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PPEEAARRSSOONN P PEARSON E A BBIIOOLLOOGGYY BIOLOGY R S O N NSTUEDWEN TS BOOUOKTH WALES B NNEEWW SSOOUUTTHH WWAALLEESS I O STUDENT BOOK L O AUTHORS G Zoë Armstrong Y Wayne Deeker 1 Writing and development team AHKKSaaunettaeneht a SehN rMeiwiarnua ieMndg sMdhakegtcioniMnnnahon NEW SOUTH1 WtRoee tb haeerce cP age raWartsoeoofnud lB tioo ltohgey f1o1ll oNweiwng S poeuothp lWe afolers tphCreaoirrjeo tcliimtn.ee CanodttBNSPAZWAHKKS TUooaauneUEEaTettëaenDyHehW At aEAOn SehNIN RnerrMeiR wTSimxaS rn DOuaB SOieMsnOedg tOseUMOdrphakokKegtTcNieonniMHnrngL ne aWhoAOnrLEtSiGseY in contributing PEARSON NEW SOUTH WBIOLOGY 11 BPNSTEUEDAWEINR TS OBSOOOOUKNTHL WOALESGY WALES S CSZSucooibnëetjn eeAtcnirstt mt LDeseatvdreo lonpger TCSTeeoaaanrccathhrhieeb rrEu tdinwga Ardutshor ALES STUDENT BOOK T Author Contributing Author U D Wayne Deeker Elaine Georges E NT B SAcuitehnocre writer TAenascwheerr Checker AaBtrc ocpewesasser sd aoignnidpta lbal ucreeyss ao.ctu oprmecea.asrus o n .com.au SNTASGWE 6 O Anna Madden Neil van Herk O K Teacher Teacher Author Contributing Author Heather Maginn Samantha Hopley Educator Educator Author Contributing Author Katherine McMahon Jacoba Kooy Teacher Scientist Author Answer Checker Kate Naughton Catherine Litchfield Scientist Teacher Access digital resources at pearsonplaces.com.au Author Contributing Author NSW Browse and buy at pearson.com.au Sue Siwinski Karen Malysiak STAGE 6 Teacher Educator Author and Reviewer Answer Checker Christina Adams Kelly Merrin Teacher Scientist Answer Checker Answer Checker Krista Bayliss Sylvia Persis Teacher Teacher Contributing Author Reviewer Ian Bentley Troy Potter Educator Teacher Contributing Author Contributing Author Reuben Bolt Yvonne Sanders Director of the Nura Gili Indigenous Teacher Programs Unit, UNSW Skills and Assessment Author Reviewer Helen Silvester Judith Brotherton Teacher Teacher Contributing Author Reviewer Alastair Walker Sally Cash Teacher Teacher Reviewer Contributing Author Trish Weekes Donna Chapman Science Literacy Consultant Laboratory Technician Safety Consultant The Publisher wishes to thank and acknowledge Pauline Ladiges and Barbara Evans for their contribution in creating the original works of the series and their longstanding dedicated work with Pearson and Heinemann. iii Working scientifically Module 2 Organisation of living things CHAPTER 1 Working scientifically 2 1.1 Questioning and predicting 4 CHAPTER 4 Organisation of cells 187 1.2 Planning investigations 12 How are cells arranged in a multicellular organism? 1.3 Conducting investigations 18 4.1 Cellular arrangements of organisms 188 1.4 Processing data and information 29 4.2 Levels of organisation in multicellular 1.5 Analysing data and information 41 organisms 194 1.6 Problem solving 46 4.3 Cell differentiation and specialisation 208 1.7 Communicating 51 Chapter 4 review 214 Chapter 1 review 60 CHAPTER 5 Nutrient and gas requirements 217 Module 1 Cells as the What is the difference in nutrient and gas requirements between autotrophs and heterotrophs? basis of life 5.1 Autotroph and heterotroph requirements 218 5.2 Autotroph nutrient and gas CHAPTER 2 Cell structure 67 exchange systems 228 What distinguishes one cell from another? 5.3 Obtaining nutrients: heterotroph 2.1 Cell types 68 digestive systems 239 2.2 Cell organelles 78 5.4 Gas exchange: heterotroph 2.3 Cell membranes 90 respiratory systems 253 2.4 Investigating cells 97 Chapter 5 review 260 Chapter 2 review 108 CHAPTER 6 Transport 265 CHAPTER 3 Cell function 111 How does the composition of the transport medium change as it moves around an organism? How do cells coordinate activities within their internal environment and the external environment? 6.1 Transport systems in plants 266 3.1 Movement of materials in and out of cells 112 6.2 Transport systems in animals 276 3.2 Cell requirements 124 Chapter 6 review 297 3.3 Biochemical processes in cells 131 Module 2 Review 300 3.4 Enzyme activity in cells 152 Chapter 3 review 170 Module 1 Review 175 iv Module 3 Biological Module 4 Ecosystem diversity dynamics CHAPTER 7 Effects of the environment CHAPTER 11 Population dynamics 491 on organisms 309 What effect can one species have on the other How do environmental pressures promote a species in a community? change in species diversity and abundance? 