Cambridge Senior Science: Biology VCE Units 3 & 4

587 Pages·2021·107.808 MB·English

by  Simon Maaser, Brett Drummond, Ben Elliot, Kylie May, Victoria Shaw

VCE UNITS
3&4
Cambridge Senior Science
Biolog y
Simon Maaser
Brett Drummond
Ben Elliott
Kylie May
Victoria Shaw
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First published 2021
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Text designed by Shaun Jury
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ISBN 978-1-108-89462-3 Paperback
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iii
About the authors
Simon Maaser is Lead Author of the VCE Biology team.
He has held roles as both Head of Science and Director
of Curriculum across various schools. He has also been
involved in leading VCAA Biology Exam assessing and
Study Design reviews.
Brett Drummond is a science communicator and
co-founder of MStranslate, an organisation that
communicates research summaries on multiple
sclerosis. He has been a private tutor for VCE Biology
and Chemistry.
Ben Elliott has been a Years 7–10 Science Co-ordinator
and a VCE Biology teacher for a number of years. He
also taught Science and A-Level Biology in the UK.
Kylie May has taught VCE Biology for the last 14 years.
She has held the positions of Head of Science and Head
of Biology at various schools throughout her career.
She has also been a VCAA assessor for Biology and
completed studies with the Harvard Graduate School of
Education.
Victoria Shaw has been committed to sharing her
love for science with Year 7–12 students for the past
21 years. She was Head of Science at an independent
school for several years and has been an assessor for
both the VCAA and IBO.
iv
Contents
About the authors iii
Overview: How to use this resource vi
Acknowledgements xi
Concept maps for Units 3&4 xii
UNIT
How do cells maintain life?
3
Chapter 1 Key background knowledge required for Units 3&4 2
1A Plasma membrane 6
1B Cell types and cell organelles 12
1C Membrane transport 23
Chapter 2 From DNA to proteins 42
2A Nucleic acids 45
2B The genetic code and gene expression 52
2C Proteins 61
2D Gene structure and expression 69
Chapter 3 DNA manipulation techniques and their applications 78
3A Common DNA tools and techniques 82
3B Application and implications of DNA manipulation techniques 93
3C Genetically modified and transgenic organisms 110
3D The future of genome editing 120
Chapter 4 Enzymes 132
4A The role of enzymes 135
4B Factors impacting on enzyme function 142
Chapter 5 Biochemical pathways: photosynthesis and cellular
respiration 156
5A Photosynthesis 160
5B Factors affecting the rate of photosynthesis 172
5C Cellular respiration 183
5D Factors affecting the rate of cellular respiration 198
5E Biotechnical applications of biochemical pathways 204
Unit 3 Revision exercise 217
v
UNIT
How does life change and respond to challenges?
4
Chapter 6 Foreign invaders: self versus non-self 226
6A Recognising self from non-self 229
6B Cellular pathogens 240
6C Non-cellular pathogens 257
Chapter 7 Immunity: lines of defence 278
7A First line of defence 282
7B Second line of defence 288
7C The lymphatic system 296
7D Third line of defence 300
7E Active and passive immunity 312
Chapter 8 Emergence and treatment of new diseases 322
8A Emergence, re-emergence and disease containment 325
8B Treatment of disease 334
Chapter 9 Evolution: genetic changes in populations
over time 342
9A Mutations 346
9B Evolving and non-evolving populations 360
9C Approaches to pathogenic evolution 371
9D Emergence of a new species 386
Chapter 10 Evolution over time 402
10A Changes in biodiversity over time 406
10B Fossils 424
10C Evidence of evolutionary relationships 439
Chapter 11 Human evolution 460
11A Classification and characteristics of modern humans 463
11B Migration of modern humans 481
11C Classifying newly discovered hominins and evidence for
interbreeding between species 492
Chapter 12 Scientific investigations 510
12A Investigative design 513
12B Scientific evidence 521
12C Scientific communication 531
Unit 4 Revision exercise 541
