Active Biology Student Worksheets For VCE Biology Units 3 .
Buyer: your name (your email address)Transaction ID (your transaction ID)Active Biology - student worksheets for VCE Biology Units 3 & 4 contains the followingworksheets (plus answer sheets):1.The plasma membrane28.Types of specific immunityMovement across the plasma membrane29.The allergic response3.Exporting proteins from a cell30.Natural selection4.Nucleic acids31.Speciation5.DNA replication32.Changes in populations wordfind6.Proteins33.Variation in populations: polyploidy7.Protein synthesis34.Mutations8.Gene regulation35.Block mutations9.Alternative splicing36.Dating rocks10.Enzymes37.Fossils11.Enzymes wordfind38.Evidence for evolution12.Photosynthesis39.Determining relatedness between species13.Cellular respiration40.DNA-DNA hybridisation14.Anaerobic respiration41.Amino acid sequences: finding similarities15.Cellular signals42.Phylogenetic trees and the molecular clock16.Transduction of a hydrophilic signal43.Classifying humans17.Types of signalling molecules44.Evolution of hominins18.Apoptosis45.The path to becoming human19.Pathogens46.Changing lifestyles of modern humans20.Antigens47.DNA manipulation21.Innate immunity: first line of defence48.Gene editing using CRISPR-Cas922.Innate immunity: second line of defence49.Predictive testing23.The inflammatory response50.DNA profiling24.Adaptive immunity: third line of defence51.Genetically modified organisms (GMOs)25.Humoral immunity flowchart52.Pandemic V Epidemic26.Cellular immunity flowchart53.The changing influenza virus27.Types of white blood cells54.Rational Drug DesignSAMPLEPAGE2.* Note that some of the above listed worksheets consist of two or more pages. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)NUCLEIC ACIDS1. DNA, or deoxyribonucleic acid, is a ‘polymer’. What does this mean?2. The following diagram shows part of a DNA molecule. It is unlabelled and not quite complete.EPAGEGCAA(a) Using two different colours, shade and label (i) the ‘phosphate’ part of each nucleotide (ii) the‘sugar’ part of each nucleotide.MPL(b) Colour-code the four different types of nitrogen-containing bases and fill in any missing letters.(c) Add hydrogen bonds (correct number) between each pair of complementary bases.(d) Circle one complete nucleotide.(e) For each chain, indicate the 5 prime (5’) and 3 prime (3’) end.3. The two chains in a DNA molecule are said to run ‘anti-parallel’. What does this mean?SA4. The two chains in a DNA molecule are actually arranged to form a double-helical structure, rather like atwisted rope ladder. In the space provided below, draw a simple diagram of a DNA double helix.(a) Which part of the double-stranded DNA molecule forms the ‘rungs’ of theladder?(b) Which part of the double-stranded DNA molecule forms the ‘side rails’ ofthe ladder?DNA double helix A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)NUCLEIC ACIDS(answers)Being a polymer means that DNA is made up of similar sub-units called ‘monomers’.2.5 primehydrogen bondsPCA3 primeSSEPAGESGS1.PPSTGSPPSnucleotideCGTSSTAGSSP(a) See above diagram.5 primeMPL(b) See above diagram.P - phosphateS - sugarA - adenineC - cytosineT - thymineG - guanineSPP3 primeA(c) See above diagram.(d) See above diagram.(e) See above diagram.4.The two chains running ‘anti-parallel’ means that they run in opposite directions; one chain runsfrom the 5 prime to 3 prime end, while the other runs from 3 prime to 5 prime.SA3.(a) The nitrogen-containing bases form the ‘rungs’ of the ladder.(b) The sugar-phosphate backbones form the ‘side rails’ of the ladder.DNA double helix A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)ALTERNATIVE SPLICING1. What is meant by ‘alternative splicing’?PAGE2. What are the two ways in which alternative splicing can occur?MODELLING ALTERNATIVE SPLICING (activity)MATERIALS: plasticine in four different colours, sharp pencil.Part A1. Cut 12 small rectangular pieces of plasticine in two different colours, with six pieces representing EXONSand six representing INTRONSLE2. Number your introns and exons 1 - 6 by using the pencil to punch small holes into each piece.3. Arrange all 12 pieces of plasticine to model a piece of pre-mRNA with 6 exons and 6 introns. This is yourbase pre-mRNA strand.SAMP4. Use plasticine in two other colours to create a cap and a poly-A tail.Part B1. From your base pre-mRNA strand, remove all introns and then create four different, complete mRNAstrands by:(a)removing exon 5(b)removing exons 2 and 6(c)removing exons 1, 2 and 4(d)removing exons 2, 3 and 52. Draw diagrams of your complete mRNA strands.3. Use your base pre-mRNA strand to model INTRON RETENTION, where certain introns are retained ratherthan being cut out of the pre-mRNA. Create three different, complete mRNA strands of your own,removing some of the exons and retaining some of the introns. Draw diagrams of each of your mRNAstrands.The discovery of alternative