liver where they are deaminated. The concentration of
urea increases in the kidneys as it is ltered from the blood and accumulated to be excreted.
Glands Hormones Endocrine glands secrete hormones directly into blood, e.g. hypothalamus, pituitary gland, thyroid gland,
pancreas, ovaries, testes. The hormone travels around the body in the blood until it reaches the target cell/tissue.
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2.9.1
Product extracted from Is component Use
donated blood from plasma or
blood cells?
Plasma proteins, e.g. albumins From plasma Used for burns, volume expansion as albumins contribute to osmotic balance, transport
lipids.
Red blood cells From blood cells Used for anaemia. Red blood cells transport oxygen.
Platelets From blood cells Used for severe bleeding. Platelets contain factors that control blood clotting.
Granulocytes, e.g. From blood cells Used for low neutrophil count. Neutrophils are involved in defence against disease.
lymphocytes, neutrophils
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research. In trials it has helped saved lives and it has the potential to save many more lives.
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Science Press

2.12.2 The diagram is a cross-section of a plant stem.
Epidermis
Cortex
Xylem
Phloem
Feature Plants Animals

Function Mineral ions are dissolved in water and are transported Mineral ions and vitamins are transported in the plasma
up the plant of blood
Tissues Water is transported in vascular tissue (veins) in the Water is transported in vascular tissue (veins, arteries,
xylem capillaries)
Mechanism for transport Transpiration pull, cohesion and adhesion cause water Heart pumping forces blood through arteries
to rise in the xylem
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DPPRQLDRUXUHDZLOONLOOFHOOVDQGH[FHVVZDWHUZLOOFKDQJHFRQFHQWUDWLRQVDIIHFWLQJHQ]\PHDFWLYLW\
3.3.1
Feature Mammal Saltwater sh Freshwater sh
Kidney An excretory organ that lters blood An excretory organ that lters blood An excretory organ that lters blood
and removes nitrogenous wastes and removes nitrogenous wastes and removes nitrogenous wastes
Structure Many nephrons Simple structure with few small Simple structure with many large
glomeruli glomeruli
Filtration High blood pressure in glomerulus Low ltration rate High ltration rate
forces ultraltration
Urine produced Amount and concentration depends Small quantity urine produced Large amounts of very dilute urine
upon water intake and activities
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homeostasis.
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Science Press

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Brown region
Pinkish-red
region
White region
Thin tube
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3.8.2
Feature Kidney Renal dialysis
Structure Consists of about 1 million nephrons which Haemodialysis occurs in a hospital where the patient is attached
lter the blood. via a tube in the veins, to a machine that circulates blood through
semipermeable lters that take out the toxins in the blood. The
procedure usually takes 3 to 4 hours. Dialysers consist of three
parts: a compartment for the blood, a compartment for the
dialysate, and a semipermeable membrane separating the two.
Function and nitrogenous Removes urea from blood. Removes urea from blood.
wastes
Other functions Maintains bodys balance of various salts, Concentrations of desired solutes can be adjusted by altering the
e.g. sodium, potassium, calcium, phosphate. composition of the dialysis uid to maintain natural concentration
Releases into the bloodstream hormones for healthy blood.
that regulate vital functions including blood
pressure, red blood cell production.
How often it occurs Each day two kidneys excrete about 1.5 to Haemodialysis works more quickly than peritoneal dialysis, and
2.5 litres of urine. can be done in short sessions, e.g. 3 to 4 hours in hospital while
peritoneal dialysis needs to be performed every day.
Filtration and reabsorption Filters and reabsorbs required materials. Filters but no reabsorption.
Science Press