Glossary 551
Index 568
Permissions acknowledgements 574
Answers are available in the Interactive Textbook and the teacher
resources.
vi
R
Overview: How to use this resource
This overview guides you through all the components of the print and PDF textbooks, the Interactive
Textbook (ITB), and the teacher resources in the Online Teaching Suite (OTS). Examples are shown from
the Units 1&2 resource. Users of the award-winning Cambridge Science 7–10 for the Victorian Curriculum
will recognise some similarities with this senior science resource, including the hosting of the digital
Intr ducion
material on the Edjin platform, which was developed from Cambridge HOTmaths and is already being used
successfully by thousands of teacheHrosw eavnerd, s smteu kdeye cnontcse atsc inr oUnssts V1 &i c2 taorer uian
Print book features
Learning intentions
In the Curriculum table at the starte xopfo ee atce hs cuchtuarep atned rf, tchtien Soft tuhd mya nD tyepsesi gofn s decoatis epdo orignantesl eas.re translated into Learning
t
Intentions, describing what studenmtse msbhraoneu alndd bowe at cbonletr btuot sd too be yfu ntchioen iengn odf hoe fc tllh bye ecghulaatipngt ethre :m
Black text indicates Curriculum
the portion of the From Unit 1 Area of Study 1 Outcome 1
dot point covered by Cellular structure and function
the section shown in
Study Design Learning intentions – at the end of this chapter I will be able to:
the second column
• Cells as the basic 1A Plasma membrane
structural feature of 1A.1 Recall the four common factors for all organisms
White text indicates life on Earth, including 1A.2 Outline the function of the four common factors for an
the distinction between organism
the portion of the
prokaryotic and
dot point covered by eukaryotic cells
other sections
Learning intentions are turned into Success Criteria (achievement
AN CELL AN LL S 19
standards) at the end of the chapter and are assessed in the Chapter
review and tracked in the Checklists
Relevant Studosy DRibesigiliunm dot points are repeated atrR btaoshtomees start of each section in the chapter, and an overall
curriculum grid is provideendodpha micn the teacher resourcSemoso.
Concept maps Concept map
Concept maps display eacNuchle chapter’s structure with Naucnlearnotcations Commlovnn gfe tahtuinrgess of all
emphasising interconnectoueghdness, providing a great mCl ewallmory aid.
GGeenneettiicc materal
Twhayeap p ovauefgs rnsaiovinogsea itenin tgh ytetohp laImrToBuMig ahhornd eiotn hhey pcoerulriVnsesecke.e Ad na nodv eorfafleolgr cp paoatnunsb caeltpetr nmaatpive Pasma membrane Cytosol Rbosome
of U Fgunri 1tBs5 3G&n 4l ids alaso pr povied, ed afrgter tha ils overview.
Main structural Exporing structure
properties of the and function of
pasma membrane internal organs
of the cell
LinTkhe sty
u exp g b o d m hon a p v g O E 1A Plasma membrane 1B Cell types and cell organelles
Thfeor ithn ctellr Tcho senrneteryc ctlles tdhant lienes tsh ostofm tcoh parei pcsrt oifn th B digiostilvoe sgysytem is dd emDons1tBr2ated Prokaryotic Eukaryotic
throughh rliqnrks bnye towg eppen secntibons, d reisplayyed ian dt ihn e margins. In
rakdwn of fod mlcue
the CIhTecBk-, nt hqueesseti ansr e Sheyt 3p erlinks that provide an alternative way of
nav 1i gWahatti sn g o rtghanerloeugh the course.
2 Pr d n a t f h i ll f k
Diferent substances move nto and out of the cell by diferent
processes across dfferent parts of he plasma membrane
1C Membrane transport
Comparison of plant and animal cells
Plant cells and animal cells have many organelles in common, but there are some
differences ( Figure 1B–6 ).
Apl amnits cceolnlsc eppetrifoonrm is bthoatht pplhaontto cseylnlst hoensliys paenrdfo cremllu plahro rtoesspynirtahteiosnis, aanndd dsoo an optl arnets pcierlel .h Ians fbaoctt,h LINK 5PHA OTOSYNTHESIS
mitochondria and chloroplasts. Not all the cells in a plant photosynthesise (for example,
root cells do not photosynthesise), but they do all have a cell wall. In contrast, animal cells LINK 5RCE SCPEIRLLAUTILOANR
do not have any chloroplasts, and do not photosynthesise.
vii

