VCE BIOLOGY UNITS 1 AND 2 - sciencepress.com.au · VCE BIOLOGY UNITS 1 AND 2 ... 1.2 Crossing the plasma membrane 23 ... Friedrich Miescher Isolated DNA for the first time

VCE 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 2016First published 2016

Science PressPrivate Bag 7023 Marrickville NSW 1475 AustraliaTel: +61 2 9516 1122 Fax: +61 2 9550 [email protected] www.sciencepress.com.au

Contents

Words to Watch iv

Introduction v

Dot Points

Unit 1 How Do Living Things Stay Alive? vi

Unit 2 How Is Continuity of Life Maintained? vii

Questions

Unit 1 How Do Living Things Stay Alive? 1

Unit 2 How Is Continuity of Life Maintained? 95

Answers

Unit 1 How Do Living Things Stay Alive? 172

Unit 2 How Is Continuity of Life Maintained? 205

Appendix

Index 231

Dot Point VCE Biology Units 1 and 2 iii

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Contents

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

Dot Point VCE Biology Units 1 and 2iv

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Words to Watch

What the book includes

This book provides questions and answers for each dot point in the Victorian Certificate of Education Study design for each core topic in the Year 11 Biology syllabus:

Unit 1 How Do Living Things Stay Alive?

• Area of Study 1 How Do Organisms Function?

• Area of Study 2 How Do Living Systems Sustain Life?

• Area of Study 3 Practical Investigation – There are activities and practical investigations placed within Area of Study 1 and Area of Study 2 that can be used to develop the student investigation.

Unit 2 How Is Continuity of Life Maintained?

• Area of Study 1 How Does Reproduction Maintain the Continuity of Life?

• Area of Study 2 How Is Inheritance Explained?

• Area of Study 3 Investigation of an Issue – There are questions concerning social, economic, legal and ethical issues throughout Area of Study 1 and Area of Study 2 that can be further developed for the student investigation into an issue involving reproduction and/or inheritance.

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

Dot Point VCE Biology Units 1 and 2 v

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Introduction

Area of Study 1 How Do Organisms Function?

1.1 Cell size, structure and function 5

1.1.1 Cell structure distinguishing 5 prokaryotes and eukaryotes.

1.1.2 Surface area to volume ratio and 15 organelles.

1.1.3 Ultrastructures of plant and animal 18 cells under light microscope and electron microscope.

1.2 Crossing the plasma membrane 23

1.2.1 Characteristics of the plasma 23 membrane.

1.2.2 Diffusion, osmosis and active 25 transport.

1.3 Energy transformations 31

1.3.1 Autotrophs and heterotrophs. 31

1.3.2 Photosynthesis. 32

1.3.3 Aerobic and anaerobic respiration. 35

1.4 Functioning systems 36

1.4.1 Vascular plant cells. 36

1.4.2 The mammalian system. 41

Area of Study 2 How Do Living Systems Sustain Life?

2.1 Survival through adaptations 53 and regulation

2.1.1 Adaptations for survival. 53

2.1.2 Models for biomimicry. 57

2.1.3 The stimulus-response model 58 and homeostasis.

2.1.4 Regulation of homeostatic 59 mechanisms.

2.1.5 Malfunctions in homeostatic 62 mechanisms.

2.2 Organising biodiversity 65

2.2.1 Classification and binomial 65 nomenclature.

2.2.2 Managing Earth’s biodiversity. 74

2.3 Relationships between organisms 78 within an ecosystem

2.3.1 Mutualism, commensalism, 78 parasitism and predation.

2.3.2 Food webs and keystone species. 80

2.3.3 Distribution, density and abundance. 83

Answers to How Do Living Things Stay Alive? 172


Dot Point Page Dot Point Page

Dot Point VCE Biology Units 1 and 2viDot Points

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Area of Study 1 How Does Reproduction Maintain the Continuity of Life?

1.1 The cell cycle 99

1.1.1 Cells from pre-existing cells. 99

1.1.2 Binary fission and prokaryotes. 100

1.1.3 Phases of the cell cycle and 101 cytokinesis.

1.2 Asexual reproduction 107

1.2.1 Types of asexual reproduction. 107

1.2.2 Advantages and disadvantages 108 of asexual reproduction.

1.2.3 Cloning issues. 109

1.3 Sexual reproduction 115

1.3.1 Offspring have a unique identity. 115

1.3.2 Meiosis. 116

1.3.3 Advantages of sexual reproduction. 120

1.4 Cell growth and differentiation 121

1.4.1 Types and functions of stem cells. 121

1.4.2 Germ layers and cell differentiation. 126

1.4.3 Action of mutagens. 128

Area of Study 2 How Is Inheritance Explained?