3.9.1
Feature Aldosterone Antidiuretic hormone
Where it is Adrenal cortex of adrenal gland. Neurosecretory cells in hypothalamus in brain.
produced
When it is Regulated by two mechanisms: When hypothalamus detects a rise in blood solutes, i.e. there
produced 1. Decrease in blood volume and fall in blood pressure cause is a decrease in water concentration in blood.
secretion of rennin in kidney. Rennin starts chemical reactions
that cause the adrenal gland to release aldosterone.
2. Level of sodium ion concentration.
Stored No. Can be stored in posterior pituitary gland.
Travels From adrenal gland to kidney. Travels in bloodstream from posterior pituitary gland to
kidney.
Action Causes increased active transport of sodium ions from In kidney it increases the permeability of distal tubules and
nephron distal tubules. Water follows and is reabsorbed from collecting ducts to water. This increases the amount of water
the tubules. This causes concentration of solutes in blood to reabsorbed and concentration of solutes decreases.
decrease and blood pressure rises.
Suppression Negative feedback causes decreased secretion of aldosterone. Negative feedback causes decreased secretion of ADH.
3.10.1 +RUPRQHUHSODFHPHQWWKHUDS\LVDWUHDWPHQWJLYHQZKHQDJODQGLVQRWSURGXFLQJHQRXJKRIDSDUWLFXODUKRUPRQH
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3.11.1
Feature
O
H
H C N
O
HN C
N C O H2N C NH2
H H
O C C
Ammonia Urea
N N
H H
Uric acid
Formation and energy needed for Formed immediately after the Synthesis requires more energy Produced by liver in process
formation amino group is removed from than urea synthesis that requires more energy than
protein, using little energy production of ammonia
Toxicity Very toxic Not very toxic Less toxic than ammonia
Solubility Highly soluble in water Not very soluble in water Soluble can be moderately
concentrated to conserve water
Animals releasing this as nitrogenous Bony sh, aquatic invertebrates, Insects, reptiles, birds, some Terrestrial amphibians and
waste aquatic amphibians dogs excrete uric acid. Reptiles mammals
and birds eliminate uric acid
with faeces
3.11.2
Feature Terrestrial mammal Marine sh Freshwater sh
Main nitrogenous waste Urea Ammonia Ammonia
Where nitrogenous Kidney Gills but since a lot of water is Gills where fresh water easily ushes
waste is excreted needed to remove ammonia (only ammonia from gills.
one nitrogen in each molecule),
some ammonia is converted into
urea which accumulates in blood to
help maintain osmotic balance, e.g.
sharks.
Urine concentration Varies depending upon water Release concentrated urine to retain Very dilute urine to eliminate as
intake, activity and environmental as much water as possible. much water as possible.
conditions.
Amount of urine Varies depending upon water Small amounts released to retain as Large amounts of urine to eliminate
released intake, activity and environmental much water as possible. as much water as possible.
conditions.
Explanation When water is available large In a marine environment, water In fresh water, water tends to move
amounts of dilute urine can be tends to move out of the organism into an organism by osmosis.
produced, as water availability by osmosis. Some marine sh, e.g. Freshwater sh need to remove as
decreases concentration increases sharks are hypertonic to prevent much water as possible in their urine.
and amount decreases. dehydration while other species
release as little water as possible.
Science Press

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3.14.1 Avicennia marinaWKHJUH\PDQJURYHLVWKHPDQJURYHIRXQGLQ6\GQH\HVWXDULHVA. marinaVHFUHWHVVDOWWKURXJKVHFUHWRU\
JODQGVRQWKHLUORZHUOHDIVXUIDFHV7KHVDOWFU\VWDOOLVHVXSRQHYDSRUDWLRQDQGWKHQLVZDVKHGRUEORZQDZD\E\WKHVHD
breeze. Aegiceras corniculatumWKHULYHUPDQJURYHLVIRXQGRQWKH16:FRDVWDQGKDVVLPSOHNQREOLNHSURWXEHUDQFHV
RQURRWVWRKHOSVXSSO\R[\JHQWRWKHURRWV\VWHP2[\JHQLVQHHGHGIRUUHVSLUDWLRQZKLFKSURYLGHVWKHHQHUJ\IRUDFWLYH
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3.15.1
Plant and feature Diagram How feature minimises water loss
Eucalypts Less surface area of leaf is exposed to heat of midday sun. Vertical
Leaves hang vertically position means photosynthesis occurs in morning and afternoon and
stomates close midday and thus transpiration and water loss is reduced.
Spinifex grass Stomates on underside are protected from heat, wind etc and water loss
Leaf can coil around underside by transpiration is reduced.
Hakea multilineata Long, thin blades reduce surface area and reduces SA:V. This reduces
(grass-leaf hakea) water loss by transpiration.
Leaves are long, thin blades
Carpobrotus rossii Thick, succulent leaves store water allowing plant to grow in arid areas
(pigface) and have water available when needed.
Leaves are thick, succulent
Actinotus spp Dense covering of woolly hairs reduces the ability of water to
(annel ower) evaporate and move away from the plant. This decreases water loss by
Leaves have dense covering of pale transpiration.
woolly hairs
Acacia spp Extensive root system increases ability to absorb water when water is
Have extensive root system with root available.
nodules
Oleander Deep root system allows plant to tap into the water table providing water,
Deep root system below the water even if the surface is dry.
table
3.16.1 7KHGLDJUDPVKRZVVXQNHQVWRPDWHVRQWKHXQGHUVLGHRIDFXUOHGOHDI7KHSODFHPHQWRIVWRPDWHVLQDFU\SWPHDQVWKDWZDWHU
WKDWWUDQVSLUHVRXWWKHVWRPDWHVKDVGLIFXOW\OHDYLQJWKHFU\SWDQGKHQFHZDWHUORVVLVUHGXFHG7KHGLDJUDPDOVRVKRZVKDLUV
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Science Press

