Download Worksheet 1: Foundations—crossword

Worksheet 1: Foundations—crossword
Across
5
variable
9
principle
11 organic
13 hypothesis
15 inorganic
16 limitation
Down
1
nucleic acid
2
cytoplasm
3
scientific method
4
carbohydrate
6
amino acid
7
lipid
8
cell theory
10 cell membrane
12 control
14 protein
Worksheet 2: Poor pot plant—critical analysis of experimental method
1
Pot plant 1 is the control—it represents the ‘untreated’ plant that has been exposed to regular conditions.
2
a
The student included two variables, sunlight and water.
b
Properly controlled experiments have only one variable at a time. In this instance the variable that the
student set out to test was sunlight.
3
The student’s conclusions are not accurate. Pot plant 2 may have died as a result of a lack of sunlight, or a
lack of water, or a combination of both of these factors.
4
Plants need sunlight or water or both sunlight and water in order to survive.
5
a
Repeat steps 1–5 as described. Step 6: Water both pot plants with the same amount of water every 2 days
for a period of 2 weeks.
b
Expect Pot plant 1 to be thriving and Pot plant 2 to be dead.
Conclusion: Pot plant 2 was not exposed to sunlight and it died. Since the light was the only variable, the plant
must have died due to lack of sunlight. The hypothesis that ‘green plants need sunlight to survive’ is supported by
the results of this experiment.
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1
Worksheet 3: Matchmaker—the structure of cells
1
Correct order of terms: cytoplasm, heterotroph, Monera, virus, lysosome, eukaryotes, chlorophyll, Protista,
vacuole, synchrotron, prokaryotes, mitochondria
2
Light microscope: instrument that uses light passing through a specimen and a series of lenses to view
microscopic detail.
Cell theory: fundamental principle that summarises three facts about the nature of cells.
DNA: inherited chemical contained inside the nucleus of cells and which contains the instructions for
assembling proteins.
Electron microscope: instrument that uses an electron beam to produce a highly detailed image of a specimen.
Worksheet 4: The inside story on cell structure—cells and organelles
1
2
Organelle
Function
Nucleus
Controls activities of cell and responsible for directing protein production
Cell membrane
Encloses cell contents; controls cell inputs and outputs
Cytoplasm
Cell contents—includes cell fluid, dissolved ions, salts, enzymes, organelles
Endoplasmic reticulum
Network of membranes involved in the transport of proteins within cells
Ribosomes
Site of protein production in cells
Golgi apparatus
Stacks of flattened membranous sacs involved in modification and packaging of
materials for secretion from cells
Mitochondria
Site of cellular respiration
Cell wall
Provides structural support for plant cells
Vacuole
Membrane-bound compartment containing fluid with dissolved materials
Chloroplast
Photosynthesis
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3
a
Plant and animal cells contain many similar organelles, e.g. nucleus, mitochondria, ER, ribosomes, Golgi
apparatus, cell membrane; both types of cells are eukaryotic.
b
Plant cells
Animal cells
Surrounded by cellulose cell wall
No cell wall
May contain chloroplasts for photosynthesis
No chloroplasts; no photosynthesis
Rigid form (due to cell wall)
Relatively flexible form
Worksheet 5: Cell at work—enzymes and energy
Correct order of terms listed under subheadings:
Enzymes: catalysts, protein, specific, active site, optimum, denatured, pH, coenzymes
Acquiring energy: ATP, phosphate, glycolysis, aerobic, cellular respiration, fermentation, lactic acid, carbon
dioxide
Photosynthesis: photosynthesis, chlorophyll, chloroplast
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Worksheet 6: Reciprocal reactions—cellular respiration and photosynthesis
1
2
Photosynthesis and cellular respiration are opposing reactions—in photosynthesis, complex organic
compounds are produced from simple, inorganic ones (carbon dioxide and water); in cellular respiration,
complex organic compounds are broken down into carbon dioxide and water.
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Worksheet 7: Cell precinct—boundary and environment—crossword
Across
1
Energy-requiring process in which materials enter cell after being enclosed by a portion of the cell membrane.
2
Describes the intracellular fluid or medium within cells.
3
Describes feature of cell membranes in which some substances are able to pass across while others are not.
4
Energy-requiring form of movement of materials across cell membranes.
5
Term used to describe complex organic molecules (large) molecules in cells.
7
Passive process in which particles move from an area of high concentration to an area of low concentration.