Chapter sections Study Design coverage for section Glossary terms in the section

Chapters are divided into Living or non-living
1A
numbered sections each with

Study Design: Glossary:
a consistent set of features.
Cells as the basic structural Abiotic Cytosol Plasma membrane

feature of life on Earth, Biotic Multicellular Ribosome
including the di stin ction Ce ll theory Organism Unicellul ar
between prokar yo tic a nd
eukaryotic cells

Engage
ENGAGE
rge t liv
At the start of each section, these Theh be glagregste osrt lainviisnmg tnh iEnagrtsh
boxes provide points of interest for WA–h1at) icsa tnh e broigwge tsot o3r0ga mnisemtr eosn Eoanrgth ?a nDd c yoonus itshtisn ko fo af ba obulute w0h0a qleu?a Ad rbillulieo wn hcaellel
the topic emphasising its place in e( Fthigiusr teo 1 aAn– e1l)e cpana gnrto’ws 1to0 0300 tmrietlrioesn l o(onrg , a nqdu acdornislilsiots o)f caeblolsut a 1n0d0 aq uhaudmrilalino’ns cells.
iCom eplare this to an elephant’s 1000 trillion (or 1 quadrillion) cells, and a human’s
Biology. This material, though not 37.2 trillion cells.

assessable, can be used as examples

of applications.

Explain
EXPLAIN
This icon marks the start An organism is defined as something that is living. But how do you know whether
something is living or not? In junior science, you learned the acronym MRSGREN
of essential content that is
(movement, reproduction, sensitivity, growth, respiration, excretion, nutrition).
assessed. B liviointigc; made up of at least In VCE Biology, different criteria are used to distinguish between living and
one cell non-living. The terms biotic (living) and a biotic (not living) are used.

GRl o4 s sFaUryN dCefinOitNioInNs Te rm s in th e glos sa r y
Glossary

Stecxietbnotiofikcs ,t eorrm osn a mreo huisgeholvigehr tiend t hine tIhTacraeemB t e Ist e,ne b,a axes nintdTo ,dur glr d agttst n eyehfi efslis efmi eee n r uatmoniledrts sg irl ,ao m intn i ss•mss fas aa g c .r yerrlB t en eumoe t tl ogo iwi cvs r i hhevta eaeet t df ineefsr aaih lnete t tttcihi ght g oeee s stma oltva ae r rdatg liaofmif n eTfu eetoinacf e c ttlhuyhpl aecere hosp ragrfpa icnnt e iestlm rsa eanandc d lP p sDeerfcFo to io n .

Check-in questions
Ch eck-in questions – Set 1
Each section in the chapter er s g
hina sq uoenset ioorn ms, oforer fsoertsm oaft icvhee ck- 1 2 NSu ammme af irvi ese e txhaem mplaejso ro fd sifpfeecreianlcisee dbe ctewllese. n a u nicell Fuil ar o 1rAga3 n Ti sh m an dti a m u lCticel llul a tr
organism.
assessment. Full answers are 3 D e sc r ibe o ne advantage and one disadvantag e o f be ing m u lti cell ular .

provided in the digital resources.

