Science 9 Module Q1
Science 9 Module Q1
Science 9 Module Q1
LEARNING MODULES
SCIENCE G9|Q1
Prepared by:
LEARNING STANDARD
CONTENT STANDARD PERFORMANCE OF COLOEGIO DE STA.
The Learners demonstrate STANDARD ROSA (LS-CSR)
understanding of: The Learners shall be able to: The learning standard
focuses on…
how the different conduct an information
structures of the dissemination activity on The learning standard
circulatory and effective ways of taking care of focuses on understanding
respiratory systems the respiratory and circulatory different structures of the
work together to systems based on data gathered circulatory and respiratory
transport oxygen-rich from the school or local health systems work together so
blood and nutrients to workers that in the long run, learners
the different parts of the will conduct an information
body dissemination activity on
the prevention, detection, effective ways of taking care
and treatment of diseases of the respiratory and
affecting the circulatory circulatory systems. Thus,
and respiratory systems They will learn to become
Intellectually competent,
Christ-centered, Persistent
search for the truth,
Transformative leadership,
and Creative stewardship of
God's creation.
FORMATION STANDARD
The learners shall become intellectually competent, Christ-centered, Persistent search for the
truth, Transformative leadership, creative stewardship of God's creation.
LEARNING MODULE
Science G9| Q1
Module No.1:
Respiratory and
Circulatory Systems
Working With The
Other Organ Systems
http://2.bp.blogspot.com/-Lt0H2v5j-BM/Tx--
jnyOkcI/AAAAAAAAIdA/PSzPYc31wVk/s1600/RomiGarduce_Everest.jpg
Romi Garduce is the first and only Filipino to have scaled the
famous Seven Summits or the seven highest peaks in each of the
seven continents. Of course, one of these is the world-famous Mount
Everest. It took Romi 2 months to finally take a selfie as he waved the
Philippine flag on the peak of Mount Everest, literally, the top of the
world.
In many of his photos as he neared the summit, one can see
that he and his group used oxygen masks connected to the oxygen
tanks that they carried. According to experts, the air is so thin at
31,000 feet. This is the same altitude shared by most commercial
flights while on a cruise mode. In such conditions, breathing
becomes difficult because the amount of oxygen is dramatically low
compared to that at sea level. Every cell in the body requires oxygen
to function properly. Have you ever wondered how oxygen from
outside the body finds its way to each one of our cells ?
In this module, you will find out how oxygen, just like every other nutrient, is delivered to
each cell in the body. Remember to search for the answer to the following question: How
can nutrients flow well in our body?
MODULE COVERAGE:
No. e d Time
Lesson 1 Respiratory and Identify the different 15 hrs.
Circulatory structures of the
Systems Working circulatory and
with the Other respiratory systems
Organ Systems that work together to
transport oxygen-rich
blood and nutrients to
the different parts of
the body.
Identify measures that
lead to prevention,
detection, and
treatment of diseases
affecting the circulatory
and respiratory
systems.
Conduct an information
dissemination activity on
effective ways of taking
care of the respiratory
and circulatory systems
based on the data
gathered from school or
local health workers.
Here is a simple map of the lessons you will cover in this module:
Expected Skills
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a) Identify and remember the key terms in each lesson. Take note of
the examples given.
b) Read and study carefully the resources and online links.
c) Answer all questions and exercises as best as you can.
d) Take down notes as you go along.
PRE-ASSESSMENT:
Let’s find out how much you already know about this module. Click on the letter that
you think best answers the question. Please answer all items. After taking this short test,
you will see your score. Take note of the items that you were not able to correctly
answer and look for the right answer as you go through this module.
3. Almost all substances found in our bodies dissolve in water. This is the
reason why is comprised mostly of water.
a. blood
b. cholesterol
c. fat
d. sap
5. Your biology teacher said that carbonic acid forms in the blood if present
in excessive amounts. In a classroom activity prepared by your teacher,
you were asked to do deep breathing exercises. As you exhale,
a. accumulated CO2 in the alveoli are moved out of the body.
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8. Your science teacher made you watch a video animation of the circulatory
system of a long-time smoker. The video did not have audio as well as
subtitles. From what you know in other videos of the circulatory system,
blood was represented using red or blue colors depending on where it is
found. For this particular video, blood entering and leaving the lungs was
blue. You know that oxygen turns blood into a bright red color. From this fact,
one can infer that
a. blood can now be pumped faster around the body.
b. oxygen will be replenished if blood is pumped to the lungs.*
c. there is more oxygen in the right atrium.
d. this will not lead to yawning because of the amount of oxygen
still present.
9. In the past, city dwellers who have visited Benguet province would always
talk about what they consider as “fresh air” in the said mountain province.
From this, one can infer that
a. higher altitudes would have more oxygen.
b. less people compete for air that is beneficial to our blood.
c. the quality of the respiratory system has effects on our own health.
d. there are people who equate cold climate with fresh air.
10. My mother is known in our village for growing very beautiful flowers in our
garden. I would normally see her in the morning “talking” to the flowers as
if she was talking to her friends. Some plant lovers “talk” to their plants
and claim that it makes their plants healthier. If their plants appear
healthy, the most logical reason for this would be that
11. Climbing Mt. Everest is no easy feat, not only is it the highest peak in the
world, but the challenge becomes even greater because of interplay
among factors found in the region. One of these is the high altitude which
results to thinner air. The lack of oxygen in such conditions leads to
a. decreased energy production in the mitochondria.
b. elevated levels of oxygen in the matrix of the mitochondria.
c. increased levels of carbon dioxide produced during respiration.
d. limited diffusion of water is expected in the thylakoid.
12. In the final question of the Inter-school science quiz bee that you were part
of, it focused on the efficient transport of substances in the body. You knew
that it depended on the condition of the respiratory and circulatory systems.
The instruction of the quiz master was to choose among the following
statements the one which was incorrect. Going over the statements again,
you should choose
a. Asthma patients are given O2 in the hospital because
narrowed airways conduct air poorly.
b. Boys who smoke are less prone to lung problems because they are
physiologically stronger than girls.*
c. Doctors would give diuretics to a hypertensive patient
because frequent urination can lower blood pressure.
d. For every instance that a person coughs, this is an assurance that the
respiratory system is still functioning normally.
14. My grandmother would have a purplish color when she’s having a severe
asthma attack. Her normal color would be back once she has been given
proper medical attention that would enlarge her airways. This could mean
that
a. doctors can fix skin color and return it to normal.
15. Yosi Kadiri was a mascot created by the Department of Health years ago for a
campaign against cigarette smoking. Your batch has been assigned to raise
awareness on healthy practices for the respiratory system to grade 1 students
in your school for the Science week. Unfortunately, the nearby health office
has run out of Yosi Kadiri materials that you could use for your assigned task.
What could be your best option?
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16. Your PE teachers record how many rounds students can do in a 12-minute
run around the soccer field. The following can encourage other students
to perform healthy practices for the respiratory system except
a. post pictures of those with the best records in the school bulletin board
b. present graphs on how each class fared compared to others and have
some healthy competition
c. propose to the PE department head incentives for classes who
show marked improvements after a month
d. record videos of the sickly participants as they run around the field
17. The heart is the major organ of the circulatory system; proper exercise done
regularly will keep it strong and healthy. If you were to do a survey in
school, most of them are likely to tell you the following reasons why they
don’t do exercise except for
a. it would be the muscles that benefit from exercise and not the heart.
b. exercise is required only for athletes.
c. teenagers don’t need to do exercise yet as they are still healthy.
d. they are too busy and don’t have time for exercise.
18. Zamboanga City has tricycles as the main mode of transport within the city.
According to the local health worker, there is still a rise in respiratory cases
in the city specially among children up to age 16 even though a smoking ban
has been implemented the past 2 years. As a student, what can you do to
verify the information from the local health worker?
a. conduct a survey as to how many respondents would cover their
nose when on the road
b. go to every classroom and ask how many are cigarette smokers
c. make and distribute flyers containing information on the
harmful emissions of tricycles
d. prepare a video clip clearly explaining the effects of tricycle
emissions to our respiratory systems
19. A new and fatal medical condition was introduced by the Department of
Health because of the nearing Christmas season; it has been dubbed
“Holiday Heart Syndrome.” The condition is said to be predominant
among the young adults up to those who are still at a working age. You
have not heard of this condition. Your teacher asked you to infer what
might be involved in it through the use of a collage. He will look for the
following pictures as he assesses your work in terms of content except for
a. cross-section diagram of the heart.
b. lack of sleep.
c. partying.
d. unhealthy diet.
20. Aerobic exercises are those done continuously for at least 30 minutes. These
strengthen the heart and allow it to have stronger and more efficient
contractions. Such exercises also allow the body to obtain more oxygen for
the body. The following statements are false except
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a. aerobic exercises can easily tire out the heart muscles and lead
to tissue death.
b. blood stays longer in the lungs to obtain oxygen because of the
strong heart contractions.
c. efficient carbon dioxide disposal can be achieved through short
burst exercises.
d. the availability of more oxygen will lead to more efficient
glucose breakdown for respiration.
http://www.globaltimes.cn/Portals/0/attachment/2011/49ce8f7c-7da3-4641-8443-f7fb234b6f53.jpeg
Process Questions:
1. What ideas on CPR did you learn after watching this video?
2. How can CPR help in making nutrients flow well in the body?
Mr. Bean is known for his hilarious antics. In the video that you are about
to watch, pay close attention as he tries to revive the man who just
suffered a heart attack. Click on the link below to view the video:
Process Questions:
1. Every Mr. Bean episode is expected to be comical; in relation to
CPR, what made this particular episode funny?
2. How can CPR ensure nutrients to flow well in the body?
What were your initial answers to the questions posed in the previous activity,
How can nutrients flow well in our body?
Summarize your answers to the question, and your thoughts and ideas in
the first column of the IRF Chart. When you are finished, click on “Submit.”
End of Explore
You just tried finding out how the respiratory and circulatory systems work together.
Let’s find out how your other classmates answered the first column of the IRF chart. You
can make use of the Discussion Forum to communicate with your classmates. Compare
their ideas with your own.
What you learn in the next sections will also enable you to do the final project which
involves presenting healthful habits that promote care for the heart and lungs.
Let’s continue this module by gathering your thoughts about the processes involved in
the circulatory and respiratory systems. Your goal in this section is to learn and
understand the efficient transport of blood carrying oxygen and other nutrients. You will
determine and relate the different factors that are at work during their formation.
Read the articles below by following the links provided. These articles
present in a student-friendly way how the heart and lungs perform their
lead roles for the circulatory and respiratory systems, respectively.
http://kidshealth.org/teen/your_body/body_basics/heart.html# - Lungs
and Respiratory System: What They Do
Process Questions:
1. Why is it important that the heart and lungs are kept healthy?
2. Do you think the heart and lungs should work together when they
perform their functions? Why?
3. How can nutrients flow well in the body?
Be sure to take note of the important terms that you will encounter.
What are the terms that you gathered? Do the terms sound familiar? What can
help you more easily remember these terms? Look back at your notes and try to
cluster related concepts.
You now know that the heart and lungs need to work together to
distribute vital materials to the body. Learn more about the heart and the
lungs and the rest of the system by viewing the videos found in the
following links:
http://www.teachertube.com/viewVideo.php?video_id=256514 –
Respiratory System (starting at 4:50 mark)
http://sumanasinc.com/webcontent/animations/content/humanheart.html -
Blood Flow through the Human Heart
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Process Questions:
1. What are the two types of circulation? Differentiate the two
according to purpose.
2. Describe how oxygen gets distributed to the cells of the body.
3. Describe how nutrients get distributed to the cells of the body. Is there
any difference between how oxygen and nutrients are distributed?
Explain.
How did you perform in the quiz? Look at the items you missed. Go back to your
notes and review the terms or concepts you missed.
Summarize what you learned so far by tracing the path of blood from the
heart to the lungs to the rest of the body.
Answer Key:
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Go back to the question: How can nutrients flow well in the body?
Write your revised answers to this question in the R column of the IRF
chart. When you are finished, click on “Submit.”
End of Firm-Up
In this section, the discussion was all about the processes involved as the respiratory
and circulatory systems perform their functions.
Go back to the previous section and compare your initial ideas with the discussion. How
much of your initial ideas are found in the discussion? Which ideas are different and
need revision?
Now that you know the important ideas about this topic, let’s go deeper by moving on
to the next section.