11.1 Relationships between biotic and abiotic 7.1 Selection pressures: abiotic factors 310 factors in an ecosystem 492 7.2 Selection pressures: biotic factors 318 11.2 Ecological niches 519 7.3 Population changes 326 11.3 Predicting and measuring population Chapter 7 review 337 dynamics 522 11.4 Extinction 535 CHAPTER 8 Adaptations 339 Chapter 11 review 540 How do adaptations increase the organism’s ability to survive? CHAPTER 12 Past ecosystems 543 8.1 Structural adaptations 340 How do selection pressures within an ecosystem influence evolutionary change? 8.2 Physiological adaptations 349 8.3 Movement and behavioural adaptations 360 12.1 Ecosystem dynamics: changes and causes 544 8.4 Forming a theory: Charles Darwin and 12.2 Technology and evidence for past natural selection 368 ecosystem change 554 Chapter 8 review 377 12.3 Living evidence of ecosystem change 561 Chapter 12 review 568 CHAPTER 9 Theory of evolution by natural selection 381 CHAPTER 13 Future ecosystems 571 What is the relationship between evolution and How can human activity impact an ecosystem? biodiversity? 13.1 Human-induced changes leading 9.1 Evolution and biodiversity 382 to extinction 572 9.2 Speciation and microevolutionary change 394 13.2 Predicting impacts on biodiversity 584 9.3 Macroevolution and biodiversity over time 413 13.3 Managing and conserving biodiversity 594 Chapter 9 review 431 Chapter 13 review 607 CHAPTER 10 Evolution—the evidence 437 Module 4 Review 610 What is the evidence that supports the theory of evolution by natural selection? GLOSSARY 616 INDEX 629 10.1 Evidence for evolution by natural selection 438 10.2 Recent evolutionary change 467 Chapter 10 review 475 Module 3 Review 479 v How to use this book Pearson Biology 11 CHAPTER Organisation of cells New South Wales Pearson Biology 11 New South Wales Ifnu lfithl itsh ceh naepetders, yoof ue awcihll cleeallr nan hdo wen caebllles athree awrhraonleg eodrg iann ais mm utloti cseulrlvuilvaer, ogrrgoawn iasnmd to reproduce. You will compare unicellular, colonial and multicellular organisms and investigate the structures and functions of their specialised cells and organelles. has been written to fully align with As multicellular organisms increase in complexity, so too does the organisation of their cells. The levels of organisation in complex multicellular organisms are: organelles, cells, tissues, organs and systems. You will look at each of these levels the new Stage 6 Syllabus for New of organisation and the specialised structures and functions that have evolved to meet the needs of complex multicellular organisms. Content South Wales Biology. The book covers INQUIRY QUESTION How are cells arranged in a multicellular organism? Section Modules 1 to 4 in an easy-to-use By the end of this chapter you will be able to: • compare the differences between unicellular, colonial and multicellular organisms by: resource. Explore how to use this - investigating structures at the level of the cell and organelle Each chapter is clearly divided - relating structure of cells and cell specialisation to function • investigate the structure and function of tissues, organs and systems and relate book below. • tjuhsotsifey ftuhnec htiioenras rtcoh cicealll dstirffuecrteunrtaial toiorgna annisda tsiponec oiaf loisragtaionne l(leAsC, ScBelLls0, 5ti5s)s uIeCsT, organs, into manageable sections of systems and organisms (ACSBL054) CCT Biology Stage 6 Syllabus © NSW Education StaCnrdoawrdns i nA uritghhotr iotyf tfhoer aSntadt eo no fb NeShWalf, 2of0 t1h7e. work. Best-practice literacy and Chapter opener instructional design are combined with high-quality, relevant photos The chapter opening page links and illustrations to help students the Syllabus to the chapter better understand the idea or content. Key content addressed concept being developed. in the chapter is clearly