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HSC BIOLOGY

Kerri Humphreys

Science Press 2007


First published 2007
Reprinted 2008 (twice), 2010
Science Press
Private Bag 7023 Marrickville NSW 1475 Australia
Tel: (02) 9516 1122 Fax: (02) 9550 1915
sales@sciencepress.com.au
www.sciencepress.com.au

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

Contents
Introduction

Verbs to Watch

vi

Dot Points
Maintaining a Balance

vii

Blueprint of Life

ix

The Search for Better Health

xi

Communication

xiii

Genetics: The Code Broken?

xv

Questions
Maintaining a Balance

Blueprint of Life

35

The Search for Better Health

71

Communication

103

Genetics: The Code Broken?

145

Summaries
Maintaining a Balance

179

Blueprint of Life

195

The Search for Better Health

211

Communication

229

Genetics: The Code Broken?

247

Answers
Maintaining a Balance

265

Blueprint of Life

277

The Search for Better Health

289

Communication

299

Genetics: The Code Broken?

315

Science Press

Dot Point HSC Biology

iii

Contents

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Science Press

Contents

iv

Dot Point HSC Biology

Introduction
What the book includes
,QWKLVERRN\RXZLOOQGW\SLFDOH[DPLQDWLRQTXHVWLRQVDQGDQVZHUVDVZHOODVVXPPDULHVIRUHDFKGRWSRLQWLQ
the Board of Studies syllabus for the following topics in the Year 12 Biology course:


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%OXHSULQWRI/LIH

7KH6HDUFKIRU%HWWHU+HDOWK

&RPPXQLFDWLRQ

*HQHWLFV7KH&RGH%URNHQ"

Also included are typical experimental results for students to analyse if the third column of the syllabus indicates
WKDWVWXGHQWVVKRXOGFDUU\RXWUVWKDQGLQYHVWLJDWLRQV
Format of the book
The book has been formatted in the following way:
1. Main topic statement (column 1 of syllabus)
1.1etc Syllabus requirement from columns 2 and 3.
1RWHWKDWWKHQXPEHULQJRIWKHVHUHTXLUHPHQWVLVWKHDXWKRUVFKRLFHDQGKDVEHHQXVHGWRPDNHUHIHUHQFLQJ
TXHVWLRQVDQGDQVZHUVFOHDUHU7KHLQGLYLGXDOUHTXLUHPHQWVDUHQRWQXPEHUHGLQWKHV\OODEXVWKH\DUHVLPSO\
EXOOHWHGKHQFHRXUXVHRIGRWSRLQWVZKHQZHUHIHUWRWKHP
1.1.1 )LUVWW\SLFDOTXHVWLRQZKLFKFRXOGEHDVNHGLQDQH[DPLQDWLRQIRUWKLVV\OODEXV

UHTXLUHPHQW
1.1.2 6HFRQGW\SLFDOTXHVWLRQZKLFKFRXOGEHDVNHGLQDQH[DPLQDWLRQIRUWKLVV\OODEXV

UHTXLUHPHQWHWF
7KHQXPEHURIOLQHVSURYLGHGIRUHDFKDQVZHUJLYHVDQLQGLFDWLRQRIKRZPDQ\PDUNVWKHTXHVWLRQPLJKWEH
worth in an examination. As a rough rule, every two lines of answer might be worth one mark. Note that in
PDQ\DQVZHUVWKUHHOLQHVKDYHEHHQSURYLGHGDVWKHDPRXQWRIZULWLQJUHTXLUHGH[FHHGVWZROLQHVEXWWKH
biology involved is worth only one mark.
How to use the book
&RPSOHWLQJDOOTXHVWLRQVZLOOSURYLGH\RXZLWKDVXPPDU\RIDOOWKHZRUN\RXQHHGWRNQRZIURPWKHV\OODEXV
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.
:KHQZRUNLQJWKURXJKWKHTXHVWLRQVZULWHWKHDQVZHUV\RXKDYHWRORRNXSLQDGLIIHUHQWFRORXUWRWKRVH\RX
NQRZZLWKRXWKDYLQJWRUHVHDUFKWKHZRUN7KLVZLOOSURYLGH\RXZLWKDTXLFNUHIHUHQFHWRZRUN\RXVKRXOG
spend more time revising later, and allow you to spend your study time more productively.
$WWKHHQGRIHDFKVHFWLRQLVDQ$SSOLHG4XHVWLRQ7KLVTXHVWLRQOLQNVVHYHUDOGRWSRLQWVUHTXLULQJ\RXWR
DQDO\VHLQIRUPDWLRQDQGVKRZUHODWLRQVKLSVEHWZHHQFRQFHSWV+LJKHURUGHUTXHVWLRQVLQWKH+6&H[DPLQDWLRQ
UHTXLUHVWXGHQWVWRDQDO\VHDVVHVVHYDOXDWHDQGOLQNFRQFHSWVIURPGLIIHUHQWVHFWLRQVRIWKHV\OODEXV
Science Press

Dot Point HSC Biology

Introduction

Verbs to Watch
account, account for
State reasons for, report on, give an account of,
narrate a series of events or transactions.

distinguish
Recognise or note/indicate as being distinct or
different from, note difference between things.

analyse
Identify components and the relationships among
them, draw out and relate implications.

evaluate
Make a judgement based on criteria.
examine
,QTXLUHLQWR

apply
Use, utilise, employ in a particular situation.

explain
Relate cause and effect, make the relationship
between things evident, provide why and/or how.

appreciate
Make a judgement about the value of something.

extract
Choose relevant and/or appropriate details.

assess
0DNHDMXGJHPHQWRIYDOXHTXDOLW\RXWFRPHV
results or size.

extrapolate
Infer from what is known.

calculate
'HWHUPLQHIURPJLYHQIDFWVJXUHVRULQIRUPDWLRQ

identify
Recognise and name.

clarify
Make clear or plain.

interpret
Draw meaning from.

classify
Arrange into classes, groups or categories.

investigate
3ODQLQTXLUHLQWRDQGGUDZFRQFOXVLRQVDERXW

compare
Show how things are similar or different.

justify
Support an argument or conclusion.

construct
Make, build, put together items or arguments.

outline
Sketch in general terms; indicate the main features.

contrast
Show how things are different or opposite.

predict
Suggest what may happen based on available data.

critically (analyse/evaluate)
Add a degree or level of accuracy, depth, knowledge
DQGXQGHUVWDQGLQJORJLFTXHVWLRQLQJUHHFWLRQDQG
TXDOLW\WRDQDQDO\VLVRUHYDOXDWLRQ

propose
Put forward (a point of view, idea, argument,
suggestion etc) for consideration or action.

deduce
Draw conclusions.

recall
Present remembered ideas, facts or experiences.

GHQH
6WDWHWKHPHDQLQJRIDQGLGHQWLI\HVVHQWLDOTXDOLWLHV

recommend
Provide reasons in favour.

demonstrate
Show by example.

recount
Retell a series of events.

describe
Provide characteristics and features.

summarise
Express concisely the relevant details.

discuss
Identify issues and provide points for and against.

synthesise
Put together various elements to make a whole.

Science Press

Verbs to Watch

vi

Dot Point HSC Biology

Maintaining a Balance
Dot Point

Page

Dot Point

Page

1.

Organisms are active in a limited


temperature range

2.12 Investigation: TS and LS xylem


and phloem

23

1.1

Role of enzymes

2.13 Applied Question Section 2

24

1.2

Investigation: Enzymes and


temperature, pH, substrate

3.

Regulation of concentrations of gases,


water and waste products

25

1.3

pH and acidity

3.1

25

1.4

Constant internal environment

Why water concentrations are


maintained in a narrow range

1.5

Homeostasis

3.2

Why removal of wastes is essential

25

1.6

Two stages of homeostasis



5ROHRIWKHNLGQH\LQVKDQGPDPPDOV



1.7

Role of nervous system

3.4

26

1.8

Investigation: Feedback model

Diffusion and osmosis and removing


nitrogenous wastes

1.9

Range of temperatures for life

3.5

Active and passive transport in


mammalian kidney

26

3.6

Filtration and reabsorption in nephron

26

3.7

Investigation: Structure of mammalian


kidney

27

3.8

Investigation: Renal dialysis

28

3.9

Roles of hormones aldosterone and ADH

29

1.10 Australian endotherms and ectotherms

1.11 Investigation: Australian


adaptations for temperature

1.12 Plant responses to temperature

10

1.13 Applied Question Section 1

11

2.