splicing had profound implications in the science of genetics. How did it changewhat we believe about the way genes work? A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)ALTERNATIVE SPLICING(answers)1.Alternative splicing is a process in which genes are regulated so that they are able to produce morethan one protein.2.Exon juggling and intron retention.Part ABase pre-mRNA strand (colours may vary):exonCap:intronPoly-A tail:(a)(b)SAMP(c)(shapes/colours may vary)LEPart B1.PAGEMODELLING ALTERNATIVE SPLICING (activity)(d)2.3.See diagrams 1 (a) - (d) above.Student answers may vary. Examples of mRNA created as a result of intron retention could include:(i)(remove exons 2, 4, 5 & introns 1, 4 - 6)(ii)(remove exons 3, 5 & introns 1, 3 and 5)(iii)(remove exons 1, 5 and 6 & introns 1, 3 and 5)Previously, it was believed that genes produced only one protein each, that is, the ‘one gene, one polypeptideconcept’. The discovery of alternative splicing changed this thinking, as it became apparent that some genesare able to produce a variety of protein products. Alternative splicing also helps to explain why a relativelysmall number of genes (approximately 21,000) can account for the total number of different proteins thatthe human body can make, which scientists estimate could be as many as 2 million. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)INNATE IMMUNITY: FIRST LINE OF DEFENCEDescribe the ways in which each body area provides protection from pathogens in the first line of defence:EARSEYESNASAL CAVITYMOUTH CAVITYSKINAIRWAYSURETHRASTOMACHGENITAL TRACTANUS A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)INNATE IMMUNITY: FIRST LINE OF DEFENCE(answers)EARS* Produce cerumen (earwax)that helps to inhibit growthof bacteria.NASAL CAVITY* Contains hairs and mucusthat trap microorganisms.SKIN* Provides an impenetrablebarrier against pathogens.* Sebaceous glands secretesebum, which contains fattyacids that have anti-bacterialproperties.* Produces sweat, whichcontains an anti-microbialprotein called dermcidin.URETHRA* Flow of urine regularlycleanses surfaces, which canhelp prevent pathogens frombecoming established.GENITAL TRACT* Contains natural flora thatinhibits growth of pathogenicbacteria.EYES* Produce tears which clean theeyes and contain lysozome, anenzyme that lyses bacteria.MOUTH CAVITY* Produces saliva, which alsocontains lysozyme enzyme thatlyses bacteria.* Contains natural flora,harmless bacteria that caninhibit the growth of pathogenic bacteria.AIRWAYS* Have a layer of mucus thattraps microorganisms.* Hair-like structures calledcilia help move mucus and thebacteria it contains to the backof the throat. Here, the mucus iseither expelled by coughing, orswallowed.STOMACH* Produces strong stomach acidthat kills bacteria.ANUS* Has mucous membranes thattrap microorganisms. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)HUMORAL IMMUNITY FLOWCHARTComplete the following flowchart by labelling the various cells/structures and providing brief captions:1.PAGE2.LE3.MPSA4.5. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)HUMORAL IMMUNITY FLOWCHART(Cont.)PAGE6.7.9.LE8.10.MP11.SA12. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)HUMORAL IMMUNITY FLOWCHART(answers)2. pathogenDendritic cell engulfs pathogenPAGE1. dendritic cellPathogen is degraded into fragmentsSAMPLE3. antigen fragmentSome fragments are transferred to thesurface of the dendritic cell4 . T helper cellDendritic cell presents antigen fragments toT helper cell5. receptorT helper cell binds to the antigen viareceptors on its surface; this activates thehelper cell A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)HUMORAL IMMUNITY FLOWCHART(answers)(Cont.)7. B cellT helper cell releases cytokines thatactivate B cellPAGE6. cytokineB cell undergoes clonal expansion toproduce a clone of B cells9. memory B cellLE8. plasma cell10. antibodyMPMost of the cloned B cells differentiate intoantibody-producing plasma cellsSome of the cloned B cells differentiate intomemory B cellsSA11. antigen-antibody complex12. macrophageAntibodies bind to antigens on the surface ofextracellular pathogens, forming an antigenantibody complexMacrophage engulfs and destroys antigenantibody complex by phagocytosis A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)THE ALLERGIC RESPONSEFill in the gaps in the flowchart using words from the list provided (words can be used more than once):Person makes contact with potentialThe immune system identifies the asPAGEand activates an responseagainst the allergen are producedbind to surfaceon nearby cellsLEPerson becomes to the allergenA exposure to the allergen causesMPantibodies on cells to recognise and bind to thecells are activated and start to releaseRelease of results in increased flow to the areaas well as increased of blood vessels,SAcausing redness, and pain.Mast cells produce messengers thatother immune cells to the affected tissueInflux of