YR2-CH18&B5-REVIEW

• Biologie
• Middelbare school
• havo, vwo
• Leerjaar 2

GLOSSARY & REVIEW

first 10 minutes:

• you are either doing the glossary quiz
• or you are doing the assignments for during lesson 10 
  

PRACTICE QUESTIONS:

• TRY THEM IN SILENCE.
• FIRST WITHOUT THE HELP OF YOUR NOTEBOOK AND CLASS MATES.
• MAKE SURE YOU TAKE NOTES IN YOUR NOTEBOOK OF THINGS YOU DID NOT UNDERSTAND.

PRACTICE QUESTIONS

RTTI

R    - REPRODUCTION

T1   -  THEORY APPLIED TO A FAMILIAR SITUATION

T2   - THEORY APPLIED TO AN UNFAMILIAR SITUATION

I      - SHOWING INSIGHT BY COMBINING YOUR  KNOWLEDGE AND NEW INFORMATION IN UNFAMILIAR SITUATIONS.

R - REPRODUCTION

HABITAT

POPULATION

COMMUNITY

BIOSPHERE

BIOME

ECOSYSTEM

ENVIRONMENT

root

stem

flower

leaf

fruit

cell wall

cell membrane

nucleus

chloroplast

cytoplasm

vacuole

mitochondria

T1 - TRAINING

Photosynthesis Experiment

1. For each jar write down which limiting factor(s) is/are being influenced by this experiment.

2. Formulate a correct research question and hypothesis for this experiment.

3. In science experiment we often use a baseline, this is a plant or object that is tested beside others so we can compare the results. Which jar could be seen as a baseline here, please explain your answer using the correct biological terms.

Information:

Two students are running a photosynthesis experiment for school. Three plants are put into 3 separate jars. Each plant has various limiting factors influenced for a period of 24 hours. Before the experiment starts all three plants are placed in complete darknes for 48 hours. 

Question 1:  For each jar write down which limiting factor(s) is/are being influenced by this experiment.

• limiting factors: sunlight, water & carbon dioxide

• jar A: carbon dioxide
• jar B: none
• jar C: sunlight

Information:

Two students are running a photosynthesis experiment for school. Three plants are put into 3 separate jars. Each plant has various limiting factors influenced for a period of 24 hours. Before the experiment starts all three plants are placed in complete darknes for 48 hours. 

Question 2: Formulate a correct research question and hypothesis for this experiment.

• Research question: (what, which, when, where or how)

• Which limiting factor (carbon dioxide or sunlight)  influences growth the most?

• Hypothesis : If .........  , then .........

• If we compare the growth of three plants, then sunlight will influence the growth most.

Information:

Two students are running a photosynthesis experiment for school. Three plants are put into 3 separate jars. Each plant has various limiting factors influenced for a period of 24 hours. Before the experiment starts all three plants are placed in complete darknes for 48 hours. 

Question 3: In science experiment we often use a baseline, this is a plant or object that is tested beside others so we can compare the results. Which jar could be seen as a baseline here, please explain your answer using the correct biological terms.

• Thoughts go back to question 1.
• Jar A:  CO2/ Jar B:  none / Jar C: sunlight

• The baseline is jar B

• Both jars A and C have had limiting factors influenced so we can see what the results are of these influences. 

• To be able to compare the results properly we need to have a plant that has had no limiting factors affected so we can see if it is actually our manipulation of the limiting factor which causes the observed affects. 

Information:

Two students are running a photosynthesis experiment for school. Three plants are put into 3 separate jars. Each plant has various limiting factors influenced for a period of 24 hours. Before the experiment starts all three plants are placed in complete darknes for 48 hours. 

T2 - TRANSFER

Biological control:

1. What type of symbiosis is this? Please explain your answer using the correct biological terms.

2. Write down the food chain and indicate each organism's role. 

3. Every year the farmer must trap many wasps and give them to other farms for biological control. Why must the farmer control the wasp population? Why does this not happen naturally? Make sure you explain your answer.