9
Passive process that involves the movement of water molecules a across partially permeable membrane from
an area of relatively high free water molecules to an area of relatively low free water molecules.
10 Fluid in which a solute is dissolved.
12 Watery medium surrounding cells.
13 Describes the nature of cell membranes—their fluidity and presence of proteins randomly scattered
throughout.
Down
1
Describes the watery medium or extra-cellular fluid of cells.
3
Structural molecule of cell membranes composed of phosphate head and lipid tails.
6
Energy-requiring process in which a vesicle inside the cell fuses with the cell membrane to then be removed
from the cell.
8
Substance that can dissolve in a solvent.
11 Describes plant cells that are swollen under water pressure.
Worksheet 8: Selective cells—cell membranes and selectivity
1
2
Substance
Moves across membrane by:
Reasoning
Water molecules
Pass between phospholipids
molecules of membrane
Very small molecules
Simple sugars
Passing through protein channels
embedded in the cell membrane
Large water soluble molecules—cannot
dissolve in lipid component of cell
membrane
Ions
Passing through protein channels
embedded in the cell membrane
Water-soluble charged particles, so
cannot dissolve in lipid component of cell
membrane
a
Small, uncharged molecules
b
Two examples—water, oxygen, carbon dioxide, urea.
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3
Worksheet 9: Cell cycle—cell replication
1
a
b
Chromosomes may be single- or double-stranded threads of DNA. In duplicated chromosomes, the two
threads connected by the centromere are called chromatids.
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2
3
Cell specialisation: characteristics that enable the cell to carry out a particular function, e.g. nerve cells have
long extensions of the cytoplasm that suit them to conducting electrical messages over distances in the body;
red blood cells are packed with the oxygen-carrying pigment haemoglobin; root hair cells on the roots of
plants feature an extension of the cytoplasm that increases its surface area thereby maximising absorption.
Stem cell: an undifferentiated cell; these cells have the capacity to become specialised.
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Worksheet 10: Mitosis mixer—nuclear division in somatic cells
1
Stage of mitosis
Cells in stage
Interphase
E and K
Prophase
G and H
Metaphase
B and I
Anaphase (early)
C and F
Anaphase (late)
J and L
Telophase
A and D
2
The cells generated through mitosis are genetically identical to the cells from which they arose.
3
During interphase the nuclear material is being replicated.
Worksheet 11: Autotrophs—crossword
Across
1
photosynthesis
6
organic
8
micronutrients
9
carbon dioxide
10 heterotroph
11 nutrients
12 chemosynthesis
Down
2
stomata
3
starch
4
macronutrients
5
autotroph
7
mycorrhizae
9
chlorophyll
Worksheet 12: Starch stations—investigating photosynthesis
1
Experimental procedure:
Step 1: Make sketch of leaf to be tested, clearly indicating region of leaf that is green (contains chlorophyll)
and region that is white (contains no chlorophyll).
Step 2: Ensure leaves are ‘destarched’—place in a dark cupboard for a few days.
Step 3: Apply aluminium strip to leaf—wrap around the middle of the leaf, securing with paper clips.
Step 4: Place pot plant under a bright light for a period of at least three hours.
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Step 5: Remove leaf from plant and remove aluminium foil before following procedure for ‘testing for
presence of starch’ outlined in introduction of Worksheet.
3
Iodine is a brownish-yellow colour, but turns dark blue-black in the presence of starch.
4
5
These results support the hypothesis that ‘green leaf tissue produces starch when light is present’. Only those
parts of the leaf that contained chlorophyll and were exposed to light showed the presence of starch after light
exposure.
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Worksheet 13: Digesting dinner—heterotrophs, nutrition and digestion
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Worksheet 14: Food processors—teeth and digestive systems
Digestive
system
Tooth profile
Diet
Reasoning
A
Y
omnivore
Incisors, canines and molars all well developed, indicating
diet consists of both plant and animal material; reduced
caecum indicates diet not composed only of plant material.
B
X
carnivore
Well-developed canines indicate diet of flesh; vestigial
caecum and short large intestine suggest diet of meat.
C
Z
herbivore
Incisors and molars but no canines—indicates a diet of
grasses and vegetable matter, no flesh; well-developed
caecum suggests herbivorous diet—caecum contains
bacteria that digest cellulose.
Digestive system D: Insect with simple digestive system—suggests a simple diet that doesn’t require a great deal
of digestion; could be a butterfly with a diet of sugary nectar.