Using the pictures found below, infer the likely consequences of these
sample circulatory and respiratory conditions.
http://www.pharmafoodsprofessional.com.au/assets/images/Atherosclerosis.jpg
http://medimoon.com/wp-content/uploads/2012/09/Pneumonia1.jpg
Click on the following links below to get an idea of the treatment that is
carried out in blood vessels that are partially or fully blocked by plaques
or blood clots.
http://www.youtube.com/watch?v=xY60G6_tRM4 – Balloon
Angioplasty and Heart Disease: Demo Using Balloons
After viewing this video, you will use a graphic organizer to show your
understanding of how certain respiratory conditions caused by
smoking may affect gas exchange.
Using the flow diagrams or sequence charts below, show the sequence of
events involved in gas exchange in conjunction with the flow of blood into
and out of the heart during normal conditions and when there is a
respiratory/circulatory condition.
With Pneumonia
With Atherosclerosis
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Exercise 1
Obtain the respiratory and pulse rates of your batch mates after jogging
around the football field for 10 minutes, tabulate and make a graph of the
data. Give your observations regarding the relationship of these data.
Exercise 2
Construct a concept map showing the relationship among the following concepts:
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http://www.gmanetwork.com/news/story/285476/publicaffairs/pinoymd/the-
truth- about-asthma-no-cure-but-can-be-controlled - Article on Asthma
Process Questions:
1. Can asthma be cured? Why or why not?
2. Can it be controlled? How?
1.
People have the tendency to join the bandwagon, whether it’s cellular
phones, social networking sites, food supplements, or even the choice of a
college program. This does not exclude even joining fun runs or doing
exercises. It’s not unusual to see people - specially the elderly - pushing
themselves to do strenuous exercises, which could unfortunately, do more
harm to their bodies than good. Why is this so? The reason for this is that
we have always associated exercise with healthy living.
http://www.dailymail.co.uk/health/article-2262441/Exercise-Yes-CAN-fit-
good- Why-exercise-harmful-heart.html - Yes, You Can Be Too Fit For
Your Own Good: Why Exercise May Be Harmful to the Heart
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Process Questions:
1. Did the idea of exercise being harmful to your health ever cross
your mind? How did you look at exercise prior to reading this
2. article?
2. How can improper exercise prevent nutrients from flowing well in the body?
End of Deepen
In this section, the discussion was about the consequences of unhealthy circulatory and
respiratory system, and how these can be cured or prevented.
What new realizations do you have about the topic? What new connections have you
made for yourself? What helped you make these connections?
Now that you have a deeper understanding of the topic, you are ready to do the tasks in
the next section.
Your goal in this section is apply your learning to real life situations. You will be given a
practical task which will demonstrate your understanding.
Go back to the question: How can nutrients flow well in the body?
Write your final answers to this question in the F column of the IRF chart.
When you are finished, click on “Submit.”
TASK
This coming February, it will again be the celebration of the global “Heart
Month.” In line with this together with your barangay’s thrust for a better
health program, you have been tasked to encourage members of the school
community to take care of their health, in particular, that of the heart and
organs closely associated to it. With the theme: “The Restless Heart, No Rest
Since Birth,” you will make a PowerPoint presentation which you will use as
you do your room to room visit within the school.
Your presentation will be evaluated based on content, organization,
graphics or animations used, and clarity.
End of Transfer
How did you find the performance task? How did the task help you see the real world
use of the topic? Write a reflective journal of your experiences and the things you
learned about the task.
You have completed this lesson. Before you go to the next lesson, you have to answer
the following post-assessment questions.
Using your Reference Book (Mixploring Science 9: Vibal), please answer the
following SCIercise listed below to enrich your knowledge. Write your answer in your
activity notebook.
1. SCIxercise, page 9.
2. SCIxercise, page 13.
3. SCIxercise, page 20.
4. SCIxercise, page 22.
5. SCIxercise, page 25.
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POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer that you think
best answers the question. Your score will only appear after you answer all items. If you
do well, you may move on to the next module. If your score is not at the expected level,
you have to go back and take the module again.
2. The very thin walls of the allow gas exchange from the alveoli
of the lungs with the blood.
a. arterioles
b. capillaries
c. veins
d. vena cava
4. Bear Grylls of the tv show Man Vs. Wild used to be a member of the
British Royal Army. In one episode, he took his pulse rate and it registered
at 50 beats per minute. When you heard this, you curiously took your own
pulse rate and found it to be at 77 beats per minute. What is probably the
best explanation for this?
a. A bigger heart requires fewer contractions per minute because
of thicker cardiac muscles.
b. An efficiently-working heart does not need to contract as much
as those that are not well-conditioned.
c. The younger a person is, the higher the pulse rate that can
be expected.
d. TV show hosts are subjected to a lot of lighting which lowers
their pulse rates.
5. Your teacher gave you a webpage reading activity about the small intestine.
You learned that most of the digestion and absorption takes place in that
section of the digestive tract. It is in the small intestine where food stays the
longest to maximize both digestion and absorption. Some people who have a
high-meat diet are likely to develop small intestines that perform poorly and
eventually lack nourishment. For someone like you with no digestive health
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issues, what might be the likely explanation as to how the needed nutrients
reach the rest of the body?
a. digestion of these nutrients takes place where it is needed
b. each cell can manufacture the needed nutrients and transport these
to nearby tissues
c. nutrients are brought into the tissues by specialized white blood cells
d. there are blood vessels adjacent to the small intestine to carry
the nutrients
7. Triathletes could run, swim, and bike for hours during competitions.
To succeed in such athletic events, one has to do the following except
a. abdominal muscle strengthening.
b. breathing exercises.
c. high repetition exercises.
d. low intensity exercises.
9. Glucose is the sugar that is found in the blood when not stored in the liver. It
is the same sugar monitored by those with diabetes because of possible
health consequences. One example would be sluggish blood flow because
blood “thickens” with elevated glucose levels. What can be expected of
one’s blood pressure in such conditions?
a. Blood pressure will be elevated.
b. Blood pressure will become lower.
11. Sometimes blood can have too much acid if there are high concentrations
of carbon dioxide as this could form carbonic acid. Such conditions would
therefore require the following except
a. a mechanism that prevents accumulation of CO2 in the blood.
b. an efficient functioning of obtaining O2.
c. more red blood cells to carry CO2 to the lungs.
d. training in high altitude locations for thinner air.
12. You have heard of metabolism in the past. Your teacher clearly explained that
this complex chemical reaction in the body is what allows you to keep a
healthy body and do your daily routines. If is present, our bodies
are able to make more molecules. An alternative energy-making
pathway - though less efficient – is glycolysis.
a. ADP; O2
b. CO2; glucose
c. glucose; O2
d. O2; ATP
13. Utah is a city that has a very high elevation above the sea compared to other
American cities. Why should it not be surprising to see visiting athletes using
oxygen tanks during NBA games?
a. A lot of them find it hard to breathe in very crowded stadiums.
b. There is lack of O2, therefore, harder to make energy.
c. They are not used to the cold climate in Utah.
d. They train in elevated cities that are not cold.
15. This February will be the celebration of “Heart Month.” In line with this, a
competition will be held to choose which flyer can be given away to parents
in your school based on entries made by grade 9 students. You would keep in
mind to have the following in your brochure except for
a. a simplified diagram of the heart when one leads an unhealthy lifestyle.
b. blood flow from the heart to the lungs showing gas exchange.
c. diet that is appropriate for one’s age and lifestyle.
d. table of activities and diet and how each can be good for the heart.
16. Your track and field teammate told you that he has been asked by the coach
to join the 10K run instead of the 100-meter dash. These are totally different
events even though they both involve running. Because of these differences,
different trainings can also be expected. These differences will not include
the following except
a. deep breathing exercises.
b. short burst running.
c. strengthening of shoulder muscles.
d. taking of medications that narrow the airways.
17. You are the only one in your house who is not into cigarette smoking.
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After you were given time to research about second hand smoking, your
teacher asked you to prepare a short report as to why you are also in
danger of having respiratory problems even though you don’t smoke. Your
report is likely to include the following except for
a. age of those who smoke in your family.
b. harmful chemicals found in cigarettes.
c. how the airways react to cigarette smoke.
d. why people cough upon inhaling smoke.
18. My older brother has hypertension. He believes that getting into sports
would improve his condition. From what you have learned from your Biology
and PE classes, you could suggest the following to be helpful activities except
for
a. biking.
b. jogging.
c. swimming.
d. table tennis.
19. Many people flock to the hot spring swimming pools of Los Banos especially
during the Christmas break. They believe these waters have therapeutic
effects for those with health issues. From what you have learned in class,
those with hypertension should be careful because
a. blood vessels tend to expand in warm water which abruptly
lowers blood pressure.
b. blood with oxygen cannot diffuse into the lungs when the body
is submerged in warm water.
c. the excitement in swimming pools might overwork the heart.
d. warm waters can further elevate their already high blood pressure.
20. Prolonged exposure to the sun during relief and rescue operations in
Tacloban led to the hospitalization of some volunteer relief workers
because
a. it might have elevated one’s temperature and blood pressure.
b. it might have led to skin cancer for those with small amounts
of melanin in the skin.
c. too much heat can cause a person to overhydrate and kill
cells because of hypertonicity.
d. UV radiation is known to affect DNA and cause weakness.
alveoli – air sacs found at the end of bronchioles, site of gas exchange
aortic valve – flap of tissue found in the aorta, prevents blood from
returning to the left ventricle
arteries – blood vessels that carry blood away from the heart
atria – upper chambers of the heart that receive blood from the
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bronchi – major airways that branch from the trachea to the left and right lungs
pneumonia – a lung condition wherein the alveoli are filled with fluid
which leads to poor gas exchange
semilunar valve – separates the left atrium from the left ventricle,
ensures that blood will not return to the right atrium once in the left
ventricle
http://2.bp.blogspot.com/-Lt0H2v5j-BM/Tx--
jnyOkcI/AAAAAAAAIdA/PSzPYc31wVk/s1600/RomiGarduce_Evere
st.jpg - RomiGarduce in Mt. Everest
http://www.globaltimes.cn/Portals/0/attachment/2011/49ce8f7c-7da3-4641-
8443- f7fb234b6f53.jpeg- CPR demonstration
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http://video.about.com/firstaid/How-to-Perform-Hands-Only-
CPR.htm- CPR guidelines
http://kidshealth.org/teen/your_body/body_basics/heart.html# - Lungs
and Respiratory System: What They Do
http://www.teachertube.com/viewVideo.php?video_id=256514 –
Respiratory System
http://winesurprises.com/wp-content/uploads/2013/12/the-heart-diagram-without-
labels.jpg - Heart Diagram Without Labels
http://sumanasinc.com/webcontent/animations/content/humanheart.html -
Blood Flow through the Human Heart
http://www.pharmafoodsprofessional.com.au/assets/images/Atherosclerosis.jpg -
Atherosclerosis illustration
http://medimoon.com/wp-content/uploads/2012/09/Pneumonia1.jpg -
Pneumonia & Chronic Bronchitis
http://www.youtube.com/watch?v=xY60G6_tRM4 – Balloon
Angioplasty and Heart Disease: Demo Using Balloons
http://www.youtube.com/watch?v=aKduNgfePLU– Smoking-Induced
Pneumonia
http://www.gmanetwork.com/news/story/285476/publicaffairs/pinoymd/the
-truth- about-asthma-no-cure-but-can-be-controlled - Article on Asthma
http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000094.htm -
Being Active When You Have Heart Disease
http://www.dailymail.co.uk/health/article-2262441/Exercise-Yes-CAN-fit-
good- Why-exercise-harmful-heart.html - Yes, You Can Be Too Fit For
Your Own Good: Why Exercise May Be Harmful to the Heart
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LEARNING MODULE 2
Science G9| Q1
Flow of Energy and Matter
in Ecosystem
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LEARNING STANDARD
CONTENT STANDARD PERFORMANCE OF COLOEGIO DE STA.
The Learners demonstrate STANDARD ROSA (LS-CSR)
understanding of: The Learners shall be able The learning standard
to: focuses on…
the structure and
function of plant parts design and conduct an The learning standard
and organelles involved investigation to provide focuses on understanding
in photosynthesis evidence that plants can the structure and function
manufacture their own food of plant parts and
the structure and organelles involved in
function of photosynthesis and the
mitochondrion as the structure and function of
main organelle involved mitochondrion as the main
in respiration organelle involved in
respiration, so that in the
long run, learners will
design and conduct an
investigation to provide
evidence that plants can
manufacture their own
food. Thus, They will
learn to become
Intellectually competent,
Christ-centered, Persistent
search for the truth,
Transformative
leadership, and Creative
stewardship of God's
creation.
FORMATION STANDARD
The learners shall become intellectually competent, Christ-centered, Persistent search for the
truth, Transformative leadership, creative stewardship of God's creation.
