Pearson Queensland Biology 11 Skills & Assessment Book
PEARSON
BIOLOGY
QUEENSLAND
SKILLS AND ASSESSMENT
Sa
m
pl
e
pa
ge
s
UNITS 1 & 2
Yvonne Sanders
QCE 2019
SYLLABUS
Pearson Biology 11 QLD Skills and Assessment Book
HOW TO USE THIS BOOK
v
TOPIC 2 MULTICELLULAR ORGANISMS
SERIES OVERVIEW
viii
KEY KNOWLEDGE
BIOLOGY TOOLKIT
ix
WORKSHEETS
UNIT 1: CELLS AND MULTICELLULAR
ORGANISMS
WORKSHEET 1.2.1
Knowledge preview¡ªrevisiting
structure and function of organisms 62
WORKSHEET 1.2.2
Organised organisms¡ªlevels of
organisation in multicellular
organisms
63
WORKSHEET 1.2.3
Cells on a mission¡ªcell
specialisation
65
WORKSHEET 1.2.4
Super stem cells¡ªcell potential
66
TOPIC 1 CELLS AS THE BASIS OF LIFE
3
KEY KNOWLEDGE
WORKSHEETS
WORKSHEET 1.1.1
WORKSHEET 1.1.2
pa
ge
s
Knowledge preview¡ª
basic biology
Poor pot plant¡ªcontrolled
experiments
WORKSHEET 1.1.3
Model membranes¡ª
structure and function
WORKSHEET 1.1.4
Selective cells¡ªcell
membranes and selectivity
WORKSHEET 1.1.5
The inside story on
cell structure
Enzyme ABC¡ªamazing
biological catalysts
WORKSHEET 1.1.7
Active enzymes¡ªproperties
of enzymes
11
WORKSHEET 1.2.5
Lifeline¡ªthe mammalian
circulatory system
67
12
WORKSHEET 1.2.6
Gas exchange¡ªhuman
respiratory system
68
14
WORKSHEET 1.2.7
Digesting dinner¡ª
heterotroph digestion
69
15
WORKSHEET 1.2.8
Excretion excellence¡ª
comparing systems
70
17
WORKSHEET 1.2.9
Open all hours¡ªphotosynthesis and
71
gas exchange in plants
19
WORKSHEET 1.2.10
Literacy review¡ªterms for
transport
73
20
WORKSHEET 1.2.11
Thinking about my learning
74
The heart of the matter¡ª
heart structure and function
75
ACTIVITY 1.2.2
Food tubes¡ªcomparing
digestive systems
80
ACTIVITY 1.2.3
Rat dissection¡ªmammalian
systems
82
ACTIVITY 1.2.4
Tubes for transport¡ªvascular
tissue in plants
87
pl
e
WORKSHEET 1.1.6
Reciprocal reactions¡ª
photosynthesis and
cellular respiration
WORKSHEET 1.1.9
Literacy review¡ªlanguage
to learn from
23
Thinking about my learning
26
Sa
m
WORKSHEET 1.1.8
WORKSHEET 1.1.10
22
PRACTICAL ACTIVITIES
ACTIVITY 1.1.1
ACTIVITY 1.1.2
Partially permeable
membranes¡ªdiffusion
and osmosis
28
Paramount pathways¡ª
photosynthesis and cellular
respiration
32
PRACTICAL ACTIVITIES
ACTIVITY 1.2.1
UNIT 1 TOPIC 2 REVIEW
91
SAMPLE ASSESSMENT TASK IA1: DATA TEST
95
SAMPLE ASSESSMENT TASK IA2:
STUDENT EXPERIMENT
MANDATORY PRACTICALS
PRACTICAL 1
Shaping up¡ªsurface area to
volume ratio and diffusion
36
PRACTICAL 2
Observing cells¡ªa closer look
using the light microscope
39
PRACTICAL 3
Capable catalase¡ª
investigating temperature
and enzyme efficiency
44
UNIT 1 TOPIC 1 REVIEW
52
47
100
UNIT 2: MAINTAINING THE INTERNAL
ENVIRONMENT
TOPIC 2 INFECTIOUS DISEASE
TOPIC 1 HOMEOSTASIS
WORKSHEETS
KEY KNOWLEDGE
KEY KNOWLEDGE
107
WORKSHEETS
WORKSHEET 2.1.1
WORKSHEET 2.1.2
WORKSHEET 2.1.3
158
115
WORKSHEET 2.2.4
Friendly feedback¡ª
water balance in mammals
117
Innumerable immune
responses¡ªself-defence
mechanisms
160
WORKSHEET 2.2.5
Target practice¡ªaiming
antibodies at invaders
161
Acquiring immunity¡ª
antibodies and immunity
162
WORKSHEET 2.2.7
Polio¡ªan all-but-eradicated
pestilence
164
WORKSHEET 2.2.8
Literacy review¡ªdisease
dictionary
166
WORKSHEET 2.2.9
Thinking about my learning
167
Protecting the herd¡ªacquiring
immunity against vaccinepreventable diseases
168
Hygienic hands¡ªeffective