2.1 Genomes, genes and alleles 133

2.1.1 Define genome, gene, allele. 133

2.1.2 Genome and base pairs. 133

2.1.3 Genomic research. 135

2.2 Chromosomes 138

2.2.1 The role of chromosomes. 138

2.2.2 Karyotypes. 141

2.3 Genotypes and phenotypes 145

2.3.1 Genotype symbols and gene loci. 145

2.3.2 Dominant and recessive phenotypes. 146

2.3.3 Influences on phenotype. 147

2.3.4 Polygenic inheritance. 150

2.4 Pedigree charts, genetic 155 cross outcomes and genetic decision making

2.4.1 Autosomal dominant, autosomal 155 recessive, X-linked and Y-linked traits.

2.4.2 Monohybrid crosses and test crosses. 163

2.4.3 Two characteristics, independent 165 and linked.

2.4.4 Genetic testing. 168

Answers to How Is Continuity of Life 205 Maintained?

Unit 2 How is Continuity of Life Maintained?

Dot Point Page Dot Point Page

Dot Point VCE Biology Units 1 and 2 vii Dot Points

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DOT POINT

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How Do Living Things Stay Alive?

1 Unit 1 How Do Living Things Stay Alive?

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Dot Point VCE Biology Units 1 and 2

Unit 1

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How Do Organisms Function?

DOT POINT


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AREA OF STUDY 1

1.1 Cell size, structure and function.

1.1.1 Cells as the basic structural feature of life on Earth including the distinction between prokaryotic and eukaryotic cells.

1.1.1.1 List the characteristics that are used to define living things.

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1.1.1.2 State the cell theory.

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1.1.1.3 Explain how two areas of evidence support the cell theory.

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1.1.1.4 Identify who wrote the following statement and explain its importance in the development in scientific knowledge.

‘Yet it was not unlike a honeycomb in these particulars … these pores, or cells, … consisted of a great many little boxes.’

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1.1.1.5 Complete the following table to summarise the historical development of the cell theory.

Date Person/contributor Contribution

1626 Francesco Redi

1665 Robert Hooke

1674 Anton van Leeuwenhoek

1809 Jean Baptiste de Lamarck

1833 Robert Brown

1838Matthias Schleiden and Theodor Schwann

1858 Rudolph Virchow

Albert Kolliker Described mitochondria in muscle cells.

Friedrich Miescher Isolated DNA for the first time.

Camillo Golgi Described the Golgi apparatus by staining cells with silver nitrate.

Max Knoll and Ernst Ruska Developed the transmission electron microscope.

Cambridge Instruments Produced the first commercial scanning electron microscope.

1.1.1.6 Explain how the development of new technologies is linked with the development of the cell theory.

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6Unit 1 How Do Living Things Stay Alive?

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1.1.1.7 Construct a scaled timeline to show the stages of development of the cell theory including the work of Hooke, Leeuwenhoek, Dutrochet, Brown, Schleiden and Schwann and Virchow.

1.1.1.8 Use examples to explain why the development of staining techniques has been important in the development of the cell theory.

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1.1.1.9 Distinguish between magnification and resolution.

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1.1.1.10 For each of the following microscopes, discuss how its development helped advance the cell theory.

Date Microscope How it advanced cell theory

1665 Robert Hooke’s microscope.

1833 Robert Brown’s microscope.

20th century

Modern light microscopes.

20th century

Electromagneticlenses

Source ofelectrons

Specimen

Eye

Final imageon photographicplate or screen

Transmission electron microscope.

20th century

Electromagneticlens

Source ofelectrons

Specimen

Eye

Detector

Beamdeflector

Image on TV viewing screen

Scanning electron microscope.


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1.1.1.11 Annotate the diagram of the light microscope identifying each part and outlining the function of that part.

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1.1.1.12 Complete the table to compare the light microscope with the electron microscope.

Feature Light microscope Electron microscope

Magnification

Resolution

Stains

Living specimen

Mounting

Focusing

Energy source for viewing


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1.1.1.13 Outline some rules you need to follow when using a light microscope.

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1.1.1.14 The diagram shows the letter ‘e’ as seen under a light microscope.

Discuss why viewing the letter ‘e’ under the microscope shows important aspects of the viewed image of an object.

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1.1.1.15 Outline the steps you would take to prepare a wet mount slide of a specimen to be viewed under a light microscope.

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1.1.1.16 Describe the main features of a stereo microscope and when it is likely to be used.

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1.1.1.17 Outline some of the requirements for a good biological drawing.

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1.1.1.18 Complete the table to summarise the use of common stains used in light microscopy.

Stain Its use

Iodine solution

Toluidine blue

Phloroglucinol and HCl

Neutral red

Methylene blue


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1.1.1.19 Distinguish between a prokaryote and a eukaryote.

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1.1.1.20 The prokaryotes make up two of the three domains of living things. Identify these domains and name some examples that are in each domain.

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1.1.1.21 What is the Gram stain and how is it used in identifying prokaryotes?

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1.1.1.22 Draw a labelled diagram to show the generalised structure of a prokaryote.


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DOT POINT

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171 Answers

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Answers


1.1.1.1 Living organisms can: 1. Respire. 2. Assimilate food into living material of life. 3. Grow. 4. Reproduce. 5. Respond to stimuli from their environment. 6. Excrete. 7. Move and undergo locomotion. 8. Metabolise. 9. Excrete unwanted waste products of metabolic reactions.