The organs of the respiratory working How do the lungs provide all the cells
with the blood and cardiovascular of your body with oxygen they need to
system supply the oxygen needed to properly function?
all the parts of the body. How do natural and human actions
Natural and human actions have an impact positively on our local
impact on the sustainability of life. ecosystem? Negatively?
What is the role of energy in our Energy enters the Earth system
world? primarily as solar radiation and is
How do living organisms transform transformed by photosynthetic
energy? processes into chemical energy.
Cellular respiration transforms matter
(carbon) to produce chemical energy
(ATP) for cell respiration.
This popular quote is based on the premise that Earth is Better off
Without Humans. According to a theory, if the bee disappeared off the surface of
the globe, man would only have four years of life left. No more bees, no more
pollination, no more plants, no more animals, no more man.
In this module, you will find out why other living things depend on
plants for their food and energy and how plants are able to manufacture
their own food. Just how are plants able to manufacture their own food?
What are the necessary raw materials involved in the process of
manufacturing and utilizing food? These are some of the important
questions that you will seek to answer in this module.
LESSON MAP:
Here is a simple map of the above topics you will cover:
METABOLISM
Photosynthesis Respiration
(Food-Making (Energy-Making
EXPECTED SKILLS:
To do well in this lesson, you need to remember and do the following:
1. Read the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how
to submit them.
3. Look up the meaning of words that you do not know.
4. You will frequently come across process questions as you go through
different lessons. Keep a notebook (or use the Notepad) where you can
write (and revise) your answers to these questions. Use also the notebook to
jot down short notes, draw diagrams, and summarize what you have just
read.
5. For worksheets and reports that need to be submitted, use the
provided checklist and rubric to evaluate your work before submission.
6. Allow time for relaxation and recreation when you are mentally tired. Make
a time table to schedule your study and recreation.
PRE-ASSESSMENT:
Let’s find out how much you already know about this module. Click on the letter that you think
best answers the question. Please answer all items. After taking this short test, you will see your
score. Take note of the items that you were not able to correctly answer and look for the right
answer as you go
Page 37 of 140
(A) 4. Your hobby is to collect different species of aquarium fish. You have
already grown 3 species of fish in your 6-liter capacity aquarium. You
added 5 more species inside. One morning, you notice that three of
them look weak and seem like they are catching their breath towards
the upper portion of the aquarium. What do you think is happening to
your pets?
a. there is no more enough space in your aquarium
b. your pets are not compatible to be occupying the same aquarium
c. the oxygen inside the aquarium is not enough to support them
d. your pets are sleeping
(A) 5. Your hobby is to collect different species of aquarium fish. You have
already grown 3 big species of fish in your 8-liter capacity aquarium and
you added 5 more species inside. One morning, you notice that three of
them look weak and seem like they are catching their breath towards
the upper portion of the aquarium. What can you do to prevent your
fish from suffocation?
(A) 7. Study the structure and the process that happen in the given diagram
below. What would be an appropriate statement to be written inside
the arrow?
a. Plants contain chloroplasts that are necessary to utilize
carbon dioxide from the mitochondria to create oxygen and
food.
b. Animals require oxygen to create their own food inside the
mitochondria, and in the process, carbon dioxide is
released.
c. Plants utilize the products of a metabolism that happens inside
the mitochondria of animal cells only.
d. Animals contain chloroplasts and mitochondria.
(M) 9. Read the following cases below and answer the question that follows.
I. In 2011, Batangas, Cavite, and Laguna experienced a large-scale
Bangus and Tilapia fish kill that almost paralyzed the industry of fish
agriculture and market. Gov. Vilma Santos of Batangas, said that this
is due to overpopulated fish pens in Laguna de Bay and Taal Lake.
Another factor that she has mentioned is carbon dioxide suffocation
due to the very low supply of oxygen in these bodies of water. This
low supply of oxygen is the culminating effect of sudden increase in
water temperature and the lack of plants that produce this gas.
Page 39 of 140
II. In one experiment, you kept a plant inside a dark room. After two
days you noticed that the plant became dull and withered. You
decided to put back the plant outside the room and allow it to
receive
(M) 10. Read the following cases below and answer the questions that follow.
(M) 11. Read the following articles/models below then identify the unifying
idea among the three texts.
(http://www.wired.com/wiredscience/2012/08/green-aphid-
photosynthesis/)
III.
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(M) 12. The illustration below tracks a bean plant’s stomata in a 24-hour cycle.
Why do you think it is beneficial for the plant to partially close its
stomata on a hot, dry afternoon?
a. So that carbon dioxide will not escape from the leaves when it
is heated.
b. To prevent oxygen from entering the stomata.
c. To prevent water from escaping out of the plant through
the stomata.
d. To reduce the light that is entering the stomata.
(M) 13. The rate of photosynthesis of aquatic plants in a test tube is determined
by collecting and measuring the amount of oxygen that goes out from
the water. If bicarbonate, the source of CO2 for aquatic plants, is added
to the water, the rate of oxygen evolution increases. If CO2 is fixed by
the Calvin cycle but oxygen is evolved by the light reactions, how can an
increase in CO2 supply increase the rate of oxygen evolution?
Page 42 of 140
a. The CO2 is broken down into carbon and oxygen during the
light- independent stage.
b. It is the bicarbonate that is reacting with water that causes the
release of oxygen. These oxygen molecules are then goes out of
the water.
c. Increase in CO2 causes the more efficient production of water in
the Calvin cycle. And the more water molecule is present, the
more oxygen gas is produced. The process of photolysis in the
light- dependent stage causes the increase in oxygen gas.
d. Increase in CO2 causes a faster use of ATP and NADPH that are
produced from the light-dependent stage where O2 is being
produced from water. This use of ATP and NADPH produces ADP
+ Pi and NADP. These molecules are then recycled to
the light- dependent stage and then the cycle goes on.
(M) 14. Study the following diagrams. Which of the choices below can be
inferred from these diagrams?
I.
II.
III.
requires more water than the smaller plant. When given the
same amount of water for two weeks, putting all factors that
affect the growth of plant constant (e.g. soil quality, sunlight,
location), the smaller plant was able to stay alive while the
taller plant died.
a. Precy
b. Jackie
c. Patrick
d. All of them have designed a good experiment that would
generate an accurate proof about the hypothesis.
(T) 16. You are a marine biologist investigating on a new species of seaweed
you have discovered growing on the seabed around the Spratly Island.
Since this new species is yellow-green in color, you hypothesize that it
can also undergo photosynthesis like most green plants do. What is the
best way for you to gather evidence about your hypothesis without
doing any harm to your newly discovered seaweed?
a. Take out a portion of the seaweed and a sample of sea water
and put them together in a jar. Then count the number of
bubbles coming out from the seaweed during the entire
duration of the investigation.
b. Pull out the entire seaweed from the sealed then place it inside
a sealed plastic bag. Then observe if there is a change with the
volume of the plastic bag due to the gas coming out from the
seaweed.
c. Without pulling out the seaweed from the seabed, allow the jar to
cover the entire seaweed. Observe any changes with the level of
water inside the jar. Pay attention to the initial amount of gas
bubble upon covering the seaweed.
d. Cover the seaweed with a metal sheet so that it will not be
reached by the sunlight. Observe if there will be changes with the
overall structure of the seaweed.
(T) 17. Manuel has learned from his Biology class that plants only need carbon
dioxide, water, and sunlight to manufacture their own food. As a very
curious student, he tested this new learning by doing an experiment as
to whether oxygen is also necessary for the plant to survive. He placed a
small herbaceous plant inside a jar with enough supply of water. To
remove free oxygen gas inside the jar, he placed inside a lighted candle
and waited until the fire ceased. To incorporate carbon dioxide inside
the jar, he allowed a pack of dry ice (solid carbon dioxide) to sublime
inside the closed container. After the set-up had been completed
(considering that no air from the surrounding environment has entered
the jar while the dry ice is being delivered inside), he placed the jar
under the sunlight. After one week, the plant inside the jar did not die.
Manuel therefore concluded that oxygen is not necessary for the
Page 45 of 140
(T) 18. Your group prepared a proposal for your exploratory experiment project
on measuring the effect of the presence of aquatic animals in amount of
oxygen released by aquatic plants. Your plan is to put up an aquarium
containing a fish with a submerged aquatic plant inside an inverted test
tube. However, when our teacher saw your proposal she advised your
group to improve on your research design. According to her, your
conclusion might not be so accurate if you will not add another set up
that will serve as the reference point or the point of comparison as you
discuss the result of your experiment. What is your teacher trying to
say? How can you improve on your research design?
(T) 19. Atmospheric levels of CO2 are increasing. We know most of the sources
of atmospheric CO2, such as fossil fuel combustion, deforestation, and
the oxidation of organic matter in farm soils. Thus, we can estimate
world CO2 production with some accuracy. However, we do not know
where all this CO2 goes. Some is retained in the atmosphere and some
dissolves in the ocean, but there is a significant amount of CO2 that is
not accounted for. Where do you think this CO2 is going?
a. This is the carbon dioxide inside the body cells of humans. It can
be tested by getting the average amount of carbon dioxide being
exhaled by a normal person and multiplied it to the total
population of the world.
b. This is the carbon dioxide that is being converted into glucose.
This can be tested by isolating a plant inside a jar and supply it
with only carbon dioxide, sunlight, and water.
c. This is the carbon dioxide that is absorbed by the land. Measure
the amount of dissolved carbon dioxide in the soil every week for
one year. Then check for any change with the amount of carbon
dioxide.
d. The carbon dioxide is being released into the outer space
because of the ozone layer disruption.
(T) 20. Tropical rain forests cover only about 3% of Earth’s surface, but they are
Page 46 of 140
Do you think it is possible for the life on Earth to continue even without humans? Let’s
find out and start this module by gathering your thoughts about
different processes that are happening inside a living organism.
Page 47 of 140
photosynthesis-like-aphids.html
“In plants, algae and some types of bacteria and fungi, sunlight is converted to
chemical energy in a process we all know as photosynthesis; in that process
water and carbon dioxide are also converted to oxygen.”
“This the authors explain in their paper published in Scientific Reports, suggests
the insects might be able to directly convert sunlight to energy, which would
make it the only animal able to do so.”
Process Questions:
1. In what ways do plant aphids differ from other animals?
2. In what ways are plant aphids similar to plants, algae, and some bacteria?
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a
key point. To place this text box anywhere on the page, just drag it.]
ACTIVITY NO. 3:
ELICITING PRIOR
KNOWLEDGE THROUGH K-W-L CHART
What were your initial answers to the questions posed in the previous
activity? What have you learned so far from the article? How are plants
able to manufacture their own food?
To summarize your answers to the questions, and your thoughts and ideas
regarding photosynthesis in the first column (What I Know) of the given K-
W-L chart. Then in the second column (What I Want to Know), write the
questions you have about photosynthesis that you want to find answers to
as you go through this module. Leave the third column (What I Learned)
blank for now.
PHOTOSYNTHESIS
End of EXPLORE:
You gave your initial ideas on photosynthesis. You started to explore the answers to the
following questions:
How do plants manufacture their food?
What are the necessary materials needed for plants to manufacture their food?
Let’s now find out what the answers are by doing the next part.
PROCESS QUESTIONS:
The 8 Life Functions http://www.goldiesroom.org/Note
%20Packets/01%20Life%20 Functions/00%20Life
%20Functions%20Packet--WHOLE.htm
Metaboli
sm
http://science.howstuffworks.com/life/29603-assignment-
discovery- photosynthesis-video.htm
B. Cellular Respiration
Now that you learned that Metabolism is a characteristic that is unique to living
organisms, we will now focus on two different metabolic pathways that are very well
related with each other.
Page 50 of 140
Process Questions:
1. Why is Photosynthesis an ANABOLIC process?
2. Why is Respiration a CATABOLIC process?
3. Why do you think, unlike plants, animals cannot utilize the energy from
the sun?
4. What anabolic and catabolic processes are happening inside the human
body?
INPUT (What are the materials OUTPUT (What are the materials
needed?) produced?)
PHOTOSYNTHESI S
happens inside the
C_L_R_P_A_T
in the presence of
_U_L_G_T.
PROCESS QUESTIONS:
1. Why do you think this process is called PHOTOSYNTHESIS?
2. Aside from the INPUT materials, what are other necessary structures are
involved in this process?
RESPIRATION
happens in the cytoplasm
and inside the
M_T_C_O_DR_ _
PROCESS QUESTIONS:
3. Why do you think this process is called RESPIRATION?
4. Aside from the INPUT materials, what are other necessary
structures involved in this process?
