SC8 3

Study Cards Patterns in Nature
Instructions:
Click on the dot point numbers in the list of outcomes below to edit your cards.
Make your own notes in your own words to avoid plagiarism.
Use the textbook to select a question for each dot point.
PRELIM BIOLOGY Topic 8.3: Patterns in Nature

BOS
OC
Topic
OC
8.3.1
8.3.1.1
8.3.1.2
8.3.1.3
8.3.1.4
8.3.1.5
8.3.1.6
8.3.1.7
8.3.1.8
8.3.2
8.3.2.1
8.3.2.2
8.3.2.3
8.3.2.4
8.3.2.5
8.3.2.6
8.3.2.7
8.3.2.8
8.3.2.9
Biology in Context
Topic Outcome Descriptions
completed
Organisms are made of cells that have similar structural characteristics.

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.
Identify cell organelles seen with current light and electron microscopes.
Describe the relationship between the structure of cell organelles and their
function.
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.
Membranes around cells provide separation from and links with the external
environment.
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.
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.
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.
Perform a first-hand investigation to model the selectively permeable nature of a
cell membrane.
Perform a first-hand investigation to demonstrate the difference between osmosis
and diffusion.
Perform a first-hand investigation to demonstrate the effect of surface area to
volume ratio on rate of diffusion.
MORE
back to top
ISBN 978 0 19 556626 0 Oxford University Press Australia; Biology Stage 6 Syllabus Board of Studies
NSW for and on behalf of the Crown in rights of the State of New South Wales, 2002
BOS
OC
Topic
OC
8.3.3
8.3.3.1
8.3.3.2
8.3.3.3
8.3.3.4
8.3.3.5
8.3.3.6
8.3.3.7
8.3.3.8
8.3.3.9
8.3.3.10
8.3.3.11
8.3.4
8.3.4.1
8.3.4.2
8.3.4.3
8.3.4.4a
8.3.4.4b
8.3.4.5
8.3.4.6
8.3.4.7
Biology in Context
completed
Plants and animals have specialised structures to obtain nutrients from their
environment.
Identify some examples that demonstrate the structural and functional
relationships between cells, tissues, organs and organ systems in multicellular
organisms.
Distinguish between autotrophs and heterotrophs in terms of nutrient
requirements.
Identify the materials required for photosynthesis and its role in ecosystems.
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.
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.
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 predominantly nectar
feeding animal.
Gaseous exchange and transport systems transfer chemicals through the
internal and between the external environments of plants and animals.
Compare the roles of respiratory, circulatory and excretory systems.
Identify and compare the gaseous exchange surfaces in an insect, a fish, a frog and
a mammal.
Explain the relationship between the requirements of cells and the need for
transport systems in multicellular organisms.
Outline the transport system in plants, including:
root hair cells, xylem, phloem.
stomates and lenticels.
Compare open and closed circulatory systems using one vertebrate and one
invertebrate as examples.
Use available evidence to 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.
BOS
OC
Topic
OC
8.3.4.8
8.3.5
8.3.5.1
8.3.5.2
8.3.5.3
8.3.5.4
8.3.5.5
Biology in Context
completed
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.
Maintenance of organisms requires growth and repair.
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.
Identify that nuclei, mitochondria and chloroplasts contain DNA.
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.
back to top
Checklist of sample past HSC style questions for Patterns in Nature

DOT POINT
8.3.1.1
8.3.1.2
8.3.1.3
8.3.1.4
8.3.1.5
8.3.1.6
8.3.1.7
8.3.1.8
8.3.2.1
8.3.2.2
8.3.2.3
8.3.2.4
8.3.2.5
8.3.2.6
8.3.2.7
8.3.2.8
8.3.2.9
8.3.3.1
8.3.3.2
8.3.3.3
8.3.3.4
8.3.3.5
8.3.3.6
8.3.3.7
8.3.3.8
8.3.3.9
8.3.3.10
8.3.3.11
8.3.4.1
8.3.4.2
8.3.4.3
8.3.4.4a
8.3.4.4b
8.3.4.5
8.3.4.6
8.3.4.7
8.3.4.8
8.3.5.1
8.3.5.2
8.3.5.3
8.3.5.4
8.3.5.5
LINK TO TEXTBOOK QUESTION