Plants and animals transport nutrients 13


DQGJDVHVLQDXLGPHGLXP

2.1

Substances in blood

13

2.2

Advantage of haemoglobin

14

2.3

Structure of arteries, veins, capillaries

14

2.4

Changes in blood composition

16

2.5

Investigation: Carbon dioxide and


blood pH

17

2.6

Investigation: Size of red and white


blood cells

2.7
2.8

2.9

3.10 Investigation: Hormone replacement


therapy

30

3.11 Investigation: Urine concentration of



PDPPDOVDQGVK

30

3.12 Investigation: Water concentration


and nitrogenous wastes in insects
and mammals

31

3.13 Enantiostasis and estuarine organisms

32

18

3.14 Investigation: Salt regulation in


different plants

32

Need for oxygen and removal of carbon


dioxide

19

3.15 Adaptations of terrestrial Australian


plants to reduce water loss

33

Investigation: Current technologies


for measurement of oxygen and carbon
dioxide in blood

19

3.16 Investigation: Structures in plants to


conserve water loss

34

3.17 Applied Question Section 3

34

Investigation: Donated blood

21

 $UWLFLDOEORRG



2.11 Current theories for movement in


xylem and phloem

22

Answers to Maintaining a Balance

265

Science Press

Dot Point HSC Biology

vii

Maintaining a Balance

Notes
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Maintaining a Balance

viii

Dot Point HSC Biology

Blueprint of Life
Dot Point
1.
1.1
1.2

Page

Evidence of evolution
Investigation: Model natural selection
Impact on evolution of physical and
chemical environment changes and
resource competition
1.3 Case study: Environmental change
and change in a species
1.4 Supporting evidence for evolution
1.5 Investigation: Vertebrate forelimbs
1.6 Investigation: Technology advances
and evolutionary relationships
1.7 Darwin/Wallace theory for divergent
and convergent evolution
1.8 Investigation: Historical development of

HYROXWLRQWKHRULHVDQGSROLWLFDOLQXHQFHV
1.9 Applied Question Section 1
2.
Gregor Mendel and inheritance of
characteristics
2.1 Experiments of Gregor Mendel
 0HQGHOVWHFKQLTXHVDQGKLVVXFFHVV
2.3 Monohybrid crosses and dominance
 :K\0HQGHOVZRUNZDVUHFRJQLVHGODWHU
2.5 Homozygous and heterozygous genotypes
2.6 Distinguish allele and gene
2.7 Phenotype and dominant and
recessive alleles
2.8 Investigation: Family trees and pedigrees
 ,QYHVWLJDWLRQ3UREOHPVROYLQJ
monohybrid crosses
2.10 Investigation: Hybridisation within
a species
2.11 Applied Question Section 2
3.
Structure of Chromosomes
3.1 Sutton and Boveri
3.2 Chemical nature of chromosomes
and genes
3.3 DNA is a double helix with bases and

VXJDUSKRVSKDWHEDFNERQH
3.4 Chromosomes during meiosis and
inheritance of genes
3.5 Investigation: Model of meiosis
and crossing over

Dot Point

36
36
36

Page

3.6

Gamete production, sexual reproduction 53


and variability
 6H[OLQNDJHDQG0HQGHOVUDWLRV

 0RUJDQDQGVH[OLQNDJH

3.9 Codominance
55
 ,QYHVWLJDWLRQ3UREOHPVROYLQJ


FRGRPLQDQFHDQGVH[OLQNDJH
3.11 Environment and gene expression
56
3.12 Investigation: Effect of environment
56
on phenotype
3.13 Applied Question Section 3
57
4.
Structure of DNA
59
 '1$UHSOLFDWLRQDQGLWVVLJQLFDQFH

4.2 DNA controls production of polypeptides 59
4.3 Investigation: Model for polypeptide
60
synthesis
4.4 Relationship of proteins and polypeptides 61
4.5 Investigation: Experiments of Beadle
61

DQG7DWXPIRURQHJHQHRQHSURWHLQ
4.6 Mutations lead to new alleles
62
4.7 Evidence for mutagenic nature of radiation 62
4.8 Investigation: Flow chart for change in
62
DNA changes cell activity
4.9 Understanding source of variation supports 63

'DUZLQVWKHRU\RIQDWXUDOVHOHFWLRQ
4.10 Investigation: Modern example of
63
natural selection
 3XQFWXDWHGHTXLOLEULXPDQGJUDGXDO

evolution
4.12 Investigation: Watson, Crick, Franklin
64
and Wilkins
4.13 Applied Question Section 4
65
5.
Current reproductive technologies
67
 $UWLFLDOLQVHPLQDWLRQDUWLFLDO

pollination and cloning
5.2 Investigation: Cloning
68
5.3 Producing transgenic species
68
5.4 Investigation: Examples of transgenic
69
species
5.5 Reproductive technologies and genetic
69
diversity
5.6 Applied Question Section 5
70
Answers to Blueprint of Life
277

38
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45

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Blueprint of Life

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Science Press

Blueprint of Life

Dot Point HSC Biology

The Search for Better Health


Dot Point

Page

Dot Point

Page

1.

What is a healthy organism?

72

4.4

Defence adaptations

87



'HQLQJKHDOWKDQGGLVHDVH





,QYHVWLJDWLRQ,PEDODQFHRIPLFURRUD



1.2

Function of genes, mitosis,


differentiation, specialisation
and health

72

4.6

Applied Question Section 4

88

5.

MacFarlane Burnets work and


immunisation

89

1.3

Investigation: Gene expression


and maintenance and repair

73



$QWLERGLHV7FHOOV%FHOOV





%DQG7FHOOVDQGWKHLPPXQHUHVSRQVH



1.4

Applied Question Section 1

73

5.3

Vaccinations prevent infection

90

2.

Chinese and Hebrews advocated


cleanliness and hygiene

75

5.4

Investigation: Vaccination programs


including smallpox, diphtheria and polio

91

2.1


Distinguish infection and


QRQLQIHFWLRXVGLVHDVH

75

5.5

Suppression of immune response


and organ transplant

92

2.2

Cleanliness and hygiene control


disease

75

5.6

Applied Question Section 5

92



'HQLWLRQRISDWKRJHQ



6.

Epidemiological studies and


non-infectious diseases

93

2.4

Investigation: Microbes in food


or water

77

6.1

Features of epidemiology lung cancer

93

2.5

Investigation: Treatment of
drinking water

77

6.2

Investigation: Cause and effect


of smoking and lung cancer

93

2.6

Applied Question Section 2

78

3.

Pasteur, Koch and the search


for microbes

79

3.1

Work of Pasteur and Koch

79



,QYHVWLJDWLRQ3DVWHXUVH[SHULPHQW
with microbes



3.3

Prions, viruses, bacteria, protozoans,


fungi, macroparasites

81

3.4



1RQLQIHFWLRXVGLVHDVHLQKHULWHG
nutritional, environmental





,QYHVWLJDWLRQ1DPHGQRQLQIHFWLRXV
disease



6.5

Applied Question Section 6

96

7.

Strategies to prevent and control disease 97

7.1

Quarantine in and across Australia

97

7.2

Preventing disease using public


health programs, pesticides, genetic
engineering

97

7.3


Investigation: Effectiveness of
TXDUDQWLQHLQRUDFURVV$XVWUDOLD

98

7.4

Investigation: Plant pathogens


and insect pests

99

7.5

Investigation: Shift from treatment


and control to management or
prevention of disease

100

Applied Question Section 7

101

Investigation: Cause and prevention


of malaria

82

3.5

Investigation: Named infectious disease

82

3.6

Role of antibiotics in infectious disease

83

3.7

Investigation: Problems with


antibiotic resistance

83

3.8

Applied Question Section 3

84

4.