5. How are photosynthesis and respiration related in terms of their
different INPUT and OUTPUT?
http://www.hartnell.edu/tutorials/biology/cellularrespirationquiz/cellularrespiration
quiz1.html
Example:
Photosynthesis Sandwich HINT
Glucose Sandwich Meal The finished food product.
(A sugar subunit)
I. II.
PROCESS QUESTIONS:
1. What is being shown in each of the diagram above?
2. Looking at the different structures inside a typical plant cell, what can we
infer about the metabolic processes that can happen inside it? Justify
your answer.
3. What would happen if the same processes happen in animals and
humans? Are metabolic processes the same for all organisms? Explain.
You can start the practice exercise by clicking the link below:
http://www.softschools.com/quizzes/science/photosynthesis/quiz388.html
How did you fare with this practice exercise? To answer this, let’s go back and check your
K-W-L chart. Fill in the first column. What do you know now about the process by which
plant manufacture its own food?
Page 54 of 140
PHOTOSYNTHESIS
PROCESS QUESTION:
Are there changes in your K-W-L chart? If so, upload your new learning in the
Discussion Forum in your OHSP account.
Now that you understand the basic requirements about the flow of
energy and matter of living organism, your goal in this section is to take
a closer look at some aspects of the topic. Let us apply these basic
concepts in real-life situations happening around us.
Your goal in this section is to look closer into the process of Photosynthesis as it happens
to different organisms. You will also be investigating why photosynthesis is evidence of
evolutionary relationship of among autotrophs.
In Different Perspectives”
SITUATION 1:
Thieving Slugs
By David
Page 56 of 140
Smith
January
1, 2013
PROCESS QUESTIONS:
SITUATION 2:
Algae Can Take Energy From Other Plants
By Olga Blifernez-Klassen, Viktor Klassen, AnjaDoebbe, KlaudiaKersting,
Philipp Grimm, Lutz Wobbe, and Olaf Kruse.
Science Daily
November 20,
2012
'This is the first time that such a behavior has been confirmed in a
vegetable organism', says Professor Kruse. 'That algae can digest cellulose
contradicts every previous textbook. To a certain extent, what we are seeing is
plants eating plants'. Currently, the scientists are studying whether this
mechanism can also be found in other types of alga. Preliminary findings indicate
that this is the case.
In the future, this 'new' property of algae could also be of interest for
bioenergy production. Breaking down vegetable cellulose biologically is one of the
most important tasks in this field. Although vast quantities of waste containing
cellulose are available from, for example, field crops, it cannot be transformed
into biofuels in this form. Cellulose enzymes first have to break down the material
and process it. At present, the necessary cellulose enzymes are extracted from
fungi that, in turn, require organic material in order to grow. If, in future, cellulose
enzymes can be obtained from algae, there would be no more need for the
organic material to feed the fungi. Then even when it is confirmed that algae can
use alternative nutrients, water and light suffice for them to grow in normal
conditions.
PROCESS QUESTIONS:
What is the usual way of algae to manufacture its own food and energy?
1. Read the highlighted statement above. What is unusual about this species
of algae?
2. What new thing did you learn about metabolism?
SITUATION 3:
Story: Sea Floor – Photosynthesis and
Chemosynthesis By Te Ara– The Encyclopedia of
New Zealand
Photosynthesis is
the process by which plants
use the sun’s energy to
make sugar (glucose) for
food. Plants absorb energy
from sunlight, take in
Page 58 of 140
Chemosynthesis is the
process by which food
(glucose) is made by
bacteria using
At right, mussels and tubeworms around a vent are releasing hydrogen sulfide
gas. The chemical equation given here for chemosynthesis is just one of a number
of possibilities.
PROCESS QUESTIONS:
1. What natural circumstances triggered these hydrothermal vent bacteria
to undergo Chemosynthesis?
2. Why do you think most of these hydrothermal bacteria dwell inside
the body of sea floor animals like mussels? What are the beneficial
impacts brought by these two species to each other?
3. What new thing or things did you learn about metabolic processes?
Generalization
Process Questions:
1. How are the different organisms adapted to their habitat in terms of their
food making process?
2. How is the plant’s food-making process similar with these organisms’
food- making process?
Now that you know how plants manufacture their own food through the metabolic
process called photosynthesis, it is about time for you to explore on other organisms that
carry out the same process to survive.
In this section, you will be reading articles that explain how important photosynthesis is in
initiating and sustaining life on Earth. Read the articles below and answer the discussion
questions that follow. Keep in mind that photosynthesis is the process happening inside
the chloroplast of the plants by which carbon dioxide and water are used to produce
sugars (glucose) and oxygen in the presence of solar energy.
SITUATION 1:
Title: Bacteria
Written by: Jim Keener
Published by
RedColony.com
Bacteria. Mars. You might not see much of a relationship between the two
terms. But according to leading scientists from the Mars Society and other
organizations, bacteria are as important to Mars as bacteria in our stomachs or in
our medicine or even our beer. They played a leading role in the first ecosystem on
Earth and will do so again on the red planet. The simple fact is that without
bacteria, Mars will never be terraformed.
Page 60 of 140
There are several types of bacteria. There are aerobic bacteria that require
oxygen to survive, and anaerobic bacteria that can live with or without oxygen.
Obviously on Mars with very little oxygen present, anaerobic bacteria will be the
bacteria of choice. Next are heterotrophic bacteria that use other organisms
for
energy and autotrophs that produce their own food through photosynthesis. With
sunlight readily available on the surface, autotrophs will most likely be used.
Utilizing the Keener Black Chlorophyll theory, black bacteria would absorb much
more energy than green ones. The red planet would become the black planet as
billions of bacteria covered the entire surface.
So what would they do on the surface? They could pump water up from
underground aquifers by the same way we drink water upside-down. By releasing
diatomic Oxygen (O2, the kind we breathe) into the atmosphere, they would be
making mars livable. On the other hand, if we would prefer, we could pump
Triatomic Oxygen (O3, ozone) to heat the planet, or even a combination of both.
Bacteria could also pump other Greenhouse gases into the atmosphere. They
could also be used in life support to purify water and air.
One of the Surveyors sent to the moon was imperfectly sterilized. When
we landed on the moon the Apollo astronauts brought back pieces of the craft
and found that when fed on Earth, the Bacteria started to grow and thrive.
Bacteria are the most adaptive and hardy organism known to man, and I see no
reason why we could not make them survive on Mars.
Discussions Questions:
1. Go back to the highlighted portion of the article, using the different
descriptions on the different type of bacteria, how would you
classify plants and animals? Explain your answer.
Can life be possible without Photosynthesis? What is the importance of photosynthesis
to life?
SITUATION 2:
Titile: Are Biologists Watching an Evolutionary Leap: One Life Form
Absorbing Another?
Written by: Ashley P.Taylor
Published by: Discover
Magazine
the chloroplast: the cellular structure, or organelle, that plant cells use to
photosynthesize. They’ve been together ever since, an absorption known as
endosymbiosis.
Page 62 of 140
Nor, scientists think, were chloroplasts the only parts of cells that were
once bacteria: Mitochondria, organelles that produce energy in plant and animal
cells, got their start the same way, and some other organelles may have, as well.
Now researchers have found another useful bacterium that they think is on its
way to becoming a modern organelle of another eukaryotic cell—this time, an
alga rather than a plant or animal. Studying this relationship would allow
scientists to witness endosymbiosis in action, something they had long theorized
but never seen.
The alga and the bacterium met in the ocean, and forged a relationship
based on nutrient exchange, researchers report in Science. The alga draws energy
from sunlight and produces sugars, which the bacterium uses as fuel. In return,
the bacterium processes nitrogen gas into ammonium, which the alga needs. This
transfer can occur because the bacterium and the alga live close together, as the
scientists know through microscopy and by the fact that the two cell types stayed
together during a cell sorting experiment.
In the future, scientists predict, the two will be inseparable; the alga will
engulf the bacterium, the bacterium will lose its individual identity and, instead,
live as an organelle within the algal cell. The rest will be history.
Discussions Questions:
1. What theory would best describe the highlighted portion of the text?
2. How did endosymbiosis between an alga and a bacterium start?
3. What are the similarities between a blue-green bacterium and a
chloroplast?
SITUATION 3:
Title: Zoologger: The cyanobacteria destined to be
organelles Written by: Andy Coghlan
Published by: New Scientist
Candidatus
Atelocyanobacterium thalassa is a
organisms can handle. But it lacks the genes for photosynthesis that other marine
cyanobacteria use to generate their food. Unusually for a cyanobacterium, it must
rely on another organism for its food.
"It was hard to see how it could ever be a free-living organism," says
Jonathan Zehr at the University of California, Santa Cruz. With his colleagues,
Zehr has now identified that mystery second organism. It's a tiny type of algae
called a prymnesiophyte.
Zehr speculates that some undiscovered algae may already have fully
assimilated nitrogen-fixing bacteria like Candidatus Atelocyanobacterium
thalassa. If such an alga exists, it would be the first member of the plant kingdom
discovered that could fix its own nitrogen without relying on external organisms.
"What we've
found is a model for the beginning stages of how organelles may have evolved on
Earth," he says.
And that could have implications for agriculture. It would make sense to
genetically engineer staple crops to fix their own nitrogen and reduce the need for
expensive and environmentally damaging fertilizers. Yet while some plants,
including legumes, can rely on terrestrial root bacteria to provide them with
ammonium, researchers have struggled to generate crops that can do the same.
The signals that pass between the root bacteria and legumes are just too complex
to interpret and copy.
"The cyanobacterium provides a different model for how you might create
interactions with plants," says Zehr. Ultimately, then, the research could
potentially lead to a new way to feed the world – not a bad outcome from
filtering seawater.
Discussions Questions:
Page 64 of 140
Generalization:
At this point, you have fully understood the how photosynthesis and cell respiration work
inside a living system. Now, we will be investigating on these processes by looking at
concrete evidences of their occurrences.
To start with, let us analyze given data gathered from an experiment. Click on the link
below then answer the questions found in this Experiment worksheet. Type in your
answers in your Notepad and then E-mail it to your teacher afterwards.
ACTIVITY NO. 24: Revisiting K-W-L ChartNow that you have understood
the process of photosynthesis, you may complete K-W-L table. How do
you think plants manufacture their own food?
PHOTOSYNTHESIS
under the NO column. Click the SUBMIT button after completing the table.
End of DEEPEN:
In this section, the discussion was about the ability of organisms to manufacture their own
food depends on the structure and function relationship among its organelles.
What new realizations do you have about the topic? What new connections have you
made for yourself?
Now that you have a deeper understanding of the topic, you are ready to do the tasks in
the next section.
Your goal in this section is apply your learning to real life situations. You will be given
practical tasks that will demonstrate your understanding.
About 20% of the land Earth’s Ice-free land surfaces are already
Anthropogenic (habituated by humans). On the other hands, only about 3%
of the land is covered by Tropical Rainforests. Using these data, how
would you be able to prove that there is an imbalance between oxygen and
carbon dioxide in the Earth’s Atmosphere?
Page 67 of 140
Hypothesis:
(2) Then, design an experiment procedure that will provide you with
data that will either prove or disprove your hypothesis. You may
add more steps if necessary.
Step 1: Step 2:
Step 3: Step 4:
Criteria 4 3 2 1
EXCELLENT SATISFACTORY DEVELOPING BEGINNIN
(40 pts.) (30 pts.) (20 pts.) G
(10 pts.)
Comprehensiv The The Some Presentation
e presentation is presentation is importan was superficial
(25%) extensively adequately t facts and not
and
supported with supported with evidences comprehensiv
insightful valid were lacking e.
justifications, justifications, or erroneous.
evidence, facts evidences,
and ideas. facts and
ideas.
Accuracy of Data were The data were Some details The data were
data presented in accurate and from the not accurate
(20%) an interesting free from experiment and have a lot
manner and errors. have some of errors.
are accurately errors.
presented with
no errors.
Depth of The The The The
Investigatio experimental experimental experimental experimental
n design is done design is just design is design lacks
(30%) in great detail enough to limited to substance and
to arrive at arrive at a arrive at a is not align
substantial and substantial substantial with the
solid conclusion. conclusion purpose of the
conclusion. study.
End of TRANSFER:
In this section, your task was to design and construct an experiment that will concretize
the evidences that photosynthesis is actually occurring by investigating the production of
oxygen and glucose.
How did you find the performance task? How did the task help you see the real world use
of the topic?
Now that you have completed the module, let us affirm what you have learned. Complete
the K-W-L chart. How are plants able to manufacture their own food?