Skills
5B S KILL S
Skills boxes in every section
provide advice and guidance Relatin g r es ponse s directly to conte xt p resented
In Secti on 5A , you learn ed ab out using ac r onyms t o he lp rem emb er and str uc ture
on how to answer and prepare
answers. In th at sectio n, th e STRI CTER app roa ch was use d to e xplain the steps i n volve d
for questions, especially in in ne gativ e fee dback loop s. In this s ec tion, a n umber of ph ysiolog ical e xampl es of
examinations. The ITB has negative feedback loops were discussed: regulation of body temperature, regulation of
e blood glucose levels and regulation of water balance. All these processes involve the
video versions of these guided
same general steps associated with negative feedback loops, and so the STRICTER
by experienced teachers wiguhreic 4hA
approach is still valid.
provide extra comments and an

alternative medium of delivery.
viii

Charts, diagrams and tables
Cellular features of prokaryotes and eukaroytes
Datbapwanvoriebaetdothlisa ekled aisscnlib,.eoa tflIdgpaeen rt iac aeiattohssmhu n aaefrrssoen t,I r fsiTta om htniBrenrad a,ost t cetmeuiuhlgdglodrue hassresolttstni i rudonttaostefgt - tett dsthohdehie es xuo psptswel era a i,y nr et PHOTORESPIRATION NAACDTO+OPP22 HRuBP RPuGbiAsco PGC Oan2d PGANAATD+PP H N iaswgiC aimatioP aosfinsnnnhohtnel r fylhu lcceg u sc eaanlt adabecoeimalito snpedrnu rhnoalcnmpcpdreeetlebdduceueaieulr od caee bgtcnotltdelecai e lhsdshaullkdaaexmroneedm er ealitcrsn Du-eaa ue a rp e syaNrtpoeilaoeey fntAtr c lei yeas l T P••••••• E••••••h u reok L C GDk MD Pc S Sp C C Gc P Cs Mc kaboaneoiaooilleoooreNNellaaaaamiycunrommnnnannlsnsslnyAAo k wst tttiweemmeowayeeytfaaacs )iottn cct ia capniaacfcbbnnnfmrccha co el a oelrels aass cl mr mmr oalmmesndc o ie ccelstrmrta m eotm eedttautaa sawbtbeelypvmm te ttrbtlorrppoao neeeisn remrsbbesaacslu merrh saaoiiooss hrrbsc aainshanoaaemmemm lillrme(lne annnf nasna eaeeossvgeetonetbo ldis s e u l nledVulit ot o ehin sosr aknu asu cnfiab c nuaue cfssuancvcuorganluauoteldeauynoelsrlgrre ul po nrd sffgyioDolao)sste aid r iofc uiNushgg cn nepdon laea aA ecserlaopdhnva gl e pnuaaceeeencaar h b ld ltGn(aoflsc rsaerlls oc euraeybo asuileautgngnm ynslosaineleg dapdtaosdur rll Ca sataplhyaon sroerommdorp ecklealdeassamlrgly eMwolilattmuoPFiPlcCclmile lahuy mfegcotos)uoebne rpdfrdl luoaCloelarmnpsiersCxoEe olmnlotvnamrdraCnedrsacaooeiru cppa AvpoudsclaelmrluteuesomllmmeeostNNeceeicurcubncctaltbe oe uea(uCnsdanse dlpi n wrpo a FPtllRiiil asgi(bstsum)oNi rsnF(auCode ocgmymi oglt1ueodeeeoBlss maivodsarlb c(f4D oua onoN dleeA))
on data projector or whiteboard.
PHOTOSYNTHESIS ATP RuBP PGAL PGA ATP VMaicNoucuohlceolenadrr eionnvelopNeupcoleemaremPlbaNrsaumNncuaelecCuleshoCrloeuPRmlslli abCMwaCsoyamieiscnlonorapom rmliauoeseblsemmulbe Fraunnegal NcueeNncllvulee calolre ppaeorreNucleuNsucClheoolumsatinMiochoVnadcrCiuoRhonlloberoospolmasets
C6H12O6 NAD+PH L s Goso olgmi ea ppa aus AniRrmeotaiucSglue mhltcui coeemuonlldluh om epSnleadcsomepilocarsym viecsicle Plasma CmyetomCpeblarlsa mwnael Pant RceoeSrteiumclclgu tohilcuo eutmhnlu demonGpdoloalgpsiml aasipcmpiacatus
Figure 5B–6 A comparison of the Calvin-Benson cycle in photosynthesis PS Figur e 1 B4 C el lular features of eukaryotes and prokaryotes
(two hOe 2 n ) R ubisco binds to CO2 ) and photor espiration (when Rubisco binds

