LAZSTA Inc. HSC Biology Workshop

1. LAZSTA Inc.HSC Biology Workshop HSC Biology Core topic 9.2 Maintaining A Balance by Joe Merlino

2. analyse and present information • from secondary sources to report • on progress in the production • of artificial blood and use • available evidence to propose • reasons why such research is needed Haemoglobin • Identify the form(s) • in which each of the • following is carried • in mammalian blood: • oxygen • explain the adaptive • advantage of • haemoglobin • Identify the form(s) • in which each of the • following is carried • in mammalian blood: • carbon dioxide

3. Identify the form(s) in which • each of the following is carried • in mammalian blood: • Nitrogenous waste Nitrogenous waste • explain the relationship • between the conservation of • water and the production and • excretion of concentrated • nitrogenous wastes • in a range of Australian insects • and terrestrial mammals • Differences in urine • concentration of terrestrial • mammals, marine fish and • freshwater fish

4. describe their chemical • composition • use a simple model to • describe their specificity • on substrates Named Enzyme(s) • identify the role of • enzymes in metabolism • identify data sources, • plan, choose equipment or • resources and perform a first-hand • investigation to test the effect of: • increased temperature • perform a first-hand • investigation to test the effect of: • changes in substrate concentrations • perform a first-hand • investigation to test the effect of: • change in pH

5. describe homeostasis as the process by which • organisms maintain a relatively stable • internal environment • outline the role of the nervous system • in detecting and responding to • environmental changes • explain that homeostasis consists of two stages: • detecting changes from the stable state • counteracting changes from the stable state Homeostasis • explain why the maintenance of a constant • internal environment is important for optimal • metabolic efficiency • outline the role of the hormones, aldosterone and • ADH (anti-diuretic hormone) in the regulation of • water and salt levels in blood • gather, process and analyse information from secondary • sources and use available evidence to develop a model • of a feedback mechanism

6. ACTIVITY:Identify the knowledge that you would expect from an HSC question on this first-hand investigation. Perform a first-hand investigation to demonstrate the effect of dissolved carbon dioxide on the pH of water.

7. Where did you get the carbon dioxide from?How did you test for carbon dioxide?How did you test for the pH change?How did you know the water was acidic?What was the pH of the water before you added carbon dioxide? How did you make sure?How did you check the reliability of your result?How do you know that your result was valid?What is a risk-assessment you carried out for this first-hand investigation?How did you determine there was a change in pH?

8. First-hand Investigations • Reliability • Validity • Risk assessment

9. The use of Models in science • Model of an enzyme • Summarises information known at a point in time • Provides a visual representation of what cannot be seen • Shows relationships between components

10. Plant responses • Spinifex folds its leaves • Mulberries drop their leaves in winter • Daffodil rhizome must experience freezing conditions to trigger flowering

11. Compare the structure of arteries, veins and capillaries in relation to their function • Student answers relating to • Carry deoxygenated blood • Carry oxygenated blood • Be careful with responses like: • veins have valves, arteries don’t have valves • Arteries are muscular • Veins have thin walls • Enzymes are killed/destroyed

12. Assessment Strategies (1) Compare and contrast • Ectothermic with endothermic • Structure of arteries, capillaries and veins • Processes responsible for the movement of materials in xylem and phloem • Red blood cells with white blood cells • Nephron function with dialysis

13. Assessment Strategies (2) • How would you be affected if you didn’t have……… • Aldosterone • ADH • Enzymes • Nephrons

14. Assessment strategies (3) • Estimate the size of pollen grains • Use the internet to find quizzes, interactive websites

15. Pressure flow hypothesis - translocation chloroplasts produce glucose (Source) glucose converted to sucrose sucrose transported to phloem by active transport this makes the sieve cell more concentrated water from nearby xylem moves towards concentrated sieve cell (by osmosis = passive transport) the sieve cells increases in pressure Somewhere else in the phloem e.g. roots, growing buds, flowers, fruit, sucrose solution is being used up and removed – (Sink) this area has lower pressure sucrose solution moves from an area of high pressure to an area of lower pressure – aided by passive and active transport

16. Movement of water and mineral ions up the xylem http://academic.kellogg.cc.mi.us/herbrandsonc/bio111/animations/0031.swf http://www.skoool.ie/skoool/examcentre_sc.asp?id=2884#Water_Transfer_to_Xylem http://www.kscience.co.uk/animations/transpiration.swf http://www.kscience.co.uk/animations/water_movement.swf