handwashing
176
Proficient plants¡ª
regulation in plants
122
pa
ge
s
118
WORKSHEET 2.2.6
Literacy review¡ªroutine
regulatory mechanisms
in animals and plants
123
Thinking about my learning
124
PRACTICAL ACTIVITIES
e
126
pl
m
A tale of two rats¡ª
investigating water balance
in mammals
Sa
UNIT 2 TOPIC 1 REVIEW
PRACTICAL ACTIVITIES
ACTIVITY 2.2.1
Australian endotherms and
ectotherms¡ªtemperature
regulation
MANDATORY PRACTICALS
PRACTICAL 4
157
Signalling cells¡ªcell
communication
120
ACTIVITY 2.1.2
Tricky trespassers¡ªpathogens
and their adaptations
Entry denied¡ªdefence
against invading pathogens
Get the message¡ªsignal
transduction in cells
ACTIVITY 2.1.1
WORKSHEET 2.2.2
WORKSHEET 2.2.3
WORKSHEET 2.1.5
WORKSHEET 2.1.8
155
114
Reflex responses¡ªsimple
stimulus¨Cresponse pathways
WORKSHEET 2.1.7
Knowledge preview¡ª
revisiting foundation ideas
Knowledge preview¡ª
revisiting foundation ideas
WORKSHEET 2.1.4
WORKSHEET 2.1.6
WORKSHEET 2.2.1
147
Restricting the flow¡ª
stomata and water regulation
in plants
130
ACTIVITY 2.2.2
MANDATORY PRACTICALS
PRACTICAL 5
UNIT 2 TOPIC 2 REVIEW
Blitzing bacteria¡ªantibiotics
and bacterial growth
180
184
134
140
SAMPLE ASSESSMENT TASK IA3: RESEARCH INVESTIGATION 188
How to use this book
The Pearson Biology 11 Queensland Skills and Assessment
Book takes an intuitive, self-paced approach to science
education that ensures every student has opportunities
to practice, apply and extend their learning through a
range of supportive and challenging activities.
This resource has been developed by highly
experienced and expert author teams, with lead
Queensland specialists who have a working
understanding of what teachers are looking for to
support teaching and learning across the new QCE.
Written to fully support the new QCE Years 11 and
12 syllabus, the Skills and Assessment Book is organised
by units. The unit opener outlines the unit objectives.
The Skills and Assessment Book is further organised into
topics. Each topic addresses all of the subject matter
and mandatory practicals from the syllabus.
All activities integrate into the Pearson Biology 11
Queensland Student Book for a complete teaching,
learning and assessment program, making integration of
practice and rich learning activities a seamless inclusion.
The resource has been designed so it may be used
independently of the Student Book, providing flexibility
in when and how to engage with it.
Key knowledge
A complementary Toolkit supports development
of the skills and techniques needed to undertake
practical investigations, the data test, the student
experiment and research investigation. It covers
study skills and also includes checklists and
helpful hints to assist in fulfilling all assessment
requirements.
Each topic begins with a key knowledge section.
Key knowledge consists of a set of succinct
summary notes that cover the subject matter for
each topic of the syllabus. This section is highly
illustrative and written in a straightforward style
to assist students of all abilities to focus on the
salient points. Key terms are in bold for ease of
navigation and are reflected in the Student Book
glossary. Key knowledge also serves as a ready
reference when completing worksheets and
practical activities. It also provides a handy set of
revision and study notes.
