SvS Biology 2001
Web Patterns in Nature
8.3 Patterns in Nature
According to the Board of Studies Syllabus, the purpose and
function for studying this unit is summarised by the following statements:
(ref:
NSW Board of Studies Stage 6 Syllabus, page 26)
|
Living things use raw materials in different ways to construct new living tissues and repair existing tissues. All living organisms carry out similar processes to form the structures that make up their bodies. To carry out these processes, raw materials need to be obtained. The types of raw materials and the way in which these raw materials are obtained differ between living organisms but there are more similarities than differences in the overall processes involved, the elements used and the molecules made. Intake of the materials required by all living organisms and the removal of waste products are influenced by the surface areas of membranes through which these nutrients and waste products must pass. In large multicellular forms, complex organ systems with large surface area to volume ratios, have evolved to facilitate movement of material across the membranes of these organs that are concerned with specialised functions in the bodies of these organisms. |
The following is the syllabus document created by the BOARD OF STUDIES. It shows the requirements of each component of the course.
All underlined text represents suggested links to information or activities that you should be familiar with and use as a starting point in gaining a knowledge and understanding of this topic.
1. Organisms are made of cells that have similar structural characteristics
Theory:
• outline the historical development of
the cell theory, in particular, the
contributions of Robert Hooke and
Robert
Brown
• describe evidence to support the cell
theory
• discuss the significance of technological
advances to developments in the cell
theory
• describe impacts of current developments
in light microscopy that allow living
cells and organelles to be observed
• identify cell organelles seen with current
light and electron microscopes
• describe the relationship between the
structure of cell organelles and their
function
Practical:
• gather and process information and
use available evidence to assess the
impact of technology, including the
development of the microscope on the
development of the cell theory
• perform a first-hand investigation to
gather first-hand information using a
light microscope to observe cells in
plants and animals and identify nucleus, cytoplasm, cell wall, chloroplast and
vacuoles
• process information from secondary
sources to analyse electron micrographs
of cells and identify mitochondria, chloroplasts, Golgi bodies, lysosomes,
endoplasmic reticulum, ribosomes,
nucleus, nucleolus and cell membranes
2. Membranes around cells provide separation from and links with the external environment
Theory:
• identify the major groups of substances
found in living cells and their uses in
cell activities
• identify that there is movement of molecules
into and out of cells
• describe the current model of membrane
structure and explain how it accounts for
the movement of some substances into
and out of cells
• recall that diffusion involves random
movement of particles
• compare the processes of diffusion
and osmosis
• explain how the surface area to volume
ratio affects the rate of movement of
substances into and out of cells
Practical:
• plan, choose equipment or resources
and perform a first-hand investigation to
gather information and use available
evidence to identify the following
substances in tissues:
– glucose
– starch
– lipids
– proteins
– chloride ions
– lignin
• plan, choose equipment or resources
and perform a first-hand investigation to
model the function of a cell membrane
• perform a first-hand investigation, gather information and use available
evidence to observe and compare the
difference between osmosis and diffusion (osmosis in
rhubarb cells, osmosis in potato sections)
• perform a first-hand investigation to demonstrate the effect of surface
area to volume ratio on rate of diffusion
3. In multicellular organisms, differentiated cells perform specialised functions
Theory:
• recall that systems in multicellular organisms serve the needs of
cells
• identify that tissues, organs and organ systems in multicellular organisms
consist of different types of cells
• recall that systems in multicellular organisms supply the needs of cells
Practical:
• perform a first-hand investigation
to gather data and use a microscope
and prepared slides to observe specialised cells, including:
– sperm cells
– red and white blood cells
– plant epidermal cells
4. Plants and animals have specialised structures to obtain nutrients from their environment
Theory:
• distinguish between autotrophs and
heterotrophs in terms of nutrient requirements
• identify the materials required for photosynthesis and its role in
ecosystems
• recall that word equations can be used to describe a range of reactions