2.1 Q1&2
2.1Q3&4
2.2Q1-4
2.4Q3&4
2.4Q1,2,6,7,8
2.2Q5,6,7
INV1
INV2
2.6Q2-7
2.5Q6
2.5Q1-3
2.5Q4-5
2.7Q1-3
INV6
INV3
INV4
INV5
2.3Q1-4
2.6Q1
2.8Q1a
2.8Q1b,1c,3
2.8Q2
2.8Q2a
2.9Q1-2
2.9Q3
INV7
INV8
2.9Q4-5
2.15Q1-11
2.10Q1-12
2.12Q1-8
2.14Q1-14
2.11Q1-13
2.13Q1-9
INV9
INV10 / INV11
2.14Q14
2.16Q1,4,5,6,7,9
2.17Q1-8
2.16Q8
2.16Q2,3
INV12
back to top
Biology in Context
DOT POINT 8.3.1.1 NOTES
DOT POINT 8.3.1.1
back to top
Outline the historical development of the cell theory, in

particular, the contributions of Robert Hooke and Robert
Brown.
DOT POINT 8.3.1.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.1 ANSWER
Oxford University Press Australia; Biology Stage 6 Syllabus Board of Studies NSW for and on behalf of the Crown in rights of the State
of New South Wales, 2002
DOT POINT 8.3.1.2

back to top
Describe evidence to support the cell theory.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.3

back to top
Discuss the significance of technological advances to

developments in the cell theory.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.4

back to top
Identify cell organelles seen with current light and electron

microscopes.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.5

back to top
Describe the relationship between the structure of cell

organelles and their function.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.6

back to top
Use available evidence to assess the impact of technology,

including the development of the microscope on the
development of the cell theory.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.7

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.1.8

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.2.1

back to top
Identify the major groups of substances found in living cells

and their uses in cell activities.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.2

back to top
Identify that there is movement of molecules into and out of

cells.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.3

back to top
Describe the current model of membrane structure and explain

how it accounts for the movement of some substances into
and out of cells.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.4

back to top
Compare the processes of diffusion and osmosis.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.5

back to top
Explain how the surface area to volume ratio affects the rate of
movement of substances into and out of cells.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.6

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.7

back to top
Perform a first-hand investigation to model the selectively

permeable nature of a cell membrane.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.8

back to top
Perform a first-hand investigation to demonstrate the

difference between osmosis and diffusion.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.2.9

back to top
Perform a first-hand investigation to demonstrate the effect of

surface area to volume ratio on rate of diffusion.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 2
DOT POINT 8.3.3.1

back to top
Identify some examples that demonstrate the structural and

functional relationships between cells, tissues, organs and
organ systems in multicellular organisms.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.2

back to top
Distinguish between autotrophs and heterotrophs in terms of

nutrient requirements.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.3

back to top
Identify the materials required for photosynthesis and its role

in ecosystems.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.4

back to top
Identify the general word equation for photosynthesis and

outline this as a summary of a chain of biochemical reactions.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.5

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.6

back to top
Explain the relationship between the shape of leaves, the

distribution of tissues in them and their role.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.7

back to top
Describe the role of teeth in increasing the surface area of

complex foods for exposure to digestive chemicals.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.8

