QCE BIOLOGY UNITS 1 AND 2 - Sciencepress · 2020-04-29 · 1.2.1 Requirements for cell survival. 19...

QCE BIOLOGY UNITS 1 AND 2

• Kerri Humphreys •

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Science Press. ABN 98 000 073 861

© Science Press 2019First published 2019

Science PressUnit 7, 23-31 Bowden Street Alexandria NSW 2015 AustraliaTel: +61 2 9020 1840 Fax: +61 2 9020 [email protected] www.sciencepress.com.au

Contents

Words to Watch iv

Introduction v

Dot Points

Unit 1 Cells and Multicellular Organisms vi

Unit 2 Maintaining the Internal Environment viii

Questions

Unit 1 Cells and Multicellular Organisms 1

Unit 2 Maintaining the Internal Environment 121

Answers

Unit 1 Cells and Multicellular Organisms 224

Unit 2 Maintaining the Internal Environment 274

Appendix

Index 319

iii Contents

Science Press

Dot Point QCE Biology Units 1 and 2

account, account for State reasons for, report on,

give an account of, narrate a series of events or

transactions.

analyse Interpret data to reach conclusions.

annotate Add brief notes to a diagram or graph.

apply Put to use in a particular situation.

assess Make a judgement about the value of

something.

calculate Find a numerical answer.

clarify Make clear or plain.

classify Arrange into classes, groups or categories.

comment Give a judgement based on a given

statement or result of a calculation.

compare Estimate, measure or note how things are

similar or different.

construct Represent or develop in graphical form.

contrast Show how things are different or opposite.

create Originate or bring into existence.

deduce Reach a conclusion from given information.

define Give the precise meaning of a word, phrase or

physical quantity.

demonstrate Show by example.

derive Manipulate a mathematical relationship(s) to

give a new equation or relationship.

describe Give a detailed account.

design Produce a plan, simulation or model.

determine Find the only possible answer.

discuss Talk or write about a topic, taking into account

different issues or ideas.

distinguish Give differences between two or more

different items.

draw Represent by means of pencil lines.

estimate Find an approximate value for an unknown

quantity.

evaluate Assess the implications and limitations.

examine Inquire into.

explain Make something clear or easy to understand.

extract Choose relevant and/or appropriate details.

extrapolate Infer from what is known.

hypothesise Suggest an explanation for a group of facts or phenomena.

identify Recognise and name.

interpret Draw meaning from.

investigate Plan, inquire into and draw conclusions about.

justify Support an argument or conclusion.

label Add labels to a diagram.

list Give a sequence of names or other brief answers.

measure Find a value for a quantity.

outline Give a brief account or summary.

plan Use strategies to develop a series of steps or processes.

predict Give an expected result.

propose Put forward a plan or suggestion for consideration or action.

recall Present remembered ideas, facts or experiences.

relate Tell or report about happenings, events or circumstances.

represent Use words, images or symbols to convey meaning.

select Choose in preference to another or others.

sequence Arrange in order.

show Give the steps in a calculation or derivation.

sketch Make a quick, rough drawing of something.

solve Work out the answer to a problem.

state Give a specific name, value or other brief answer.

suggest Put forward an idea for consideration.

summarise Give a brief statement of the main points.

synthesise Combine various elements to make a whole.

Words to Watch

ivWords to Watch

Science Press


What the book includes

This book provides questions and answers for each dot point in the Queensland Certificate of Education syllabus for the Year 11 Biology course:

• Unit 1 Cells and Multicellular Organisms

Topic 1 Cells As the Basis Of Life

Topic 2 Multicellular Organisms

SCIENCE AS A HUMAN ENDEAVOUR

There are activities and practical investigations placed within Topic 1 and Topic 2 that

can be used to develop the student investigations.

• Unit 2 Maintaining the Internal Environment

Topic 3 Homeostasis

Topic 4 Infectious Disease

SCIENCE AS A HUMAN ENDEAVOUR

There are activities and practical investigations placed within Topic 3 and Topic 4 that

can be used to develop the student investigations.

Format of the book

The book has been formatted in the following way:

1.1 Subtopic from syllabus.

1.1.1 Assessment statement from syllabus.

1.1.1.1 First question for this assessment statement.

1.1.1.2 Second question for this assessment statement.

The number of lines provided for each answer gives an indication of how many marks the question might be worth in an examination. As a rough rule, every two lines of answer might be worth 1 mark.