Immune response

85

4.1

Barriers to prevent entry of pathogens

85

7.6

4.2

Antigens trigger immune response

86

Answers to The Search for Better Health

4.3

Transplants and the immune response

86

289

Science Press

Dot Point HSC Biology

xi

The Search for Better Health

Notes
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The Search for Better Health

xii

Dot Point HSC Biology

Communication
Dot Point
1.

Page

Humans and animals detect a range


of stimuli
1.1 Role of receptors in detecting stimuli
1.2 Stimulus, receptor, messenger,
effector, response
1.3 Investigation: Range of senses
in communication
1.4 Applied Question Section 1
2.
Visual communication and the eye
2.1 Anatomy of the eye
2.2 Limited wavelengths detected by humans,
a vertebrate and an invertebrate
2.3 Investigation: Dissection of a
mammalian eye
2.4 Investigation: Range of wavelengths
detected by humans and other animals
2.5 Applied Question Section 2
3.
Signal clarity can affect interpretation
3.1 Conditions for refraction
3.2 Investigation: Convex lenses
and accommodation
3.3 Refractive media in the eye
3.4 Accommodation and lens curvature
3.5 Investigation: Changes in the shape
of the lens and focus
3.6 Refractive power and accommodation
3.7 Myopia and hyperopia
3.8 Depth perception
3.9 Investigation: Cataracts and technology
to prevent blindness
3.10 Applied Question Section 3
4.
Light signal and electrical impulse
4.1 Photoreceptor cells
4.2 Distribution, structure, function
of photoreceptors
4.3 Role of rhodopsin
4.4 Three types of cones
4.5 Colour blindness
4.6 Investigation: Photoreceptors in
mammals, insects and another animal
4.7 Investigation: Colour communication
in animals

Dot Point

104

4.8
5.

Page

Applied Question Section 4


Sound is an important
communication medium
5.1 Why sound is a useful form of
communication
 6RXQGYLEUDWLQJREMHFWDQGIUHTXHQF\
 ,QYHVWLJDWLRQ:DYHOHQJWKIUHTXHQF\
and pitch
5.4 Human larynx and sound production
5.5 Structures used by animals to
produce sound
5.6 Applied Question Section 5
6.
Organs to detect vibrations
6.1 Detection of vibrations by insects,

VKDQGPDPPDOV
6.2 Anatomy and function of human ear
6.3 Investigation: Structure of mammalian ear
6.4 Role of Eustachian tube
6.5 Path of sound wave through ear
6.6 Organ of corti
6.7 Sound shadow
 ,QYHVWLJDWLRQ)UHTXHQFLHVGHWHFWHG
by humans and other animals
6.9 Investigation: Hearing aids and
cochlear implants
6.10 Applied Question Section 6
7.
Electrochemical changes in
membranes
7.1 Nerve is a bundle of neurones
7.2 Neurones transmit signals
7.3 Investigation: Nerve and neurone
structure
7.4 Threshold and action potential
7.5 Areas of cerebrum
7.6 Investigation: Brain dissection
7.7 Correct interpretation of signals
and coordination
7.8 Investigation: Typical action potential
7.9 Applied Question Section 7
Answers to Communication

104
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113
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299

121

Science Press

Dot Point HSC Biology

xiii

Communication

Notes
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Science Press

Communication

xiv

Dot Point HSC Biology

Genetics: The Code Broken?


Dot Point
1.

Page

The structure of a gene and the


code for a polypeptide
1.1 Information from DNA to RNA to
polypeptide
1.2 Investigation: Model of DNA
1.3 Current understanding of gene
expression
1.4 Applied Question Section 1
2.
Multiple alleles and polygenic
inheritance provide further variability
within a trait
2.1 Characteristics determined by
multiple alleles
2.2 Inheritance of ABO and Rhesus
blood groups
2.3 Investigation: ABO blood
groups and Rhesus factor
2.4 Polygenic inheritance
2.5 Investigation: Example of polygenic
inheritance
 '1$QJHUSULQWLQJIRUHQVLFV
paternity and pedigrees
2.7 Applied Question Section 2

2IIVSULQJVWXGLHVUHHFWLQKHULWDQFH
on different chromosomes and genes
on same chromosomes
3.1 Diploid and haploid
3.2 Dihybrid crosses and Mendel
3.3 Investigation: Dihybrid crosses
when both traits inherited independently
and when linked
3.4 Predict inheritance difference if two
genes linked
3.5 Crossbreeding experiments identify
relative positions of linked genes
3.6 Chromosome mapping and
species relationships
3.7 Investigation: Model linkage
3.8 Applied Question Section 3
4.
Human Genome Project
 %HQHWVRI+XPDQ*HQRPH3URMHFW
4.2 Limitations of data from Human
Genome Project
4.3 Investigation: Why Human Genome
Project could not be achieved by
studying linkage maps

Dot Point

146

Page

4.4
4.5

Procedure to produce recombinant DNA 160


Use of recombinant DNA technology
161
and gene position on a chromosome
4.6 Applied Question Section 4
161
5.
Gene therapy and harmful conditions 163
 8VHRIJHQHWKHUDS\IRUDQLGHQWLHG

disease
5.2 Investigation: Current use of gene therapy 163
5.3 Applied Question Section 5
164
6.
Mechanisms of genetic change
165
6.1 Distinguishing between mutations
165
of chromosomes
6.2 Investigation: Effect of one named
165
and described genetic mutation on
human health
6.3 DNA repairs itself
166
6.4 Transposable genetic elements
166
6.5 Germ line and somatic mutations
166
6.6 Applied Question Section 6
167
7.
Selective breeding is different to
169
gene cloning
7.1 Selective breeding in agriculture
169
7.2 Investigation: History of selective
169
breeding of one species and changes
in the species
7.3 Gene cloning and examples
170
7.4 Gene cloning and whole organism
171
cloning
7.5 Use of cloning in animals or plants
171
7.6 Investigation: Processes used in
172
cloning an animal and verifying
it is a clone
7.7 Applied Question Section 7
172
8.
Timing of gene expression
173
8.1 Genes and embryonic development
173
8.2 Role of gene cascades
173
8.3 Ancestral vertebrate gene homologues
174
8.4 Evolution of genes and their actions
174
8.5 Investigation: Gene analysis and
175
evolutionary relationships
8.6 Applied Question Section 8
175
Answers to Genetics: The Code Broken?
315

146
147
148
149
151

151
151
152
152
152

153
155

155
155
156

156
156
157
157
158
159

159
160

Science Press

Dot Point HSC Biology

xv

Genetics: The Code Broken?

Notes
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Science Press

Genetics:The Code Broken?

xvi

Dot Point HSC Biology

DOT POINT
Maintaining a Balance

Science Press

Dot Point HSC Biology

Maintaining a Balance

1. Most organisms are active in a limited temperature range.


1.1

Identify the role of enzymes in metabolism, describe their chemical composition and use a
VLPSOHPRGHOWRGHVFULEHWKHLUVSHFLFLW\RQVXEVWUDWHV
1.1.1

Describe the role of enzymes in metabolism.

...............................................................................................................................................................................................................................
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1.1.2

Describe the chemical composition of enzymes.

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1.1.3

7KHIROORZLQJGLDJUDPVKRZVDVLPSOHPRGHOWRLOOXVWUDWHWKHVSHFLFLW\RIHQ]\PHVRQ
substrates.
(a)

Name this model.

Substrate
.......................................................................................................................

Active site

.......................................................................................................................

(b)


Enzyme

Explain how this model illustrates the


VSHFLFLW\RIHQ]\PHVRQVXEVWUDWHV

.......................................................................................................................
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F 

2XWOLQHKRZWKLVPRGHOKDVEHHQPRGLHG

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(d)

List the factors that affect enzyme activity.