Section questions Saee ca tisieno bny 5atuBral qeleut eons atn io enns usr
hi m n th C n CAM pl ts cn ou
Summative assessment is provided 1. What two hormones are involved in the maintenan CcAeM polafn sb lood glucose homeostasis?
at the end of each section, again with 2 EWxhpalati Cnp4 r taohnp ede 4 CartActoy Mt i oompfnlb ap inno rtefs oc btreob iotnnh s omofx iatdnhke eewyssite heb io n3dPC t y h teme cmoiyurpnceu r matsutraeccnO nhc2 bt aoteoon n sf mo t fomwom e r ho esnta sthise py aarrteic ruelqaurliyr eimd. portant?
full answers provided in the digital
resources.
Chap t era d2 C rM eplavntsi cea n wthen
d xid str e the C
Chapter reviews
Summa ry
Summaries: Students are Create yo ur o wn set of summ ary notes for this chapter on paper or in a digital document. A model
sum mar y is pr ovided in the Teacher Resources which can be used to compare with yours.
encouraged to make their own set
Checklist

of summary notes, to help them In the Inte ract ive Textboo k, t he success criteria are linked from the review questions and will be
automatically ticked when answers are correct. Alternatively, print or photocopy this page and tick
assimilate the material. Model
the boxes when you have answered the corresponding questions correctly.
summaries are provided in the Succe ss crit eria – I am now able to: Linked question

teacher resources, to be given to 2A.1 Lis t the differ ences bet ween DNA and RNA 7☐
those who need help. Creating 2A.2 Draw schema tic diagrams of a nu cleoti d e, a s ingle strand and a dou ble 12☐
s tran d of DNA
summaries can also be turned into

an assessment task, with the models Multip le-choic e qu estions
1 Wha t is the co rr ect RNA sequ ence that 6 T he mo le cule that is the intermediate st ep
serving as the answer. would be copied from the follow ing D N A b etween D NA and p rotei n i s
Checklists and Success criteria: templa te se que n ce: C GA A GT TTA A T T A a m ino aci d.
CGC AGT? B rRNA.
The learning intentions from the A CGA A GT TT A A TT C GC AGT C mRNA.
B GC T TCA A A T TAA GCG TC A D tRNA.
front of the chapter are listed again C GCU UCA AA T TA A GC G U CA 7 One of th e featu res that distinguishes
in the form of success criteria linked D GC U UCA A A U UA A GCG T CU betwe en D NA a nd RN A is the
2 Which of th e f ollow i ng is a step i nvol ved in A phosphate group.
to the multiple-choice and short- RNA pro cess in g? B nitrogenous base cytosine.
answer questions that follow. The A litti C l t b d b t l tid
cITheBc, kalnisdt ss taured epnrtins tcaabnl et ifcrko mof ft hthee ir S1 1hC o Ts hr uaahtdgr-eada rli att nfnicoos unowh n p oede fcr r i3o en qnp m c ubcaoei eplsn ks.t t adTi ieonh snsr ertseh ece o sgd ewinnhe get igcee c noedsee m foark eth u ep pmp trahoo evt eewlai ntac ys or ?nopeec rgeohsn s t ah–re yl at corZ b,e rleanac kYs d aconwdt nla rlyca A ct.o Fsoer, th e
aqcuheisetvioenmse innt t mhea nITuBal,l yth. Iefy t ahreey tdicok tehde atia nnhr siutbslWh qetiuh ooealmnpst tp eoiisooc ansi ni ,t ur eo s p ?wete at r hyo elnt h?t r a pt to h pe e trropn o aps e ar omn o ddoeel sb fuo t r n tor y t ep v ttn ohplaiocht a ei tln,a f.sun cct ion s an d r e s p o nd s ptop al(a1ca mt oasre k )
automatically when the questions b Dtorsaowl a repre sentative diagram of the gene struCc t userec feotri othne f rloamc o tpheer ocen,
inarctl uodf itnh ge aglel nthee ekqe uy eenlecme tehna tts . u(s2 marks)
are marked.