Information:

Biological control or biocontrol is a method of controlling pests such as insects, mites, weeds and plant diseases using other organisms.

Farmers use a wasp species to control the tobacco worms that are a caterpillar that likes eating the leaves of a tobacco plant.

The adult female wasps lay their eggs on the skin of the tobacco worm, when the eggs hatch the larvae start eating the tobacco worm alive and end up killing it. The larvae grow up to become adult wasps.

Question 1: What type of symbiosis is this? Please explain your answer using the correct biological terms.

• Symbiosis: a relationship between two organisms of different species. 
• Types: commensalism (+/0), parasitism (+/-) & mutualism (+/+)

• This is an example of parasitism, the wasps benefit from this relationship by having food for the larvae and the tobacco worm suffers because it is eaten alive. 

Information:

Biological control or biocontrol is a method of controlling pests such as insects, mites, weeds and plant diseases using other organisms.

Farmers use a wasp species to control the tobacco worms that are a caterpillar that likes eating the leaves of a tobacco plant.

The adult female wasps lay their eggs on the skin of the tobacco worm, when the eggs hatch the larvae start eating the tobacco worm alive and end up killing it. The larvae grow up to become adult wasps.

Question 2: Write down the food chain and indicate each organism's role.

• Food chain: starts with a producers, then primary consumer and then on.
• Must start with a plant then a herbivore and then a carnivore.

• tobacco plant ---> tobacco worm ---> wasp

• Producer - tobacco plant 
• Primary consumer - tobacco worm
• secondary  consumer - wasp

Information:

Biological control or biocontrol is a method of controlling pests such as insects, mites, weeds and plant diseases using other organisms.

Farmers use a wasp species to control the tobacco worms that are a caterpillar that likes eating the leaves of a tobacco plant.

The adult female wasps lay their eggs on the skin of the tobacco worm, when the eggs hatch the larvae start eating the tobacco worm alive and end up killing it. The larvae grow up to become adult wasps.

Question 3: Every year the farmer must trap many wasps and give them to other farms for biological control. Why must the farmer control the wasp population? Why does this not happen naturally? Make sure you explain your answer.

• Why must the farmer control the wasp population? 
• To prevent it getting too large.
• Why does this not happen naturally? 
• There are no natural predators or competitors on the farm.
• Make sure you explain your answer.
• The farmer must prevent the wasp population getting too large to prevent the moving and affecting surrounding areas. 

Information:

Biological control or biocontrol is a method of controlling pests such as insects, mites, weeds and plant diseases using other organisms.

Farmers use a wasp species to control the tobacco worms that are a caterpillar that likes eating the leaves of a tobacco plant.

The adult female wasps lay their eggs on the skin of the tobacco worm, when the eggs hatch the larvae start eating the tobacco worm alive and end up killing it. The larvae grow up to become adult wasps.

Biological control:

4. In the summer of 2005 a tobacco farmer had a plague of tobacco worms and each plant only gave a yield of 25 kg. At the start of the growing season of 2006 the farmer released the wasps and he had a much better yield of 35 kg per kilo. 

a) By how much percent did the yield increase?

b) A farmer has an average of 1500 tobacco plants, what was his total yield in 2006?

c) Which limiting factor was being affected by the tobacco worm population? Please explain your answer. 

Information:

Biological control or biocontrol is a method of controlling pests such as insects, mites, weeds and plant diseases using other organisms.

Farmers use a wasp species to control the tobacco worms that are a caterpillar that likes eating the leaves of a tobacco plant.

The adult female wasps lay their eggs on the skin of the tobacco worm, when the eggs hatch the larvae start eating the tobacco worm alive and end up killing it. The larvae grow up to become adult wasps.

Biological control:

4. In the summer of 2005 a tobacco farmer had a plague of tobacco worms and each plant only gave a yield of 25 kg. At the start of the growing season of 2006 the farmer released the wasps and he had a much better yield of 35 kg per kilo. 

a) By how much percent did the yield increase?

