YR2-CH18&B5-REVIEW

GLOSSARY & REVIEW
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Slide 1: Tekstslide
BiologieMiddelbare schoolhavo, vwoLeerjaar 2

In deze les zitten 46 slides, met interactieve quizzen en tekstslides.

Onderdelen in deze les

GLOSSARY & REVIEW

Slide 1 - Tekstslide

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

Slide 2 - Tekstslide

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.

Slide 3 - Tekstslide

PRACTICE QUESTIONS

Slide 4 - Tekstslide

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.

Slide 5 - Tekstslide

R - REPRODUCTION

Slide 6 - Tekstslide

HABITAT
POPULATION
COMMUNITY
BIOSPHERE
BIOME
ECOSYSTEM
ENVIRONMENT

Slide 7 - Sleepvraag

root
stem
flower
leaf
fruit

Slide 8 - Sleepvraag

cell wall
cell membrane
nucleus
chloroplast
cytoplasm
vacuole
mitochondria

Slide 9 - Sleepvraag

T1 - TRAINING

Slide 10 - Tekstslide

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. 
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10:00

Slide 11 - Tekstslide

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. 

Slide 12 - Tekstslide

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. 

Slide 13 - Tekstslide

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. 

Slide 14 - Tekstslide

T2 - TRANSFER

Slide 15 - Tekstslide

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.


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Slide 16 - Tekstslide

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.


Slide 17 - Tekstslide

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.


timer
10:00

Slide 18 - Tekstslide

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.


Slide 19 - Tekstslide

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.


timer
10:00

Slide 20 - Tekstslide

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.


timer
10:00

Slide 21 - Tekstslide

I - INSIGHT

Slide 22 - Tekstslide

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.
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Foodweb

Slide 23 - Tekstslide

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

Slide 24 - Tekstslide

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

Slide 25 - Tekstslide

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

Slide 26 - Tekstslide

REVIEW:
  • LEARNING GOALS
  • KEY WORDS
  • ASK ME QUESTIONS

Slide 27 - Tekstslide

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.

Slide 28 - Tekstslide

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.

Slide 29 - Tekstslide

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.

Slide 30 - Tekstslide

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.

Slide 31 - Tekstslide

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)

Slide 32 - Tekstslide

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.

Slide 33 - Tekstslide

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.

Slide 34 - Tekstslide

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.

Slide 35 - Tekstslide

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.


Slide 36 - Tekstslide

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.

Slide 37 - Tekstslide

LSN 7 - Learning goals:
  • I can read and interpret various types of pyramids
  • I can draw pyramids of biomass and numbers.


Slide 38 - Tekstslide

KEY WORDS:
  • Biomass
  • Numbers
  • Energy
  • Joules & Kilojoules


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

Slide 39 - Tekstslide

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.


Slide 40 - Tekstslide

KEY WORDS:
  • Metamorphosis
  • Adolescent 
  • Germination
  • Seed
  • Seedling / embryo 
  • Plumule
  • Radicle 


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

Slide 41 - Tekstslide

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.


Slide 42 - Tekstslide

KEY WORDS:
  • Photosynthesis
  • Chloroplasts
  • Chlorophyl 
  • Limiting factors
  • Yield
  • Optimum 
  • Stomata 
  • Cellulose 


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

Slide 43 - Tekstslide

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.

Slide 44 - Tekstslide

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. 

Slide 45 - Tekstslide

NEXT LESSONS
- TEST ECOLOGY & PLANTS

- PROJECT LESSON AND DEADLINE

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