Unit revision exercises
Each Unit has a revision exercise in the print boo k , with bo th m ultip l e-c hoice a n d sh o r t-a nsw e r q u estions.
ix
Special content
Connection to Country
• Section 11B Migration A population’s interaction with their environment can also be referred to as Connection to Connection to
of modern humans PCoaucinfticry r. eTghioisn w, sapse (cainfidca sltliyl lt ihsa) ta onf iAmbpoorritgainnat lw aanyd o Tf olirfree fso Sr tIrnaditi gIselnaonudse rpso.pulations in the Ctbheoetu wnreetlreaynt iopnesohpilpe
and their
includes the migration of It is understood that Aboriginal Australians have the longest unbroken record of ancient ionr deingevinroounsm leanntd
Aboriginal and Torres Strait art. For their ancestors, creating art would have been a way of forming a greater connection
between each other, and also a way to define their unique identity among other populations.
Islander peoples and their
The transmission of this information and key
connection to Country cultural practices within and between generations
would not have been possible without an increase
and Place.
in brain volume and the development of key regions
of the brain. Therefore, the use of language, in both
a verbal and an artistic sense, is a key component of
Aboriginal and Torres Strait Islanders’ way of life.
Current generations have continued to inherit this
cultural understanding and the practices of their
ancestors, continuing to add to this record.
Consider how the ancestors of these Indigenous
Figure 11B–5 An example of artwork found in Quinkan
populations would have used the key developments country, Queensland, featuring images of humans,
in hominin evolution (outlined in Table 11B–2) to dingoes and eels. This work has been dated to
enhance their survival and way of life. approximately 15 000 years ago.