How to use the book

Completing all questions will provide you with a summary of all the work you need to know from the syllabus. 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.

When working through the questions, write the answers you have to look up in a different colour to those you know without having to research the work. This will provide you with a quick reference for work needing further revision.

Introduction

v Introduction

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Topic 1 Cells As the Basis Of Life

1.1 The cell membrane 5

1.1.1 Cell membrane structure, 5 fluid mosaic model.

1.1.2 Passive movement across 10 the membrane.

1.1.3 Active transport across 14 the membrane.

1.1.4 Endocytosis. 15

1.1.5 Phagocytosis. 15

1.1.6 Factors affecting movement 16 direction.

1.1.7 Cell size and SA : V and rate 17 of diffusion.

1.1.8 Investigation – SA : V and 17 cell size.

1.1.9 SCIENCE AS A HUMAN ENDEAVOUR 17 Cell membrane model development.

1.2 Prokaryotic and eukaryotic cells 19

1.2.1 Requirements for cell survival. 19

1.2.2 Common features of prokaryotic 28 and eukaryotic cells.

1.2.3 Features of prokaryotic cells. 28

1.2.4 Specialised organelles in eukaryotic 30 cells.

1.2.5 Electron micrographs and organelles. 31

1.2.6 Comparing prokaryotes and 35 eukaryotes.

1.2.7 Practical – Using a light 36 microscope.

1.3 Internal membranes and enzymes 42

1.3.1 Membranes and biological 42 processes.

1.3.2 Enzymes control biological 43 processes.

1.3.3 Enzyme active site. 44

1.3.4 Factors affecting rates of enzymes. 49

1.4 Energy and metabolism 54

1.4.1 Cellular respiration, glucose 54 and ATP.

1.4.2 Photosynthesis. 55

1.4.3 Light dependent and 58 light independent reactions.

1.4.4 Relationship between 61 light dependent and light independent reactions.

1.4.5 Cellular respiration. 62

1.4.6 Reactions of aerobic respiration. 66

1.4.7 Anaerobic respiration. 68

1.4.8 Modes of energy transfer. 72

1.4.9 SCIENCE AS A HUMAN ENDEAVOUR 73 Photosynthesis and productivity.

Unit 1 Cells and Multicellular Organisms

Dot Point Page Dot Point Page

viDot Points

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Topic 2 Multicellular Organisms