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Science Press

Maintaining a Balance

Dot Point HSC Biology

 , GHQWLI\GDWDVRXUFHVSODQFKRRVHHTXLSPHQWRUUHVRXUFHVDQGSHUIRUPDUVWKDQG
investigation to test the effect of:


LQFUHDVHGWHPSHUDWXUH

FKDQJHLQS+

FKDQJHLQVXEVWUDWHFRQFHQWUDWLRQV
on the activity of named enzyme(s).
1.2.1





Describe an experiment you performed to show the effect of increased temperature on the
activity of a named enzyme. In your answer include:
DOLVWRIWKHHTXLSPHQWXVHG
DVDIHW\SUHFDXWLRQQHHGHG
DVWHSE\VWHSPHWKRG
DJHQHUDOGHVFULSWLRQRI\RXUUHVXOWV

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Science Press

Dot Point HSC Biology

Maintaining a Balance

1.2.2

Some HSC Biology students wished to investigate the effect of pH on the activity of an
enzyme. They made up a series of junket solutions and added buffers to the solutions so that
the series of test tubes covered a range of pH. They added 5 mL milk to each test tube and
then added some of the junket solution to different test tubes. Each test tube was kept in a
water bath at 37C.

(a)

Explain why the students kept each water bath at 37C.

...............................................................................................................................................................................................................................
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...............................................................................................................................................................................................................................

(b)

Identify some of the variables that would have needed to be kept constant in this experiment.

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(c)

The following graph shows the activity of four different enzymes.

Enzyme 1

Enzyme 2

Enzyme 3

Enzyme 4

10 11 12 13 14

Activity
of enzyme

8
pH

Which graph would be most similar to the action of the enzyme rennin? Explain your answer.
...............................................................................................................................................................................................................................
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(d)

Explain how the students could modify the experiment to improve reliability.

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Science Press

Maintaining a Balance

Dot Point HSC Biology

1.2.3

Some HSC Biology students wished to investigate the effect of change in substrate
concentration on the activity of an enzyme. They decided to use the enzyme catalase. Catalase
speeds up the breakdown of hydrogen peroxide (H2O2) into oxygen and water. Hydrogen
peroxide is toxic in the body and is produced in chemical reactions such as the oxidation of
fatty acids. The students cut several raw potato cubes each measuring one cubic centimetre
(cc). Each cube was ground with a mortar and pestle and then added to a test tube using a
spatula. Different concentrations of hydrogen peroxide solution were added to each test tube
(e.g. 6%, 3%, 1.5%) and the rate of reaction was observed (the rate of bubble production).

(a)

In this experiment, what was the source of the enzyme catalase?

...............................................................................................................................................................................................................................
...............................................................................................................................................................................................................................

(b)

Explain why the students ground the potato with a mortar and pestle.

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(c)

The students observed the rate of bubble production. What gas was being released?

...............................................................................................................................................................................................................................
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(d)

The students found that the more concentrated solution (6% hydrogen peroxide) had a faster
rate of bubble production than the weaker solution (1.5% hydrogen peroxide). The students
made the following inference from their results:
The more concentrated the reactants, the greater the rate of reaction.
Suggest a reason why more concentrated solutions have a faster rate of reaction.

...............................................................................................................................................................................................................................
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...............................................................................................................................................................................................................................
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(e)

Draw a generalised graph to show how the rate of reaction changes with change in substrate
concentration.

Science Press

Dot Point HSC Biology

Maintaining a Balance



,GHQWLI\WKHS+DVDZD\RIGHVFULELQJWKHDFLGLW\RIDVXEVWDQFH
1.3.1

What is pH?

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 [SODLQZK\WKHPDLQWHQDQFHRIDFRQVWDQWLQWHUQDOHQYLURQPHQWLVLPSRUWDQWIRURSWLPDO
(
PHWDEROLFHIFLHQF\
1.4.1

Explain why organisms devote a lot of energy to maintaining a constant internal environment.

...............................................................................................................................................................................................................................
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 HVFULEHKRPHRVWDVLVDVWKHSURFHVVE\ZKLFKRUJDQLVPVPDLQWDLQDUHODWLYHO\VWDEOHLQWHUQDO
'
environment.
1.5.1

'HQHKRPHRVWDVLV

...............................................................................................................................................................................................................................
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1.5.2

Identify body processes that are controlled by homeostasis.

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([SODLQWKDWKRPHRVWDVLVFRQVLVWVRIWZRVWDJHV

GHWHFWLQJFKDQJHVIURPWKHVWDEOHVWDWH

FRXQWHUDFWLQJFKDQJHVIURPWKHVWDEOHVWDWH
1.6.1

Identify the two stages of homeostasis.

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1.6.2

Describe how changes from the stable state are detected.

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Science Press

Maintaining a Balance

Dot Point HSC Biology

1.7

Outline the role of the nervous system in detecting and responding to environmental changes.
1.7.1

 HVFULEHWKHVWLPXOXVUHVSRQVHSDWKZD\DQGKRZLWHQDEOHVWKHQHUYRXVV\VWHPWRUHVSRQGWR
'
environmental changes.

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1.8

Gather, process and analyse information from secondary sources and use available evidence to
develop a model of a feedback mechanism.
1.8.1

The diagram shows a feedback mechanism for thermoregulation in humans.


(a)

Blood vessels
dilate

How is a change in the internal body


temperature of humans detected?

X
............................................................................................................................
............................................................................................................................

Cooling centre
sends
message

Body temperature
decreases

............................................................................................................................

(b)
Hypothalamus
in brain

In this model, what is the effector and how


does it carry out a response?

............................................................................................................................
............................................................................................................................
............................................................................................................................

Heating centre
sends message

Temperature
increases

(c)

What is meant by negative feedback?

............................................................................................................................

Blood vessels
constrict

............................................................................................................................
............................................................................................................................

Science Press

Dot Point HSC Biology

Maintaining a Balance



, GHQWLI\WKHEURDGUDQJHRIWHPSHUDWXUHVRYHUZKLFKOLIHLVIRXQGFRPSDUHGZLWKWKHQDUURZ
limits for individual species.
1.9.1

Identify the range of temperatures over which most life is found and give an exception to this
range.

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1.9.2

Use an example to show how some species can only survive in a very narrow temperature
range.

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1.10 Compare responses of named Australian ectothermic and endothermic organisms to changes in
WKHDPELHQWWHPSHUDWXUHDQGH[SODLQKRZWKHVHUHVSRQVHVDVVLVWWHPSHUDWXUHUHJXODWLRQ
1.10.1 Name an Australian ectotherm and describe how it responds to changes in the ambient
temperature to control its body temperature.
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1.10.2 Name an Australian endotherm and describe how it responds to changes in the ambient
temperature to control its body temperature.
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Science Press

Maintaining a Balance

Dot Point HSC Biology

1.11 Analyse information from secondary sources to describe adaptations and responses that have
occurred in Australian organisms to assist temperature regulation.
1.11.1 Distinguish between ectotherms and endotherms and identify organisms belonging to each
group.
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1.11.2 7KHGLDJUDPVVKRZDEOXHWRQJXHOL]DUGDQGDEUXVKWDLOHGSRVVXP

Identify which is an endotherm and which is an ectotherm and describe an adaptation or


response of each to assist temperature regulation.
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Science Press

Dot Point HSC Biology

Maintaining a Balance

1.12 Identify some responses of plants to temperature changes.


1.12.1 Complete the following table to summarise some adaptations of plants for temperature
change.
Temperature
change

Example

What happens

How this assists plant

Becomes
much colder

Becomes
much colder

Becomes
hotter

Becomes
hotter

1.12.2 Explain how vernalisation assists plants to live in cold climates.


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Science Press

Maintaining a Balance

10

Dot Point HSC Biology

1.13 Applied Question Section 1


The following diagram shows a model you have studied.
Walls of active site move
a little and wrap around
part A as it binds

(a)

Name this model.

...............................................................................................................................................................................................................................

(b)

Explain how enzymes speed up reactions.