PHOTOSYNTHESIS
Using your Reference Book (Mixploring Science 9: Vibal), please answer the
following SCIercise listed below to enrich your knowledge. Write your answer in your
activity notebook.
You have completed this lesson. Before you go to the next lesson, you
have to answer the following post-assessment.
Page 70 of 140
POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer that you think best
answers the question. Your score will only appear after you answer all items. If you do well,
you may move on to the next module. If your score is not at the expected level, you have to
go back and take the module again.
(A) 4. Your hobby is to collect different species of aquarium fish. You have
already grown 4 big species of fish in your 6-liter capacity aquarium and
you added 6 more species inside. One morning, you notice that three of
them look weak and seem like they are catching their breath towards
the upper portion of the aquarium. What do you think is happening to
your pets?
a. your pets are sleeping
b. your pets are not compatible to be occupying the same aquarium
c. there is no more enough space in your aquarium
d. the oxygen inside the aquarium is not enough to support them
(A) 5. Your hobby is to collect different species of aquarium fish. You have
already grown 3 big species of fish in your 8-liter capacity aquarium and
you added 5 more species inside. One morning, you notice that three of
them look weak and seem like they are catching their breath towards
the upper portion of the aquarium. What can you do to prevent your
fish from suffocation?
a. Transfer some of the fish in a different aquarium.
b. Decorate your aquarium
c. Add more chlorine to the aquarium.
d. Add more water to the aquarium.
(A) 6. Your brother, Kyle Manuel saw your notes about the flow of energy
and matter through Photosynthesis and Respiration. He finds its very
Page 71 of 140
similar to what he has learned from his fourth grade lesson on Oxygen-
Carbon Dioxide cycle. How do you explain to him the relationship
between the flow of gases in the oxygen-carbon dioxide cycle and the
structures involved in photosynthesis and respiration?
a. Plants manufacture their own food through anabolism – that
is, converting carbon dioxide to simple sugar. During this
process, oxygen is released that are inhaled by animals.
b. Plants manufacture their own food through catabolism – that
is, converting oxygen to simpler sugars. During the process,
excess oxygen is released for the consumption of animals.
c. Photosynthesis is the breaking down of food and respiration is
the production of food.
d. Animals produce oxygen that plants need for photosynthesis.
(A) 7. Study the structure and the process that happen in the given
diagram below. What would be the best title for this diagram?
a. Flow of Energy and Matter
b. Oxygen and Carbon dioxide Cycle
c. Water, Carbon dioxide, and Oxygen Cycle
d. Animal and Plant Cycle
(A) 8. What would best explain this ability of plants of performing both of
these metabolic processes?
a. Plants are eukaryotic unlike most organisms.
b. Some plant cells contain both chloroplasts and mitochondria.
c. Plants have learned to adapt to their environment.
d. Plants inhale oxygen from the atmosphere that drives
these metabolic processes.
(M) 9. Read the following cases below and answer the question that follows.
II. In another set-up, you did the same procedure as the first one but
this time, you allowed ten healthy Elodea plants to grow inside the
aquarium for three hours before you place the fish. You noticed
that the fish survived.
III. In one experiment, you kept a terrarium inside a dark room. After
two days you noticed that the plants inside became dull and
withered while the some insects are already dying. You decided to
put back the terrarium outside the room and allow it to receive
sunlight. After another two days, you noticed that the plants have
regained their color.
(M) 10. Read the following cases below and answer the questions that follow.
II. Cyanobacteria are aquatic and photosynthetic, that is, they live in
the water, and can manufacture their own food. Because they are
bacteria, they are quite small and usually unicellular, though they
often grow in colonies large enough to see. The other great
contribution of the cyanobacteria is the origin of plants. The
chloroplast with which plants make food for themselves is actually a
cyanobacterium living within the plant's cells. Because they are
photosynthetic and aquatic, cyanobacteria are often called "blue-
green algae" because of the chlorophyll-like pigment that they
contain. Cyanobacteria are relatives of the bacteria, not eukaryotes,
and it is only the chloroplast in eukaryotic algae to which the
cyanobacteria are related.
(M) 11. Read the following articles/models below then identify the unifying
idea among the three situations.
Page 73 of 140
III.
(M) 12. Photosynthesis comes from the combination of two words, “photo”
meaning light and “synthesis” meaning mixing. In relation to this, why
do you think stomata reopen at 6:00 am as shown below?
Page 74 of 140
(M) 14. An investigation to find out the effects of the presence of light in
the process of photosynthesis is conducted as shown in the
illustration below. The rate of photosynthesis is measured as the
volume of gas increases. Using your knowledge and understanding
about photosynthesis and cell respiration, can you assume that the
gas liberated by the plant is purely oxygen?
Page 75 of 140
(T) 15. Read the following conclusions based from an explorative experiment on
the function of chloroplast of three different biology students.
Determine which of the three students provided the most accurate and
in depth investigation about the given hypothesis below.
Lani : After doing an experiment for two weeks, using two plants of
the same species and sizes, it has been found out that Plant A
requires more water than Plant B. This is for the fact that there
is more excess water draining from the pot of Plant B. The two
plants were planted on the same soil type. They also received
the same amount of sunlight within the entire experiment.
Luz – After doing an experiment for two weeks, using the same
species of plant coming from two different donors in the
community, it has been found out that the size did not
significantly influence the amount of water required by the
plant. This is because both of the plants were able to survive
when given the same amount of water and sunlight.
Kris – After doing an experiment for two weeks, using two plants of
the same species coming from the same garden but with
different sizes, it has been found out that the taller plant
requires more water than the smaller plant. Since when given
the same amount of water for two weeks, putting all factors
that affect the growth of plant constant (e.g. soil quality,
sunlight, location), the smaller plant was able to stay alive
while the taller plant died.
a. Lani
b. Kris
c. Luz
d. All of them have designed a good experiment that would
generate an accurate proof about the hypothesis.
(T) 16. The graphs below show the effect of light intensity on the rate of
photosynthesis at different carbon dioxide concentrations. Which
of the following is the best interpretation of the graphs?
a. Sunlight is more important than carbon dioxide in
photosynthesis. Photosynthesis is favored as light intensity
increases.
b. The higher the carbon dioxide concentration, the higher the rate
Page 76 of 140
(T) 17. When a mouse is placed under a glass jar, it eventually runs out of
oxygen and dies. How could you prevent this from happening?
a. Add another mouse inside the jar.
b. Add a plant inside the jar.
c. Add candle to the jar
d. Fill the jar with smoke before adding the mouse.
(T) 18. The graph below represents the absorption spectrum of chlorophyll.
The graph indicates that the energy used in photosynthesis is most
likely obtained from which regions of the spectrum?
a. yellow and orange red
b. violet blue and green
c. orange red and violet blue
d. green and yellow
(T) 19. Why do you think animals, unlike plants, need to ingest food
containing glucose in order to survive?
a. All organisms require energy to survive. Autotrophs get their
stored energy through photosynthesis. Animals can only acquire
glucose through ingestion.
b. The presence of mitochondrion in both plants and animals
signify the need for glucose as a chemical energy source.
However, between the two, only plants would have chloroplast
containing chlorophyll that would manufacture glucose from
carbon dioxide.
c. All organisms have mitochondria that use glucose as an
energy source.
d. Both a and b
(T) 20. A green plant is kept in a brightly lighted area for 48 hours. What will
most likely occur if the light intensity is then reduced slightly during
the next 48 hours?
a. The rate at which nitrogen is used by the plant will increase.
b. Photosynthesis will stop completely
c. The rate at which oxygen is released from the plant will decrease.
d. Glucose production inside each plant cell will increase.
Page 77 of 140
Algae - are a very large and diverse group of simple, typically autotrophic
organisms, ranging from unicellular to multicellular forms, such as the
giant kelp, that may grow up to 50 meters in length.
Hydrothermal vents - are areas on the sea floor where water heated by
volcanic activity under the seabed gushes out. Unusually, the animal
communities down here don't use the sun to get their energy. Instead,
chemicals in the hot waters
form the basis of the food chain. Hydrothermal vent communities do,
however, still rely on oxygen produced by photosynthesis in the sunlit
zones.
"7th Grade Life Science." 7th Grade Life Science. N.p., n.d.
http://www.stephsnature.com/lifescience/cellslivingnotes.html. 4 Feb.
2014.
Olga, Klassen, et al. “Algae Can Take Energy From Other Plants”.
Science Daily 20 Nov 2012. www.sciencedaily.com/releases/20 2 2
20 2 3.htm . 5 Feb
2014.
LEARNING MODULE 3
Science G9| Q1
Heredity: Inheritance and Variation
Biodiversity
LEARNING STANDARD
CONTENT STANDARD PERFORMANCE OF COLOEGIO DE STA.
The Learners demonstrate STANDARD ROSA (LS-CSR)
understanding of: The Learners shall be able The learning standard
to: focuses on…
how genetic
information is conduct an information The learning standard
organized in genes on dissemination activity on focuses on how genetic
chromosomes effective ways of taking care information is organized
of the respiratory and in genes on
the different patterns of circulatory systems based on chromosomes and the
inheritance data gathered from the different patterns of
school or local health inheritance, so that in
workers. the long run, learners
will conduct an
information
dissemination activity
on effective ways of
taking care of the
respiratory and
circulatory systems
based on data gathered
from the school or local
health workers. Thus,
They will learn to
become Intellectually
competent, Christ-
centered, Persistent
search for the truth,
Transformative
leadership, and Creative
stewardship of God's
creation.
FORMATION STANDARD
The learners shall become intellectually competent, Christ-centered, Persistent search for the
truth, Transformative leadership, creative stewardship of God's creation.
Page 82 of 140
Heart encourage
members of
MATERIALS: school community
Reference book to take care of
(Mixploring their health, in
Science 9: Vibal) particular, that of
Science 9 Module the heart and
(PEAC) organs closely
Laptop/Desktop associated to it.
with internet With the theme:
connection ”Restless Heart,
No Rest Since
Birth,” you will
make a
PowerPoint
presentation which
you will use as
you do your room
to room visit
within the school.
Your presentation
will be evaluated
based on content,
organization,
graphics or
animations used,
and clarity.
VALUING
The learners appreciate the importance of heredity for all living organisms as it determines
which traits are passed from parent to offspring.
Many times you may have heard other people tell you that you have your
mother’s eyes or your father’s height. While you know that these are
characteristics you inherited from your parents, you also know that they did
not literally give you their eyes, height, skin, hair, or any other traits. What,
then, is actually inherited? How are these traits inherited? Do they follow a
certain unique pattern?
In this module, you will learn more about the “hereditary factors”
originally described by Gregor Mendel. You will also look at
different patterns of inheritance and have a better understanding of
variation.
This module will also cover an important concept that is related to genetic
variation – biodiversity. In particular, you will study species extinction, a
persistent threat to our biodiversity. You will explore answers to the
following important questions: Why do species go extinct? How can
species be saved from the threat of extinction?
LESSON MAP:
Here is a simple map of the above topics you will cover:
Page 85 of 140
Preventing Extinction
EXPECTED SKILLS:
To do well in this lesson, you need to remember and do the following:
1. Read the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how
to submit them.
3. Look up the meaning of words that you do not know.
4. You will frequently come across process questions as you go through
different lessons. Keep a notebook (or use the Notepad) where you can
write (and revise) your answers to these questions. Use also the notebook to
jot down short notes, draw diagrams, and summarize what you have just
read.
5. For worksheets and reports that need to be submitted, use the
provided checklist and rubric to evaluate your work before submission.
6. Allow time for relaxation and recreation when you are mentally tired. Make
a time table to schedule your study and recreation.
PRE-ASSESSMENT:
Let’s find out how much you already know about this lesson. Click on the letter
that you think best answers the question. Please answer all items. After taking
this short test, you will see your score. Take note of the items that you were not
able to correctly answer and look for the right answer as you go through this
lesson.
(A) 2. Mario’s thinning hair is like that of his father. This characteristic
of baldness is influenced by
A. crossing-over.
B. linked genes.
C. mutation.
D. sex chromosomes.
(A) 5. It is believed that about 90% of the land area of the Philippines was
once covered with forest. This has now been reduced to less than 20%
and, if the current rate of deforestation is maintained, no forest cover
shall remain within the next decade. Scientists are looking at tropical
deforestation rates as parameters to estimate species extinction rates in
the Philippines. This best illustrates which of the following?
A. An ecosystem cannot survive without producers.
B. Many species are endangered due to habitat loss.
C. Species go extinct even before they are discovered.
D. Tropical forests are great carbon sinks.
(A) 6. Due to global warming, what changes are taking place in the Arctic that
puts polar bears, whales, walruses, and seals in serious danger of going
extinct?