Worksheet 15: Gas stations and delivery systems—exchanging gases
1
Correct order of terms: cellular respiration, photosynthesis, diffusion, ventilation, gills, counter-current,
alveoli, oxyhaemoglobin, stomata, guard cells, turgor
2
Correct order of terms: trachea, bronchus, bronchioles, alveolar sacs
3
Large surface area: allows maximum exchange of gases
Thin, moist membrane: facilitates rapid diffusion over shortest distance
Adequate ventilation: maintains concentration gradient, which maintains high rate of diffusion
Efficient transport of carrier fluid (blood): carries carbon dioxide to respiratory surface for removal, and
oxygen to tissues; also maintains concentration of blood at respiratory surface.
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Worksheet 16: Open all hours—stomata and gas exchange in plants
1
a Guard cells are the only epidermal cells that contain chloroplasts.
b
2
The upper leaf surface has greater exposure to the sun’s heat, so fewer stomata on the upper epidermis
means reduced water loss by evaporation; this feature, together with greater abundance of stomata in the
lower epidermis, means maximum gaseous exchange and minimum water loss.
a
b
The input is water. Water absorption by the guard cells causes them to swell (become turgid); when this
happens the guard cells buckle and the stomatal aperture increases (stomata open).
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c
Feature 1: joined at their ends—guard cells under water pressure (turgid) bend in opposite directions
increasing stomatal aperture
Feature 2: cell wall of guard cells thickened on the side facing the stoma—turgid guard cells buckle,
increasing the stomatal aperture
Feature 3: inelastic fibres run around the guard cells—turgid guard cells under swell longitudinally
Worksheet 17: Distributing materials—crossword
Across
1
Blood vessel associated with lungs.
4
Fluid contained in the lymphatic vessels.
5
Substance that provides structural support in the xylem tissue of vascular plants.
8
Blood vessels that deliver nutrients to the heart muscle.
10 Cytoplasmic strands that pass through cell walls to connect plant cells.
12 Cell fragments involved in blood clotting at the site of injury.
13 Major artery carrying blood away from the heart to the body tissues.
14 Type of cell found in the phloem of vascular plants and is associated with companion cells.
15 Water-conducting vascular tissue in plants
16 Carrier fluid contained within the circulatory system of animals.
17 Fluid component of blood.
18 Muscular chambers of the heart that pump blood to the lungs or body tissues.
19 Type of blood vessel that carries blood to the heart.
Down
2
Structural feature of veins that ensure one-way flow of blood.
3
Plant vascular tissue that carries organic substances such as sugars produced in photosynthesis.
6
Extracellular fluid that surrounds body cells.
7
Smallest blood vessel in the body; site of exchange of materials.
9
Type of blood cells involved in transport of oxygen.
11 Blood vessels that carry blood away from the heart.
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Worksheet 18: Lifeline—the mammalian circulatory system
Worksheet 19: Matchmaker—removing wastes
1
Correct order of terms: ammonia, nephron, reabsorption, glomerulus, uric acid, excretion, dialysis, kidney,
loop of Henle, urea
2
Urine: collective term for waste containing urea, water and excess salts
Cortex: outer layer of kidney that contains glomeruli
Malpighian tubules: system of excretory organs found in insects
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Worksheet 20: Excellence in excretion—comparing systems
1
Box 1
Environment: aquatic
Water availability: plentiful
Form in which nitrogenous wastes are excreted: ammonia
Toxicity of waste product: highly toxic
Solubility in water: soluble
Energy expended to remove waste product: no energy expended
Box 2
Environment: terrestrial
Water availability: limited
Form in which nitrogenous wastes are excreted: uric acid
Toxicity of waste product: relatively non-toxic
Solubility in water: insoluble
Energy expended to remove waste product: requires energy expenditure
Box 3
Environment: terrestrial
Water availability: limited
Form in which nitrogenous wastes are excreted: urea
Toxicity of waste product: relatively non-toxic
Solubility in water: soluble
Energy expended to remove waste product: requires energy expenditure
2
Aquatic animals remove nitrogenous wastes in the form of highly toxic ammonia, but because they live in
water they are able to remove this waste quickly without energy-requiring conversions to less toxic
substances. Terrestrial animals cannot remove ammonia directly to their environments, so must use energy to
convert ammonia to less toxic urea or uric acid. Urea is soluble in water and is removed in urine. Uric acid is
produced by animals such as birds and insects; it requires even greater energy expenditure but because it is
removed in semi-solid form it has the advantage of reducing water loss.