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(c)

The diagram shows the graph of the reaction rate of two enzymes against pH.
Enzyme B

Reaction rate

Enzyme A

4
pH

10

If these enzymes are found in the human body, suggest possible places where enzyme A and
enzyme B could work. Give a reason for each suggestion.
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Science Press

Dot Point HSC Biology

11

Maintaining a Balance

(d)

The following data was collected when a group of HSC Biology students wanted to
investigate the effect of temperature on the action of the enzyme catalase.
Catalase is an enzyme found in plants and animals and aerobic bacteria. Catalase is involved
in the conversion of hydrogen peroxide to water and molecular oxygen. Hydrogen peroxide
is produced as a waste product of metabolism in many organisms, e.g. hydrogen peroxide is
DE\SURGXFWRIIDWW\DFLGR[LGDWLRQ+\GURJHQSHUR[LGHLVWR[LFWRFHOOVDQGPXVWEHTXLFNO\
removed.
2H2O2

catalase

2H2O + O2

The students used a liver suspension as the source of catalase and added 2 drops of
suspension to test tubes containing 3 mL of 3% hydrogen peroxide and 3 mL of water. Each
test tube was then placed in a water bath held at a particular temperature.
The test tubes were connected to a pressure sensor and data logger and the following results
were the maximum pressures (atm/min) recorded by the students.
Student results:
Temperature C

Pressure (atm/min)

10C

0.4

25C

0.5

35C

0.7

40C

0.8

45C

0.9

50C

0.1

(i) Plot these results on the graph.

(ii) Suggest why the students only tested the catalase activity in the temperature range 10C
to 50C.
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Science Press

Maintaining a Balance

12

Dot Point HSC Biology

2. Plants and animals transport dissolved nutrients and gases in a uid medium.





,GHQWLI\WKHIRUP V LQZKLFKHDFKRIWKHIROORZLQJLVFDUULHGLQPDPPDOLDQEORRG
FDUERQGLR[LGH
R[\JHQ
ZDWHU
VDOWV
OLSLGV
QLWURJHQRXVZDVWHV
RWKHUSURGXFWVRIGLJHVWLRQ
2.1.1

Complete the following table to summarise how substances are carried in the blood.

Substance

Form carried in mammalian blood

Carbon dioxide

Oxygen

Water

Salts

Lipids

Nitrogenous
waste

Other products
of digestion

Science Press

Dot Point HSC Biology

13

Maintaining a Balance

2.2

Explain the adaptive advantage of haemoglobin.


2.2.1

Haemoglobin is often described as a respiratory pigment. What does this mean?

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2.2.2

Explain why the presence of haemoglobin in the red blood cells of mammals is an adaptive
advantage.

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2.3

Compare the structure of arteries, capillaries and veins in relation to their function.
2.3.1

([SODLQZK\DUWHULHVQHHGWKLFNHUOD\HUVRIHODVWLFWLVVXHDQGPXVFOHEUHV

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2.3.2

Explain why it is incorrect to say that arteries carry oxygenated blood and veins carry
deoxygenated blood.

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Maintaining a Balance

14

Dot Point HSC Biology

2.3.3

Complete the following table to compare arteries, capillaries and veins.


Feature

Arteries

Capillaries

Veins

Diagram

Denition

Wall structure

Blood pressure

Diameter of
blood vessel

Function

Composition of
blood present

Valves

Science Press

Dot Point HSC Biology

15

Maintaining a Balance

2.4

Describe the changes in the chemical composition of blood as it moves around the body and
LGHQWLI\WLVVXHVLQZKLFKWKHVHFKDQJHVRFFXU
2.4.1

For each of the following locations in the body, identify a chemical that changes
concentration at that location and describe why the changes occurs.

Location

Chemical
that changes
concentration

Lungs

Carbon dioxide

Lungs

Oxygen

Villi of small
intestine

Amino acids and


glucose

Liver

Glucose

Kidneys

Water

Kidneys

Nitrogenous
waste

Gland

Hormones

Why the change in concentration occurs

Science Press

Maintaining a Balance

16

Dot Point HSC Biology



 HUIRUPDUVWKDQGLQYHVWLJDWLRQWRGHPRQVWUDWHWKHHIIHFWRIGLVVROYHGFDUERQGLR[LGHRQ
3
ZDWHU
2.5.1





 HVFULEHDUVWKDQGLQYHVWLJDWLRQ\RXSHUIRUPHGWRGHPRQVWUDWHWKHHIIHFWRIGLVVROYHG
'
carbon dioxide on water. Your description should include:
DOLVWRIHTXLSPHQWXVHG
DVDIHW\SUHFDXWLRQQHHGHG
WKHVWHSE\VWHSPHWKRGXVHG
GLVFXVVLRQRI\RXUUHVXOWV

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17

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2.6.1





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'
cells. Your description should include:
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DVDIHW\SUHFDXWLRQQHHGHG
WKHVWHSE\VWHSPHWKRGXVHG
GLVFXVVLRQRIKRZ\RXHVWLPDWHGWKHVL]HRIWKHHOGRIYLHZ

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2.6.2

Use the following diagram to identify a red blood cell and a white blood cell and for each of
these cells estimate its size.

10 microns



 XWOLQHWKHQHHGIRUR[\JHQLQOLYLQJFHOOVDQGH[SODLQZK\UHPRYDORIFDUERQGLR[LGHIURPFHOOV
2
is essential.
2.7.1

Explain why living cells need oxygen.

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2.7.2

Explain why the removal of carbon dioxide from cells is essential.

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$
measurement of oxygen saturation and carbon dioxide concentrations in blood and describe
DQGH[SODLQWKHFRQGLWLRQVXQGHUZKLFKWKHVHWHFKQRORJLHVDUHXVHG
2.8.1

When researching information from websites, what details should you check to ensure the
TXDOLW\DQGDFFXUDF\RIWKHLQIRUPDWLRQ\RXREWDLQ"

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2.8.2

Describe a current technology that allows the measurement of oxygen saturation in blood and
explain the conditions under which this technology is used.

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2.8.3

Describe a current technology that allows the measurement of carbon dioxide concentrations
in blood and explain the conditions under which this technology is used.

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2.9

Analyse and present information from secondary sources to identify the products extracted
from donated blood and discuss the uses of these products.
2.9.1

Complete the following table to show four products from donated blood and the uses of these
products.

Product extracted
from donated blood

Is component from
plasma or blood cells?

Use

2.10 Analyse and present information from secondary sources to report on progress in the
SURGXFWLRQRIDUWLFLDOEORRGDQGXVHDYDLODEOHHYLGHQFHWRSURSRVHUHDVRQVZK\VXFKUHVHDUFK
is needed.
2.10.1 :
 KDWLVPHDQWE\DUWLFLDOEORRGDQGZK\DUHEORRGVXEVWLWXWHVRIWHQFODVVLHGDVHLWKHU
volume expanders or oxygen therapeutics?
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2.10.2 , QWKHVUHVHDUFKEHJDQLQWREORRGVXEVWLWXWHV3HUXRURFDUERQVZHUHGHYHORSHG
DQGPRUHUHFHQWGHYHORSPHQWVLQFURVVOLQNLQJDQGFKHPLFDOPRGLFDWLRQKDYHOHGWR
haemoglobin solutions. Explain why research is needed in this area.
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2.10.3 Assess a named blood substitute product.


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2.11 Describe current theories about processes responsible for the movement of materials through
plants in xylem and phloem tissue.
2.11.1 Identify the parts of vascular tissue in plants and their functions.
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2.11.2 Describe the process for movement of materials in xylem tissue.


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2.11.3 Describe the process for movement of materials in phloem tissue.


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 &
 KRRVHHTXLSPHQWRUUHVRXUFHVWRSHUIRUPDUVWKDQGLQYHVWLJDWLRQWRJDWKHUUVWKDQGGDWDWR
GUDZWUDQVYHUVHDQGORQJLWXGLQDOVHFWLRQVRISKORHPDQG[\OHPWLVVXH
2.12.1 The diagrams show two ways of cutting plant sections.
Method A

Method B

Razor blade
Razor blade

Stem
Stem
Longitudinal section
Transverse section

Describe the use of each method.


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2.12.2 The diagram shows a stained tissue of plant stem as seen under high power with a light
microscope. Name the type of section used to make this slide, the tissue, the material
WUDQVSRUWHGE\WKLVWLVVXHDQGLGHQWLI\HDFKSDUWWKDWKDVEHHQLGHQWLHGZLWKDQDUURZ
(a)

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(b) ............................................................................................................................................................
(c) ............................................................................................................................................................