2.1 Cell differentiation and 77 specialisation

2.1.1 Properties of stem cells. 77

2.1.2 Stem cells differentiate. 78

2.1.3 Structural organisation of cells 79 to systems.

2.1.4 SCIENCE AS A HUMAN ENDEAVOUR 83 Stem cell research.

2.1.5 SCIENCE AS A HUMAN ENDEAVOUR 85 Animal ethics.

2.1.6 SCIENCE AS A HUMAN ENDEAVOUR 83 Organ and tissue transplantation.

2.1.7 SCIENCE AS A HUMAN ENDEAVOUR 83 Bioartificial organs.

2.2 Gas exchange and transport 86

2.2.1 Structural features and gas 86 exchange.

2.2.2 Capillary structure and function. 89

2.2.3 Material exchange in alveoli, 90 muscles.

2.3 Exchange of nutrients and wastes 92

2.3.1 Absorption in digestive system. 92

2.3.2 Role of digestive enzymes. 96

2.3.3 Nitrogenous wastes. 98

2.3.4 Structure and function of nephron. 100

2.3.5 Filtration, reabsorption and 103 secretion.

2.3.6 Practical – Temperature and 105 enzyme action.

2.4 Plant systems – gas exchange 106 and transport

2.4.1 Stomates and gas exchange. 106

2.4.2 Leaf facilitates gas exchange. 108

2.4.3 Leaf structure and photosynthesis. 109

2.4.4 Xylem and phloem. 110

2.4.5 Movement of water in a plant. 113

2.4.6 Factors and rate of transpiration. 118

2.4.7 Movement of substances in phloem. 119

Answers to Cells and Multicellular Organisms 224



vii Dot Points

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Topic 3 Homeostasis

3.1 Homeostasis 125

3.1.1 Homeostasis detects and responds. 125

3.1.2 Receptors and their classification. 127

3.1.3 Effectors. 129

3.1.4 Feedback control. 130

3.1.5 Metabolism, catabolic and anabolic. 132

3.1.6 Metabolism and enzymes. 133

3.2 Neural homeostatic control 135 pathways

3.2.1 Neuron function. 135

3.2.2 Neuron structure. 136

3.2.3 Nerve impulse. 139

3.2.4 SCIENCE AS A HUMAN ENDEAVOUR 144 Snake antivenom production.

3.3 Hormonal homeostatic control 135 pathways

3.3.1 Hormones. 135

3.3.2 Hormone specificity. 147

3.3.3 Receptor binding and signal 148 transduction.

3.3.4 SCIENCE AS A HUMAN ENDEAVOUR 150 Use of hormones in the dairy industry (rBST).

3.4 Thermoregulation 151

3.4.1 Thermoregulatory mechanisms 151 of endotherms.

3.4.2 SCIENCE AS A HUMAN ENDEAVOUR 156 Modelling human thermoregulation.

3.5 Osmoregulation 157

3.5.1 Homeostatic mechanisms and 157 water balance in animals.

3.5.2 Plant homeostatic mechanisms. 162

3.5.3 Practical – Stomate distribution. 165

Unit 2 Maintaining the Internal Environment


viiiDot Points

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Topic 4 Infectious Disease

4.1 Infectious disease 169

4.1.1 Difference between infectious and 169 non-infectious disease.

4.1.2 Different types of pathogens. 170

4.1.3 Virulence factors and pathogenesis. 173

4.1.4 Modes of disease transmission. 175

4.1.5 Practical – Antimicrobial growth. 178

4.2 Immune response and defence 182 against disease

4.2.1 Bacteria and viruses change 182 host cells.

4.2.2 Innate immune responses. 183

4.2.3 Plant physical defence strategies. 185

4.2.4 Vertebrate innate immune responses. 186

4.2.5 Inflammatory response. 188

4.2.6 Vertebrate adaptive immune 192 responses.

4.2.7 Long term immune responses. 199

4.2.8 Passive and active immunity. 200

4.3 Transmission and spread of 206 disease (epidemiology)

4.3.1 Global and regional disease 206 transmission.

4.3.2 Factors affecting immunity. 207

4.3.3 Predicting potential outbreaks. 208

4.3.4 Controlling the spread of disease. 210

4.3.5 Preventing disease outbreaks. 215

4.3.6 Modelling the spread of disease. 218

4.3.7 SCIENCE AS A HUMAN ENDEAVOUR 219 Mass vaccination programs.

4.3.8 SCIENCE AS A HUMAN ENDEAVOUR 220 Managing pandemics in the Asia regions.

Answers to Maintaining the Internal 274 Environment

Unit 2 Maintaining the Internal Environment


ix Dot Points

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DOT POINT

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Cells and Multicellular Organisms

In this unit you will:

~ Explore the ways biology is used to describe and explain how the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate environment.

~ Understand the structure and function of cells.

~ Examine the structure and function of plant and animal systems at cell and tissue levels in order to analyse how they facilitate the efficient provision or removal of materials.

~ Investigate stem cell research, animal ethics, organ and tissue transplantation, bioartificial organs and photosynthesis productivity.

~ Develop your inquiry skills and practical investigation skills.

~ Conduct real and/or virtual laboratory work and microscopic examination of cells and tissues.

~ Construct models to describe and interpret data.

1 Unit 1 Cells and Multicellular Organisms

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Unit 1

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DOT POINT


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TOPIC 1

Cells As the Basis Of LifeIn this topic you will:

~ Investigate the structure and function of the cell membrane.

~ Explain how the membrane allows transport in/out of a cell to maintain stable internal conditions.

~ Use experimental data to show the effect of surface area to volume ratio on cell size.

~ Examine cell structure of prokaryotes and eukaryotes.

~ Prepare wet mount slides and use a light microscope to identify cellular components.

~ Explain enzyme specifity and how different factors affect reaction rates of enzymes.

~ Summarise the processes of photosynthesis and aerobic respiration using diagrams and schematics.

~ Relate anaerobic respiration to undersupply of oxygen.

