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macmillanbiologyNSW Year 11Save time and achieve more with MacmillanBiologyMacmillan Biology NSW will be supported by comprehensive digital teacher resources tohelp you save time and to help your students achieve exam success.Each textbook will be supported by more than 250 pages of printable, editable teacherresources including lesson plans, practical investigations, secondary source investigations,assessment tasks, answers and MORE.This sample of Module 1 teacher resources includes: An introduction to the teacher resources Lesson plans, with accompanying suggested answers documents, aligned with thesubjects covered in Module 1, including: Interpreting data activities Practical investigations Secondary source investigations Evaluating biological issues activities Assessment tasksSuggested answers for activities in Module 1, including: Chapter review questions Module review questions Mini exam questions Module assessment task Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 11Introduction to teacher resourcesPROOFSThese teacher resources act as a supplement to the textbook Macmillan Biology NSW Year 11. Theyprovides lesson plans for teachers and suggests answers for each activity.The Macmillan Biology NSW Year11 textbook and these resources integrate the Australian seniorBiology curriculum into the New South Wales Biology Stage 6 Syllabus (released by the NSWEducation Standards Authority (NESA) in March 2017). This incorporation was based on the rationaleand aims of the Australian senior Biology curriculum, as defined by its learning, content (scienceinquiry skills, science understanding, and science as a human endeavour) and achievement standards(biology concepts, models and applications and biology inquiry skills).Modules 1–4 of the student book are based on the NSW Biology Stage 6 Syllabus. The openingpage of each of module lists the appropriate NSW Biology Stage 6 Syllabus learning outcomes. Theteacher resources align with each of the modules in the student book.Each lesson plan lists the appropriate NSW Biology Stage 6 Syllabus content, coded to show:ECTED module number (1–4) module content topic (listed in order as A, B, C etc.) dot point within module content (listed in order as 1, 2, 3, etc.)For example, code 1B4 represents module 1 (Cells as the basis of life), content topic B (Cellfunction), dot point 4 (conduct a practical investigation to model the action of enzymes in cells(ACSBL050)). The final code in the dot point refers to the relevant part of the Australian seniorBiology curriculum.Lesson plans include:UNCORR Interpreting data—where students analyse and interpret biological data and informationpresented from a variety of sources. Sources include peer-reviewed journal articles in whichscientists record and discuss the results of their research; results from experiments given to studentsfrom 2002 to 2008; some data and information similar to real data Practical investigations (PIs)—directed practical activities and appropriate discussion questions Secondary source investigations (SSIs)—where students are expected to find information froma variety of sources, including Macmillan Biology NSW Year 11, to answer discussion questionsassociated with each activity Evaluating biological issues (EBIs)—where students gather information and evaluate the effectof human interventions on biological systems and how they affect present-day and future society Assessment tasks—including revision tests, practical tests, skills tests and research tasks.Each activity (except for the EBIs) should be completed within 40 minutes to one hour, and insome cases can be continued or used for homework. These lesson plans are designed to be printed outfor the class. Suggested answers to all questions posed in lesson plans are provided.Sections 5–8 of this teacher resource book provide suggested answers to questions posed inMacmillan Biology NSW Year 11. These include: answers to the revision questions (at the end of each of chapters 1–21) Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