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Worksheet 21: Ways of reproducing—a concept map
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Worksheet 22: Reproductive routines—asexual reproduction
1
Bacteria
Process: fission
Description: following nuclear division parent cell divides into two equal parts and each new part develops into
individual organism
Hydra
Process: budding
Description: new individual arises as an outgrowth or bud on the parent before breaking away to develop into
whole new individual
Starfish
Process: fragmentation
Description: part of the body of the parent breaks away and the broken fragments regenerate, growing into two
complete individuals
Potato tuber
Process: vegetative reproduction
Description: part of parent plant becomes separated and grows into whole individual
2
Asexual reproduction is an advantage to a group of organisms that are well-adapted in a stable environment.
3
Asexual reproduction can be a disadvantage to a population if the environment undergoes change, rendering
all individuals no longer adapted to the new conditions.
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Worksheet 23: Propagating plants and people—sexual reproduction in flowering plants
and mammals
1
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Worksheets 24: Classy classification—identifying individuals
1
Correct order of terms: biodiversity, taxonomy, species
Table of kingdoms
Kingdom
Features of this taxonomic group
Examples of organisms
Monera
Single-celled organisms; cells lack a distinct,
membrane-bound nucleus
Bacteria, cyanobacteria
Protista
Single-celled or multicellular organisms that
feature simple structure
Protozoans, diatoms, dinoflagellates,
slime moulds, algae (seaweed)
Fungi
Heterotrophic organisms that are plant-like in
their inability to move
Mushrooms, toadstools, yeasts, bread
mould, lichens, rusts
Plantae
Conspicuous, non-motile organisms
characterised by green photosynthetic pigment;
multicellular
Flowering plants, conifers, ferns
Animalia
Heterotrophic organisms that are mobile;
multicellular
Wide range of organisms including
sponges, worms, molluscs,
crustaceans, starfish, spiders, insects,
fish, amphibians, birds, reptiles and
mammals
Seven levels of classification: kingdom, phylum, class, order, family, genus, species
Species: group of similar organisms that are able to interbreed
Binomial system: system of identifying each species by two separate names, one generic (general features
shared by groups of related species) and one specific (more descriptive of features belonging to the group)
Reasons for classifying organisms: any three of:
•
efficient communication in scientific community using internationally recognised terms and conventions
•
identification of poisonous/dangerous organisms
•
recognition of useful organisms, e.g. for food, pharmaceuticals
•
identification of endangered species
•
identification of pest species and development of control methods.
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2
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Worksheet 25: Environmental factors and adaptations—crossword
Across
2
environment
3
tolerance limits
4
abiotic
10 hydrophyte
11 halophyte
12 humus
13 biotic
14 pneumatophore
15 adaptation
Down
1
lignotuber
5
distribution
6
limiting factor
7
hibernation
8
epicormic buds
9
xerophyte
Worksheet 26: Amazing adaptations—features for survival
Organism
Challenge
Adaptation
Type of
adaptation
Goanna basking in
the sun
Low body
temperature
Absorbs heat from the sun, raising body
temperature; ensures efficiency cell processes
behavioural
Mangrove with
pheumatophores
Limited oxygen
supply to roots
Provides pathway for efficient uptake of oxygen by
submerged roots
structural
Sugar glider with
outstretched
membranes
Movement with
minimum predation
Membranes allow gliding from tree to tree without
need to move along ground—minimises exposure
to ground-dwelling predators
structural
Kangaroo grass—
C4 photosynthesis
Surviving in an
environment with
limited water
C4 photosynthesis allows plants to take up more
CO2 in a shorter time, allowing stomata to be
closed during the hottest part of the day
physiological
Pelicans—salt
glands
High environmental
salt concentrations
Active removal of excess salt allows salt
concentrations in the body to be maintained within
safe limits
physiological
Marram grass—
leaf rolling
Surviving in an
environment with
limited water
Creates a pocket of humid air around the stomata,
reducing the concentration gradient for water
vapour between the spaces inside the leaf and the
air outside the stomata, and this reduces the
diffusion rate of water vapour out of the leaf
behavioural
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Worksheet 27: Matchmaker—Plant tropisms and responses
1
Correct order of terms: gibberellin, geotropism, abscisic acid, tropism, auxin, apical dominance, ethylene,
phototropism, coleoptile, thigmotropism
2
Meristem: growing tip in plant tissue
Hormone: chemical produced in one part of the body of an organism that is transported to another part of the
body where it exerts an effect
Photoperiod: the day/night cycle that influences the flowering response in some flowering plants
Cytokinin: plant hormone involved with auxin that stimulates cell division and cell differentiation
Worksheet 28: Troppo tropisms—growth responses in plants
Investigation: Effect of light on coleoptile growth
Explanation: Auxin produced in the growing tip diffuses down the side of the coleoptile away from the light
source, causing these cells to elongate while cells on light side do not elongate; overall effect is that the tip bends
towards the light.