immune cells results in even more chemicals being released,increasing the and causing tissueWord list:sensitised - inflammation - immune - permeability - second - chemical - allergen - antibodies damage - receptors - IgE - swelling - mast - attract - histamine - non-self - blood A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)THE ALLERGIC RESPONSE(answers)Person makes contact with potential allergenPAGEThe immune system identifies the allergen as non-selfand activates an immune responseIgE antibodies against the allergen are producedIgE antibodies bind to surface receptorson nearby mast cellsLEPerson becomes sensitised to the allergenMPA second exposure to the allergen causes IgE antibodieson mast cells to recognise and bind to the allergenMast cells are activated and start to release histamineSARelease of histamine results in increased blood flow to the areaas well as increased permeability of blood vessels,causing redness, swelling and pain.Mast cells produce chemical messengers that attractother immune cells to the affected tissueInflux of immune cells results in even more chemicals being released,increasing the inflammation and causing tissue damageWord list:sensitised - inflammation - immune - permeability - second - chemical - allergen - antibodies damage - receptors - IgE - swelling - mast - attract - histamine - non-self - blood A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)TYPES OF WHITE BLOOD CELLSUsing a system of colour-coding, match the name of the cells to their correct function:Release histaminesduring inflammationMemory B cellsDestroy intracellularpathogens in 3rd lineof defenceT helper cellsCan ‘remember’ anantigen; involved incellular immunityNK cellsLEMPDifferentiate intoplasma cellsProduce cytokinesthat stimulate B andT cellsRelease histamines duringthe allergic responseNeutrophilsDendritic cellsDifferentiate intomacrophagesSAMain antigenpresenting cellsMonocytesBasophilsSuppressor T cellsPlasma cellsPAGEB lymphocytesMast cellsCan ‘remember’ anantigen; involved inhumoral immunityMemory T cellsCytotoxic T cellsEliminate pathogens bydegranulationLimit or stop an immune responseProduce antibodiesType of phagocytesinvolved in 2nd lineof defence A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)TYPES OF WHITE BLOOD CELLS(answers)Release histaminesduring inflammationMemory B cellsDestroy intracellularpathogens in 3rd lineof defenceT helper cellsCan ‘remember’ anantigen; involved incellular immunityNK cellsLEMPDifferentiate intoplasma cellsProduce cytokinesthat stimulate B andT cellsRelease histamines duringthe allergic responseNeutrophilsDendritic cellsDifferentiate intomacrophagesSAMain antigenpresenting cellsMonocytesBasophilsSuppressor T cellsPlasma cellsPAGEB lymphocytesMast cellsCan ‘remember’ anantigen; involved inhumoral immunityMemory T cellsCytotoxic T cellsEliminate pathogens bydegranulationLimit or stop an immune responseProduce antibodiesType of phagocytesinvolved in 2nd lineof defence A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)SPECIATIONSAMPLEPAGE1. The following flow diagram shows speciation, the process of formation of new species. In the spacesprovided, write captions to explain, in scientific terms, what is happening at each step.2. What type of speciation is that which occurs as the result of two populations becoming geographicallyisolated from one another?3. If two different populations are considered to be subspecies, what does this mean? A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)SPECIATION(answers)1.PAGEIn the beginning there is one rabbit population,with all its members belonging to the samespecies.2.3.SAMPLETwo populations of the rabbit species becomegeographically isolated by a mountain range(formed by uplift in extremely slow geologicalprocesses).The isolated populations are subjected todifferent selection pressures because of thedifferences in environmental conditions. Theystart to become less and less alike, evolving indifferent directions.If the two rabbit populations are later broughtback together they can no longer interbreed;they have become two different species.Allopatric speciationIf two populations are considered subspecies, this means that while they might look quite differentto each other, they are still capable of interbreeding and producing healthy, fertile offspring. Theytherefore still belong to the same species. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)VARIATION IN POPULATIONS: POLYPLOIDY1. ‘Polyploidy’ is a condition that is rare in animals, but not unusual in plants. What is polyploidy?2. Define the following:PAGE(a) Tetraploid:(b) Hexaploid:(c) Autopolyploid:(d) Allopolyploid:3. It is possible to create polyploid plants by (i) hybridisation: crossing two parents from different species and(ii) duplication: doubling the number of chromosomes by using chemical treatment.Complete the following diagram showing how polyploid plants can be created using two species, A and B.LEDiploid genomenati ocilupMPDspecies AA Diploid speciesHybrispeciesdisationidisati icationAllotetraploid speciesspecieshaploid chromosomeset for species Ahaploid chromosomeset for species B A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)VARIATION IN POPULATIONS: POLYPLOIDY(answers)1.Polyploidy is a condition in which an organism has more that two matching sets of chromosomes.2.