• identify the general word equation for photosynthesis and outline this as a
summary of a chain of biochemical reactions
• explain the relationship between the organisation of the structures used to
obtain water and minerals in a range of plants and the need to increase the
surface area available for absorption
• explain the relationship between the shape of leaves, the distribution of
tissues in them and their role
• describe the role of teeth in increasing the surface area of complex foods
for exposure to digestive
chemicals
• explain the relationship between the length and overall complexity of
digestive systems of a vertebrate herbivore and a vertebrate carnivore with
respect to:
– the chemical composition of their diet
– the functions of the structures involved
Practical:
• plan, choose equipment or resources
and perform first-hand investigations to gather information and use available
evidence to demonstrate the need for chlorophyll and light in photosynthesis
• plan, choose equipment or resources and perform a first-hand investigation
to demonstrate the relationship between surface area and rate of reaction
• identify data sources, gather, process, analyse and present information from
secondary sources and use available evidence to compare the digestive systems of
mammals, including a grazing herbivore, carnivore and a nectar feeder
• gather, process and analyse information from secondary sources to trace the
history of the:
– development of understanding of plant nutrition
OR
– development of understanding of human nutrition, including the
identification of the role of a named vitamin
5. Many plants and animals have specialised structures for exchanging gases
Theory:
• identify gases exchanged in plants
and animals
• compare the gas exchange surfaces in multicellular animals, including an
insect, a fish, a frog and a mammal
• describe the role of stomates
and lenticels in a range of plants
Practical:
• gather, process information from
secondary sources and use available evidence to identify and compare the gaseous
exchange surfaces in an insect, a fish, a frog and a mammal
• process information from
secondary
sources to compare the role of lenticels
and stomates with gas exchange in algae
6. Transport mechanisms and systems move dissolved nutrients and metabolic wastes in many plants and animals
Theory:
• identify the role of the circulatory
and excretory systems in humans
• identify the role of the root, stem and
leaf in flowering plants
• explain the relationship between
the requirements of cells and the need
for transport systems in multicellular
organisms
• outline the system used to
transport
sugars in flowering plants
• outline the water transport systems
in plants, including:
– root hair cells
– xylem
– stomates
• evaluate the efficiency of open
and closed circulatory systems using
one vertebrate and one invertebrate as
examples
• compare the structure of excretory
systems in insects, fish and mammals
and give reasons for the similarities and
differences identified
Practical:
• perform a first-hand investigation
and gather first-hand data to identify
and describe factors that affect the rate
of transpiration
• perform a first-hand investigation
of the movement of materials in xylem
or phloem
• identify data sources, gather, process,
analyse and present secondary evidence
for the two way flow of material in
phloem and/or xylem
• gather and process information
from secondary sources to compare
the generalised structure of excretory
systems in insects, fish and mammals and
account for the differences identified
• gather and process information from
secondary sources and use available
evidence to discuss, using examples, the
role of technologies, such as the use of
radioisotopes in tracing the path of elements
through living plants and animals
7. Maintenance of organisms
requires growth and
repair
Theory:
• recall the role of cell division
in growth, repair and reproduction in
multicellular organisms
• identify mitosis
as a process of
nuclear division and explain its role
• identify the sites of mitosis in
plants, insects and mammals
• explain the need for cytokinesis in cell
division
• recall that information is
transferred
as DNA on chromosomes when cells reproduce
• recall that genes consist of DNA
• identify that mitochondria and
chloroplasts also contain DNA
Practical:
• perform a first-hand investigation
using a microscope to gather information
from prepared slides to describe the
sequence of changes in the nucleus of
plant or animal cells undergoing mitosis
• perform a first-hand investigation
of a plant root tip to gather information
about the stages of specialisation/
differentiation after mitosis
• gather, process and analyse
information
from secondary sources and use available
evidence to describe the activities of
chromosomes during mitosis
• gather, process and analyse information
from secondary sources to compare the
patterns of growth of plants, insects and
mammals
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S. van Strien