Study Cards - Communication
Instructions:
 Click on the dot point numbers in the ‘list of outcomes’ below to edit your cards.
 Make your own notes or use the HSC ONLINE website but don’t forget the notes must be in your
own words to avoid plagiarism.
 Use past HSC papers to select a question for each dot point or use checklist from textbook.
HSC BIOLOGY Topic 9.5: Communication
BOS
OC
Topic
OC
9.5.1
9.5.1.1
9.5.1.2
9.5.1.3
9.5.2
9.5.2.1
9.5.2.2
9.5.2.3
9.5.2.4
Biology in Context
Topic Outcome Descriptions
completed
Humans, and other animals, are able to detect a range of stimuli from the
external environment, some of which are useful for communication.
Identify the role of receptors in detecting stimuli.
Explain that the response to a stimulus involves:
stimulus, receptor, messenger, effector, response.
Identify data sources, gather and process information from secondary sources to
identify the range of senses involved in communication.
Visual communication involves the eye registering changes in the immediate
environment.
Describe the anatomy and function of the human eye, including the:
conjunctiva, cornea, sclera, choroids, retina, iris, lens, aqueous and vitreous
humor, ciliary body, optic nerve.
Identify the limited range of wavelengths of the electromagnetic spectrum
detected by humans and compare this range with those of other vertebrates and
invertebrates.
Plan, choose equipment or resources and perform a first-hand investigation of a
mammalian eye to gather first-hand data to relate structures to functions.
Use available evidence to suggest reasons for the differences in range of
electromagnetic radiation detected by humans and other animals.
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
1z9.5.3
9.5.3.1
9.5.3.2
9.5.3.3
9.5.3.4
9.5.3.5
9.5.3.6
9.5.3.7
9.5.3.8
9.5.3.9
9.5.4
9.5.4.1
9.5.4.2
9.5.4.3
9.5.4.4
9.5.4.5
9.5.4.6
9.5.4.7
Biology in Context
Topic Outcome Descriptions
completed
The clarity of the signal transferred can affect interpretation of the intended
visual communication.
Identify the conditions under which refraction of light occurs.
Identify the cornea, aqueous humor, lens and vitreous humor as refractive media.
Identify accommodation as the focusing on objects at different distances, describe
its achievement through the change in curvature of the lens and explain its
importance.
Compare the change in the refractive power of the lens from rest to maximum
accommodation.
Distinguish between myopia and hyperopia and outline how technologies can be
used to correct these conditions.
Explain how the production of two different images of a view can result in depth
perception.
Plan, choose equipment or resources and perform a first-hand investigation to
model the process of accommodation by passing rays of light through convex
lenses of different focal lengths.
Analyse information from secondary sources to describe changes in the shape of
the eye’s lens when focusing on near and far objects.
Process and analyse information from secondary sources to describe cataracts and
the technology that can be used to prevent blindness from cataracts and discuss
the implications of this technology for society.
The light signal reaching the retina is transformed into an electrical impulse.
Identify photoreceptor cells as those containing light sensitive pigments and
explain that these cells convert light images into electrochemical signals that the
brain can interpret.
Describe the differences in distribution, structure and function of the
photoreceptor cells in the human eye.
Outline the role of rhodopsin in rods.
Identify that there are three types of cones, each containing a separate pigment
sensitive to either blue, red or green light.
Explain that colour blindness in humans results from the lack of one or more of
the colour-sensitive pigments in the cones.
Process and analyse information from secondary sources to compare and describe
the nature and functioning of photoreceptor cells in mammals, insects and in one
other animal.
Process and analyse information from secondary sources to describe and analyse
the use of colour for communication in animals and relate this to the occurrence of
colour vision in animals.
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
9.5.5
9.5.5.1
9.5.5.2
9.5.5.3
Topic Outcome Descriptions
9.5.5.4
Plan and perform a first-hand investigation to gather data to identify the relationship
between wavelength, frequency and pitch of a sound.
9.5.5.5
Gather and process information from secondary sources to outline and compare
some of the structures used by animals other than humans to produce sound.
9.5.6
9.5.6.1
Animals that produce vibrations also have organs to detect vibrations.
9.5.6.2
9.5.6.3
9.5.6.4
9.5.6.5
9.5.6.6
9.5.6.7
9.5.6.8
9.5.6.9
Biology in Context
completed
Sound is also a very important communication medium for humans and
other animals.
Explain why sound is a useful and versatile form of communication.