A. The polar ice cap is melting causing rise in sea levels and flooding
that affects all species.
B. The polar ice cap is rupturing threatening low-lying areas
with contamination of water supplies.
C. The polar ice cap is shrinking affecting the feeding and
migration patterns of species.
D. The polar ice cap is thinning making the Arctic warmer which
affects the weather patterns.
(M) 7. Arielle is in urgent need of blood transfusion. Her blood type is A; that of
her sister is AB, and her brother, B. Who among the following can
donate blood to Arielle?
A. Her brother
B. Her sister
C. One of her parents
D. No one from the family
found in the X chromosome. Can two parents suffering from the said
genetic disorder have normal daughter?
A. No
B. Yes, if the female is a carrier
C. Yes, if the male is a carrier
D. Yes
(M) 11. The graph below shows the changes in two populations of carnivores in
a forest ecosystem.
(M) 12. Your friend tells you, “It doesn’t matter so much anymore if species go
extinct, as long as we have already identified the genus of each species
before it goes extinct.” What would you say to convince your friend
that species extinction does matter?
A. Species extinction damages the balance of ecosystem,
bringing harm to humans like us.
B. Species extinction lowers the biological diversity,
affecting ecosystem function and services that humans
benefit from.
C. Species extinction lowers the profit that countries gain from tourism.
D. Species extinction may cause dramatic changes in the
environment which will eventually affect us.
(T) 13. Some scientists estimate that the current global extinction rate is
about 30,000 species per year. If there are currently 10,000,000
species on Earth, how long will it take to destroy all of Earth’s
biodiversity?
A. Less than 100 years
B. Between 100 and 300 years
C. Between 300 and 500 years
D. Between 500 and 700 years
(T) 14. Some scientists estimate that the current global extinction rate is
about 30,000 species per year. If there are currently 10,000,000
species on Earth, how long will it take to destroy all of Earth’s
biodiversity?
(T) 15. You are a scientist investigating the causes of species extinction. Like
Charles Darwin, you would like to gain a lot of insights from what
happened in Galapagos Island. Refer to the chart found below taken
from Galapagos: A Natural History Guide:
Page 89 of 140
(T) 17. Refer to the following data about the five worst mass extinctions
in history:
(T) 18. Can we “resurrect” extinct species? If you are a researcher for a Science
journal and you want to investigate on this issue, who among the
following will you interview to get the most plausible answer?
A. Cytologist
B. Geneticist
C. Paleontologist
D. Taxonomist
In the previous grade, you learned how Gregor Mendel described the passing
of traits from one generation to the next. His principles laid the foundation for
the study of inheritance. The potential combinations of offspring from two
parents of known genotype can now be determined. Traits can more easily be
predicted.
Still, an important question remains. Do all organisms pass on their traits this
way? Learn more about Mendel’s “hereditary factors” and the other inheritance
patterns they may follow.
Let’s start the module by gathering your thoughts about the inheritance of
traits.
Page 91 of 140
3. If N.T. and her husband will have a fourth child, will the child suffer
from hemophilia? Why do you say so?
4. What do you think are the factors that influence how traits are inherited?
In the previous activity, you were asked to think about the factors that
influence the inheritance of traits. How are traits inherited?
End of EXPLORE:
Page 92 of 140
You gave your initial ideas on the inheritance of traits by answering the IRF
chart.
Let’s find out how others would answer the above and compare their ideas to
our own. As you compare, you will find out if your ideas are in line with the
standard. You will also learn other concepts which will help you complete a
required project found at the end. This project is scientific investigation about
genetic variation and adaptation.
We will start by doing the next activity.
FIRM UP:
Your goal in this section is to learn and understand key concepts about
inheritance: the chromosomal basis of inheritance and the non-Mendelian
patterns of inheritance. The competencies you are to learn are listed in the
checklist below. Monitor your accomplishment in these competencies.
CHECKLIST OF COMPETENCIES
Gregor Mendel explained in the year 1865 that traits are passed from the
parent to the offspring through “hereditary factors.”
http://www.wiley.com/college/test/0471787159/biology_basics/animations/mende
lianInheritance.swf - Mendelian Inheritance
Questions:
1. What are “hereditary factors?”
2. What are the principles that Mendel formulated after his experiments with
pea plants?
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html
Page 93 of 140
Questions:
By following Mendel’s laws and principles, you can predict the traits
of the offspring given the phenotypes and genotypes of their
parents.
Test your skill in using Punnett square and solving genetic
problems by answering the following:
1. When Mendel crossed a homozygous tall pea plant (TT) with a homozygous
short pea plant (tt), what offspring was produced?
T T
t Tt Tt
(tall) (tall)
t Tt Tt
(tall) (tall)
D D
d Dd Dd
(not (not
deaf) deaf)
d Dd Dd
(not deaf) (not deaf)
D d
d Dd dd
(not (not
deaf) deaf)
d Dd dd
(not deaf) (not deaf)
Process Question:
What are the important conclusions made by Mendel? Make a list of
these conclusions.
Let us go back to the N.T.’s case presented at the start of the lesson:
Process Questions:
1. How do you think would Gregor Mendel explain why N.T. and her
husband had 2 hemophiliac sons when both of them are healthy?
2. How do you think is this trait inherited? Explain using the principles of Mendel.
Mendel discovered that the hereditary factors are passed from the parent
to the offspring. However, he did not specify where these factors are found.
The work of cytologists paved the way to the discovery of the physical
basis of Mendelian inheritance.
Review your knowledge of mitosis and meiosis by exploring the following links:
http://www.pbs.org/wgbh/nova/body/how-cells-divide.html -
Interactive Comparison of Mitosis and Meiosis
http://learn.genetics.utah.edu/content/begin/tour/mitosis.swf -
Comparison of Mitosis and Meiosis
Process Questions:
1. Which parts of the cell are involved in cell division?
Exercise 1.
You were given this question in the previous activity: Do you notice any similarity
between the behavior of chromosomes during meiosis and the behavior of
Mendel’s hereditary factors?
Page 95 of 140
Go back to the list you made about Mendel’s conclusions about heredity.
Summarize them and write in the first column of the table below. Then,
recall how you described the behavior of chromosomes during meiosis in
the previous activity.
Complete the table below to compare Mendel’s description of hereditary
factors and the behavior of chromosomes during meiosis. Once you are
done, click “Submit.”
chromosomes?
Walter Sutton and Theodor Boveri in 1902 linked genetics and cytology
as they noticed the following:
Chromosomes and hereditary factors are both paired in diploid cells.
Homologous chromosomes separate and allele pairs segregate during
meiosis.
Fertilization restores the paired condition for both chromosomes
and genes.
Where are the “hereditary factors” of Mendel located? Where are they found
inside the cell? Are they all over our body, maybe in our blood? Hence the
common remark “Nasa dugo nila ang ganyang katangian” or “Nasa dugo
lang yan!”
http://www.course-
notes.org/Biology/Outlines/Chapter_15_The_Chromosomal_Basis_of_Inh
eritanc e - Chromosomal Basis of Inheritance
http://www.tutorvista.com/content/biology/biology-iii/heredity-
and- variation/chromosome-theory-inheritance.php -
Chromosome Theory of Inheritance
http://www.mun.ca/biology/desmid/brian/BIOL2250/Week_Two/1GeneW2.html
Process Questions:
1. How do we now call Mendel’s hereditary factors?
Page 97 of 140
Now that you understand the genes and chromosomes as the physical
basis of inheritance, you will now get to know these structures in more
detail.
Part I. Get to know the difference between genes, DNA, and chromosomes by
taking this “tour of the basics.”
http://learn.genetics.utah.edu/content/chromosomes/intro/ -
What is a Chromosome?
http://learn.genetics.utah.edu/content/molecules/dna/ - What is
DNA?
1. What is the important role that the DNA plays in determining the
traits of an organism?
http://www.accessexcellence.or
http://www bristol k12 ct us/pa
2. What are the roles that genes and chromosomes play in heredity?
3. How do we inherit traits?
Do you know how many chromosomes are found in the nucleus of human
cells? There are a total of 46 chromosomes in our nucleus – 22 pairs of
autosomes and 1 pair of sex chromosomes.
http://www.pbslearningmedia.org/asset/tdc02_int_hglandmarks/ -
Chromosome Viewer
Process Question:
1. What will happen if an organism inherits a defective or incomplete set of
chromosomes?
Mendel concluded that there are two allelic forms of a gene, or two
versions of a trait. For example, seed color is either yellow or green,
flower position is axial or terminal, plant height is either tall or short, etc.
However, why are there now a lot of colors for roses, orchids, and many
other flowers? Hair color is not limited to black or blonde; there’s white,
brown, or red, and each even comes in different shades. Why are there
spotted cats or cows?
Remember N.T.’s case? You may finally piece together the information to
explain her family’s case as you go through this next lesson.
Process Question: What are the patterns that do not follow the simple
rules of Mendelian Inheritance?
http://www.biologycorner.com/bio2/genetics/notes_incomplete_dominance
.html - Incomplete Dominance and Codominance
codominance?
http://biologycorner.com/worksheets/genetics_codominance.html#.Uvb0G
mIvRP c – Practice: Codominance and Incomplete Dominance
B. Mendel studied genes for which only two alleles are known. But
many genes have more than two different alleles.
http://evolution.about.com/od/Evolution-Glossary/g/Multiple-Alleles.htm -
Multiple Alleles
http://www.ib.bioninja.com.au/higher-level/topic-10-genetics/103-polygenic-
inheritance.html - Polygenic Inheritance
Page 100 of 140
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation
_classification/revision/3/ - Continuous and Discontinuous Variation
Process Questions:
1. What is the difference between continuous and discontinuous variation?
2. Why are polygenic traits following a bell-shaped curve or normal distribution?
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation
_classification/revision/4/ - Inherited and Environmental
Process Question: Are all the traits we have right now due to genetics?
Why or why not?
Synthesis Question: What are the different ways that a trait may be inherited
and expressed?
How do you think are you doing so far? Feel free to email your questions and
concerns to the teacher.
Page 101 of 140
Exercise 2.
quizzes: http://anthro.palomar.edu/practice/mendqui3.htm
- Practice Quiz
http://www.marietta.edu/~spilatrs/biol101/spilassign/Nonmendelian
%20assignme nt.doc – Non-Mendelian Genetics Practice Problems
http://learn.genetics.utah.edu/content/chromosomes/typesx/ - X
chromosome DNA
http://learn.genetics.utah.edu/content/chromosomes/typesy/ - Y
chromosome DNA
Process Questions:
1. How are males and females different in terms of their sex chromosomes?
2. How is sex determined in humans?
Genes that are found in the sex chromosomes give rise to traits that
are sex- linked.
Process questions:
1. How is sex-related inheritance different from the other patterns of
inheritance that you’ve studied? Why does this type of inheritance matter?
Page 102 of 140
How do you think are you doing so far? Feel free to email your questions and
concerns to the teacher.
Exercise 3.
After going through the different sites, practice solving problems through this
website:
http://www.biology.arizona.edu/mendelian_genetics/problem_sets/sex_linked_inh
eritance/01Q.html
Summarize your answers to the question, and your thoughts and ideas
in the second column (Revised) of the IRF Chart. Compare your new
ideas with your initial ideas. When you are finished, click on “Submit.”
In this section, the discussion was about the chromosomal basis of inheritance
and the different patterns of inheritance.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision? What new learning goal should you now
try to achieve? Go back to your checklist of learning competencies and see
how much you’ve accomplished:
CHECKLIST OF COMPETENCIES
Now that you know the important ideas about this topic, let’s go
deeper by moving on to the next section.
Now that you have learned about the different patterns of inheritance, it’s time
for you to look more deeply, analyze, and assess some genetic conditions. You
are also going to learn more about variation, which arises largely due to
genetic inheritance.
Your goal in this section is to take a closer look at these aspects of the topic.
If you are N.T.’s genetic counsellor and she asked you about the risk of
having a fourth child with hemophilia, what will be your answer? How will
you explain your answer to her?
http://ghr.nlm.nih.gov/handbook/inheritance/inheritancepatterns - What
are the different ways in which a genetic condition can be inherited?
http://ghr.nlm.nih.gov/handbook/inheritance/riskassessment - If a
genetic disorder runs in my family, what are the chances that my
children will have the condition?
a. If the father has Fragile X syndrome, whom will he pass the disorder –
to his sons or daughters? Explain.
How will the situation change if it’s the mother who has the disorder?
d. A brother and sister are both color-blind, is it possible for them to have
a normal brother? a normal sister?
Generalization Questions:
1. Based on the above situations, what are the different ways in which a trait
or a genetic condition can be inherited?