listed. CHAPTER 4 | ORGANISATION OF CELLS187 M04_PBN_SB11_9250.indd 187 11/11/17 2:41 PM 2.1 Cell types BIOFILE S Biofuels BIOLOGY INQUIRY CCT ICT IFnr asnocme es hpolawcne sin, sFuicghu raes 3 t.h3e. 9a,r atilfigcaiea l aproen bdesi ning Building a cell cultured to compost household waste. The process releases methane gas, which is burnt to What distinguishes one cell from another? pfrroomdu bcuer neilnecgt roifc ictyo.m Cbaursbtoibnl ed irouxbidbeis his acnadp tpurroevdi ded C• OlLarLgEeC sTh eTeHt IoSf… paper • sticky tape or tack tpoh othtoes aylngtahee s(Cish.lorella vulgaris) to sustain their • coloured pens, pencils • tablet or computer to access BioFile or craft supplies the internet • scissors DO THIS… 1 A•s an uclcalessu,s w arnitde DthNeA following terms on se•p acrahtloe rpoipelcaesst of paper: iFnIG aU sRuEs t3a.i3n.a9b lAeq suyascteumltu.re ponds of microalgae produce biofuels from household wastes BioFiles • ribosome • centriole • endoplasmic reticulum • flagellum (rough and smooth) • vacuole include a •• lGyosolgsio ampeparatus •• cpelalls mtidembrane BIOLOGY IN ACTION ICT S • mitochondrion • cell wall Bionic leaf and bacteria make liquid fuel range of 2 Put the pieces of paper in a container. 34 sWTaizokere k ai1nn0gd m isntin rpuuactietrussr , etto,a ikrtese s foeunanercc tphioi eynco eau nro dfs eptlhaeepc tecered lf lr ootrymgpa etn(hsee)l l eict.o iTnsa tfakoeiun nnerod.t ein o (fe i.tgs. Stfuhceaielt nfurtosisemtss wbfraaoctmeter rHaiana dravn acdrad rsb oUolnanri v deeinrosexiritdgye yh. taTovh eme carrenesuaeftaaercdct huaer sery sas s tleeiqmt u id (a) (b) interesting prokaryote or eukaryote). You will present this information to the class. out to develop a renewable energy production system that 567RD EesCD=cWyAcOro srr5oeiua Rbaar cwrkeD t mpei o no t arT.hogr giI Hren fam,a eInypfsS eooe rfaa…doeullt rseer cu e lsal oran ye orsptosgn sru ta,to h rthnbkw eaeoua otlirriln gl eyddlfaa ooi isnrstarigt em cifpenlo lc argeusoetu hnitkloiloedas na eh rsi nytn acspoda b brto loiooeocfu kn, t patahue anr yspfpydioonoer urogetr ri ka uc o1oa krea rrma uygncrokaiadycatnro ridercoetyiub lmcaolkoe ntcae aitdecrtrory ld lec eo t.eb/uhtmliykelc. a iacccrrleyraroolaslnstnsi. c.g( µicnmegl )ls , wmkuaepanl rshoeseoTeooumo rh wstelhloedaue ny ser nbB dm yffiatpmrinssoioac mt en(gnihtehrhieieegcncyenls e td L itt.Bds ahroeT o ine adoihsgnd fnopep e ueiyaclrncioss at av .ecLar wicTbseenaha shaolde itsfneec el eo ova oredcxe nnflity idendtoprgac itx hcteoiptihniordn atoiiiytes)tniodr s gbgibsa enc yeysyswgonn tp coamteihthrhtfr ee epeawotiarhosrtti te oitaenieshndl ne,nyB g dnbbseb iit auoaryst gc nth ,s ytijaetecu r lsr ssusoLiotaoceu itaabltru hscfer eae st . H2H2OO2 CO2 awexnoadrml drep alel-s Present information about each organelle in a table. bacterium Ralstonia eutropha (Figure 3.3.10). The water- REFLECT ON THIS… splitting reaction occurs when an electric voltage from the W1.1S Cauoammbrfseeo reolamldcWWHfluensue cto bthhgnla outwlreaycrsh alem t t veeddni oisda toeoede hnniiwn sin eptdfftaath i rs cbennnaeo ercngaddskieleseund a lns il ir stclsusco yht ctherrsourseevesututt tirl isrv cbclcurosu ett oeo.cuufac? tnl tYnrtwercueeue doee rssrlic uae leteehsa l nsu .lne puwl kp ldfnwlpairar li roouliytpy lmsksnlor a aodot lariiaksfecnylo anlr a ooc rsolcytwetllti aeoehlcll nialtse vliayr udcrihnno? nl aaatd ughnvr a e eedtbuthi c ordoekoi niufuamffucgtrke noysmar.tocmre huyIttnneiiopnotc tai tnsicccchrtseoae ri.olust mlIir scoosng ptaenrvauoncg enrtsadesaiiisntos tntimi?enhgdola esln yet tt oisern ouacgfa nhw nasntip dholvlo ela olr treghticaieieneretinlgysrl sltaatopthEtehohhodnfffiaaa eaeTTlvdndpfafc n huhe.ie erhr im pe eieeT ldsdgosp lnrah p r rto,osaa ttceoeeow oydnttsasrm r is ebeuhyetoattt anahonaiclnnpecsnresecetm o, hc hetwtt i at h si esffiee apsahl eycrosnroablaicarseaiantppsslvitnianee gae’.pref s tnolme fiTn els  waicpwfenhneo.o .yidad edihgwtrsT hn r ire o nouhgtee ocrfocngsyee affiol3 ea s ttnapttbe .rchhh2wisvrbrnaieoiee e% eosc ac dn rm retnh at,teuec bl e pywae wyrcdcypdniac thaahi-iuitorcypsoit nrobci xue orntpotghlioyrshdi