Explain that sound is produced by vibrating objects and that the frequency of the
sound is the same as the frequency of the vibration of the source of the sound.
Outline the structure of the human larynx and the associated structures that assist
the production of sound.
Outline and compare the detection of vibrations by insects, fish and mammals.
Describe the anatomy and function of the human ear, including:
pinna, tympanic membrane, ear ossicles, oval window, round window, cochlea,
organ of Corti, auditory nerve.
Outline the role of the Eustachian tube.
Outline the path of a sound wave through the external, middle and inner ear and
identify the energy transformations that occur.
Describe the relationship between the distribution of hair cells in the organ of
Corti and the detection of sounds of different frequencies.
Outline the role of the sound shadow cast by the head in the location of sound.
Gather, process and analyse information from secondary sources on the structure
of a mammalian ear to relate structures to functions.
Process information from secondary sources to outline the range of frequencies
detected by humans as sound and compare this range with two other mammals,
discussing possible reasons for the differences identified.
Process information from secondary sources to evaluate a hearing aid and a
cochlear implant in terms of:
–
the position and type of energy transfer occurring
–
conditions under which the technology will assist hearing
–
limitations of each technology.
MORE
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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
9.5.7
9.5.7.1
9.5.7.2
9.5.7.3
9.5.7.4
9.5.7.5
9.5.7.6
9.5.7.7
9.5.7.8
Topic Outcome Descriptions
completed
Signals from the eye and ear are transmitted as electro-chemical changes in
the membranes of the optic and auditory nerves.
Identify that a nerve is a bundle of neuronal fibres.
Identify neurones as nerve cells that are the transmitters of signals by electrochemical changes in their membranes.
Define the term ‘threshold’ and explain why not all stimuli generate an action
potential.
Identify those areas of the cerebrum involved in the perception and interpretation of light
and sound.
Explain, using specific examples, the importance of correct interpretation of sensory
signals by the brain for the coordination of animal behaviour.
Perform a first-hand investigation using stained prepared slides and/or electron
micrographs to gather information about the structure of neurones and nerves.
Perform a first-hand investigation to examine an appropriate mammalian brain or model
of a human brain to gather information to distinguish the cerebrum, cerebellum and
medulla oblongata and locate the regions involved in speech, sight and sound perception.
Present information from secondary sources to graphically represent a typical action
potential.
back to top
Biology in Context
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
Checklist of sample past HSC style questions for Communication
(The HSC examiners like to assess more than one outcome at a time in this topic)
DOT POINT
HSC EXAM LINK
LINK TO TEXBOOK QUESTION
9.5.1.1
9.5.1.2
9.5.1.3
9.5.2.1
9.5.2.2
9.5.2.3
9.5.2.4
9.5.3.1
9.5.3.2
9.5.3.3
9.5.3.4
9.5.3.5
9.5.3.6
9.5.3.7
9.5.3.8
9.5.3.9
9.5.4.1
9.5.4.2
9.5.4.3
9.5.4.4
9.5.4.5
9.5.4.6
9.5.4.7
9.5.5.1
9.5.5.2
9.5.5.3
9.5.5.4
9.5.5.5
9.5.6.1
9.5.6.2
9.5.6.3
9.5.6.4
9.5.6.5
9.5.6.6
9.5.6.7
9.5.6.8
9.5.6.9
9.5.7.1
9.5.7.2
9.5.7.3
9.5.7.4
9.5.7.5
9.5.7.6
9.5.7.7
9.5.7.8
H13.1f
H12.4e
9.5.3.9/9.5.6.9
H12.4d
9.5.3.5 / 9.5.3.9
H12.4a
9.5.6.2 / 9.5.6.3 /
9.5.6.4 /9.5.6.5 /
9.5.6.7
Biology in Context
04Q30a, 09Q29a(i),
04Q30a(ii), 09Q29a(iI),
01Q29a(ii), 05Q28a(i), 06Q29d(i), 07Q28a(i),
9.1Q1
9.1Q2
9.1Q3, 9.2Q1
9.3Q1&3
9.2Q1&3;
9.3Q2, 9.4Q1&2
9.2Q2&4; 9.9Q1
9.4Q1
02Q28c(ii),
03Q30b(ii),
01Q29d, 06Q29b(i),
02Q28c(iii), 05Q28a(ii),
01Q29c,
02Q28d, 04Q30d(i),
01Q29a(i), 06Q29a(i),
04Q30d(ii), 06Q29a(ii),
04Q30d(iii),
9.4Q2
9.5Q8
9.4Q3-5
9.5Q1&2
9.5Q6
9.5Q3
9.5Q4
9.5Q9
9.5Q4, 7
9.5Q5, 9.9Q3
02Q28a(i),
9.6Q1
9.6Q2
9.6Q3
9.9Q2
9.9Q4&5
9.7Q1
09Q29d,
9.7Q2
03Q30d(i),
03Q30c,
01Q29e, 09Q29e, 05Q28c (also H14.3c),
9.7Q3
9.7Q4, 9.9Q1,4,6
02Q28a(ii), 04Q30b(i),
01Q29b, 02Q28a(iii), 09Q29b,
9.8Q1&3
9.8Q2
9.3Q4
02Q28b, 03Q30b(i), 04Q30a(i), 06Q29d(iii), 07Q28b(i),
9.8Q4
9.8Q5&6
02Q28c(i),
03Q30d(ii),
03Q30e, 04Q30c,
04Q30b(ii), 06Q29b(ii), 07Q28a(ii), 07Q28b(ii) (also H12.4e),
05Q28b,
06Q29d(ii),
07Q28c
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
DOT POINT 9.5.1.1
DOT POINT 9.5.1.1 NOTES
back to top
Identify the role of receptors in detecting stimuli.