Biology toolkit
pl
e
t the course of study. It
to be consulted, as needed, throughou
g
This toolkit serves as a reference
scaffolded steps for undertakin
vely support skills, and provides
nts.
has been developed to constructi
and responding to task requireme
practicals, research, planning, presenting
Assessment Toolkit of
and
included in Chapter 1 Skills
The toolkit complements the advice
Queensland Student Book.
Pearson Biology 11 Units 1 & 2
t tasks will be assessed
explains how responses to assessmen
The information in this toolkit
(ISMG).
Instrument Specific Marking Guides
against the characteristics in the
ASSESSMENT
m
may prepare you for Units 3
for Units 1 and 2 Biology, your teacher
are the:
Although there are no mandated assessments
in Units 3 and 4. These assessments
complete similar assessments to those
and 4 Biology by requiring you to
? data test (IA1) in Unit 1 (10%)
1 (20%)
? student experiment (IA2) in Unit
Unit 2 (20%)
? research investigation (IA3) in
Units 1 and 2 (50%)
? examination (EA), at the end of
PART A: Data Test (IA1)
data
Tasks in the data test use both qualitative
related to Unit 1
and quantitative data. This data is
and subject
practicals (both mandatory and suggested)
include previously
matter. Items in the data test may
complete
to
expected
be
unseen data. You will
interpret graphs,
calculations using algorithms, and
diagrams and tables.
Unit 1
There will be many experiences throughout
s to prepare for
that will provide you with opportunitie
in the data test. You
the skills and subject matter assessed
s to practice
can also take some additional opportunitie
Preparation
Test
Data
the
in
and prepare as outlined
to assist in
Checklist, which directs you to resources
revision.
Sa
1. The test is
The data test is completed in Unit
10 minutes
completed under test conditions, with
time.
reading time and 60 minutes writing
include:
may
The test
to longer
answers
short
from
ranging
questions
?
responses
? scenario situations
? problem solving.
test are your
The key areas assessed in the data
ability to:
matter
? apply your understanding of subject
it
? look critically at evidence and analyse
n of evidence.
? reach conclusions based on interpretatio
Data test preparation checklist
Pearson Biology 11 Units 1 & 2
Queensland Student Book
Complete (?)
Revision activity
Feature
Resource
pa
ge
s
Toolkit
completed in class,
? Read through each practical
data.
stopping before ¡®Analysis¡¯ of the
of the practical
? Complete the analysis section
analysis,
again, without looking at your original
interpretation and conclusion.
and
? Compare your analysis, interpretation
practical.
conclusion with those of your original
Mandatory
practicals
SkillBuilders,
Worked Examples
and Try Yourself
Key knowledge
Infectious disease
A disease is any condition in an individual
that impairs
its normal functioning. Diseases can
be:
? infectious¡ªcaused by living organisms
or agents of
disease
? non-infectious¡ªcaused by other
factors; for
example, they may be dietary, inherited
or caused by
exposure to mutagens.
Infectious diseases can be caused
by a wide range
of different kinds of organisms and
agents. Table 2.2.1
summarises these along with some
of their key features.
A pathogen is a disease-causing organism
or agent.
Pathogenesis refers to the changes
that occur in the host
organism as disease develops.
The virulence of a pathogen refers
to the degree
to which it affects or harms the host.
This in turn is
TABLE 2.2.1
Pearson Biology 11 Units 1 & 2
| Biology toolkit
QLD | Skills and Assessment
9
Example
Bovine spongiform encephalopath
y (BSE, mad cow disease),
Creutzfeldt¨CJakob disease (CJD)
Chickenpox, measles, influenza,
HIV/AIDS, Ebola
? Require a host in order to reproduce
? Structurally much smaller than
bacteria
? Virus that infects a bacterium
is called a
bacteriophage
? Do not respond to antibiotics
Bacteria
ix
09/08/18 9:14 AM
F01_PBQ_AB11_19656_FINAL.indd
? Non-cellular agent, composed
of misfolded protein
? Convert cell proteins into prion
protein
? Non-cellular agent
? Composed of DNA or RNA (retrovirus)
surrounded
by a protein coat
Viruses
continued over to next page
ISBN 978 1 4886 1965 6
The different kinds of pathogens
that cause disease
Description
Pathogen
Prions
or technique
? SkillBuilders outline a method
support the
and step you through the skill to
application.
