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

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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

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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

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Pearson Biology 11 Units 1 & 2

QLD | Skills and Assessment

| Unit 2 Topic 1

141

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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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