DOT POINT 9.5.1.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.1.1 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 9.5.1.2
DOT POINT 9.5.1.2 NOTES
back to top
Explain that the response to a stimulus involves:
stimulus, receptor, messenger, effector, response.
DOT POINT 9.5.1.2 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.1.2 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 9.5.1.3
DOT POINT 9.5.1.3 NOTES
back to top
Identify data sources, gather and process information from
secondary sources to identify the range of senses involved in
communication.
DOT POINT 9.5.1.3 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.1.3 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 9.5.2.1
DOT POINT 9.5.2.1 NOTES
back to top
Describe the anatomy and function of the human eye, including
the:
conjunctiva, cornea, sclera, choroids, retina, iris, lens,
aqueous and vitreous humor, ciliary body, optic nerve.
DOT POINT 9.5.2.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.2.1 ANSWER
back to focus 2
© 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 9.5.2.2
DOT POINT 9.5.2.2 NOTES
back to top
Identify the limited range of wavelengths of the
electromagnetic spectrum detected by humans and compare
this range with those of other vertebrates and invertebrates.
DOT POINT 9.5.2.2 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.2.2 ANSWER
back to focus 2
© 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 9.5.2.3
DOT POINT 9.5.2.3 NOTES
back to top
Plan, choose equipment or resources and perform a first-hand
investigation of a mammalian eye to gather first-hand data to
relate structures to functions.
DOT POINT 9.5.2.3 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.2.3 ANSWER
back to focus 2
© 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 9.5.2.4
DOT POINT 9.5.2.4 NOTES
back to top
Use available evidence to suggest reasons for the differences
in range of electromagnetic radiation detected by humans and
other animals.
DOT POINT 9.5.2.4 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.2.4 ANSWER
back to focus 2
© 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 9.5.3.1
DOT POINT 9.5.3.1 NOTES
back to top
Identify the conditions under which refraction of light occurs.
DOT POINT 9.5.3.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.1 ANSWER
back to focus 3
© 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 9.5.3.2
DOT POINT 9.5.3.2 NOTES
back to top
Identify the cornea, aqueous humor, lens and vitreous humor
as refractive media.
DOT POINT 9.5.3.2 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.2 ANSWER
back to focus 3
© 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 9.5.3.3
DOT POINT 9.5.3.3 NOTES
back to top
Identify accommodation as the focusing on objects at different
distances, describe its achievement through the change in
curvature of the lens and explain its importance.
DOT POINT 9.5.3.3 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.3 ANSWER
back to focus 3
© 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 9.5.3.4
DOT POINT 9.5.3.4 NOTES
back to top
Compare the change in the refractive power of the lens from
rest to maximum accommodation.
DOT POINT 9.5.3.4 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.4 ANSWER
back to focus 3
© 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 9.5.3.5
DOT POINT 9.5.3.5 NOTES
back to top
Distinguish between myopia and hyperopia and outline how
technologies can be used to correct these conditions.
DOT POINT 9.5.3.5 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.5 ANSWER
back to focus 3
© 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 9.5.3.6
DOT POINT 9.5.3.6 NOTES
back to top
Explain how the production of two different images of a view
can result in depth perception.