Conclusion: Light stimulates auxin production which causes a growth response towards a light source.
Investigation: Environmental factor that stimulates growth response
Explanation: The first two coleoptiles had their tips exposed to the light, which stimulated auxin production,
resulting in the bending response towards the light. The coleoptiles with the foil caps did not have their tips
stimulated by light, so no auxin was produced and no bending response occurred.
Conclusion: Light is the environmental factor that causes the bending response.
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Investigation: Nature of substance that causes the bending response
Explanation: The auxin produced in the tips that were exposed to the light in the first part of the experiment
diffused into the agar blocks on which they were placed. When these agar blocks were subsequently placed on the
cut coleoptile tips in the dark, the auxin they contained diffused downward into the coleoptile stem below. Because
the agar blocks were placed offside on the coleoptile stems, the auxin only diffused down one side, causing
differential elongation. As a result, the coleoptiles showed the bending response.
Conclusion: The substance that causes the bending response in coleoptiles must be a chemical, as it is able to
diffuse from the exposed tips to the agar, and from the agar into the cut coleoptile stems.
Worksheet 29: Routine regulation—regulatory mechanisms in animals
1
Correct order of terms: homeostasis, nervous, endocrine, neuron, action potential, hormones, target cells,
peripheral, autonomic, negative feedback
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2
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Worksheet 30: Integrated impulses—a network of nerves
1
Students may describe more than one response in some instances—accept logical pathway.
•
A bright light shines into your eyes
stimulus: intensity of light
receptor: light receptors in retina
transmission: neurons in CNS (brain)
effector: iris muscles
response: iris expands to reduce pupil size, allowing less light to enter eye
•
You hear a sudden loud noise
stimulus: magnitude of sound vibrations
receptor: mechanoreceptors (sensory neurons) in ears
transmission: neurons in CNS (brain)
effector: e.g. adrenal glands
response: adrenaline output increases heart rate (fight or flight—readiness for emergency)
•
You stand on a sharp object
stimulus: pressure of sharp object
receptor: pressure receptors in skin
transmission: interneuron in CNS
effector: muscles in upper leg
response: pull leg/foot away
•
You are hungry and smell dinner cooking
stimulus: food particles (molecules) suspended in the air
receptor: chemoreceptors in lining of nasal passages
transmission: interneurons in CNS
effector: salivary glands
response: release of saliva into mouth cavity
2
Reflex responses are automatic responses that occur rapidly and without conscious thought. This nerve
pathway is part of the sympathetic division of the autonomic nervous system. During a reflex response a
stimulus triggers a sensory neuron to send a nerve impulse to the central nervous system. The nerve impulse is
transmitted to an interneuron and then to a motor neuron. The motor neuron triggers a response in effector
tissue.
3
Reflex responses act to remove the body or part of the body from a potentially dangerous situation, protecting
it from further damage.
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Worksheet 31: Temperature regulation and water balance—crossword
Across
1
Process by which water is lost from the leaf surfaces of plants and the skin of animals.
5
Organism that relies on environmental factors to acquire heat/increase its body temperature.
7
Stimulus–response mechanism in which the response reduces the effect of the original stimulus.
10 Describes collective cell processes.
11 Describes an organism that relies on sources other than its own body processes for acquiring body heat.
12 Fatty tissue rich in mitochondria that is specialised for efficient heat production; common in newborn infants
and hibernating mammals.
Down
2
Hormone that acts on kidney tubules to increase water reabsorption.
3
Temperature-sensitive cells in the hypothalamus that trigger homeostatic responses to ensure stable core body
temperature.
4
Feathers, fur and fatty tissue provide this feature to ensure minimum heat loss from the body.
6
Temperature receptors in the skin that detect change in environmental temperature and trigger responses that
avoid a change in internal body temperature.