UNCORRECTEDPROOThe ACARA Australian senior Biology curriculum is available /science/biologyThe NESA NSW Biology Stage 6 Syllabus is available at:www.boardofstudies.nsw.edu.au/syllabus hsc/biology.htmlFS module and chapter review questions (at the end of modules 1–4 and chapter 22 ‘Skills’) mini exam questions (at the end of modules 1–4 and chapter 22 ‘Skills’) suggested answers and/or marking criteria for questions posed in assessment tasks (at the end ofmodules 1–4 and chapter 22 ‘Skills’). Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 111.1 Interpreting data: Effect of dissolved CO2 onpH; effect of temperature on dissolved CO2FSStudents:PROO1B2 investigate cell requirements, including but not limited to:– removal of wastes (ACSBL044)1B5 investigate the effects of the environment on enzyme activity through the collection of primary orsecondary data (ACSBL050, ACSBL051)IntroductionECTEDIn animal cells, carbon dioxide (a by-product of cellular respiration during metabolism) combineswith water to produce carbonic acid (CO2 H2O H2CO3). Too much carbonic acid is toxic to cells,because it lowers the pH of the cell fluids (that is, they become more acidic) and reduces the efficiencyof enzymes that normally function at less acidic levels. So cells need to remove waste carbon dioxidequickly and efficiently for the body to maintain homeostasis.Similarly, the concentrations of environmental gases in aquatic environments affect the survival offish and invertebrates. Oxygen is fundamental to their basic life processes and carbon dioxide is ananimal waste product (but used by aquatic plants for photosynthesis). When there is an imbalance inthese gases, many organisms die. This situation can be exacerbated in warm weather. Gases that arenormally held in solution in the water may gain enough energy to escape as the water heats up, leavingthe organisms with insufficient oxygen or carbon dioxide to sustain life.RRAimsUNCOHypotheses Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
Materials and methodshot water ( 75 C) straws cold water ( 6 C) test tubes room temp water ( 22 C) thermometers limewater universal indicatorECTEDPROOFS CORR01013 FPOUNFigure 1.1.1 Experimental design Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
ResultsTable 1.1.1 pH of water with and without added carbon dioxide at different temperatures after oneminuteHot (75 C)Cold (6 C)No added CO2 CO2No added CO2 CO2No added CO2PROOFS CO2Room temperature (22 C)UNCORRECTEDDiscussion questions Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 11FS1.1 Effect of dissolved CO2 on pH; effect oftemperature on dissolved CO2UNCORRECTEDPROOSuggested answers Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 111.2 Interpreting data: Studying animal and plantcellsFSStudents:PROO1A1 investigate different cellular structures, including but not limited to:– examining a variety of eukaryotic cells (ACSBL032, ACSBL048)1A2 investigate a variety of eukaryotic cell structures, including but not limited to:– comparing and contrasting different cell organelles and arrangementsIntroductionDImproved microscopes (especially electron microscopes) and staining techniques let scientists see cellcontents, such as organelles, more clearly. They could also see membranes. Consequently, eukaryoticplant and animal cells were seen to share many features. They both have a nucleus, a nucleolus, a cellmembrane, vacuoles and cytoplasm. Vacuoles are small in animal cells and immature plant cells butbecome large in mature plant cells. Only plant cells have a cell wall and chloroplasts.RRHypothesisECTEAimsUNCOMethods Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
FSPROO0100401005UNCORRECTEDFigure 1.2.1 Animal cells do not have cell walls or chloroplastsFigure 1.2.2 Mature plant cells have large central vacuoles Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
Table 1.2.1 Matching cells with numbers of organellesUNCORREC Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1Cell typePROOTEDNumber of organellesFSDiscussion questions
macmillanbiologyNSW Year 11FS1.2 Interpreting data: Studying animal and plantcellsPROOSuggested answersECTED01004 (with labels)01005 (with labels)UNCORRFigure 1.2.1 Animal cells do not have cells walls or chloroplastsFigure 1.2.2 Mature plant cells have large central vacuoles Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
Table 1.2.1 Cell structures and organelles ( present)Organelle orstructureFunctionPlant cellAnimal cell PROO FS D UNCORRECTE Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
UNCORRECTEDPROOFSTable 1.2.2 Matching cells with numbers of organelles Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 111.3 Practical investigation: Osmosis and diffusionStudents:PROOFS1B1 investigate the way in which materials can move into and out of cells, including but not limited to:–conducting a practical investigation modelling diffusion and osmosis (ACSBL046)–relating the exchange of materials across membranes to the concentration gradients andcharacteristics of the materials being exchanged (ACSBL047)TEDDiffusion is the movement of dissolved solids, liquids and gases from areas of high concentration toareas of low concentration, that is, along a concentration gradient. This occurs naturally in systems,such as gas exchange between the blood and the lungs, so that balance is maintained.Osmosis is a form of diffusion, but only water moves. In osmosis, water follows a concentrationgradient but, unlike normal diffusion, it occurs across a semi-permeable membrane. That is, watermoves from areas of high concentrations of water (dilute solutions) to areas of low water concentration(concentrated solutions). Osmosis is an important process that regulates transpiration in plants—watermoves by osmosis out of leaf mesophyll cells into leaf spaces. Subsequent evaporation and diffusion ofwater vapour out of open stomates creates a negative pressure, which causes water in xylem to bepulled up the plant.CORRECDemonstrating diffusionUNDiffusion in air Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1Diffusion in water