Percentage=(new-old)/old*100 --> 

(35-25)/25*100= 40% 

b) A farmer has an average of 1500 tobacco plants, what was his total yield in 2006?

1500*35=52.500 kg

c) Which limiting factor was being affected by the tobacco worm population?  sunlight

Please explain your answer.  The more leaves the worms ate the less chloroplasts there would be to do photosynthesis. less photosynthesis means a lower yield.

Information:

Biological control or biocontrol is a method of controlling pests such as insects, mites, weeds and plant diseases using other organisms.

Farmers use a wasp species to control the tobacco worms that are a caterpillar that likes eating the leaves of a tobacco plant.

The adult female wasps lay their eggs on the skin of the tobacco worm, when the eggs hatch the larvae start eating the tobacco worm alive and end up killing it. The larvae grow up to become adult wasps.

I - INSIGHT

Otter introduction:

1. What is the otters role in its current ecosystem?

2. The introduction of the otter has not really affected the Heron even though they share the same food source, but it has affected the common toad population. Please explain why using the correct biological terms. 

3. Which other animal could you argue benefitted most from the introduction of the otter? Please explain why using the correct biological terms. 

Information:

The otter, a freshwater-dwelling predator, was reintroduced into the Netherlands in 2002. Thirty-one otters from other countries were released in the Wieden-Weerribben natural reserve in the province of Overijssel. ... The last otter in the Netherlands died in 1989, and the animal became extinct in this country.

Foodweb

Question 1: What is the otters role in its current ecosystem?

They are a secondary consumer.

Information:

The otter, a freshwater-dwelling predator, was reintroduced into the Netherlands in 2002. Thirty-one otters from other countries were released in the Wieden-Weerribben natural reserve in the province of Overijssel. ... The last otter in the Netherlands died in 1989, and the animal became extinct in this country.

Foodweb

Question 2: The introduction of the otter has not really affected the Heron even though they share the same food source, but it has affected the common toad population. Please explain why using the correct biological terms. 

The otter eat more fish, which does take away food from the Herons, they are competitors. 

The Herons have an alternative food source and start using that more, this is the toad population. They toad population drops due to more predation by the Herons.

Information:

The otter, a freshwater-dwelling predator, was reintroduced into the Netherlands in 2002. Thirty-one otters from other countries were released in the Wieden-Weerribben natural reserve in the province of Overijssel. ... The last otter in the Netherlands died in 1989, and the animal became extinct in this country.

Foodweb

Question 3: Which other animal could you argue benefitted most from the introduction of the otter? Please explain why using the correct biological terms. 

The snail population: Their natural predators are being eaten by the otters and the herons. If there are less fish and toads, then the snail population will increase. 

Information:

The otter, a freshwater-dwelling predator, was reintroduced into the Netherlands in 2002. Thirty-one otters from other countries were released in the Wieden-Weerribben natural reserve in the province of Overijssel. ... The last otter in the Netherlands died in 1989, and the animal became extinct in this country.

Foodweb

REVIEW:

• LEARNING GOALS
• KEY WORDS
• ASK ME QUESTIONS

LSN 2 - Learning goals:

• I understand the various levels of organisation of an organism's surroundings.
• I can identify various factors that influence an organism's life and I can sort these factors into biotic and abiotic factors.

KEY WORDS:

• Biotic factors
• Abiotic factors
• Ecosystem
• Niche
• Habitat
• Community
• Population
• Environment
• Biome
• Biosphere

Read the Kerboodle pages and watch the video. Takes your own notes.

LSN 3 - Learning goals:

• I understand and can identify why and how organisms adapt themselves to their surroundings.
• I can recognise and explain the differences between structural, behavioural & physiological adaptations.

KEY WORDS:

• Adaptations 
• Structural
• Behavioural
• Physiological (FUNCTIONAL)
• Hibernation
• Brumation

READ KERBOODLE PAGES 290-293 AND MAKE A START ON YOUR NOTES. IF YOU CANNOT ACCES THE KERBOODLE BOOK ONLINE, I HAVE ADDED SCREENSHOTS TO CLASSROOM.