8
Organism that produces its own body heat from metabolic processes within the body.
9
Tubule in the kidney nephron that establishes and maintains a high salt concentration gradient, thereby
increasing water reabsorption and the production of concentrated urine.
Worksheet 32: Human thermostat—temperature regulation
1
Students may describe more than one pathway/response—accept logical pathway.
•
It snows—you are outside and unprepared
stimulus: decrease in surrounding temperature
receptor: temperature disturbance detectors in the skin
transmission: interneurons in CNS
effector: blood vessels in the skin
response: blood vessels constrict, reducing blood flow to the skin
feedback: reduced heat loss from the skin reduces effect of heat loss caused by original stimulus.
NOTE: Students may describe pathways that result in shivering, more complex pathways involving the brain and
conscious thought that leads to behavioural responses, e.g. putting on a coat, or include temperature misalignment
detectors in hypothalamus.
•
You are outside on a very hot day.
stimulus: increase in surrounding temperature
receptor: temperature disturbance detectors in the skin
transmission: interneurons in CNS
effector: sweat glands in skin
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response: sweat production
feedback: as sweat is evaporated skin cools and cooled blood circulates through the body, returning body
temperature to safe range, i.e. reduces effect of original stimulus.
NOTE: Students may describe pathways that result in dilation of peripheral blood vessels, more complex pathways
involving the brain and conscious thought that leads to behavioural responses, e.g. moving to shade or taking of
jumper, or include temperature misalignment detectors in hypothalamus.
2
Negative feedback systems are similar to stimulus–response mechanisms, except that they have the added
feature of the response reducing the effect of the original stimulus. Stimulus–response mechanisms protect the
body from harm and are over at the end of the response.
3
Negative feedback systems link the response to the original stimulus, and therefore have a homeostatic role in
maintaining internal conditions within narrow limits.
Worksheet 33: Matchmaker—animal behaviour
Correct order of terms: innate, learned, imprinting, habituation, associative, trial-and-error, observational, insight,
individual, social, maintenance, territorial, communication, circadian, circannual.
Worksheet 34: Curious critters—bizarre behaviours
Baboons grooming
Behaviour A: learned
Behaviour B: social
Behaviour C: tactile, maintenance
Advantage of behaviour: bonding behaviour between individuals; maintains wellbeing of young baboon by
removing parasites.
Eagle with carcass
Behaviour A: innate
Behaviour B: individual
Behaviour C: feeding, maintenance
Advantage of behaviour: feeding behaviour is a form of maintenance behaviour that ensures the wellbeing of the
individual—nutrient and energy source.
Spider weaving web
Behaviour A: innate
Behaviour B: individual
Behaviour C: maintenance
Advantage of behaviour: strategy that ensures the provision of a food source, i.e. web used to capture prey.
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Kangaroo with joey
Behaviour A: innate
Behaviour B: social
Behaviour C: tactile, maintenance, communication
Advantage of behaviour: ensures the wellbeing of the joey which is not yet independent—provides protection,
warmth, food source via milk from teats in pouch
Two lions
Behaviour A: innate
Behaviour B: social
Behaviour C: tactile, territorial, communication
Advantage of behaviour: maintains social hierarchy, similar behaviour between male lions ensures territory and its
resources are available for the individual and the group; also ensures reproductive monopoly
Peacock
Behaviour A: innate
Behaviour B: social
Behaviour C: communication, reproductive
Advantage of behaviour: attracts a mate for the purposes of reproduction
Worksheet 35: Life cycles and reproductive strategies—crossword
Across
1
gametophyte
8
fertilisation
9
spore
11 seasonal breeder
Down
2
amniocentesis
3
hermaphrodite
4
in vitro fertilisation
5
metamorphosis
6
life cycle
7
yolk
9
sporophyte
10 larvae
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Worksheet 36: Practical parenting—strategies for offspring survival
1
2
Feature
Challenges
Solutions
Example of
organism
External
fertilisation
Dehydration of gametes and
zygote
Fertilisation occurs in a water
environment, zygote/embryological
development in watery environment or
environment that remains moist
frogs, fish
Little or no
parental care
Increased chance that offspring
do not survive, e.g. due to
predation
Large number of offspring, increases
chance that while many die some will
survive
turtles
Feature
Advantages
Example of
organism
Internal
fertilisation
Gametes/zygote not subject to dehydration
birds,
mammals
Parental care
Small number of offspring but care by parents increases chance of survival
of young, i.e. young are nurtured and protected by parents, also learn from
parents
Developing young in warm, nutritious and protected environment
birds,
mammals
External fertilisation means developing young are subject to dehydration and predation. Species that feature
external fertilisation typically do not show parental care. Fertilisation in a watery environment prevents
dehydration and the production of large numbers of offspring increases the chances that some will survive.