dol esa deoaaeietwhnns gounns te edyb hc tdkgdhror utisec fsi s.afucp ibton ntroatlfluobve he orra2e lrla beodtepats0gh ohds ptta1beee n e lrst s5e id ithcsuoesd i  aaofiaa nffifuiotproltcnlirao nicoxipdcagramieinel re hdli e se not e. d fc .y sehfwFGpwactrhyIlyoopaeoGeisdemdscmtpsUnrtet eoes rleRemtpii g ichcnEptbve oiii arttavscin3hyoul tir . iradri3ahnteeiotouein.a and1enmcntdrc0sgtnyss tm.i o ie mi ofTTnaoxfsonehhiyosnefc rgeene rased c ed nttBirtthns .hhdihftio norehe e(poepbnm g emrnr )iso .oct a oyie rp dBtcsLeunfacuuaae mrnhctncbaalhoetslfnlaieo l ge. piaor cscvhsiTnr aatlaotaio eh ,nsac fl grre t i lebehcsoiaeysanoee dfns,m h e uBaicdoowonsilhfinl oaes g mp cebbndohhahlmi yo ecelatolcd etsttLeicrrhoad coenaers b aag eeiaytlsfoeilrhnao qt gnseltpeptuyiph essrit oledphopi mtls cmrapslrfioutuso ao wd aoenitu(dsuaaalonf .ncut) pnl.ey att racitrU loo ssetidns in saoiu ftn srocngo e mdo f tsotu ednegnatgs.e 68 MODULE 1 | CELLS AS THE BASIS OF LIFE 136 MODULE 1 | CELLS AS THE BASIS OF LIFE M02_PBN_SB11_9250.indd 68 11/11/17 1:57 PM M03_PBN_SB11_9250.indd 136 11/11/17 2:50 PM Biology Inquiry Biology in Action Biology Inquiry features are inquiry- Biology in Action boxes place biology in an applied situation based activities that pre-empt or a relevant context. These refer to the nature and practice the theory and allow students to of biology, applications of biology and the associated issues, engage with the concepts through and the historical development of concepts and ideas. a simple activity that sets students up to ‘discover’ the science before they learn about it. They encourage students to think about what happens in the world and how science can provide explanations. vi SURFACE-AREA-TO-VOLUME RATIO All cells must exchange nutrients and wastes with their environment via the cell membrane. In addition, enzymes that are bound to the cell membrane catalyse many important cellular processes. The surface area of the cell membrane around a Highlight box caenldl acffaenc atsff tehcet rcaetret aoifn e pxrcohcaensgsee st hcaatt aisly psoedss ibbyl em beemtwbereann eth-be ocuenll da nedn zitysm enesv.ironment, Larger cells have greater metabolic needs, so they need to exchange more nutrients and waste with their environment. However, as the size of a cell increases, the surface-area-to-volume ratio of the cell decreases. Highlight boxes focus students’ attention on important information Arfea atlaitoru grisee sos nuoerf f caoecf lelts-ha.er ema-otsot- vimolupmoreta nt pneffiurotcBrpiioeeenncrtattilsuoy as.nena dloly fw tlaahsritgse e.s rSu msrfuaarclfleae-cra ecr eealarls-et aco a-onvfo eclxuecmllh eam nregemela bmtiroaantntseeh rif pwo,ri t lhathr tgehe eeri ffirc eecnlilevsn irdto oen xmncohetna hnt amgveoe o raef such as key definitions, formulae and summary points. SKILLBUILDER CCT N Calculating surface-area-to-volume ratio As the size of an object increases, its surface-area-to-volume ratio decreases. The relationship between surface area and volume can be explained using cubes. The cube in Figure 3.1.17 has a length, width and height of 1 m, giving SkillBuilder eoaf c6h m o2f (i6ts ×s i1x msid2)e. sT oa nc aalrceuala otfe 1th me2 v. oTlhuims ge ivoef st hthe ec ucubbe,e i tas tloetnagl tshu irsf amceu latirpelaie d by its width and its height: 1 m × 1 m × 1 m = 1 m3. With a surface area of 6 m2 and a volume of 1 m3, the cube has a surface-area-to-volume ratio of 6:1 or 6. If the cube is cut into eight 0.5 m cubes, each cube side has a surface area A SkillBuilder outlines a method or technique. They are instructive of 0.25 m2. This gives each smaller cube a total surface area of 1.5 m2 (6 × 0.25 m2) and a combined surface area of 12 m2 (8 × 1.5 m2). Cutting the big cube into smaller cubes has doubled the surface area but the total volume of and self-contained. They step students through the skill to support tahlle t hcue bceu btheast swtaeyrse tohreig sinaamlley (o1n m th3)e (iFnisgiudree  o3f .1th.1e7 c)u. bThe ihs aisv eb encoawu sbee cpoamrtse opfa rt of the surface. The same 1 m2 cube divided into 1 µm cubes has a surface area of 6 000 