Diffusion in airFS01006PROOFigure 1.3.1 Perfume will diffusethrough a room01007RRECTEDDiffusion in waterFigure 1.3.2 As it dissolves, potassiumpermanganate (KMnO4) will diffusethrough waterTable 1.3.1 Time taken for students to smell perfume and for water in beakers to be coloured purpleCOTime to smell perfume (s)Trial 2Mean (n 2)UNTrial 1 Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1Time to colour water purple (s)Beaker 1Beaker 2Mean (n 2)
PROOFSDemonstrating osmosisOsmosis in eggsOsmosis in leafy elodeaECTEDOsmosis in eggsCORROsmosis in leafy elodeaUNTable 1.3.2 Osmosis in eggsVolume of salt water remaining (mL)Volume of fresh water remaining (mL)Egg 1Egg 1Egg 2Mean (n 2) Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1Egg 2Mean (n 2)
Diagrams of freshwater eggsPROOFSDiagrams of saltwater eggsTable 1.3.3 Osmosis in leafy elodeaDiagram of elodea cell in fresh waterUNCORRECTEDDiagram of elodea cell in salt http://www.dpi.nsw.gov.au/ data/assets/pdf file/0007/329308/041209-DPI-RWW-PLANTGUIDE.pdf Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 111.3 Practical investigation: Osmosis and diffusionUNCORRECTEDPROOFSSuggested answers Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
Table 1.3.1 Features of elodea cells in salt versus fresh waterElodea cells in fresh waterUNCORRECTEDPROOFSElodea cells in salt water Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 11FS1.4 Practical investigation: Effect of temperature,pH and substrate concentration on enzymereactionStudents:PROO1B4 conduct a practical investigation to model the action of enzymes in cells (ACSBL050)1B5 investigate the effects of the environment on enzyme activity through the collection of primary orsecondary data (ACSBL050, ACSBL051)IntroductionCOAimRRECTEDEnzymes act as catalysts in chemical reactions and function best at optimal levels of temperature, pHand substrate concentration. Enzymatic activity can be shown to increase or decrease depending onthe environmental conditions. That is, reaction rate will increase with increasing temperature andsubstrate concentration up to a maximum, after which there will no longer be any increase.This is because enzymes rely on temperature to provide energy for the reaction, but enzymes willnot operate when temperatures are too high. Each type of enzyme functions within a range oftemperatures or pH. Above or below the specific optimal temperature or pH function will decrease.And outside this range, enzymes will denature and no longer function. Also, enzyme activity will onlyincrease until all available substrate is used up or all enzyme active sites are occupied.Animal cells (including liver cells) produce an enzyme—catalase—that breaks down harmfulhydrogen peroxide (produced in normal metabolism) into non-toxic oxygen and water (2 H2O2 2H2O O2). Catalase functions at an optimum temperature of 37 C, similar to the temperature of thehuman body.UNHypotheses Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
Materials and methodsPROOFSThis lesson is designed for the class to be divided into three groups: each group will perform oneexperiment—temperature or pH or substrate—and class results will be combined and discussed.CORRECTEDWork in groups of two to three students, with two groups per treatment (n 2)UNWork in groups of two to three students, with two groups per treatment (n 2) Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
PROOFSWork in groups of two to three students, with two groups per treatment (n 2)ResultsTemperatureGroup 1MeanEC Group 2TE DTable 1.4.1 Effect of temperature on activity of catalase on H2O2 (n 2)RR UNCOSubjective rate of reaction: 0 no reaction; 1 very little reaction; 2 some reaction; 3 strong reaction; 4 very strongreactionGraph mean results (n 2) Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
3FS21020406080Temperature (oC)100DFigure 1.4.1 Effect of temperature on catalase activityPROOSubjective rate of reaction4Table 1.4.2 Effect of pH on activity of catalase on H2O2 (n 2)Group 2TEGroup 1MeanRRECpHUNCOSubjective rate of reaction: 0 no reaction; 1 very little reaction; 2 some reaction; 3 strong reaction; 4 very strongreactionGraph mean results (n 2) Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