Species that feature internal fertilisation typically have small numbers of offspring at a time and show parental
care. Internal fertilisation and development enhances the survival of developing young because they remain in
a warm, nutritious and protected environment. After birth/hatching, parental care increases survival chances—
young are protected from predators, and are fed and instructed by parents.
Worksheet 37: A new perspective on art—assisted reproductive technologies: examining
the issue
2
About 15% of Australian couples are affected by infertility.
3
Couples of reproductive age who have tried to conceive naturally for a period of 12 months or more with no
success are considered to be affected by infertility. The infertility may be due structural or physiological
abnormalities in one or both partners.
5
The different assisted reproductive technologies vary in their success rates, and success is open to
interpretation. However, the following statistics provide a general guide to success: In 1997 about 76% of IVF
pregnancies resulted in live births; about 71% GIFT pregnancies resulted in live births. General comments:
most of the women participating in IVF and GIFT in 1997 did not return home with a baby; these technologies
increase the chance of multiple pregnancies; birth weights are typically lower than average; a high percentage
of babies born to these technologies are born prematurely. (Statistics from Women’s Health website. In some
instances, the most current statistics are not available.)
6
Various issues may be raised, e.g.:
•
Cost may be prohibitive for some couples, leading to a disparity in access and fairness.
•
Question society’s priority in trying to conceive new lives when funds could be diverted to funding
children who already exist without resources for food, medicines, education, e.g. in our own country and
in developing nations.
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•
Relatively low success rate of some reproductive technologies may not warrant the costs—emotional and
financial.
•
Issues related to these technologies, e.g. premature birth may place undue burden on already costly and
limited resources involved in neonatal care.
Worksheet 38: Living in an ecosystem—crossword
Across
1
quadrat
3
biome
5
microhabitat
6
transect
7
biotic
12 self-sustaining
13 abiotic
14 habitat
Down
2
dominant species
4
ecosystem
8
community
9
geographic
10 biosphere
11 niche
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Worksheet 39: Classic communities—life in an ecosystem
1
Organism
Habitat in ecosystem
Niche
Kookaburra
Upper canopy, nests in tree hollows
Predator, consumes small reptiles, small
mammals
Parrot
Upper canopy, nests in tree hollows
1st order consumer eats seeds, crush
woody eucalypt to retrieve seeds—some
seeds dispersed
Butterfly
Flowering heads of different plant species
at different levels in the forest
pollinator
Spider
Bark of trees
Consumes insects, keeping their numbers
in check
Fox
Forest floor
Predator—2nd/3rd order consumer,
scavenger
Lyrebird
Forest floor
Scratches soil up for insects, worms
Wombat
Forest floor
1st order consumer, eats range of
vegetation, including wire grass—keeping
this plant species in check is important to
abundance and distribution of lyrebirds
Bandicoot
Forest floor; nests in shallow depression in
soil under grass tussocks
Diet of grubs, beetles, worms, fungi
Mushroom
Bark trunk of eucalypt trees
Decomposer
Frog
Ponds and puddles on forest floor; some
species live amongst the foliage of trees
Insects, e.g. flies and mosquitoes,
keeping their numbers in check
Sugar glider
Tree trunks and canopy, nests in tree
hollows
Eats insects, sap and sugary nectar of
flowers and acts as a pollinator
Owl
Canopy, nests in tree hollows
Predator, eats snakes, lizards, small birds
and small mammals
2
Forest ecosystem—dominant plant species are tall eucalypt trees.
3
Range of abiotic factors include: oxygen, carbon dioxide, light—length of; intensity; penetration, rainfall,
humidity, air pressure, temperature.
4
Many additional organisms would be included in this ecosystem, e.g. earthworms, ants, termites, lizards,
snakes, eagles, bushrats, koalas, echidnas, flies, mosquitoes, grasses, acacia, wildflower species, mosses,
lichens, moulds.