000 m2 but the volume is still 1 m3. science application. ttoottaall vsuorlufamcee a=r e1a m =3 6 m2 ttoottaall vsuorlufamcee a=r e1a m =3 12 m2 Worked example 7.3.1 L N PThLeO TpTaIrNalGys DisA tTicAk: (PI1xA omRd2AesL YhSoIloSc TycIClyKs) P(FOigPuUrLeA 7T.I3O.1N7 )C 0iHs.2 A5a Nm p2GaEraSsite that feeds on animal blood (including human blood) and inhabits the eastern coastline of Australia. The paralysis tick injects toxins that can cause paralysis, tick-borne diseases and severe allergic reactions in humans and animals. The paralysis tick is Worked examples fsAoc usleunFbrrdIuoGvt pe UitnhhyR e yEao l sl 3f uv .far1aof.darr1iceu7ees lt tWtya sr phe oaaaefn nr dha doala y u1brbsa miilteisna s c.ttfu isoTcb,hr keebis sipu sst othsd op.tivhwuidrsliea vtdhtei eiosn rnteionsl a e wtwiigoaahnstrs m heuqipn,u habdleue ctrmwutbeaieedknse , e sntnuh reivnf iavr cooWelnu aammrleleiean s ngatantasydt s s vNtuohalecut hmsioa eamn.sae l,w et Park, northeast of Newcastle in New South Wales. The survey was conducted from IDannedcce Frmiegbuaerrse 2i7n0.31g.41 8tt.oh Mea yc e20ll1 5s aunrdf athce eda-taar oebata-inteod- ivs oplreusmenteed r ian tTiaoble 7.3.1 Worked examples are set out in steps that show thinking and hFIoGloUcRyEc l7ys.3).17 The paralysis tick (Ixodes Tv•NT AoehBwlurLc eESmee o7l eul.w3 t cha.a1 roWy emPs:ao loeppsfua lbiarnetittcowmrnee eceaonsnu iDtnnaetgscl eiotsmhf aaebtd emiuro l2ten 0pm1ar4ba rlayansndis e Mt iscakuys r2 f(0Iax1co5dee as rheoalo ocfy cclyesl)l sin w Witahllionugatt cNhaatinongainl Pga rcke, ll • Moan tflhattened shape Dec Jan Feb Mar Apr May working. This format greatly enhances student understanding • Nucmeblle mr oefm adburlatn tiec kesxtension1s1.08 903 817 298 183 124 120 MODULE 1 | CELLS AS THE BASIS OF LIFECreate a line graph using the tick population data by clearly linking underlying logic to the relevant calculations. Thinking Working M03_PBN_SB11_9250.indd 120 Identify the independent variable Month 11/11/17 2:48 PM Identify the dependent variable Number of adult ticks Each Worked example is followed by a Try yourself activity. Label each axis (include units if x-axis: number of adult ticks; y-axis: month required) Identify the range of the data values Population count: 124–1108 This mirror problem allows students to immediately test their Dtheet eyr-maxiinse an appropriate scale for 0–1200 Identify appropriate labels for the December, January, February, March, x-axis April, May understanding. Add heading to the graph Adult paralysis tick (Ixodes holocyclys) population counts in Wallingat National Park, NSW, December 2014 – May 2015 Fully worked solutions to all Worked example: Try yourself PDlroatw t hae l idnaet afr opmoin otnse point to the RReeffeerr ttoo FFiigguurree 77..33..1188 next activities are available on Pearson Biology 11 New South Wales AWdualltli npgaarat lNysaitsi otincakl (PIxaordke, sN hSoWlo Dcyeccleysm) bpeorp u20la1t4io –n M caoyu n20ts1 5in Reader+. Section su1200mmary Each sectionPopulation count h1468000000000as a summary to help 200 students consolidate the key points DecemberJanuaryFebruary March April May Month and concepNFIaGtUiotRnEas l7 P.3a.r1 k8, NoPeowp uSflaotu iothn e Wcoaulenast sb oeftc waedeunlht Dpaercae lmyssbise rti c2ek0s1 (4Ix caondde stM haoiyl o2oc0y1c5lysn) in W.allingat 332 MODULE 3 | BIOLOGICAL DIVERSITY M07_PBN_SB11_9250.indd 332 11/11/17 3:02 PM + ADDITIONAL CCT DD N 1.7 Review Metabolism of phenylalanine and PKU SUMMARY Well-regulated biochemical pathways make for a healthy When both parents carry this gene, there is a 25% • Your reports should include the following sections: • The results section should state your results and organism. But if anything goes wrong in a pathway, it chance that their offspring will have PKU. If phenylalanine - title display them using graphs, figures and tables, but can cause big problems with normal body functions accumulates in the blood, it is toxic to the central - introduction not interpret them. and structure. Such problems are known as metabolic nervous system and can retard physical and intellectual - materials and