1.1 The cell membrane.

1.1.1 Describe the structure of the cell membrane (including protein channels, phospholipids, cholesterol and glycoproteins) based on the fluid mosaic phospholipid bilayer model).

1.1.1.1 What is the name of the current model of a cell membrane and when was it first proposed?

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1.1.1.2 Draw a labelled diagram of a cell membrane.

1.1.1.3 Outline the roles of the cell membrane.

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1.1.1.4 Distinguish between hydrophilic and hydrophobic and relate this to the structure of a phospholipid.

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1.1.1.5 What is the glycocalyx?

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1.1.1.6 Complete the table to summarise the work of people involved in the development of the model of the plasma membrane.

Scientist Contribution

Traube

Quincke

Overton

Fricke

Gorter and Grendel

Danielli

Robertson

Mueller and Rudin

Frye and Edidin

Singer and Nicolson

6Unit 1 Cells and Multicellular Organisms

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1.1.1.7 Explain why the plasma membrane is described as semipermeable.

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1.1.1.8 What is an amphipathic molecule?

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1.1.1.9 Draw a phospholipid and describe its basic structure in membranes.

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1.1.1.10 Explain why phospholipids form bilayers in water.

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1.1.1.11 Explain how the hydrophobic and hydrophilic regions of phospholipids affect the transport of materials across the plasma membrane.

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1.1.1.12 Identify the different attachments of integral membrane proteins (IMPs) to the cell membrane.

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Phospholipid


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1.1.1.13 Distinguish between integral proteins, peripheral proteins and glycoproteins.

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1.1.1.14 What are oligosaccharides?

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1.1.1.15 Describe cholesterol.

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1.1.1.16 Use the diagram to outline how cholesterol can become a part of a cell membrane.

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1.1.1.17 Discuss how cholesterol affects the fluidity of the cell membrane.

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1.1.1.18 Describe a model you could construct to show the selectively permeable nature of a cell membrane.

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HH HC

H H

H H

H H

H H

H H

H H

H H

H H

H H

H H

H H

H H

H H

H H

H H

H HC

CC

CC

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CC

CC

C

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H H

H H

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H H

H H

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H H

H H

H H

H H

H H

OC

H3

CH

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CC

CC

CC

CC

CC

CC

CC

CC

O CO

H2C

OP

OC

H2

CH

2N

H3C

CH

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CO

HC

Phosphate

Choline

HO

CH3

CH3

CH3

CH2

HC

CH3HC

CH2

CH2

CH3

Cholesterol

Phospholipidstructure

Drawing of phospholipid

Drawing of model


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1.1.1.19 Complete the table to summarise some of the roles of membrane proteins.

Type of function

Role Diagram Description of function

Transport protein

Channel proteins for passive transport Channel protein

Carrier protein for facilitated diffusion

Carrier protein

Carrier proteins for active transport

Carrier protein

Membrane enzymes

Membrane bound enzymes

Reaction pathway

Enzymes

Attachment proteins

Attachment to adjacent cells

Tight junction

Attachment to cytoskeleton and extracellular matrix

Extracellular fibres

Microfilaments

Membrane receptor proteins

Cell identification

Glycoprotein

Hormone binding sites

Hormone


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1.1.2 Describe how the cell membrane maintains relatively stable internal conditions via the passive movement (diffusion, osmosis) of some substances along a concentration gradient.

1.1.2.1 Define diffusion and outline why it occurs.

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1.1.2.2 Describe some factors that affect the rate of diffusion.

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1.1.2.3 Define facilitated diffusion.

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1.1.2.4 Define osmosis.

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1.1.2.5 Complete the table to summarise the permeability of the plasma membrane and how different types of molecules and particles can cross the membrane.

Type of molecule Permeability Example

Hydrophobic

Small polar

Large polar

Ions and charged particles


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1.1.2.6 Describe how water crosses the plasma membrane.

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1.1.2.7 Explain why some substances cannot cross the plasma membrane.

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1.1.2.8 The following diagrams show two experiments that were set up to show osmosis and diffusion.

Glass rodBlu TackCotton thread

Glass jarElastic band

Dialysis tubingStarch solution

Elastic band

Water with iodine solution

Forceps

Condy’s crystal

Drinking straw

Glass jar

Water

Experiment A Experiment B

(a) Which experiment shows osmosis and which experiment shows diffusion? Explain your reasoning.