Im t C t ay e
• Also featured is the 2017 In 2003, geologists uncovered 460 footprints in a clay pan around the lake. This was the
e Cookng f od xtracs m re nutrients
largest collection to date globally of fossilised footprints in a single find, and some of theV
return of Mungo Man to oldesBt u– ndaintign og e lsatnimdsacteadp eth pe m too btees f rgoromw 2th0 0o0f 0n yeewa rgsr aagsso.
a s h a imas eg ka oos t be n
the traditional owners of the Today, the Paakantji, Mutthi Mutthi and Ngyimpaa people continue to maintain a close
Sharing f stories and ractices between members f the sam
connection to the now World Heritage-listed Willandra Lakes, which include Lake
Country where the remains ge eation and between gen ratons
Mungo. An important Connection to Country for Aboriginal Australians and part of their
were found. commFurnmals hoifs taorrty a wndas p tahen rtentgusr n( aosf tohuet rineemda ipnrse ovfo Musulyn)go Lady (in 1992) and Mungo Man
s(ien 20In1c7r)
Figure 11B–7 The return of Mungo Man in 2017 to the Paakantji, Mutthi Mutthi and Ngyimpaa people (left) was marked
with a traditional Aboriginal ceremony (right).
Logbook Notes
• Chapter 12 Scientific VIDEO 6A–1 Title The title should
investigations repeats LOGBOOK EXAMPLE 1 What temperature do enzymes work at? include reference to
the variables being
modelling of logbook 2 What is the optimal temperature for the enzyme catalase to break changed (independent
down hydrogen peroxide into oxygen and water? variable) and
development for students’ measured (dependent
own practical investigations, Title variable), along with
the research enough detail for
question under
with detailed examples, from investigation; the reader to decide
iinncfolurmdeasti on about wehdetehesr tgheny want2 t6o
Chapter 6 in the Units 1&2 what is being tested continue reading.
resource. Some new notes
Introduction Introduction In the introduction (to
and questions are included. ab udte stauiclecdin ct 1 Enzymes are essential to help reactions proceed more efficiently, in a poster) it can also be
explanation of order to sustain life. They are made of proteins, which are coded for appropriate to present
tuhned erertaaskoinn gfo arn by an organism’s DNA, and they are specific to the substance they a labelled diagram of
• Chapter 1 Key background iibnnivcoelluosgdtiiegcsaa tlki oecnyo n; cepts, 2 aThcet eonnz.yme catalase reacts with the substrate hydrogen peroxide tinhvee csotingacteepdt./idea being
knowledge required for aim and hypothesis (HO), breaking it down into water and oxygen (products) in a
2 2
catabolic reaction. Catalase is primarily found in the liver and is
Units 3&4 is a copy of
important in protecting the organism from damage caused by
material on cells from the hydrogen peroxide, which is constantly produced by mammals.
beginning of the Units 1&2
resource. It is provided for
revision and also for students
studying Units 3 and 4
without having done 1&2.
x
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Edjin platform, offering easy navigation, excellent
on-screen display and multimedia assets, as well
as auto-marking of multiple-choice questions,
and workspaces for other questions with self-
assessment and confidence rating tools. The
different kinds of digital assets are listed below and
are accessed by:
• Printable Worksheets with extra questions
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provided for most chapters, marked by an icon
WORKSHEET 1A–1 LIVING DOC
in the margin, as shown on the right. OR NON-LIVING?
• Videos are provided for all chapters, and are of two kinds: concept videos
VIDEO 3A–1
demonstrate or illustrate important theory, while skills and example videos
DIFFERENT TYPES
feature experienced teachers working through the textbook’s skills and example OF RESTRICTION
ENDONUCLEASES
boxes, providing extra explanation and guidance. Some videos are provided in
the print pages as QR codes for immediate access and review.
• Animated slide-show presentations (in PowerPoint Show format) are provided of many charts,
PPS
diagrams and tables, as marked by an icon in the margin as shown at right, enabling them to be
explored interactively.
• Answers (worked solutions) to questions are provided in pop-up windows next to the questions, or in
printable PDFs for use with the print textbook.
• In the Units 1&2 resource, prior knowledge can be tested with an auto-marked quiz with questions from
the Year 9 and 10 Cambridge Science for the Victorian Curriculum.
Online Teaching Suite features (teacher resources)
The OTS provides Edjin’s learning management system, which allows teachers to set tasks, track progress
and scores, prepare reports on individuals and the class, and give students feedback. The assets include:
• Curriculum Grid and teaching programs
• Editable and printable Chapter tests with answers
• Checklists with linkage to the success criteria for the chapter question sets and tests
• A question bank and test generator, with answers
• Practice exams and assessment tasks, with answers
• Editable versions of Worksheets in the Interactive Textbook, and answers to them
• Editable versions of the PowerPoint files in the Interactive Textbook
• Downloadable, editable and printable practicals
• Editable and printable chapter summaries (model answers for the chapter summary activity)
• Teacher notes on selected content with additional theory explanation and suggestions for further
activities and resources
• Curated links to internet resources such as videos and interactives.
Exam generator
The Online Teaching Suite includes a comprehensive bank of exam style and actual VCAA exam questions
to create custom trial exams to target topics that students are having difficulty with. Features include:
• Filtering by question-type, topic and degree of difficulty
• Answers provided to teachers
• VCAA marking scheme
• Multiple-choice questions will be auto-marked if completed online
• Tests can be downloaded and used in class or for revision.