Is it okay to be different? What good does it bring when one organism varies with
another? Why is genetic variation important?
Find answers to these questions as you read the following articles found
in this link:
Process Questions:
1. Why do populations need to maintain genetic variation?
2. Why is genetic diversity important?
Which do you think is the factor that led to low genetic diversity in the
wolf population? Explain.
What are the consequences of low genetic diversity?
Communicate with your classmates and share insights on this case through the
discussion forum.
The focus question for this lesson is: How are traits inherited?
What are your final answers to this question? Your answers should
reflect your wider understanding of inheritance and variation.
Summarize your answers to the question, and your thoughts and ideas in
the third column (Final) of the IRF Chart. Compare your new ideas with
your previous ideas. When you are finished, click on “Submit.”
End of DEEPEN:
What new realizations do you have about the topic? What new connections
have you made for yourself? What helped you make these connections?
Now that you have a deeper understanding of the topic, you are ready to do
the tasks in the next section.
Your goal in this section is apply your learning to real life situations. You will be
given a practical task which will demonstrate your understanding.
Once your topic is approved, start investigating about it. For you and
your partner’s output, you should be able to complete this problem-
and-solution outline and submit to your teacher.
Problem Definition
WHO: WHAT: WHY:
Page 109 of 140
Final Result:
Criteri YES NO
a
I have a clear idea of what the problem or case is, who are
involved, and why a problem or irregularity exists.
End of TRANSFER:
How did you find the performance task? How did the task help you see the real
world use of the topic?
You have completed this lesson. You may now proceed to the next lesson.
Page 110 of 140
Using your Reference Book (Mixploring Science 9: Vibal), please answer the
following SCIercise listed below to enrich your knowledge. Write your answer in your
activity notebook.
LEARNING MODULE 4
Science G9| Q1
Species Extinction
Page 111 of 140
LEARNING STANDARD
CONTENT STANDARD PERFORMANCE OF COLOEGIO DE STA.
The Learners demonstrate STANDARD ROSA (LS-CSR)
understanding of: The Learners shall be able to: The learning standard
focuses on…
make a multimedia presentation
how changes in the of a timeline of extinction of The learning standard focuses
environment may affect representative microorganisms, on understanding how
species extinction plants, and animals changes in the environment
may affect species extinction
so that in the long run,
learners will make a
multimedia presentation of a
timeline of extinction of
representative
microorganisms, plants, and
animals. Thus, They will
learn to become Intellectually
competent, Christ-centered,
Persistent search for the truth,
Transformative leadership,
and Creative stewardship of
God's creation
FORMATION STANDARD
The learners shall become intellectually competent, Christ-centered, Persistent search for the
truth, Transformative leadership, creative stewardship of God's creation.
ASSESSMENTS
Students will on
j. Diagnostic their own be able
Assessments to…
Pre- make a
Assessment PowerPoint
k. Formative presentation about
Assessments community to
Activity 9: take care of their
Picture health, in
Analysis particular, that of
Activity 10 the heart and
and 11: Video organs.
Viewing
Activity 12:
Make you
Own Comic PERFORMANCE
TASK
Strip
(Differentiated
Activity 13:
GRASP)
Webpage
Reading
VSmart
provided by
VIBAL This coming
(LMS) February, it will
l. Summative again be the
Assessment celebration of the
global “Heart
Post Test Month”. In line
(PEAC with this together
Module) with your
Activity 15: barangay’s thrust
Transfer Task for a better health
Be Careful program, you have
with your been task to
Heart encourage
members of
MATERIALS: school community
Reference book to take care of
(Mixploring their health, in
Science 9: Vibal) particular, that of
Science 9 Module the heart and
(PEAC) organs closely
Laptop/Desktop associated to it.
with internet With the theme:
connection ”Restless Heart,
No Rest Since
Birth,” you will
make a
PowerPoint
presentation which
you will use as
you do your room
to room visit
within the school.
Your presentation
will be evaluated
Page 114 of 140
based on content,
organization,
graphics or
animations used,
and clarity.
VALUING
The learners appreciate the importance of biodiversity, which in fact, provides functioning
ecosystems that supply oxygen, clean air and water, pollination of plants, pest control,
wastewater treatement and many ecosystem services.
http://www.abs-cbnnews.com/nation/regions/01/25/14/endangered-
philippine- eagle-killed-falling-branch - Endangered Philippine Eagle Killed
by Falling Branch
Process Questions:
1. What problem may be brought by the events reported in the news clip?
2. How can this contribute to the extinction crisis?
3. How do you think can species be saved from the threat of extinction?
As you go through this lesson, always consider these focus questions: Why do
species go extinct? How can species be saved from the threat of extinction?
End of EXPLORE:
Page 116 of 140
Find out how others would answer the above and compare their ideas to your
own. As yougo through the succeeding activities, you will find out if your ideas
are correct. You will also learn other concepts which will equip you as you
complete the transfer task found at the end of this lesson. The task is to create
a multimedia presentation that shows relevant information and data you
gathered about extinction, as well as some recommendations.
Your goal in this section is to learn and understand the different causes of
species extinction, both natural and anthropogenic.
Complete the first two columns (GOALS Columns) of this learning log to keep
you guided as you accomplish your goals:
LEARNING
LOG
GOALS ASSESSMENT OF GOALS
Unit Goals My My Personal Teacher’s
Persona Assessment Assessment
l Goals
(Goals (How can I
prescribed by personalize the
the curriculum) goals prescribed
by the
curriculum?
)
Page 117 of 140
Identify
the
different
factors that
affect the
survival of
populations
.
Relates
species
extinction
to the
failure of
populations
to adapt to
abrupt
changes in
the
environmen
t.
In summary, what have I achieved from this module?
You have just finished studying heredity and variation in the previous
lesson. Find out how genetics can be one of the factors that influence
biodiversity by studying the different levels of biodiversity.
Do you know how rich Philippine biodiversity is? Check out this page to have an
idea: http://mea.denr.gov.ph/index.php?
option=com_content&view=article&id=113&Ite mid=205 – Philippine Biodiversity:
Status and Threats
Biodiversity
Exercise 5.
Attribute 2:
Attribute 3:
Process Questions:
1. Why is biodiversity important?
2. Why are some species better than others at adapting to
environmental changes?
3. What happens if the biodiversity in an area is threatened?
When we lose a species due to extinction, this event will definitely affect
the biodiversity at all levels (genetic, species, and ecosystem). However,
it was also long established that extinction is a natural event, maybe even
a routine in geological perspective. Most species that have ever lived
have gone extinct.
What’s alarming is that currently, research says that species are lost at
a rate that is never before observed in Earth’s history. This accelerated
rate of extinction is said to be anthropogenic or caused by humans.
According to the Center for Biological Diversity, extinction as a natural
phenomenon occurs at a natural “background” rate of about 1 to 5 species per
year. Scientists estimate that we’re now losing species at 1,000 to 10,000 times
the background rate, with literally dozens going extinct everyday. (Visit
http://www.biologicaldiversity.org/programs/biodiversity/elements_of_biodiversity/extincti
on_crisis/ for more details about the extinction crisis.)
http://cmsdata.iucn.org/downloads/species_extinction_05_2007.pdf -
Species Extinction - The Facts
Process Questions:
1. What are the natural causes of extinction?
2. What are the anthropogenic causes of extinction?
http://www.biologicaldiversity.org/programs/biodiversity/elements_of_biodiver
sity/extinction_crisis/ - The Extinction Crisis
https://www.pbs.org/wgbh/evolution/library/03/2/l_032_04.html - The
Current Mass Extinction
http://wwf.panda.org/about_our_earth/biodiversity/biodiversity/ - How
many species are we losing?
http://www.salon.com/2013/12/17/the_great_dying_redux_shocking_parallels
_between_ancient_mass_extinction_and_climate_change_partner/
- "Shocking parallels between ancient mass extinction and climate
change"
http://www.dailytech.com/Evolution+Losing+Race+with+Climate+Change+Sp
ecies+May+Not+be+Able+to+Adapt/article31936.htm - Evolution Losing Race
with Climate Change, Species may not be able to adapt
Process Questions:
1. What are the effects of climate change to the environment? to living things?
2. Why is climate change said to be driving the current mass extinction?
3. Can species easily adapt to climate change? Support your answer with data
from the readings.
http://news.nationalgeographic.com/news/2013/12/131216-
conservation- environment-animals-science-endangered-species/ -
20,000 Species Are Near Extinction: Is it Time to Rethink How We Decide
Which to Save?
Process Questions:
1. In general, why do species go extinct?
2. Why does extinction matter?
3. Can we prevent extinction? Explain.
How do you think are you doing so far? Feel free to email your questions and
concerns to the teacher.
Add shapes and levels to the chart if you need to add more information.
Then, come up with a generalization as to why species go extinct.
Generalization:
Upload your chart and your generalization to your OHSP account and
compare with your classmates. Share insights through the discussion
forum.
Exercise 6.
Smaller sea ice season means less time for polar bears to hunt
http://wwf.panda.org/about_our_earth/aboutcc/problems/impacts/species/polar_bears /
The effects of reductions in sea ice extent and thickness, shorter periods of
maximum ice extent, as well as changes in sea ice dynamics and structure, may
vary in different areas of the Arctic, but all have the potential to negatively
influence the condition and reproductive success of polar bears and their prey.
The time bears have on the ice is their best season – hunting seals and fish is
easy, and they restore their body fat and fitness. But this crucial time for storing
up energy for the warm season is becoming dangerously limited.
As the periods without food lengthen, the overall body condition of polar bears
decline. This is particularly serious for bears that are pregnant, or nursing young,
and for the cubs themselves.
Task:
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Extinction Survival
Consider again these focus questions: Why do species go extinct? How can
species be saved from the threat of extinction?
In this section, the discussion was about the natural and anthropogenic causes
of extinction.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision? What new learning goal should you now
try to achieve? Go back to your learning log and do self-monitoring of your
accomplishment of the listed goals.
Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.
Page 122 of 140
The mass extinctions recorded in history have occurred before the species of
humans existed. It is almost impossible for scientists to observe every species
in every habitat and monitor their extinction rates. Still, we are able to get
accurate information about species extinction all around the world.
Part I:
Read the following article:
The dodo bird was first sighted around 1600 on Mauritius, an island in the Indian Ocean. It
was extinct eighty years later. The Dodo’s stubby wings and heavy, ungainly body tell us
that the bird could not fly. Moreover, its breastbone was too small to suppor the huge
pectoral muscles a bird this size would need to fly. Yet scientists believe that the Dodo
evolved from a bird capable of flight. When an ancestor of the Dodo landed on Mauritius,
it found a habitat with plenty of food and no predators. Because there was no reason for
Page 123 of 140
http://www.davidreilly.com/dodo/images/ gallery/engraving_of_dodo11534121.jpg
Dodos to leave the ground, they eventually lost their ability to fly. Other
factors also contributed to the Dodo birds’ extinction.
For example, many birds were eaten by the Dutch sailors who discovered them.
However, the two most influential factors in terms of the Dodo birds’ extinction
were the destruction of the forest (which cut off the Dodo’s food supply), and the
animals that the sailors brought with them, including cats, rats, and pigs. These
animals destroyed Dodo nests.
the Dodo can help prevent the extinction of other forms of animal life and aid us
in preserving the diversity of life on Earth.
Process Question:
1. What are the reasons why the dodo went extinct?
Add shapes and levels to the chart if you need to add more
http://science.nationalgeographic.com/science/prehistoric-world/dinosaur-
extinction/ - Dinosaur Extinction
http://www.environmentalgraffiti.com/history/news-thylacine-20th-centurys-
most- famous-extinct-animal?image=0 - Extinct Animals: How the
Tasmanian Tiger Became the 20th Century's Dodo
http://news.nationalgeographic.com/news/2007/08/070831-baiji-
dolphin.html - "Extinct" River Dolphin Spotted in China
Summarize the different factors and events that led to the extinction
events given in the articles. Use this family tree graphic organizer to show
how multiple factors and events contribute to one outcome: extinction.
Then, extract a general pattern. Write this pattern in the box provided:
General Pattern:
Compare this pattern with the pattern that was formulated from the case of
the dodo bird. Did the cases follow the same pattern? Are there slight
Page 125 of 140
How do you think are you doing so far? Feel free to email your questions and
concerns to the teacher.
For easier visualization of the data you have gathered, put them together
by creating a timeline. Click on this link to find a sample geological
timeline of earth’s history:
http://www.bbc.co.uk/nature/history_of_the_earth - History of Life on Earth
Exercise 7.