procedures • The discussion should: dc(kGabcpoonrilusoeOPhnlotloo eKehntwsrdrncUcredon tiyr ees le eel iaa rksdtxetshnme e ana oedtsame opn t rnpden le piedaav nuslf. e te uo rcGhTAri lraaiytwhuu s n)P eo tas.n a hK ftrySeb rreU.tdawiilhsneo ilbusiaec oacolote d tla ra r ia vdtfrnnirhrdese oode br rmut( aaFbm1cnbk ieo9gdfeayaim6un nn ufh0rgo ymlefats u r suos,oo3r n tP wnm.bhd4aKlieeayb .tU1aher ylk 7 en s chhnt ) hotoet.aooeuefesw s nl ape tnbtpgernr eodreaizeeid s cynusu ukm.P ss cwBiaiKenenenasU gglab dl t nati heh aset dbfiamToap rnrheerseiPsovc inuts tdKeau eh ptluuUdrnweopacsi apeolilfetessbomst m y.oloitt eseerhFfde e anoattrsnaorhtoet s tta cedo ewe nto osfdaoro dm fatt a uh eplpmqnimlffefrdiueddo ee eb.a v bcadnbrintedtadrir,tv iaeiieinnnetni idnktul.es yy s Etsuf rds o waoffitp,eh rrsibve tlcailyhenrriitf eeml eedoacna ip ioaadtatl omntnng,fe rwtdnpddoea -oa mni.eip nsssPtxrti stotavettrhhh eto,ai eesearep iy v tgnlead iegotr sri daeetscswimsi tecfieai tuntcartnih,niritl cadoi spsaPtl n li liduKav,ne eansU. t i dr hy e •• -----TwT- hhhrdcraseeeeaeoci ssfttkntie n cuitnttcruhthlleolteruseseonw s ss dcriclihoeeeouoonpdsncnuogttileerodtxmn tib s esoe nhaf stboyshuoo.ouludrtrt:, arinencpdlou grdtiivneg a k celye ater rimdesa. of --- iaearrerirnneeeexvnnvtlslcapdyeieeuoall vr usaiblmlpastitiasmininsrlgmt ieu etitaitn tyte ehb tat, dsi nheriotao eaid etncolllthi oaac anniavngttu skiiat(iovor) ciramdebnniaacsees latbt ynt ociwyf gltoooe iatehfrsnrhyte ,acii epinvmdnve re ehigpeisp n y pctcarpsvpiuroffs aeoo(vsiestdoctestctheeeniimtngedrfie)nga,sendu it asnis rtin,nvohe,t adsgndsleil in isc(fiimdinkcodniirvtnanedeyekcgn,ips nee ttat pigihfngysteacs ina tieaingosnd n d enzyme called phenylalanine hydroxylase. This enzyme sweetener aspartame also have to be avoided, because the - introduce key terms investigation’s findings to existing knowledge and breaks down an amino acid called phenylalanine. sweetener is made from phenylalanine and aspartic acid. - outline relevant biological ideas, concepts, theories literature, and discussing the implications and Phenylalanine is one of the amino acids that are present Other enzyme faults in the same biochemical pathway and models, referencing current literature possible applications of the investigation’s findings). in all proteins in our food, and any excess of it is normally can cause a range of conditions, including albinism (no - state your inquiry question and hypothesis • The conclusion should succinctly link the evidence ctyPpyoeoKrOanpoUrnvsu eiewilnsar i tiettaneih.o d r 1nta hb0 raeey 0r e0ftdah 0icuse aol bterryardn ibeezeirnyres,mz s oyo aenmfr ettee oh i n betah on5rareo0ntc t cehiinnasedsu rNi isvvaeeeimdws g u iPenSaKnoolsUe u a i.ttn chhAi datlWth thc eacoa lanuelluseogs dhreem asca ihlt . sy(cpkoerillnlooo ubwprlei egsmdmk isune r)wni,n tit)tey,h )rc .ocrseaitrnitnoiliassigmse ( f(laedatwadal irnlifvg se tirzo ef aa, irmluthrereni)tt iaasl n ardne tdaa lrbkdalaapcttikoo-nnu, ria • -T-- hricpbenelree qlom aapuctraereilreyt dyies du sreqetrinaaueatltsessee s, du atct ishnooienednnd c amp aet rnocpaol dtetcces aoehr, rndity,a hduplloseuro geoctrsihretci qeeasysseulo i ciousart.rernido ddsen t aru m sndthhodyoad utteh lldes: to your • cirRpneoredfelfuliesecterceaentdtneti.nedcdge t s owi n aht nhaedneth ahaecpyrkp ptnohrootehwp ehrleisyadipstgeo ae tfnhmoderems niinsatq stw .usaihrsyo s uquludpe pbsoetri otend, or accurately reflects how you conducted your study. KEY QUESTIONS 1 List the elements of a scientific report. 