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 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 9.5.7 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 back to top 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 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 9.5.6.3 DOT POINT 9.5.6.3 NOTES back to top 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 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 9.5.6.4 DOT POINT 9.5.6.4 NOTES back to top 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 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 9.5.6.5 DOT POINT 9.5.6.5 NOTES back to top 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 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 9.5.6.6 DOT POINT 9.5.6.6 NOTES back to top 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 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 9.5.6.7 DOT POINT 9.5.6.7 NOTES back to top 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 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 9.5.6.8 DOT POINT 9.5.6.8 NOTES back to top 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 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 9.5.6.9 DOT POINT 9.5.6.9 NOTES back to top 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 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 9.5.7.1 DOT POINT 9.5.7.1 NOTES back to top Identify that a nerve is a bundle of neuronal fibres. DOT POINT 9.5.7.1 QUESTION Biology in Context ISBN 978 0 19 556626 0 DOT POINT 9.5.7.1 ANSWER back to focus 7 © 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 back to top 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 ISBN 978 0 19 556626 0 DOT POINT 9.5.7.2 ANSWER back to focus 7 © 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 back to top Define the term ‘threshold’ and explain why not all stimuli generate an action potential. DOT POINT 9.5.7.3 QUESTION Biology in Context ISBN 978 0 19 556626 0 DOT POINT 9.5.7.3 ANSWER back to focus 7 © 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 back to top 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 ISBN 978 0 19 556626 0 DOT POINT 9.5.7.4 ANSWER back to focus 7 © 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 back to top 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 back to focus 7 © 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 back to top 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 back to focus 7 © 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 back to top 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 back to focus 7 © 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 back to top 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 back to focus 7 © 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