3FS210367pHFigure 1.4.2 Effect of pH on catalase activityPROOSubjective rate of reaction49Substrate ConcentrationDTable 1.4.3 Effect of substrate concentration on catalase activity (n 2)Group 1MeanTE Group 2EC 32UNSubjective rate of reactionCO4RRSubjective rate of reaction: 0 no reaction; 1 very little reaction; 2 some reaction; 3 strong reaction; 4 very strongreactionGraph mean results (n 2)100.66.0Substrate concentration (%)Figure 1.4.3 Effect of substrate concentration on catalase activity Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
UNCORRECTEDPROOFSDiscussion questions Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 11FSLesson 1.4 Practical investigation: Effect oftemperature, pH and substrate concentration onenzyme reactionDPROOSuggested answersTETable 1.4.1 Dependent and independent variables per experimentpHUNCORRECTemperature Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1Substrateconcentration
FSPROODTEECRRCOUN Copyright Macmillan Education Australia 2017macmillan biology, NSW Year 11ISBN 978-1-4202-3850-1
macmillanbiologyNSW Year 111.5 Secondary source investigation: History of thedevelopment of cell theoryFSStudents:PROO1A1 investigate different cellular structures, including but not limited to:–examining a variety of prokaryotic and eukaryotic cells (ACSBL032, ACSBL048)–describe a range of technologies that are used to determine a cell’s structure and function2A1 compare the differences between unicellular, colonial and multicellular organisms by:–investigating structures at the level of the cell and organelle–relating structure of cells and cell specialisation to functionUNCORRECTEDThe use of microscopes was crucial to the discovery of cells. Compound light microscopes(microscopes that employ the use of more than one lens) were first developed at the end of thesixteenth century by the Dutch lens makers Hans and Zacharias Janssen. It was, however, the realisticillustrations of microscopic observations of organisms by the Englishman Robert Hooke (1635–1703)in his book Micrographia, first published in 1665, that acted as a catalyst for future discoveries. Hookeincluded a diagram of thin slivers of cork from an oak tree, and used the term ‘cell’ for each of thehundreds of pores that made up the cork—but thought that these cells only existed in plants. ADutchman, Anton van Leeuwenhoek was also influenced by Hooke’s Micrographia. Consequently,he made simple microscopes that had a much greater magnification than Hooke’s compoundmicroscope. Therefore, in 1676, Leeuwenhoek was the first to describe living unicellular organismsand bacteria. In 1683, he sent diagrams of bacteria from plaque around his teeth to the Royal Society ofLondon.Science in the seventeenth century focused on observation, description and diagrams. By the1800s, the improved lenses in microscopes, and a more experimental approach to science, contributedto an increased knowledge of the nature of cells. For example, the compound microscope developed byEnglishman Joseph Lister in 1826 had better resolution and clearer images, so he was able to describered blood cells. With this improved technology, Robert Brown, a Scottish botanist, noted in 1831 asmall spherical body in plant cells that he called a nucleus.The popular belief in spontaneous generation hindered advances in cell theory until, in 1859, theFrench chemist Louis Pasteur disproved that theory by showing that microorganisms can only growfrom other microorganisms. In the meantime, the German botanist Matthias Schleiden proposed, in1838, that the nucleus was important in cell development, that all plant tissues are made of cells, andthat each new plant was formed from a single cell. In 1839 his colleague, the German physiologist andhistologist Theodor Schwann, extended the cell theory for plants to animals. That is, Schleiden andSchwann established cells as the basic units of struc
ISBN 978-1-4202-3850-1 Introduction to teacher resources These teacher resources act as a supplement to the textbook Macmillan Biology NSW Year 11. They provides lesson plans for teachers and suggests answers for each activity. The Macmillan Biology NSW Year11 tex
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standard, the ISO 14001:2004 manual is being integrated into the new manual so that cross referencing between the two systems becomes easier and enhances the understanding of the differences between the new and the old standards. This is to be used as a reference document only _ ESM 43012 Issue Date: 4th October 2017 Page 1 of 40 _ Environmental Manual ISO 14001:2015 _ Introduction .