DOT POINT 9.5.3.6 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.6 ANSWER
back to focus 3
© 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 9.5.3.7
DOT POINT 9.5.3.7 NOTES
back to top
Plan, choose equipment or resources and perform a first-hand
investigation to model the process of accommodation by
passing rays of light through convex lenses of different focal
lengths.
DOT POINT 9.5.3.7 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.7 ANSWER
back to focus 3
© 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 9.5.3.8
DOT POINT 9.5.3.8 NOTES
back to top
Analyse information from secondary sources to describe
changes in the shape of the eye’s lens when focusing on near
and far objects.
DOT POINT 9.5.3.8 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.8 ANSWER
back to focus 3
© 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 9.5.3.9
DOT POINT 9.5.3.9 NOTES
back to top
Process and analyse information from secondary sources to
describe cataracts and the technology that can be used to
prevent blindness from cataracts and discuss the implications
of this technology for society.
DOT POINT 9.5.3.9 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.3.9 ANSWER
back to focus 3
© 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 9.5.4.1
DOT POINT 9.5.4.1 NOTES
back to top
Identify photoreceptor cells as those containing light sensitive
pigments and explain that these cells convert light images into
electrochemical signals that the brain can interpret.
DOT POINT 9.5.4.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.1 ANSWER
back to focus 4
© 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 9.5.4.2
DOT POINT 9.5.4.2 NOTES
back to top
Describe the differences in distribution, structure and function
of the photoreceptor cells in the human eye.
DOT POINT 9.5.4.2 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.2 ANSWER
back to focus 4
© 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 9.5.4.3
DOT POINT 9.5.4.3 NOTES
back to top
Outline the role of rhodopsin in rods.
DOT POINT 9.5.4.3 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.3 ANSWER
back to focus 4
© 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 9.5.4.4
DOT POINT 9.5.4.4 NOTES
back to top
Identify that there are three types of cones, each containing a
separate pigment sensitive to either blue, red or green light.
(This dot point refers to human vision)
DOT POINT 9.5.4.4 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.4 ANSWER
back to focus 4
© 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 9.5.4.5
DOT POINT 9.5.4.5 NOTES
back to top
Explain that colour blindness in humans results from the lack
of one or more of the colour-sensitive pigments in the cones.
DOT POINT 9.5.4.5 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.5 ANSWER
back to focus 4
© 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 9.5.4.6
DOT POINT 9.5.4.6 NOTES
back to top
Process and analyse information from secondary sources to
compare and describe the nature and functioning of
photoreceptor cells in mammals, insects and in one other
animal.
DOT POINT 9.5.4.6 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.6 ANSWER
back to focus 4
© 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 9.5.4.7
DOT POINT 9.5.4.7 NOTES
back to top
Process and analyse information from secondary sources to
describe and analyse the use of colour for communication in
animals and relate this to the occurrence of colour vision in
animals.
DOT POINT 9.5.4.7 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.4.7 ANSWER
back to focus 4
© 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 9.5.5.1
DOT POINT 9.5.5.1 NOTES
back to top
Explain why sound is a useful and versatile form of
communication.
DOT POINT 9.5.5.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.5.1 ANSWER
back to focus 5
© 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 9.5.5.2
DOT POINT 9.5.5.2 NOTES
back to top
Explain that sound is produced by vibrating objects and that
the frequency of the sound is the same as the frequency of the
vibration of the source of the sound.
DOT POINT 9.5.5.2 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.5.2 ANSWER
back to focus 5
© 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 9.5.5.3
DOT POINT 9.5.5.3 NOTES
back to top
Outline the structure of the human larynx and the associated
structures that assist the production of sound.
DOT POINT 9.5.5.3 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.5.3 ANSWER
back to focus 5
© 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 9.5.5.4
DOT POINT 9.5.5.4 NOTES
back to top
Plan and perform a first-hand investigation to gather data to
identify the relationship between wavelength, frequency and
pitch of a sound.
DOT POINT 9.5.5.4 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.5.4 ANSWER
back to focus 5
© 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 9.5.5.5
DOT POINT 9.5.5.5 NOTES
back to top
Gather and process information from secondary sources to
outline and compare some of the structures used by animals
other than humans to produce sound.
DOT POINT 9.5.5.5 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.5.5 ANSWER
back to focus 5
© 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 9.5.6.1
DOT POINT 9.5.6.1 NOTES
back to top
Outline and compare the detection of vibrations by insects,
fish and mammals.