by Worked
? SkillBuilders are often followed
and process
Examples, which provide the thinking
a problem.
through
for each step for working
their mirror Try
? Refer to Worked Examples and
at relevant
Yourself problems, which are placed
skills in
stages in the chapter. Many develop
algorithms.
using
calculations
need to improve
? Select examples in which you
and Worked
skills and read the SkillBuilder
Yourself and check
Example then complete the Try
your answer.
influenced by the pathogen¡¯s virulence
factors¡ªthese
are factors that enhance disease developmen
t in a host
by allowing the pathogen access to
the host as well
as evading host defence mechanisms
. Examples of
virulence factors include:
? Adherence factors: molecules
on the surface
of pathogens that assist its adhesion
to the host,
overcoming host mechanisms to disperse
it
? Invasion factors: factors that
increase the
pathogen¡¯s chance of invading the
host. For example,
many bacteria feature an outer coating
or capsule
composed of polysaccharides designed
to evade
the host¡¯s mechanisms to recognise
and destroy it,
providing an advantage for entry.
? Toxins: some pathogens produce
toxins that alter the
normal functioning of the host, for
example, toxins
can cause fever, inflammation or damage
cells in ways
that decrease host cells from attacking
the pathogen.
Protists
Parasitic
worms
Fungi
? Prokaryotic
? Feature a cell wall and a circular
thread of DNA
? Unicellular but may be colonial
? Can be classified according to
structure
? Respond to antibiotics
? Can be classified according to
response to gram
stain. Gram-positive bacteria respond
to certain
kinds of antibiotics while gram-negative
bacteria
respond to different kinds of antibiotics;
this
feature of bacteria is important
in the development
of drugs used to combat infections.
? Eukaryotic
? Unicellular
? Live in parasitic relationship with
host, acquiring
nutrients for growth and reproduction
from host
? May have more than one host
organism in its life
cycle
? Eukaryotic
? Multicellular
M04_PBQ_AB11_19656_FINAL.indd
cocci:
spherical
bacteria
bacilli:
rod-shaped
bacteria
spirochaete:
spiral bacteria
Types of bacteria
Plasmodium falciparum causes
malaria, Giardia causes
diarrhoea, Entamoeba histolytica
causes amoebic dysentery.
Oomycetes are characterised by
branching hyphae
(haustoria) that penetrate host
cells, absorbing nutrients;
they include potato blight and
Phytophthora cinnamomi (an
important eucalypt parasite). Pythium
insidiosum is a water
mould that infects animals, including
humans.
Note: Not all protozoa are pathogenic.
Roundworm, tapeworm, heartworm
? Live in parasitic relationship with
host, acquiring
nutrients for growth and reproduction
? May have more than one host organism
in its life cycle
? Eukaryotic
? Multicellular or unicellular
? Heterotrophic: acquire nutrients
from the outer layer
or dead remains of organisms on
which they live
ISBN 978 1 4886 1965 6
Pertussis, typhoid, tuberculosis,
tetanus, botulism
Note: Most bacteria are not pathogenic.
Tinea, ringworm, thrush, wheat
rust
Pearson Biology 11 Units 1 & 2
QLD | Skills and Assessment
| Unit 2 Topic 2
147
147
09/08/18 10:37 AM
ISBN 978 1 4886 1965 6
Pearson Biology 11 Units 1 & 2 QLD | Skills and Assessment | How to use this book
v
WORKSHEET 2.1.1
Knowledge preview¡ªrevisiting
foundation ideas
This activity aims to refresh your
recall of foundation ideas in biology
that you have studied before and
key ideas in this module are built.
on which the
Worksheets
NORMAL
W
WA
RN
I
NG
NI
AR
G
N
A diverse offering of instructive and self-contained worksheets
is included in each topic. Common to all topics are the initial
¡®Knowledge preview¡¯ worksheets to activate prior knowledge;
a ¡®Literacy review¡¯ worksheet to explicitly build language and
application of scientific terminology; and finally a ¡®Thinking about
my learning¡¯ worksheet, which encourages students to reflect on
their learning and identify areas for improvement. Other worksheets,
with their range of activities and tasks, help consolidate learning
and the making of connections between subject matter.