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2.12.3 The diagram shows a student drawing of what was seen under high power of a light
microscope after making a thin section of plant stem.
What is this section?

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Label the different cell types.

2.13 Applied Question Section 2


Compare the transport of water in plants with the transport of water in animals.
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3. Plants and animals regulate the concentration of gases, water and waste products of
metabolism in cells and in interstitial uid.


 [SODLQZK\WKHFRQFHQWUDWLRQRIZDWHULQFHOOVVKRXOGEHPDLQWDLQHGZLWKLQDQDUURZUDQJHIRU
(
optimal function.
3.1.1

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(
cell metabolism.

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([SODLQZK\WKHUHPRYDORIZDVWHVLVHVVHQWLDOIRUFRQWLQXHGPHWDEROLFDFWLYLW\
3.2.1

Identify the main metabolic wastes products and discuss why they need to be removed from
the body.

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,GHQWLI\WKHUROHRIWKHNLGQH\LQWKHH[FUHWRU\V\VWHPRIVKDQGPDPPDOV
3.3.1

&RPSDUHWKHUROHRIWKHNLGQH\LQPDPPDOVIUHVKZDWHUVKDQGVDOWZDWHUVK

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25

Maintaining a Balance



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(
QLWURJHQRXVZDVWHVLQVRPHRUJDQLVPV
3.4.1

Explain why many organisms do not rely on diffusion and osmosis as the only processes to
remove dissolved nitrogenous wastes.

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'
mammalian kidney.
3.5.1

What is the difference between active and passive transport?

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3.5.2

Describe active and passive transport in the mammalian kidney.

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(
ERG\XLGFRPSRVLWLRQ
3.6.1

 [SODLQKRZOWUDWLRQDQGUHDEVRUSWLRQLQWKHNLGQH\PDLQWDLQWKHFRQFHQWUDWLRQRIZDWHUDQG
(
salts in the body.

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3
DPRGHORUYLVXDOUHVRXUFHDQGLGHQWLI\WKHUHJLRQVLQYROYHGLQWKHH[FUHWLRQRIZDVWHSURGXFWV
3.7.1





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'
kidney by dissection. Your description should include:
DOLVWRIHTXLSPHQWXVHG
DVDIHW\SUHFDXWLRQQHHGHG
WKHVWHSE\VWHSPHWKRGXVHG
ODEHOOHGGLDJUDPRIWKHLQWHUQDOVWUXFWXUHRIDNLGQH\DVVHHQLQWKHGLVVHFWLRQ

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Labelled diagram of kidney:

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3.8

Gather, process and analyse information from secondary sources to compare the process of
UHQDOGLDO\VLVZLWKWKHIXQFWLRQRIWKHNLGQH\
3.8.1

'HQHGLDO\VLVDQGRXWOLQHKRZLWFDQDSSO\WRWKHNLGQH\

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3.8.2

Fill in the following table to compare renal dialysis and the kidney.

Feature

Kidney

Renal dialysis

Structure

Function and
nitrogenous
wastes

Other
functions

How often it
occurs

Filtration and
reabsorption

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 XWOLQHWKHUROHRIWKHKRUPRQHVDOGRVWHURQHDQG$'+ DQWLGLXUHWLFKRUPRQH LQWKHUHJXODWLRQ


2
RIZDWHUDQGVDOWOHYHOVLQEORRG
3.9.1

Complete the following table to summarise the hormones aldosterone and ADH.

Feature

Aldosterone

Antidiuretic hormone

Where it is
produced

When it is
produced

Stored

Travels

Action

Suppression

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29

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 3
 UHVHQWLQIRUPDWLRQWRRXWOLQHWKHJHQHUDOXVHRIKRUPRQHUHSODFHPHQWWKHUDS\LQSHRSOHZKR
cannot secrete aldosterone.
3.10.1 What is hormone replacement therapy?
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3.10.2 Describe the use of hormone replacement therapy for kidney conditions involving aldosterone
GHFLHQFLHV
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3.11 Analyse information from secondary sources to compare and explain the differences in urine
FRQFHQWUDWLRQRIWHUUHVWULDOPDPPDOVPDULQHVKDQGIUHVKZDWHUVK
3.11.1 Complete the table to summarise the three types of nitrogenous wastes.
Feature

O
H
N

H
N
H

HN

Ammonia

C
N
H

H2N

NH2

Urea
N
H

Uric acid
Formation and
energy needed
for formation

Toxicity

Solubility

Animals
releasing this
as nitrogenous
waste

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3.11.2 In vertebrates, the function of the kidneys is the removal of nitrogenous and other wastes.
.LGQH\VDUHDOVRLQYROYHGLQWKHRVPRWLFUHJXODWLRQRIERG\XLGV,GHQWLI\WKHPDLQ
nitrogenous waste and where it is removed from the bodies of terrestrial mammals, marine
VKDQGIUHVKZDWHUVK5HODWHWKLVH[FUHWLRQWRWKHXULQHFRQFHQWUDWLRQRIWKHVHDQLPDOV
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 8
 VHDYDLODEOHHYLGHQFHWRH[SODLQWKHUHODWLRQVKLSEHWZHHQWKHFRQVHUYDWLRQRIZDWHUDQGWKH
SURGXFWLRQDQGH[FUHWLRQRIFRQFHQWUDWHGQLWURJHQRXVZDVWHVLQDUDQJHRI$XVWUDOLDQLQVHFWV
and terrestrial mammals.
3.12.1 Leichhardts Grasshopper, Petasida ephippigera is a bright red, blue and orange grasshopper
found on the eastern side of Australia. The Giant Australian termite, Mastotermes
darwiniensis is only found in tropical northern Australia and nearby islands. It is Australias
most destructive termite and builds large mounds. Grasshoppers and termites excrete uric
acid. Explain the relationship between conservation of water and production of uric acid for
these insects.
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3.12.2 7
 KHVSLQLIH[KRSSLQJPRXVHNotomys alexis lives in the desert and can survive by eating
seeds, insects and plant roots and not drinking water. Their urine is one of the most
concentrated found in mammals and they eliminate an almost dry faeces. Explain the
relationship between conservation of water and the concentration of their nitrogenous waste
IRUWKHVSLQLIH[KRSSLQJPRXVH
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 '
 HQHHQDQWLRVWDVLVDVWKHPDLQWHQDQFHRIPHWDEROLFDQGSK\VLRORJLFDOIXQFWLRQVLQUHVSRQVHWR
variations in the environment and discuss its importance to estuarine organisms in maintaining
appropriate salt concentrations.
3.13.1 'HQHHQDQWLRVWDVLV
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3.13.2 Describe the main features of an estuarine environment.


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3.14 Process and analyse information from secondary sources and use available evidence to discuss
processes used by different plants for salt regulation in saline environments.
3.14.1 Describe two different processes to regulate salt levels of named plants that live in saline
environments.
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 '
 HVFULEHDGDSWDWLRQVRIDUDQJHRIWHUUHVWULDO$XVWUDOLDQSODQWVWKDWDVVLVWLQPLQLPLVLQJZDWHU
loss.
3.15.1 Complete the following table to summarise the adaptations of each Australian plant.
Plant and feature

Diagram

How feature minimises water loss

Eucalypts
Leaves hang
vertically.

Spinifex grass
Leaf can coil around
underside.

Hakea multilineata
(grass-leaf hakea)
Leaves are long, thin
blades.

Carpobrotus rossii
(pigface)
Leaves are thick,
succulent.

Actinotus spp
(annel ower)
Leaves have dense
covering of pale
woolly hairs.

Acacia spp
Have extensive root
system with root
nodules.

Oleander
Deep root system
below the water
table.