LSN 4 - Learning goals:

• I understand what can cause a population’s numbers to rise and fall and I can categorise these influences into various groups.
• I understand and can use various methods of population research. (i.e. a quadrat & mark, release and recapture method)

KEY WORDS:

• Population growth
• Immigration
• Emigration
• Dispersion
• Exponential growth
• Limiting factors
• Carrying capacity
• Population research
• Predator prey cycle

READ KERBOODLE PAGES 285-289 & 298 AND MAKE A START ON YOUR NOTES. IF YOU CANNOT ACCES THE KERBOODLE BOOK ONLINE, I HAVE ADDED SCREENSHOTS TO CLASSROOM.

LSN 5 - Learning goals:

• I can identify and understand the relationships between competitors, predators and prey.
• I understand the various types of symbiosis and can explain why organisms use and need these relationships to survive.

KEY WORDS:

• Predators
• Prey 
• Pests 
• Competitors
• Symbiosis 
• Parasitism 
• Mutualism 
• Commensalism 

READ KERBOODLE PAGES 294-297 AND MAKE A START ON YOUR NOTES. IF YOU CANNOT ACCES THE KERBOODLE BOOK ONLINE, I HAVE ADDED SCREENSHOTS TO CLASSROOM.

LSN 6 - Learning goals:

• I can read and interpret food chains and food webs.
• I can construct food chains and food webs to show feeding relationships and energy transfer
• I can identify and understand the various roles and relationships within an ecosystem.

KEY WORDS:

• Food Chain 
• Food Web 
• Trophic levels
• Producers 
• Consumers 
• Decomposers
• Herbivores
• Carnivores 
• Omnivores
• Detritivores

READ KERBOODLE PAGES 302-304 & 308 AND MAKE A START ON YOUR NOTES. IF YOU CANNOT ACCES THE KERBOODLE BOOK ONLINE, I HAVE ADDED SCREENSHOTS TO CLASSROOM.

LSN 7 - Learning goals:

• I can read and interpret various types of pyramids
• I can draw pyramids of biomass and numbers.

KEY WORDS:

• Biomass
• Numbers
• Energy
• Joules & Kilojoules

READ KERBOODLE PAGES 305-308 AND MAKE A START ON YOUR NOTES. 

LSN 8 - Learning goals:

• I know what life cycles are.
• I know and can explain the butterfly, frog & human life cycle.
• I know what germination is.
• I know and can explain a plant life cycle.
• I know and can explain a research cycle.

KEY WORDS:

• Metamorphosis
• Adolescent 
• Germination
• Seed
• Seedling / embryo 
• Plumule
• Radicle 

READ BOOKLET 5 PAGES 1-9 AND MAKE A START ON YOUR NOTES. 

LSN 9 - Learning goals:

• I know what photosynthesis is.
• I know how plants do photosynthesis.
• I understand what limiting factors influence photosynthesis.
• I understand what the word yield is and how it is influenced by limiting factors.

KEY WORDS:

• Photosynthesis
• Chloroplasts
• Chlorophyl 
• Limiting factors
• Yield
• Optimum 
• Stomata 
• Cellulose 

READ BOOKLET 5 PAGES 10-16 AND MAKE A START ON YOUR NOTES. 

LSN 10 - Learning goals:

• I know how plants reproduce both sexually and asexually.
• I know what types of pollination there are and the differences.
• I know what fertilisation is and how it works.
• I know what types of dispersal there are and the differences.

KEY WORDS:

• Perfect flowers
• Imperfect flowers
• Pollination
• Fertilisation
• Dispersal
• Cloning
• Runners
• Bulbs & tubers
• Cuttings & grafting

READ BOOKLET 5 PAGES 17-29 AND MAKE A START ON YOUR NOTES. 

NEXT LESSONS

- TEST ECOLOGY & PLANTS

- PROJECT LESSON AND DEADLINE