Worksheets may be used for formative assessment and are
clearly aligned to the syllabus. A range of questions building
from foundation to challenging is included in the worksheets,
which are written to reflect the Marzano and Kendall¡¯s taxonomy
of instructional verbs.
HOMEOSTASIS
1
The health and well-being of your
body relies on several factors, including
the smooth integration of the nervous
and endocrine systems to maintain
a stable internal environment. Explain
what each of the terms listed means.
Homeostasis
a
2
b
Endocrine system
c
Neuron
d
Hormone
Given the following definitions,
use a ruler and pencil to pair the
terms on the left with their correct
the right.
descriptions on
? Stimulus: a factor that provokes
a response
? Receptor: cells or tissues that
receive signals about change in
the internal or external environment
mechanoreceptor
receptor that responds to stimuli
photoreceptor
thermoreceptor
receptor that responds to light
chemoreceptor
3
related to temperature
receptor that responds to chemical
stimuli,
e.g. taste, smell
receptor that responds to touch
stimuli
or pressure stimuli
Describe one way in which a plant
might respond to environmental
stimuli.
114
Pearson Biology 11 Units 1 & 2
M03_PBQ_AB11_19656_FINAL.indd
QLD | Skills and Assessment
| Unit 2 Topic 1
ISBN 978 1 4886 1965 6
114
09/08/18 10:36 AM
Australian endotherms and
temperature regulation
ectotherms¡ª
Practical activities
pa
ge
s
PRACTICAL ACTIVITY 2.1.1
Suggested duration: 60 minutes
Practical activities take a highly scaffolded approach from beginning
to completion and give students the opportunity to complete
practical work related to the subject matter covered in the syllabus.
Practical activities include a rich assortment of tasks that maximise
learning opportunities, while also building experience in skill
application to perform calculations and analysis of data, necessary
for the Data Test. Every mandatory practical is featured, as well
as many suggested practicals. As with the worksheets, a range of
questions building from foundation to challenging are included,
which are written to reflect the Marzano and Kendall¡¯s taxonomy of
instructional verbs.
Research and planning
AIM
s.
ectotherms and endotherm
? To distinguish between
and endotherms.
examples of ectotherms
? To consider Australian
temperature regulation.
s of selected organisms to
? To describe the adaptation
RATIONALE
to cope
abilities of different animals
used when describing the
re,
m¡¯ are terms that are often
control their body temperatu
¡®Ectotherm¡¯ and ¡®endother
s have a limited ability to
temperatures. Ectotherm
s maintain an internal body
with different environmental
external environment. Endotherm
to the temperature of the
which fluctuates according
re.
temperatu
nt of the external
temperature that is independe
adaptations
res and have evolved specific
environmental temperatu
have to cope with extreme
or behavioural, and vary
Australian animals often
be structural, physiological
. These adaptations may
related to temperature regulation
it lives.
and the environment in which
according to the type of animal
species.
native
including Australian
s for several vertebrates,
some of these adaptation
n to draw conclusions about
In this activity, you will consider
e data, then use the informatio
qualitative and quantitativ
You will be required to analyse
these selected animals.
temperature regulation in
Processing and analysing
ED VERTEBRATES
IN SELECT
REGULATING TEMPERATURE
e
In
mammal species and a reptile.
of body temperature in four
between
investigating the regulation
ntal temperatures ranging
A team of scientists was
were subjected to environme
re was recorded. The
different vertebrate species
the investigation, the five
re, each animal¡¯s body temperatu
at each environmental temperatu
5¡ãC and 40¡ãC. After two hours
results are shown below.
cat
40
echidna
20
10
0
lizard
0
10
20
30
e (¡ãC)
Environmental temperatur
40
in five species of vertebrate
and internal temperatures
Relationship between external
126
with this investigation.
State a hypothesis in line
Pearson Biology 11 Units
t | Unit 2 Topic 1
1 & 2 QLD | Skills and Assessmen
ISBN 978 1 4886 1965 6
Sa
1
pl
platypus
m
Body temperature (¡ãC)
human
30
09/08/18 10:36 AM
L.indd 126
M03_PBQ_AB11_19656_FINA
Topic review questions
Each topic concludes with a
comprehensive set of questions consisting
of multiple-choice and short-answer
responses written in exam style. This
provides students with exposure to,
and the opportunity to practise drawing
together subject matter and skills to
respond to examination-style assessment.