1.1.1.2 The cell theory states that: 1. All living things are made of cells and of substances produced by cells. 2. All cells come from pre-existing cells. 3. The cell is the basic unit in which the processes of living take place.

1.1.1.3 Areas of evidence: 1. The work by Schleiden and Schwann who first proposed the cell theory involved the investigation of plant and animal tissues under a light microscope. They found that the cell is the basic unit of structure, physiology and organisation in living things. 2. The experiments where the nucleus is removed from cells show that after a certain time the cell will die. This evidence shows that the biochemical reactions for life occur in a cell and the nucleus controls these reactions in these cells.

1.1.1.4 This statement was made by Robert Hooke when he used the compound light microscope he invented to observe a slice of cork. This was a significant development in scientific knowledge as he was the first person to see plant cells. He coined the term ‘cells’ and his discovery initiated a significant interest in looking at things under a microscope.

1.1.1.5Date Person/contributor Contribution

1626 Francesco Redi Living things do not arise from spontaneous generation.

1665 Robert Hooke Described ‘cells’ in cork.

1674 Anton van Leeuwenhoek Discovered protozoa (9 years later discovered bacteria).

1809 Jean Baptiste de Lamarck No body has life if it is not made of cellular tissue or formed from cellular tissue.

1833 Robert Brown Described the cell nucleus in cells of the orchid.

1838 Matthias Schleiden and Theodor Schwann Proposed the cell theory.

1858 Rudolph Virchow Extended the cell theory with cells develop only from existing cells.

1857 Albert Kolliker Described mitochondria in muscle cells.

1869 Friedrich Miescher Isolated DNA for the first time.

1879 Camillo Golgi Described the Golgi apparatus by staining cells with silver nitrate.

1932 Max Knoll and Ernst Ruska Developed the transmission electron microscope.

1965 Cambridge Instruments Produced the first commercial scanning electron microscope.

1.1.1.6 There is a strong link between the development of new technologies and the development of the cell theory. The invention of the light microscope allowed scientists to first observe the cellular nature of living things. Robert Hooke used his compound microscope to view cork and named the structures he saw as ‘cells’. When van Leeuwenhoek used improved lenses to observe unicells he was not initially believed. The invention and development of improved light microscopes with higher magnification and finer resolution enabled scientists to observe and study in more detail the components of cells and relate structures to functions. The invention of electron microscopes with even higher magnification and resolution provided more details about the ultrastructure of cells and new structures were discovered, e.g. ribosomes.

1.1.1.7

1.1.1.8 The development of specific dyes was needed to help scientists discover the internal structures of a cell. Many dyes will stain specific chemicals, assisting in the identification of chemicals in cells, and the contrast in colour helps to outline different structures. For example, in 1849 the carminic acidic procedure was developed by Hartung and in 1863 the haematoxylin colouring was developed by Waldeyer. These methods led to the observation of cell and nuclear division. Carmine is a bright red pigment obtained from scale insects, e.g. cochineal scale and is used to stain glycogen or animal starch red and is used to colour nuclei and chromosomes. Haematoxylin stains cell nuclei blue.

1665 Robert Hooke described cells in cork1678 Leeuwenhoek saw microbes

1824 Dutrochet – living things made of cells1833 Brown named nucleus in plant cells1838 Schleiden and Schwann – cell theory

1858 Virchow – cells from pre-existing cells

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1.1.1.9 Magnification refers to making things appear larger whereas resolution is the ability to distinguish between two points and makes detail appear more clearly.

1.1.1.10

Date Microscope How it advanced cell theory

1665 Robert Hooke’s microscope.Hooke invented the compound light microscope and was able to observe cork ‘cells’. This was the first time the cellular structure of organisms had been observed.

1833 Robert Brown’s microscope.Brown observed the epidermis of orchids under his microscope and discovered an ‘opaque spot’ which he called the nucleus.

20th century Modern light microscopes.Modern light microscopes have improved resolution and magnification and there are new techniques, e.g. contrast enhancement techniques as well as use bright field microscopy, dark field microscopy, phase contrast microscopy, fluorescence microscopy, episcopic microscopy, differential interference contrast microscopy and photomicroscopy. It is very important in the study of bacteria and in medicine.

20th century

Electromagneticlenses

Source ofelectrons

Specimen

Eye

Final imageon photographicplate or screen

Transmission electron microscope.The transmission electron microscope (TEM) has higher resolution and greater magnification and heavy metal stains are used to show the internal structures in cells. This has led to a reappraisal of the microanatomy of cells, tissues and organisms.

20th century

Electromagneticlens

Source ofelectrons

Specimen

Eye

Detector

Beamdeflector

Image on TV viewing screen

Scanning electron microscope.The scanning electron microscope (SEM) gives a three-dimensional image of the surface with high magnification and high resolution. SEM has produced images of the outside appearance of many different types of cells, e.g. different bacteria, protozoa, the cells of specialised tissues and the surface details of insects.

173 Answers

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VCE BIOLOGY UNITS 1 AND 2 - sciencepress.com.au · VCE BIOLOGY UNITS 1 AND 2 ... 1.2 Crossing the plasma membrane 23 ... Friedrich Miescher Isolated DNA for the first time