4 A scientist designed and conducted an experiment 23 bWsac hieWtWoYgetAaoroxnlbatu hhpu tmsnciiiio eysficcsoaen rhhcpsrtvae he eiarnoorn e,eat g fftai tp tirophttanioohhonualdwlrnee?ytrt i p, o?t nggiahnbogrrnescsaa dyeerppeeer hhnotvaahsseefss e r ettbbtgn hhsieeyn e asll a oosltadso owwt wilhutso eBsd ecrwdmch ueyoe osscpe wycswhoaeirnnaossri.bsat cn tY etech buosnseaerue lttceltrc s haoi tt nihetimmnoit eoecfnue norrr lpel oatdloiarotfpeef esw palte y o lits enhf?t gies d . tdmfabuo e noctTirotiiTr icneher fhhetesc lei eietOStaolayth u hsintbs ndexdhreac il i etleysesbinfihelo t cd ao ltyfnaltui etolyvh ctneosaeliserol s wsnno etrptmwio di awoeefnt eug nhmopigtvnren eiprae msge secnll bene itttc edhacoeic tioswstiystsoytine i ptoysnhpooem, on dnoenwodtt huer ,f .ho ed tnrecwthferoeht nteseetesl e ihni d eapts aaeeoki b:encnt st ihoIsc wvtldfeicepe uet ieaiyd ldlsreflaet a a.ten o hticfswgtitarnaeytia -sshv,vrgf tttmeooapi ’ ofsf ol raoilein edodnrsoa.cewi te tdtsR ipy sfet.wfoe.ouiarooa hrdslntdditey v, t feewhoraeoi tcrdhh 50 people in the experimental group and 50 people in the control group. In the experimental group, all 50 Cy x Dy x psIsue tbohjpeislce tc sgo angiacnilenudes idow nwe ievgaihgltihd. tT? ahEsex aps lcraieiensnu wtlitsh toy fc oothrn ecw leuhxdyp enedor itam.lle tnhte. c What recommendations would you make to the FIGURE 3.4.17 The Guthrie test for PKU simply involves taking a drop of blood from a heel prick on a newborn baby. x x scientist to improve the investigation? 162 MODULE 1 | CELLS AS THE BASIS OF LIFE CHAPTER 1 | WORKING SCIENTIFICALLY 59 M03_PBN_SB11_9250.indd 162 11/11/17 2:54 PM M01_PBN_SB11_9250.indd 59 11/11/17 8:46 AM Additional content Section review questions Additional content features include Each section finishes with key questions material that goes beyond the core content to test students’ understanding and ability of the Syllabus. They are intended for to recall the key concepts of the section. students who wish to expand their depth of understanding in a particular area. vii How to use this book Module review Each module finishes with a comprehensive Chapter review set of questions, including multiple choice, Each chapter finishes with a list of key terms short answer and extended response. covered in the chapter and a set of questions These assist students in drawing together to test students’ ability to apply the knowledge their knowledge and understanding, and gained from the chapter. applying it to these types of questions. MODULE 1 • REVIEW Chapter review REVIEW QUESTIONS aabcKaciamclEri ubYgrrraa aTctpeEyh RMS iiiinnnnd fvveeiirtvperoenoncedent variable oooobbrudtjselieinceratrvilav vetiaorniable qualitative data secondary data CM1 uelAlteil npslgtlsuethd c eoahnfo tst ihocbe e tsderhravweesin agbn idsa 1d0rsa0wi mss ma no. Tafhme o laeicbftaue atol lsecnaglteh. Tohf e 4 WtAy phpeiclsah no ltfi, s cate nclliosmn?atal,i nvsir unsa,m riebso suosmedW1e .t9So class1Wi.f1yS0 differeMn1Rt column graph inquiry question peer-review qualitative variable secondary source the amoeba is 100 µm. What is the magnification of the B prokaryote, eukaryote, plant, animal continuous variable inverse relationship personal protective quantitative data secondary-sourced drawing? C TEM, SEM, ATP, ADP ccdddddeooraaeeisrnnpsttocaactterrrrbrenooiatpdlles lteeg eivvdnraoe tvr uvsiaapatrabriatilaiebsbtleilce lllmmmmiiinnntaeeeeeeeaaar ankgonssr–duurf arrerrbeepeeneclm hacsaotytpfei ofitncnutetsr nbehtiirapasl pppppppiloorrreaeeiiilmm gnyqccmiituaahas sirriraepoyyairrsmn mtamdinseapevntle aitcns h(tgPiag PianEt i)on qrrrrrrraaaaeeeunnnwalpiaacddge ndtbaeooitoaitmmil titntatar y tesi(iaPevrlrelCeo Rcvrat)iroianble sssstttehieiuysgseislsbnentotuajvceierefibetmyci cslo tceaatinuvintge littbcau tifieariogersnurorre 2 DWlACABig hh××n××itc1110u hm00.c0 l00oei0c0fu1r tsohsec ofoplelo?wing would not be visible using a 5 DCDWfABr o hmttpttihhhhcreeee ohb k pppsaoatrrrcfrreee tuytessshoceeerettinnnuae fccc,?r oeeeevl ilroooooufwfff slamaii,n p acnegirdeum cflscelh b lawiaenrteuaau atnslrlh,ee efs-u b cndoegiusllint imndg eoumrigsbahrneaesn lelaerschaea ethics median primary source replication transect B chloroplast 6 Which of the following is an example of a eukaryotic experimental group meniscus principle risk assessment trend line C vacuole cell? exponential relationship mode procedure Safety Data Sheet (SDS) uncertainty D ribosome A a fungal cell fhinayl spsiiofitutah belseis mmnooomddieenll aol rvgaarniaisbmle ppqruuoracpdeorsassete d data sssaccaimetntpetlirefip cslo imzteethod vvaalriidaibtyle 3 T(ebnhagecu timleferaidag bec oyb mae lmowwho nistlehy o bcwlaoslol eSddt ac ‘peghlol.yl dlToehcneo