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(b) Explain how each experiment shows a biological process.

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1.1.2.9 Distinguish between hypertonic, hypotonic and isotonic solutions.

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1.1.2.10 Some senior biology students cut two cubes from a potato. Each cube is 2 cm × 2 cm × 2 cm. One cube is placed in a 250 mL beaker containing 150 mL of distilled water and the other cube is placed in a 250 mL beaker containing 150 mL of salt water. The cubes were left in the beakers overnight.

Potato cube Potato cube

Beaker A with distilled water Beaker B with salt water

(a) What biological process were the students investigating?

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(b) What do you expect will happen to each potato cube? Explain why this would occur.

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(c) Describe how you could improve the accuracy of this experiment.

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(d) Describe how you could improve the reliability of this experiment.

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(e) Name four tests you could carry out to identify substances present in the potato tissue.

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1.1.2.11 For each of the following predict the direction of flow of water by osmosis.

Cells placed in solution Hypertonic Isotonic Hypotonic

Red blood cells diagram

Where is highest water

Arrows to show direction of water movement by osmosis

Plant cell diagram Nucleus

Vacuole

Where is highest water

Arrows to show direction of water movement by osmosis

1.1.2.12 What is osmotic pressure?

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1.1.2.13 Define osmoregulation.

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1.1.2.14 Define plasmolysis.

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1.1.2.15 The diagram shows the view under a light microscope of red onion epithelial cells that have plasmolysed. Outline a suitable experimental method that would show plasmolysis of red onion epithelial cells.

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DOT POINT

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223 Answers

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Answers



1.1.1.1 Current model of the cell membrane is the fluid mosaic model first proposed by Jonathon Singer and Garth Nicolson in 1972.

1.1.1.2

1.1.1.3 The cell membrane – 1. Separates a cell from its external environment. 2. Acts as a selective barrier around the cell. 3. Creates and maintains concertation gradients between its internal and its external environment. 4. Maintains pH and charge differences. 5. Is important in cell-cell recognition. 6. Has receptor molecules for cell signalling. 7. The surface area of the plasma membrane is important as it determines the rates of chemical exchange into and out of the cell.

1.1.1.4 Hydrophilic means attracted to water, e.g. the polar end of a phospholipid whereas hydrophobic means repels water, e.g. the lipid chains of the phospholipid.

1.1.1.5 The glycocalyx is a carbohydrate layer on the outer surface of the cell which protects the cell surface and different complexes act as markers for cell-cell interactions, e.g. interactions between leucocytes (white blood cells) with endothelial cells of blood vessels which can lead to the inflammatory response if the endothelial cells are injured.

1.1.1.6

Glycoprotein

Structure of plasma membrane

Integral protein

Cholesterol

Peripheral protein

Hydrophobictail

Hydrophilichead

Phospholipidbilayer

Scientist Contribution

Traube Realised cell membranes were molecular sieves and produced artificial semipermeable membranes. He suggested the barrier was formed by an interfacial reaction of the cell protoplasm with the extracellular fluid.

Quincke Suggested the existence of a thin lipid layer at the boundary of the protoplasm and calculated that the fluid layer of fat was less than 100 nm thick.

Overton Found that the ability of a substance to pass through the membrane was related to its chemical nature. Non-polar, fat soluble substances passed most easily through the layer.

Fricke Calculated that the membrane was 3.3 nm thick and assumed that it was a single molecular layer.

Gorter and Grendel Suggested the bilayer concept of the cell membrane by measuring lipids from red blood cells and using the total cell area of the red blood cell.

Danielli Suggested that the cell membrane had outer layers of protein with two layers of lipids between them. He calculated the total width of the membrane to be 8.0 nm.

Robertson Took electron micrographs of cell membranes and showed the total thickness was 7.5 nm. Suggested the unit membrane.

Mueller and Rudin Suggested the BLM and determined different properties of the cell membrane.

Frye and Edidin Showed the fluidity of cell membrane using mouse and human cell hybrids.

Singer and Nicolson Proposed the fluid mosaic model of the cell membrane with lipid bilayer and peripheral and integral proteins.

224Answers

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QCE BIOLOGY UNITS 1 AND 2 - Sciencepress · 2020-04-29 · 1.2.1 Requirements for cell survival. 19...

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