(a) Tetraploid: describes an organism that has four sets of chromosomes.PAGE(b) Hexaploid: describes an organism that has six sets of chromosomes.(c) Autopolyploid: describes an organism that has extra sets of chromosomes from its own species.(d) Allopolyploid: describes an organism that has extra sets of chromosomes from a different species.3.Diploid genometi onaciplAutotetraploidspecies BBBBDiploid species BBMPDiploid species AALEDuHybridisationSAdisHybriDiploid species ABati onHybridisationAllotriploidspecies ABBDuplicationDuplicationAllotetraploid species AABBhaploid chromosomeset for species AAllohexaploidspecies AABBBBhaploid chromosomeset for species B A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)SAMPLEPAGEProcesses involved in the fossilisation of a fish. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)Processes involved in the fossilisation of a fish.PAGEFish dies and is quickly buried by sand at the bottom of the sea,protecting it from being eaten by other animals.Over time, more sediment is deposited on the sea floor, forming a newlayer. Softer parts of the animal decay, leaving the hard skeleton.MPLEAs more layers of sediment are deposited, the added weight putsgreat pressure on the original layer containing the dead fish. Layers ofsediment are squeezed together.SANew layers of sediment continue to form, increasing the pressureon the deeper layers. This pressure causes the sediments to becomecompressed and eventually turn into rock.After millions of years, the sedimentary rock layers may be thrustupwards by great geological forces, and become part of a mountainrange.Processes such as weathering and erosion may eventually wear awaythe top layers of rock, exposing the fossil fish. A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)THE CHANGING INFLUENZA VIRUS1. What are the three types of influenza virus?2. What is meant by the strain of an influenza virus?PAGE3. What two proteins on the surface of an influenza virus determine its subtype?4. A strain from a type of avian flu virus was designated as A/duck/Alberta/35/76/(H1N1). What does thisinformation mean?LE5. The following diagram shows two strains of the influenza virus, (a) H5N1 and (b) H3N2. The viral surfaceproteins, HA and NA are also shown, as well as the 8 RNA segments found in the core of each virus.NAMPHARNA segmentencoding NA(red)RNA segmentencoding HA(green)(a) Virus H5N1NAHARNA segmentencoding HA(blue)RNA segmentencoding NA(orange)(b) Virus H3N2SAIf a person becomes infected with both of these viruses at the same time, it is possible for a re-assortmentof genetic material to occur, creating a new strain, H5N2.(a) Complete diagram (c) on the right by showing what the core andsurface proteins of the new virus strain H5N2 would look like, usingthe colours assigned in diagrams (a) and (b) above.(b) This type of change can be described as an antigenic shift. Whatdoes this mean?(c) Virus H5N2 A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
Buyer: your name (your email address)Transaction ID (your transaction ID)THE CHANGING INFLUENZA VIRUS(answers)Type A, type B and type C.2.The strain of an influenza virus is the genetic variant or particular biological form of the virus.3.Hemagglutinin (HA) and neuraminidase (NA).4.A/duck/Alberta/35/76/(H1N1) indicates a type A virus that was first discovered in a duck, originatedin Alberta (Canada), is strain number 35 and was isolated in the year 1976. Its subtype is H1N1.5.NAHAPAGE1.NAHARNA segmentencoding NARNA segmentencoding HARNA segmentencoding NALERNA segmentencoding HA(b) Virus H3N2SAMP(a) Virus H5N1(c) Virus H5N2(a) See above diagram.(b) This type of change is described as an ‘antigenic shift’ because there has been a sudden, majorchange in the virus’ antigenic properties, that is, the extent to which it is able to alter its surfaceproteins in order to evade the host’s immune system (this is different to antigenic drift, whichinvolves only small mutations that are usually still recognised by the immune system). A Fabris. Digital transmission prohibited. This page may be printed and distributed for non-commercial classroom use (hard copy only).
The path to becoming human Changing lifestyles of modern humans DNA manipulation Gene editing using CRISPR-Cas9 Predictive testing DNA profiling Genetically modified organisms (GMOs) Pandemic V Epidemic The changing influenza virus Rational Drug Design * Note that some of the above listed
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