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 3
 HUIRUPDUVWKDQGLQYHVWLJDWLRQWRJDWKHULQIRUPDWLRQDERXWVWUXFWXUHVLQSODQWVWKDWDVVLVWLQ
WKHFRQVHUYDWLRQRIZDWHU
3.16.1 To investigate structures in plants used in the conservation of water, some HSC Biology
VWXGHQWVPDGHDWKLQFURVVVHFWLRQRIDOHDIRIVSLQLIH[JUDVV7KH\REVHUYHGWKHVHFWLRQ
under low power of a light microscope and drew the following diagram for their results.
Low power spinifex grass stem

Identify two features on this diagram and discuss how each structure assists in the
conservation of water.
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3.17 Applied Question Section 3


Compare an adaptation to reduce water loss in an Australian plant with a mechanism to reduce water
loss in an Australian animal.
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DOT POINT
Answers

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Answers

Notes
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Answers

264

Dot Point HSC Biology

Maintaining a Balance
1.1.1

(Q]\PHVDUHRUJDQLFFDWDO\VWVWKDWFRQWUROWKHUDWHRIUHDFWLRQVLQWKHERG\(DFKHQ]\PHLVVSHFLFIRUDVSHFLFUHDFWLRQ

1.1.2

Enzymes are proteins and made of the elements carbon, hydrogen, oxygen and nitrogen. Proteins consist of long chains of
amino acids held together by peptide bonds.

1.1.3

(a)

Lock-and-key model.

E 

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RUFRIDFWRUVWKHSUHVHQFHRIKHDY\PHWDOVHJPHUFXU\OHDG]LQF

1.2.1

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(
 TXLSPHQWXVHG

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DWWKHKLJKHUWHPSHUDWXUHVGLGQRWFORW

Rate of
reaction
(1/time)

10 20 30 40

50 60 70 80 90 100 110

Temperature (C)

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265

Maintaining a Balance

1.2.2

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1.2.3

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release the enzyme.

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Reaction rate

(e)

Dilute
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Concentration of substrate

1.3.1

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1.4.1

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1.5.1

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levels of dissolved gases, e.g. oxygen and carbon dioxide.

1.6.1

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1.6.2

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&
organs detect changes in the external environment. Internal receptors are part of a feedback system to help maintain
homeostasis in the body.

1.7.1

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WKHSDWKZD\DOORZVWKHQHUYRXVV\VWHPWRUHVSRQGWRHQYLURQPHQWDOFKDQJHV

1.8.1

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266

Dot Point HSC Biology

1.10.1

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1.10.2

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1.11.1

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1.11.2

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1.12.1
Temperature change

Example

What happens

How this assists plant

Becomes much colder

Beech tree

Tree is deciduous, leaves are dropped in


winter

Reduces growth rate, less energy is needed and avoids


damage to leaves

Becomes much colder

Daffodil

Plant dies back leaving no parts above


ground

Bulb is protected underground to survive winter and will


sprout when conditions favourable

Becomes hotter

Geraniums

The plant produces smaller leaves to


reduce surface area exposed to heat

Leaves have stomates and higher temperatures can lead


to increased transpiration which causes plant to dry out

Becomes hotter

Hakea

Extreme heat of re causes seed dispersal

Seeds are released onto soil covered in ash with less


ground cover giving the seeds a higher chance of survival

1.12.2

9
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1.13

Applied Question Section 1

D 

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(d)

(i)
Temperature and catalase activity

Pressure

(atm/min)

1
0.5
0

10C

25C

35C

40C

45C

50C

Temperature (C)

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Maintaining a Balance

2.1.1
Substance

Form carried in mammalian blood

Carbon dioxide

Carbon dioxide travels in different forms in the blood around 7% carbon dioxide dissolves directly in the
plasma, about 23% combines with haemoglobin forming carbaminohaemoglobin and about 70% forms hydrogen

carbonate ions (HCO3 ) and travels in the plasma.

Oxygen

Oxygen combines with haemoglobin to form oxyhaemoglobin in red blood cells.

Water

Water travels in plasma as water molecules.

Salt

Salts travel as either positive or negative ions, e.g. potsssium ions (K ).

Lipids

Many lipids are water-insoluble and only travel in the blood when they are coated with proteins becoming
lipoproteins and travel as high-density lipoproteins (HDL) or low-density lipoproteins (LDL).

Nitrogenous waste

The nitrogenous waste is ammonia, but as this is toxic most mammals convert the ammonia to urea. The
conversion occurs in the liver and the kidneys lter the urea from the blood.

Other products of
digestion

Many products of digestion are soluble and travel dissolved in the plasma, e.g. amino acids, glucose, vitamins.

2.2.1

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is involved in respiration, e.g. haemoglobin carries oxygen needed for respiration.

2.2.2

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for mammals to have haemoglobin in their red blood cells to carry more oxygen to release more energy to maintain body
WHPSHUDWXUHHQVXUHRSWLPXPFRQGLWLRQVIRUFKHPLFDOUHDFWLRQVDQGIRUDQDFWLYHOLIHWRQGIRRGQGDPDWHDQGFDUHIRU
offspring.

2.3.1

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heart.

2.3.3
Feature

Arteries

Capillaries

Veins

Diagram
Fibrous outer layer
Muscle and elastic fibres
Endothelium

Single layer of cells

Fibrous outer layer


Muscle and elastic fibres
Endothelium

Denition

Carry blood away from the heart

Thin-walled blood vessels, e.g. link


arteries to veins

Carry blood to the heart

Wall structure

Thick elastic muscular wall with three


main layers with muscle and elastic
tissue

Walls are only a single cell in


thickness with no elastic or muscular
bres

Thin walls with fewer elastic and


muscle bres than the equivalent
layers in arteries

Blood pressure

Highest blood pressure is in arteries


near the heart, e.g. aorta

Small diameter causes high frictional


resistance, restricts blood ow and
lowers blood pressure

Lower blood pressure, insufcient to


return all blood from extremities to
the heart

Diameter of blood
vessel

Small bore

Bore is diameter of one red blood


cell

Large bore

Function

Distribute blood away from the heart,


e.g. to arterioles that carry blood to
capillaries

Exchange vessels when chemicals,


e.g. gases exchange between blood
and interstitial uid surrounding cells

Return blood to the heart from


capillaries to venules to veins

Composition of blood
present

Most arteries carry oxygenated


blood (except pulmonary artery)

Gas exchange occurs, e.g. oxygen


from blood into tissues and carbon
dioxide from tissues into blood

Most veins carry deoxygenated


blood (except pulmonary vein)

Valves

No valves

No valves

Valves present to prevent back-ow

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2.4.1
Location

Chemical
that changes
concentration

Why the change in concentration occurs

Lungs

Carbon dioxide

Carbon dioxide increases in concentration as it diffuses into the lungs from the blood returning from respiring
body cells.

Lungs

Oxygen

Oxygen decreases in concentration as it diffuses out of the alveoli in the lungs into the blood to be taken to
cells for respiration.

Villi of small
intestine

Amino acids and


glucose

Glucose and amino acids decrease in concentration as they diffuse from the small intestine into the blood to
be taken away to be used by the body.

Liver

Glucose

Glucose concentration can decrease in the liver when there is too much glucose in the bloodstream and the
glucose is removed to be stored as glycogen. Glucose concentration can increase in the liver when there is
not enough glucose in the blood for maintaining stable body conditions.

Kidneys

Water

Water can be removed from blood or reabsorbed back into blood during the ltration process in the kidneys.
Osmoregulation maintains a constant water balance in the body.

Kidneys

Nitrogenous
waste

Most mammals produce urea as the main nitrogenous waste. It is formed when excess amino acids
accumulate after the digestion of proteins and when cells metabolise proteins into amino acids. The excess
amino acids cannot be stored and are taken to the liver where they are deaminated. The concentration of
urea increases in the kidneys as it is ltered from the blood and accumulated to be excreted.

Glands

Hormones

Endocrine glands secrete hormones directly into blood, e.g. hypothalamus, pituitary gland, thyroid gland,
pancreas, ovaries, testes. The hormone travels around the body in the blood until it reaches the target cell/tissue.

2.5.1

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infection.

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Science Press

Dot Point HSC Biology

269

Maintaining a Balance

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2.6.2

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Red blood cell


diameter  8 m

White blood cell


diameter  16 m

10 microns

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essential to maintain homeostasis.

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Science Press

Maintaining a Balance

270

Dot Point HSC Biology

2.8.3

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2.9.1
Product extracted from
donated blood

Is component
from plasma or
blood cells?

Use

Plasma proteins, e.g. albumins

From plasma

Used for burns, volume expansion as albumins contribute to osmotic balance, transport
lipids.