Worksheet 40: Matchmaker—a web of interactions
1
Correct order of terms: competition, food chain, producer, decomposer, parasitism, carnivore, trophic level,
predator, detritivore, food web, herbivore, consumer.
2
Commensalism: relationship between two organisms living in close association in which one member benefits
while the other neither benefits or is harmed
Scavenger: consumers that eat the dead remains of other animals
Symbiosis: relationship in which two organisms live in close association or partnership
Mutualism: symbiotic relationship in which both members of the partnership benefit
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Worksheet 41: Wild web—a relationship web
1
2
Students choose one organism from the web constructed in Q1, e.g. The eucalypt has obvious significance in
the ecosystem with a number of important roles. Many organisms in the ecosystem depend on the trees for
their survival—the trees are producers making both oxygen and food available; koalas feed on the leaves and
live in the branches; sugar gliders feed on the nectar of the eucalypt flowers and nest in the tree hollows; owls
and parrots also nest in tree hollows; spiders live on and under the bark; mushrooms grow on the bark. By
removing the eucalypts, many other organisms in the ecosystem are directly affected because they lose their
source of food, shelter or oxygen. Other organisms may be indirectly affected.
Worksheet 42: Energy and ecocycling—movement of energy and matter in ecosystems
1
Correct order of terms: energy, biomass, productivity, bioaccumulation, biogeochemical, carbon, rhizobium,
ammonification, phosphorous, deforestation, greenhouse
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2
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Worksheet 43: Treacherous toxins—bioaccumulation
1
DDT is a non-biodegradable toxin that moves along food chains, becoming more concentrated from one
trophic level to the next as biomass decreases.
2
DDT interferes with normal egg development in birds of prey, resulting in fragile, thin-shelled eggs that break
before chick development is complete. This has lead to a decrease in the population of different species of
birds of prey.
Worksheet 44: Population dynamics—crossword
Across
2
Number of individuals of a species that can be supported by an ecosystem.
5
The geographic range of a population.
6
Movement of individuals out of a population.
8
Describes interactions such as competition between individuals within a population of a species.
9
Factor that may be in short supply, thereby restricting population growth.
10 Management of animal populations that involve movement of individuals from one area to another to ensure
the availability of resources.
Down
1
Use of a living organism, such as a predator or parasite, to limit the population growth of a pest species.
3
The number of individuals in a population.
4
The movement of individuals into a population.
6
Describes a change in population that is characterised by an increasing rate of growth.
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Worksheet 45: Fluctuating figures—population dynamics
1
2
Exponential growth.
3
Lack of predators, plentiful resources such as food, out-compete local species, well suited to environmental
conditions
4
a
See graph for ‘carrying capacity’.
b
The carrying capacity is the maximum population size that can be supported by an ecosystem.
c
Resources such as food and oxygen are being consumed at a rate that will cannot support a greater
population; intraspecific competition for available resources.
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Worksheet 46: Change in ecosystems—a concept map
Worksheet 47: Diminishing diversity—saving species
Questions 1–5: student research
5
Individuals from every species in an ecosystem interact with individuals from other species and with the nonliving surroundings in ways that provide stability to the entire ecosystem. Removing one kind of organism
destabilises ecosystems to varying degrees. Student responses should include a specific example in their
discussion.
6
Conservation is important for many reasons, not the least of which is that the survival of our own species
depends on the environment and the biodiversity that it supports. Conservation of the environment is
important because the environment provides living things with the conditions necessary for survival, e.g.
supply of oxygen, suitable temperature range—these can change with activities such as land-clearing and
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industrialisation, which together reduce the number of trees available for recycling carbon dioxide and
oxygen, and increase the concentration of greenhouse gases in the atmosphere that contribute to global
warming. Habitat loss leads to species loss, and this is important because when a single species is lost the
food webs to which it belonged become simplified, and sometimes this leads to the loss of other species that
depended on the first species. Loss of some plant and fungal species means the loss of potentially significant
pharmaceutical resources. Humans also place aesthetic value on species, which is another driving force for
conservation strategies.
Worksheet 48: Counting the cost—an ecological footprint
1
Students calculate their own ecological footprint.
2
Students will gain ideas about this from discussion and by completing the calculation of their ecological
footprint. Examples: diet rich in processed foods, meat and meat products; volume of packaged products; use
of paper and paper products; rubbish output; electricity usage; use of motor vehicles especially those that are
not fuel-efficient and inefficient use of motor vehicles, e.g. by having only one or two people in the vehicle.
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