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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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 3 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 4 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 5 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 6 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 7 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 8 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 9 Worksheet 13: Digesting dinner—heterotrophs, nutrition and digestion Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 10 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 11 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). Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 12 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 13 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 14 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 15 Worksheet 21: Ways of reproducing—a concept map Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 16 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 17 Worksheet 23: Propagating plants and people—sexual reproduction in flowering plants and mammals 1 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 18 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 19 2 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 20 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 21 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 22 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 23 2 Copyright© Pearson Australia (a division of Pearson Australia Group Pty Ltd) 24 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 25 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 26 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 27 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 28 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 29 • 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 30 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 31 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 32 2 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 33 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 34 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 35 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 Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 36 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. Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 37