DOT POINT 9.5.6.1 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.1 ANSWER
back to focus 6
© 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 9.5.6.2
DOT POINT 9.5.6.2 NOTES
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Describe the anatomy and function of the human ear,
including:
pinna, tympanic membrane, ear ossicles, oval window, round
window, cochlea, organ of Corti, auditory nerve.
DOT POINT 9.5.6.2 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.2 ANSWER
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© 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 9.5.6.3
DOT POINT 9.5.6.3 NOTES
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Outline the role of the Eustachian tube.
DOT POINT 9.5.6.3 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.3 ANSWER
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© 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 9.5.6.4
DOT POINT 9.5.6.4 NOTES
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Outline the path of a sound wave through the external, middle
and inner ear and identify the energy transformations that
occur.
DOT POINT 9.5.6.4 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.4 ANSWER
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© 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 9.5.6.5
DOT POINT 9.5.6.5 NOTES
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Describe the relationship between the distribution of hair cells
in the organ of Corti and the detection of sounds of different
frequencies.
DOT POINT 9.5.6.5 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.5 ANSWER
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© 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 9.5.6.6
DOT POINT 9.5.6.6 NOTES
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Outline the role of the sound shadow cast by the head in the
location of sound.
DOT POINT 9.5.6.6 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.6 ANSWER
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© 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 9.5.6.7
DOT POINT 9.5.6.7 NOTES
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Gather, process and analyse information from secondary
sources on the structure of a mammalian ear to relate
structures to functions.
DOT POINT 9.5.6.7 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.7 ANSWER
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© 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 9.5.6.8
DOT POINT 9.5.6.8 NOTES
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Process information from secondary sources to outline the
range of frequencies detected by humans as sound and
compare this range with two other mammals, discussing
possible reasons for the differences identified.
DOT POINT 9.5.6.8 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.8 ANSWER
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© 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 9.5.6.9
DOT POINT 9.5.6.9 NOTES
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Process information from secondary sources to evaluate a
hearing aid and a cochlear implant in terms of:
–
the position and type of energy transfer occurring
–
conditions under which the technology will assist hearing
–
limitations of each technology.
DOT POINT 9.5.6.9 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.6.9 ANSWER
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© 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 9.5.7.1
DOT POINT 9.5.7.1 NOTES
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Identify that a nerve is a bundle of neuronal fibres.
DOT POINT 9.5.7.1 QUESTION
Biology in Context
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DOT POINT 9.5.7.1 ANSWER
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© 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 9.5.7.2
DOT POINT 9.5.7.2 NOTES
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Identify neurones as nerve cells that are the transmitters of
signals by electro-chemical changes in their membranes.
DOT POINT 9.5.7.2 QUESTION
Biology in Context
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DOT POINT 9.5.7.2 ANSWER
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© 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 9.5.7.3
DOT POINT 9.5.7.3 NOTES
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Define the term ‘threshold’ and explain why not all stimuli
generate an action potential.
DOT POINT 9.5.7.3 QUESTION
Biology in Context
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DOT POINT 9.5.7.3 ANSWER
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© 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 9.5.7.4
DOT POINT 9.5.7.4 NOTES
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Identify those areas of the cerebrum involved in the perception
and interpretation of light and sound.
DOT POINT 9.5.7.4 QUESTION
Biology in Context
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DOT POINT 9.5.7.4 ANSWER
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© 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 9.5.7.5
DOT POINT 9.5.7.5 NOTES
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Explain, using specific examples, the importance of correct
interpretation of sensory signals by the brain for the
coordination of animal behaviour.
DOT POINT 9.5.7.5 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.7.5 ANSWER
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© 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 9.5.7.6
DOT POINT 9.5.7.6 NOTES
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Perform a first-hand investigation using stained prepared
slides and/or electron micrographs to gather information about
the structure of neurones and nerves.
DOT POINT 9.5.7.6 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.7.6 ANSWER
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© 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 9.5.7.7
DOT POINT 9.5.7.7 NOTES
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Perform a first-hand investigation to examine an appropriate
mammalian brain or model of a human brain to gather
information to distinguish the cerebrum, cerebellum and
medulla oblongata and locate the regions involved in speech,
sight and sound perception.
DOT POINT 9.5.7.7 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.7.7 ANSWER
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© 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 9.5.7.8
DOT POINT 9.5.7.8 NOTES
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Present information from secondary sources to graphically
represent a typical action potential.
DOT POINT 9.5.7.8 QUESTION
Biology in Context
ISBN 978 0 19 556626 0
DOT POINT 9.5.7.8 ANSWER
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© 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