When you’re done, read the given articles. Answer the corresponding questions.
Article 1:
Climate Change Threatens Genetic Diversity, Future of World's
Caribou
http://www.sciencedaily.com/releases/2013/12/131216095540.ht
m
Questions:
1. Discuss the major environmental threats to the caribou.
2. How does climate change affect genetic diversity?
Page 126 of 140
Article 2:
Disease, Not Climate Change, Fueling Frog Declines in the Andes
http://news.sfsu.edu/disease-not-climate-change-fueling-frog-declines-
andes- study-finds
Question:
1. Discuss the most likely cause of declines in the Andes frog population.
Support your answer with evidences gathered from the researches
mentioned in the article
Article 3:
Evidence of Mass Extinction Associated With Climate Change 375 Million
Years Ago Discovered in Central Asia
http://www.sciencedaily.com/releases/2013/12/131213092841.htm
Question:
1. Discuss the impact of climate change on extinction. Support your
discussion with evidences.
Based from all the articles read, write a commentary on the problem of
extinction. Justify and present evidences. E-mail your written output to your
teacher.
This is a very important question that everyone should ask, answer, and
take part in.
See how people from all over the world are trying to solve the
crisis: http://www.haribon.org.ph/ - Official website of Haribon
Foundation
http://www.natureconservancy.ca/en/where-we-work/british-
columbia/stories/de- extinction-or-conservation.html - De-extinction or
nature conservation?
http://www.conservation.org/about/pages/about_us.aspx -
Conservation International
How about you? What can you contribute to saving species from the
threat of extinction? From the websites provided, choose an activity
which you think you can do in your own community.
Wait for your other classmates to upload theirs. Read at least two other
stories and leave a comment for each.
Consider again these focus questions: Why do species go extinct? How can
species be saved from the threat of extinction?
What are your final answers to these questions? Your answers should
reflect your wider understanding of species extinction.
Summarize your answers to the questions, and your thoughts and ideas
in the third column (Final) of the IRF Chart. When you are finished, click
on “Submit.”
End of DEEPEN:
What new realizations do you have about the topic? What new connections
have you made for yourself? What helped you make these connections?
Now that you have a deeper understanding of the topic, you are ready to do
the tasks in the next section.
:
Page 128 of 140
Your goal in this section is apply your learning to real life situations. You will be
given a practical task which will demonstrate your understanding of the topic.
You’re almost done with the module. Try to summarize everything you learned
through a concept integration map. See sample shown below. Make the
relationship between topic 1 (inheritance) and topic 2 (extinction) evident in
your map.
You are one of the biologists invited to share your research/study on the
said issue. You are to present, through multimedia presentation, a
timeline of extinction events. From these data, draw out patterns,
conclusions, and formulate recommendations in relation to biodiversity
and species conservation.
Rubric:
End of TRANSFER:
How did you find the performance task? How did the task help you see the real
world use of the topic?
LEARNING LOG
POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer that you
think best answers the question. Your score will only appear after you answer all
items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.
(A) 3. Based on the International Union for Conservation of Nature (IUCN) Red
List, if a species is known only to survive in cultivation, in captivity, or as
a naturalized population (or populations) well outside the past range,
the species is said to be
A. Critically Endangered
Page 131 of 140
B. Endangered
C. Extinct
D. Extinct in the Wild
(A) 4. A man is heterozygous for blood group B. If his wife is heterozygous for
blood group A, what is the probability that their first child will have
blood type AB?
A. 0%
B. 25%
C. 50%
D. 100%
(A) 5. Anne has a brother who has hemophilia. She is concerned about
whether she will pass this trait to her offspring. If Anne’s husband is not
hemophiliac, is there a chance that Anne will have a son or daughter
with hemophilia?
A. No
B. Yes, 25% chance
C. Yes, 50% chance
D. Yes, 100% chance
(A) 7. The rarest member of the bear family, giant pandas live mainly in
remote mountainous regions in central China, where they subsist
almost entirely on bamboo. Despite their exalted status and lack of
natural predators, why are there fewer than 1,600 pandas in the wild
now (WWF)?
A. It is hard for pandas to adapt due to their large size.
B. They find it hard to adapt to cold and wet conditions.
C. Bamboo forests are being destroyed at a fast rate.
D. Pandas are very shy and solitary creatures.
(A) 8. Researchers from Illinois had observed that the collapse of the
greater prairie chicken population was mirrored in a reduction in
fertility. The population becomes so small that it may be approaching
the extinction vortex. Given this information, which do you think can
improve the condition of the greater prairie chicken population?
A. Develop their habitat
B. Increase the viability of the eggs
C. Introduce other chicken species
D. Provide more resources
(M) 10. A rooster and a hen both have gray feathers. When mated, they produce
15 chicks, 6 are black and 8 are white. What is the explanation for the
inheritance of these colors in chickens?
(M) 11. A single tree, locked into its inherited genotype, has leaves that vary in
size, shape, and greenness. Identical twins, which are genetic equals,
accumulate phenotypic differences.
What do these say about the inheritance and expression of traits?
A. Many factors, both genetic and environmental, collectively
influence phenotype.
B. Not all genes present in the organism’s genome are expressed
in the phenotype.
C. Traits are determined by the combined action of many
different genes.
D. Traits are inherited through varied patterns, both Mendelian
and Non-Mendelian.
(M) 12. In the Swedish south coast, a population of snakes has been isolated
from other populations for at least a century. About 35 years ago, the
population declined. There was also high incidence of deformed or
stillborn offspring. In the year 1992, 20 adult males from another
population were brought into the population which by then was
reduced to only 10 males. After enough time had passed for outbred
offspring to reproduce, there was a rapid and dramatic increase in the
number of snakes in the population, and the proportion of stillborn
offspring fell.
(M) 13. A researcher discovered that many vertebrate species ranging from
mammals, reptiles, birds, and amphibians, adapt to different climates at
a rate of only 1 degree Celsius per million years. The problem is that
scientists estimate that global temperatures are going to increase by
Page 133 of 140
(M) 14. Few of us have crossed paths with a real, live endangered species today,
one that is teetering on the brink of extinction. So, does it really matter
if an animal goes extinct when we can still watch it on television or look
it up on the internet?
(T) 16. Your research group identified two primary causes of species extinction:
habitat destruction and climate change.
You are tasked to give the best estimate of the number of species
that can become extinct in the next 50 years. Your audience who
are conservation advocates wants to know how much they need
to prepare.
These are the data you gathered from independent studies about
habitat destruction and climate change (www.conservation.org):
Page 134 of 140
(T) 17. Refer to the following data about the five worst mass extinctions
in history:
(T) 18. When it comes to preserving biodiversity, we can say that there now
emerges two “schools of thought”: conservation biology and revival
biology. The former focuses on preventing extinction by land
conservation, restoration and enhancement of natural habitats. The
latter gives priority on de-extinction or bringing back extinct organisms
by cloning, selective breeding, or other applicable genetic procedures.
(T) 19. Below is a graph from the Forest Management Bureau that compares the
deforestation and reforestation rates in the Philippines from 1976-2005:
(T) 20. A forum about the current extinction crisis is to be held in the Philippines.
You are one of the biologists invited to share your research/study on the
said issue. You are to present, through multimedia presentation, a
timeline of extinction events. From these data, you will draw out
patterns, conclusions, and formulate recommendations in relation to
biodiversity and species conservation. If the forum will be attended by
government leaders and fellow scientists, you have to make sure that
your presentation has which of the following set of qualities?
A. Accurate data and powerful graphics
B. Accurate data and sound conclusions and recommendations
C. Feasible recommendations and long discussions
D. High quality information and interesting animations
Page 136 of 140
evolution Descent with modification; the idea that living species are
descendants of ancestral species that were different from the present-day
ones; change in the genetic composition of a population from generation to
generation
extinction The state or situation that results when a species died out
completely or no longer exists
genetic variation Variations in alleles of genes that occur both within and
among populations
one allele for a specific trait is not completely dominant over the other allele
http://www.wiley.com/college/test/0471787159/biology_basics/animations/mende
lianInheritance.swf - Mendelian Inheritance
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html
- Mendel’s Experiments Animation
http://www.pbs.org/wgbh/nova/body/how-cells-divide.html -
Interactive Comparison of Mitosis and Meiosis
http://highered.mcgraw-
hill.com/sites/0072495855/student_view0/chapter28/animation
how_meiosis_w orks.html - Animation of Meiosis
http://www.nature.com/scitable/topicpage/developing-the-chromosome-
theory- 164 - Developing the Chromosome Theory
http://www.tutorvista.com/content/biology/biology-iii/heredity-
and- variation/chromosome-theory-inheritance.php -
Chromosome Theory of Inheritance
http://learn.genetics.utah.edu/content/chromosomes/intro/ -
What is a Chromosome?
http://www.pbslearningmedia.org/asset/tdc02_int_hglandmarks/ -
Chromosome Viewer
http://anthro.palomar.edu/mendel/mendel_3.htm - Non-Mendelian
patterns of inheritance
http://www.biologycorner.com/bio2/genetics/notes_incomplete_dominance
.html - Incomplete Dominance and Codominance
http://biologycorner.com/worksheets/genetics_codominance.html#.Uvb0G
mIvRP c – Practice: Codominance and Incomplete Dominance
http://evolution.about.com/od/Evolution-Glossary/g/Multiple-Alleles.htm -
Multiple Alleles
http://www.ib.bioninja.com.au/higher-level/topic-10-genetics/103-polygenic-
inheritance.html - Polygenic Inheritance
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation
_classification/revision/3/ - Continuous and Discontinuous Variation
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation
_classification/revision/4/ - Inherited and Environmental
http://www.marietta.edu/~spilatrs/biol101/spilassign/Nonmendelian
%20assignme nt.doc – Non-Mendelian Genetics Practice Problems
http://www.nobelprize.org/educational/medicine/bloodtypinggame/game/in
dex.ht ml - the Blood Typing Game
http://learn.genetics.utah.edu/content/chromosomes/typesx/ - X
chromosome DNA
http://learn.genetics.utah.edu/content/chromosomes/typesy/ - Y
chromosome DNA
http://www.learnerstv.com/animation/animation.php?
ani=9&cat=Biology – Specialized chromosomes determine gender
http://www.biology.arizona.edu/mendelian_genetics/problem_sets/sex_linked_inh
eritance/01Q.html - Practice problems about sex-linked inheritance
http://ghr.nlm.nih.gov/handbook/inheritance/inheritancepatterns - What
are the different ways in which a genetic condition can be inherited?
http://ghr.nlm.nih.gov/handbook/inheritance/riskassessment - If a
Page 139 of 140
http://globalnation.inquirer.net/14735/near-extinct-philippine-eagle-shot-dead -
Near-extinct Philippine Eagle Shot Dead
http://www.abs-cbnnews.com/nation/regions/01/25/14/endangered-
philippine- eagle-killed-falling-branch - Endangered Philippine Eagle Killed
by Falling Branch http://mea.denr.gov.ph/index.php?
option=com_content&view=article&id=113&Ite mid=205 – Philippine
Biodiversity: Status and Threats
http://cmsdata.iucn.org/downloads/species_extinction_05_2007.pdf -
Species Extinction - The Facts
http://www.biologicaldiversity.org/programs/biodiversity/elements_of_biodiversity/
extinction_crisis/ - The Extinction Crisis
https://www.pbs.org/wgbh/evolution/library/03/2/l_032_04.html - The
Current Mass Extinction
http://wwf.panda.org/about_our_earth/biodiversity/biodiversity/ - How
many species are we losing?
http://www.salon.com/2013/12/17/the_great_dying_redux_shocking_parallels_
be tween_ancient_mass_extinction_and_climate_change_partner/ -
"Shocking parallels between ancient mass extinction and climate change"
http://www.dailytech.com/Evolution+Losing+Race+with+Climate+Change+Specie
s+May+Not+be+Able+to+Adapt/article31936.htm - Evolution Losing Race
with Climate Change, Species may not be able to adapt
http://news.nationalgeographic.com/news/2013/12/131216-
conservation- environment-animals-science-endangered-species/ -
20,000 Species Are Near Extinction: Is it Time to Rethink How We
Decide Which to Save?
http://www.actionbioscience.org/environment/derocher.html - Polar
Bears and Climate Change
http://news.discovery.com/earth/videos/global-warming-videos.htm -
DNews Global Warming Videos
http://www.sciencedaily.com/releases/2013/12/131216095540.htm -
Page 140 of 140
http://news.sfsu.edu/disease-not-climate-change-fueling-frog-declines-
andes- study-finds - Disease, Not Climate Change, Fueling Frog
Declines in the Andes