UNIT 2 TOPIC 1 REVIEW ? HOMEOS
TASIS
UNIT 2 TOPIC 1 REVIEW ? HOMEOSTA
SIS
Multiple choice
1
Homeostasis refers to the maintenance
of a stable
internal environment in organisms
in spite of
variations in environmental factors.
Homeostasis
relies on the effective coordination
between the
nervous and endocrine systems.
This includes
interactions between signalling
molecules and their
target cells. Mammalian signalling
molecules include:
A hormones such as insulin,
glucagon,
neurotransmitter and thyroxine
B pancreatic hormones such
as insulin and
glucagon
2
C
neurotransmitters such as acetylcholine
and
adrenalin
D
hormones such as auxins and cytokinins.
7
The diagrams below represent
the components of the nervous
system. Diagram A is the central
and diagram B is a neuron¡ªa
nervous system
structural unit of the nervous system.
Select words from the list to label
the structures indicated and outline
their respective roles.
synapse
myelin
cerebral cortex
dendrites
hypothalamus
pituitary gland
neuron
cerebellum
transmission
spinal cord
brainstem
nodes of Ranvier
A
Central nervous
system and selected endocrine
sensory neuron, interneuron, effector,
motor
neuron
A
glands
aestivation
B
sensory neuron, interneuron, brain
neuron, motor
neuron
B
C
sensory neuron, interneuron, motor
neuron
motor neuron, interneuron, sensory
neuron
C
kleptothermy
D
thermogenesis.
D
140
The huddling behaviour of penguins
is described as
a behavioural adaptation to temperature
regulation.
When a group of birds huddle in
this way, the
reduction in surface area of individuals
translates
to a decrease in heat loss for each
as well. Such
behaviour by penguins is an example
of:
Select the correct sequence of
nervous transmission
that occurs during the passage
of an action potential
during a reflex arc.
A
3
Short answer
4
Signal transduction in cells is activated
when a signalling
molecule binds with a receptor, either
on the cell
membrane or inside the cytosol.
Select the statement
that is not true in relation to signal
transduction.
A
Hydrophilic signalling molecules
activate signal
transduction when they bind to
receptors inside
the cytosol.
B
Hydrophilic signalling molecules
are water
soluble and include peptide hormones,
cytokines
and neurotransmitters.
C
Hydrophobic signalling molecules
activate signal
transduction when they bind to
receptors inside
the cytosol.
D
Hydrophobic signalling molecules
are water
insoluble and include steroid hormones.
Pearson Biology 11 Units 1 & 2
M03_PBQ_AB11_19656_FINAL.indd
5
Osmoregulation in freshwater and
saltwater fish is in
part achieved by:
A
freshwater fish drinking water frequently
B
saltwater fish producing concentrated
urine
freshwater fish producing concentrated
urine
saltwater fish rarely drinking water.
C
D
6
vasomotor control
B
Nerve cells and nervous transmission
Water balance in plants is achieved
by various
mechanisms, with some plants
adapted to extreme
conditions displaying particular
features that
enhance water conservation and
survival in hot, dry
conditions. Such features include:
A the presence of storage organs
such as the
bulbous roots of some mesophytes
B very thin or absent cuticle
in hydrophytes
C
the flowering response of halophytes
when
conditions are favourable
D
the production of abscisic acid
in xerophytes,
resulting in the dropping of leaves,
flowers and
fruit during periods of drought
to decrease
surfaces from which water may
be evaporated.
QLD | Skills and Assessment
| Unit 2 Topic 1
ISBN 978 1 4886 1965 6
direction of impulse
ISBN 978 1 4886 1965 6
140
09/08/18 10:36 AM M03_PBQ_AB11_19
656_FINAL.indd
Pearson Biology 11 Units 1 & 2
QLD | Skills and Assessment
| Unit 2 Topic 1
141
141
09/08/18 10:36 AM
vi
Pearson Biology 11 Units 1 & 2 QLD | Skills and Assessment | How to use this book
ISBN 978 1 4886 1965 6
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