Red blood cells

From blood cells

Used for anaemia. Red blood cells transport oxygen.

Platelets

From blood cells

Used for severe bleeding. Platelets contain factors that control blood clotting.

Granulocytes, e.g.
lymphocytes, neutrophils

From blood cells

Used for low neutrophil count. Neutrophils are involved in defence against disease.

2.10.1

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research. In trials it has helped saved lives and it has the potential to save many more lives.

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Science Press

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271

Maintaining a Balance

2.12.2

The diagram is a cross-section of a plant stem.


Epidermis
Cortex
Xylem
Phloem

2.13

Applied Question Section 2


Feature

Plants

Animals

Function

Mineral ions are dissolved in water and are transported


up the plant

Mineral ions and vitamins are transported in the plasma


of blood

Tissues

Water is transported in vascular tissue (veins) in the


xylem

Water is transported in vascular tissue (veins, arteries,


capillaries)

Mechanism for transport

Transpiration pull, cohesion and adhesion cause water


to rise in the xylem

Heart pumping forces blood through arteries

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3.3.1
Feature

Mammal

Saltwater sh

Freshwater sh

Kidney

An excretory organ that lters blood


and removes nitrogenous wastes

An excretory organ that lters blood


and removes nitrogenous wastes

An excretory organ that lters blood


and removes nitrogenous wastes

Structure

Many nephrons

Simple structure with few small


glomeruli

Simple structure with many large


glomeruli

Filtration

High blood pressure in glomerulus


forces ultraltration

Low ltration rate

High ltration rate

Urine produced

Amount and concentration depends


upon water intake and activities

Small quantity urine produced

Large amounts of very dilute urine

3.4.1

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homeostasis.

3.6.1

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Science Press

Maintaining a Balance

272

Dot Point HSC Biology

3.7.1

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Brown region
Pinkish-red
region
White region

Thin tube

3.8.1

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3.8.2
Feature

Kidney

Renal dialysis

Structure

Consists of about 1 million nephrons which


lter the blood.

Haemodialysis occurs in a hospital where the patient is attached


via a tube in the veins, to a machine that circulates blood through
semipermeable lters that take out the toxins in the blood. The
procedure usually takes 3 to 4 hours. Dialysers consist of three
parts: a compartment for the blood, a compartment for the
dialysate, and a semipermeable membrane separating the two.

Function and nitrogenous


wastes

Removes urea from blood.

Removes urea from blood.

Other functions

Maintains bodys balance of various salts,


e.g. sodium, potassium, calcium, phosphate.
Releases into the bloodstream hormones
that regulate vital functions including blood
pressure, red blood cell production.

Concentrations of desired solutes can be adjusted by altering the


composition of the dialysis uid to maintain natural concentration
for healthy blood.

How often it occurs

Each day two kidneys excrete about 1.5 to


2.5 litres of urine.

Haemodialysis works more quickly than peritoneal dialysis, and


can be done in short sessions, e.g. 3 to 4 hours in hospital while
peritoneal dialysis needs to be performed every day.

Filtration and reabsorption

Filters and reabsorbs required materials.

Filters but no reabsorption.

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Dot Point HSC Biology

273

Maintaining a Balance

3.9.1
Feature

Aldosterone

Antidiuretic hormone

Where it is
produced

Adrenal cortex of adrenal gland.

Neurosecretory cells in hypothalamus in brain.

When it is
produced

Regulated by two mechanisms:


1. Decrease in blood volume and fall in blood pressure cause
secretion of rennin in kidney. Rennin starts chemical reactions
that cause the adrenal gland to release aldosterone.
2. Level of sodium ion concentration.

When hypothalamus detects a rise in blood solutes, i.e. there


is a decrease in water concentration in blood.

Stored

No.

Can be stored in posterior pituitary gland.

Travels

From adrenal gland to kidney.

Travels in bloodstream from posterior pituitary gland to


kidney.

Action

Causes increased active transport of sodium ions from


nephron distal tubules. Water follows and is reabsorbed from
the tubules. This causes concentration of solutes in blood to
decrease and blood pressure rises.

In kidney it increases the permeability of distal tubules and


collecting ducts to water. This increases the amount of water
reabsorbed and concentration of solutes decreases.

Suppression

Negative feedback causes decreased secretion of aldosterone.

Negative feedback causes decreased secretion of ADH.

3.10.1

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3.11.1
Feature
O
H
N

H
H

HN

Ammonia

H2N

C
N
H

NH2

Urea

N
H

Uric acid

Formation and energy needed for


formation

Formed immediately after the


amino group is removed from
protein, using little energy

Synthesis requires more energy


than urea synthesis

Produced by liver in process


that requires more energy than
production of ammonia

Toxicity

Very toxic

Not very toxic

Less toxic than ammonia

Solubility

Highly soluble in water

Not very soluble in water

Soluble can be moderately


concentrated to conserve water

Animals releasing this as nitrogenous


waste

Bony sh, aquatic invertebrates,


aquatic amphibians

Insects, reptiles, birds, some


dogs excrete uric acid. Reptiles
and birds eliminate uric acid
with faeces

Terrestrial amphibians and


mammals

3.11.2
Feature

Terrestrial mammal

Marine sh

Freshwater sh

Main nitrogenous waste

Urea

Ammonia

Ammonia

Where nitrogenous
waste is excreted

Kidney

Gills but since a lot of water is


needed to remove ammonia (only
one nitrogen in each molecule),
some ammonia is converted into
urea which accumulates in blood to
help maintain osmotic balance, e.g.
sharks.

Gills where fresh water easily ushes


ammonia from gills.

Urine concentration

Varies depending upon water


intake, activity and environmental
conditions.

Release concentrated urine to retain


as much water as possible.

Very dilute urine to eliminate as


much water as possible.

Amount of urine
released

Varies depending upon water


intake, activity and environmental
conditions.

Small amounts released to retain as


much water as possible.

Large amounts of urine to eliminate


as much water as possible.

Explanation

When water is available large


amounts of dilute urine can be
produced, as water availability
decreases concentration increases
and amount decreases.

In a marine environment, water


tends to move out of the organism
by osmosis. Some marine sh, e.g.
sharks are hypertonic to prevent
dehydration while other species
release as little water as possible.

In fresh water, water tends to move


into an organism by osmosis.
Freshwater sh need to remove as
much water as possible in their urine.

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274

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3.12.1

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3.15.1
Plant and feature

Diagram

How feature minimises water loss


Less surface area of leaf is exposed to heat of midday sun. Vertical
position means photosynthesis occurs in morning and afternoon and
stomates close midday and thus transpiration and water loss is reduced.

Eucalypts
Leaves hang vertically

Leaf can coil around underside

Stomates on underside are protected from heat, wind etc and water loss
by transpiration is reduced.

Hakea multilineata
(grass-leaf hakea)

Long, thin blades reduce surface area and reduces SA:V. This reduces
water loss by transpiration.

Spinifex grass

Leaves are long, thin blades


Carpobrotus rossii
(pigface)

Thick, succulent leaves store water allowing plant to grow in arid areas
and have water available when needed.

Leaves are thick, succulent

Actinotus spp
(annel ower)

Dense covering of woolly hairs reduces the ability of water to


evaporate and move away from the plant. This decreases water loss by
transpiration.

Leaves have dense covering of pale


woolly hairs

Extensive root system increases ability to absorb water when water is


available.

Acacia spp
Have extensive root system with root
nodules

Deep root system allows plant to tap into the water table providing water,
even if the surface is dry.

Oleander
Deep root system below the water
table

3.16.1

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275

Maintaining a Balance

3.17

Applied Question Section 3

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Feature

Spinifex hopping-mouse

Spinifex grass

Location

Found in deserts where there is limited water supply.

Found in deserts where there is limited water supply.

Obtaining water

Mouse obtains water from seeds, insects, plants,


metabolic water and does not drink.

Obtains water from extensive root system.

Reducing water loss

Long tubules in nephrons allow reabsorption of water so


highly concentrated urine is excreted.

Stomates in crypt and hairs across crypt on underside of


leaf reduce transpiration and water loss.

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