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$
DQ$XVWUDOLDQSODQW
Feature Spinifex hopping-mouse Spinifex grass
Location Found in deserts where there is limited water supply. Found in deserts where there is limited water supply.
Obtaining water Mouse obtains water from seeds, insects, plants, Obtains water from extensive root system.
metabolic water and does not drink.
Reducing water loss Long tubules in nephrons allow reabsorption of water so Stomates in crypt and hairs across crypt on underside of
highly concentrated urine is excreted. leaf reduce transpiration and water loss.
Science Press

Dot Point HSC Biology Maintaining A Balance

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HSC BIOLOGY

Maintaining a Balance vii

Maintaining a Balance 179

Maintaining a Balance 265

Dot Point HSC Biology iii Contents

Contents iv Dot Point HSC Biology

Format of the book

The book has been formatted in the following way:

1. Main topic statement (column 1 of syllabus)

1.1etc Syllabus requirement from columns 2 and 3.

How to use the book

Dot Point HSC Biology v Introduction

Verbs to Watch vi Dot Point HSC Biology

Dot Point Page Dot Point Page

1. Organisms are active in a limited 2 2.12 Investigation: TS and LS xylem 23

Dot Point HSC Biology vii Maintaining a Balance

Maintaining a Balance viii Dot Point HSC Biology

Dot Point Page Dot Point Page

1. Evidence of evolution 36 3.6 Gamete production, sexual reproduction 53

Dot Point HSC Biology ix Blueprint of Life

Blueprint of Life x Dot Point HSC Biology

Dot Point Page Dot Point Page

1. What is a healthy organism? 72 4.4 Defence adaptations 87

Dot Point HSC Biology xi The Search for Better Health

Dot Point HSC Biology xiii Communication

Communication xiv Dot Point HSC Biology

Dot Point HSC Biology xv Genetics: The Code Broken?

Genetics:The Code Broken? xvi Dot Point HSC Biology

Dot Point HSC Biology 1 Maintaining a Balance

1.1.2 Describe the chemical composition of enzymes.

(b) Explain how this model illustrates the

(d) List the factors that affect enzyme activity.

Maintaining a Balance 2 Dot Point HSC Biology

Dot Point HSC Biology 3 Maintaining a Balance

Enzyme 1 Enzyme 2 Enzyme 3 Enzyme 4

Maintaining a Balance 4 Dot Point HSC Biology

Dot Point HSC Biology 5 Maintaining a Balance

1.5.2 Identify body processes that are controlled by homeostasis.

Maintaining a Balance 6 Dot Point HSC Biology

Cooling centre ............................................................................................................................

(b) In this model, what is the effector and how

Dot Point HSC Biology 7 Maintaining a Balance

Maintaining a Balance 8 Dot Point HSC Biology

Identify which is an endotherm and which is an ectotherm and describe an adaptation or

Dot Point HSC Biology 9 Maintaining a Balance

1.12.2 Explain how vernalisation assists plants to live in cold climates.

Maintaining a Balance 10 Dot Point HSC Biology

Walls of active site move

(a) Name this model.

(b) Explain how enzymes speed up reactions.

Dot Point HSC Biology 11 Maintaining a Balance

(i) Plot these results on the graph.

Maintaining a Balance 12 Dot Point HSC Biology

 ,GHQWLI\WKHIRUP V LQZKLFKHDFKRIWKHIROORZLQJLVFDUULHGLQPDPPDOLDQEORRG

Dot Point HSC Biology 13 Maintaining a Balance

Maintaining a Balance 14 Dot Point HSC Biology

Dot Point HSC Biology 15 Maintaining a Balance

Villi of small Amino acids and

Maintaining a Balance 16 Dot Point HSC Biology

Dot Point HSC Biology 17 Maintaining a Balance

Maintaining a Balance 18 Dot Point HSC Biology

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