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.9

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.10

back to top
Perform a first-hand investigation to demonstrate the

relationship between surface area and rate of reaction.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.3.11

back to top
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 predominantly
nectar feeding animal.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 3
DOT POINT 8.3.4.1

back to top
Compare the roles of respiratory, circulatory and excretory

systems.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.4.2

back to top
Identify and compare the gaseous exchange surfaces in an

insect, a fish, a frog and a mammal.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.4.3

back to top
Explain the relationship between the requirements of cells and

the need for transport systems in multicellular organisms.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.4.4a NOTES
DOT POINT 8.3.4.4a

back to top

root hair cells, xylem, phloem.
DOT POINT 8.3.4.4a QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.4.4a ANSWER
back to focus 4
DOT POINT 8.3.4.4b NOTES
DOT POINT 8.3.4.4b

back to top

stomates and lenticels.
DOT POINT 8.3.4.4b QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 8.3.4.4b ANSWER
back to focus 4
DOT POINT 8.3.4.5

back to top
Compare open and closed circulatory systems using one

vertebrate and one invertebrate as examples.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.4.6

back to top
Use available evidence to perform a first-hand investigation

and gather first-hand data to identify and describe factors that
affect the rate of transpiration.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.4.7

back to top
Perform a first-hand investigation of the movement of

materials in xylem or phloem.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.4.8

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 4
DOT POINT 8.3.5.1

back to top
Identify mitosis as a process of nuclear division and explain its

role.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 5
DOT POINT 8.3.5.2

back to top
Identify the sites of mitosis in plants, insects and mammals.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 5
DOT POINT 8.3.5.3

back to top
Explain the need for cytokinesis in cell division.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 5
DOT POINT 8.3.5.4

back to top
Identify that nuclei, mitochondria and chloroplasts contain

DNA.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 5
DOT POINT 8.3.5.5

back to top
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.
Biology in Context
ISBN 978 0 19 556626 0
back to focus 5

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Study Cards Patterns in Nature

PRELIM BIOLOGY Topic 8.3: Patterns in Nature

Topic Outcome Descriptions

Organisms are made of cells that have similar structural characteristics.

Topic Outcome Descriptions

Topic Outcome Descriptions

Checklist of sample past HSC style questions for Patterns in Nature

LINK TO TEXTBOOK QUESTION

DOT POINT 8.3.1.1 NOTES

DOT POINT 8.3.1.1

Outline the historical development of the cell theory, in

DOT POINT 8.3.1.1 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.1 ANSWER

DOT POINT 8.3.1.2 NOTES

DOT POINT 8.3.1.2

Describe evidence to support the cell theory.

DOT POINT 8.3.1.2 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.2 ANSWER

DOT POINT 8.3.1.3 NOTES

DOT POINT 8.3.1.3

Discuss the significance of technological advances to

DOT POINT 8.3.1.3 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.3 ANSWER

DOT POINT 8.3.1.4 NOTES

DOT POINT 8.3.1.4

Identify cell organelles seen with current light and electron

DOT POINT 8.3.1.4 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.4 ANSWER

DOT POINT 8.3.1.5 NOTES

DOT POINT 8.3.1.5

Describe the relationship between the structure of cell

DOT POINT 8.3.1.5 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.5 ANSWER

DOT POINT 8.3.1.6 NOTES

DOT POINT 8.3.1.6

Use available evidence to assess the impact of technology,

DOT POINT 8.3.1.6 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.6 ANSWER

DOT POINT 8.3.1.7 NOTES

DOT POINT 8.3.1.7

Perform a first-hand investigation to gather first-hand

DOT POINT 8.3.1.7 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.7 ANSWER

DOT POINT 8.3.1.8 NOTES

DOT POINT 8.3.1.8

Process information from secondary sources to analyse

DOT POINT 8.3.1.8 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.1.8 ANSWER

DOT POINT 8.3.2.1 NOTES

DOT POINT 8.3.2.1

Identify the major groups of substances found in living cells

DOT POINT 8.3.2.1 QUESTION

ISBN 978 0 19 556626 0

DOT POINT 8.3.2.1 ANSWER

DOT POINT 8.3.2.2 NOTES