cscctoaucpsc hia ’u()r robeueunisn dcg e lls DCB aaa n vb iearunctszeyrmiuem 1R EVThIEe Wfo lQloUwEinSgT sItOepNsS of the scientific method are out of c Acidic conditions are not good for respiration in btmoa iccretreoprsriecasol epcneetl ltsthh)a eati rrwe a accsot uluoasule rcdeo dtloo o uprrar. noIddgeeun citneif ytthh tiihss eiimm tyaapggeee . of 7 WfAo uhmnicdiht o ioncf h btohonetdh fr oaialnl,o inmwuianclgl ea iln iasdtn spd cl aconhntlt oacrieonlplss l?aosrgtsanelles that are order. Place a number (1–7) to the left of each point to eukaryotic cells. B mitochondria, Golgi apparatus and chloroplasts indicate the correct sequence. 4 Which of these hypotheses is written in the correct C ribosomes, chloroplasts and nuclei FCPoloarlnmle ce atx prheeysrpuimolttsehnets iasn d equipment mhAy apIpnfo hnltiohgethreo?sts eEyasnxn.ptdhl aeteisnmis w pinhecyrar tethuaerse eo sitn.hcerre oapseti,o tnhse ararete n ooft good D mitochondria, Golgi apparatus and nuclei Draw conclusions B Respiration is affected by temperature. Question whether results support hypothesis C Light is related to the rate of photosynthesis. State the biological question to be investigated D If motile algae are attracted to light and are presented Perform experiment with a light source, the algae will move toward the light. 23 SwabWtabh chreiiDToIiiiFAdient iidcui enhinne… hge ner fiIsdTStene fee’ig kanh sakasitnehuisi tiiecmet ntf nszy lepyhse ta yp‘ sdrat rmis hi smwaakoooshgt.y aitv ftdaheyenfep ehiboktupdxoi m oheclebripclo.enstheem ueeoht io t shhn rtss ieebc hsn(eytettsdUos osrhpesdiwee ms mViadofa sre’hrtt). tv rop oa wihaeicacrmn ocnea ohtUhhgfuisdyueeo .Vi niusv rlnflsnd oe dne l uscii nnensigsb aitxaec d sheutbfpe n h ot isccseots,dar eeaa lstm btoa slhuae dlewtnkeseesdeali dk.eondld omlt O sw . boqcbsi nan me sukaaUge eliecslanee Vsrst inva . aes tct alit nroeioea gti txa inl ‘ohoclpti.ssfhe nt…e b .lewf.rl ersoi oim lrlamy enb, n det . 567 abWaeabcdeDvax n erpr fiWWTwThPToMtii‘theaitnhhheeehfohhhreb a oeeeeie.r eayeml.t poe.ena gcs‘rt imapl t s oeocnreedhsin.aetnihn daouoel ddns tr crien suso.lao t‘r ptcgo hnfied r.n onere.bwdtetr.a’selnxhoij cedoese.hp dteerp.srsc ye iewm. attvfipronihetavivosumhtesele ’tkt ,l’ h. ipeit nnv‘ohaencaeusnnesott umshi d unsrtl ahan btbr‘trtsieideheonseum era ls cblperrt eaau t djadtehcrinhr nrco’eito iens tuea oiff gfvdnlpmef dre fdaartor ’oehtb souh‘minsedsemt c t eterg toeh owpaetrbsahoanseh jntetsben?ise ls cede upd.ftl enraoi tvoinhtdwnehmtee l ’ ya a r ? ntsh e DCAB AlAtAuApoosr o stlcoeilrkcogodda ahnouna ntktftcsoo n mmesa cic untaaiir csrglae fsr3 m aaoeitDotchsleieenc ci inc r maofeot e prslflsaaeoeecugtcnc ouoaett rprmi.nrooeeednnsis c u ccoramesooften msiwvcdtce rhp ololriaoupgysslthe ceehe ot r(r icpgSm eplheEilgri l Mco (hrsrTegt)opEs rgsweaoMercmlaauc)ism ptt w iiwhuooeae nsnn(sersL.s ed uM.t sot)eo .d 60 CHAPTER 1 | WORKING SCIENTIFICALLY REVIEW QUESTIONS 175 M01_PBN_SB11_9250.indd 60 11/11/17 8:46 AM M03A_PBN_SB11_9250.indd 175 11/11/17 9:20 AM Icons Glossary The New South Wales Stage 6 Syllabus ‘Learning Key terms are shown in bold in sections and listed at the across the curriculum’ and ‘General capabilities’ end of each chapter. A comprehensive glossary at the content are addressed throughout the series and end of the book includes and defines all the key terms. are identified using the following icons. AHC A CC CCT DD EU ICT IU L N PSC S WE Answers Comprehensive answers and fully worked solutions ‘Go to’ icons are used to make important links to for all section review questions, Worked example: Try relevant content within the same Student Book. yourself features, chapter review questions and module GO TO ➤ review questions are provided via Pearson Biology 11 New South Wales Reader+. This icon indicates the best time to engage with a worksheet (WS), a practical activity (PA), WS 3.1 a depth study (DS) or module review (MR) questions in Pearson Biology 11 New South Wales Skills and Assessment Book. This icon indicates the best time to engage with a practical activity on Pearson Biology PA 3.2 11 New South Wales Reader+. viii