WOODLEIGH SCHOOL
V.C.E. BIOLOGY UNIT 2 - ORGANISMS IN THEIR ENVIRONMENTS
STUDENT GUIDE
2011
WOODLEIGH SCHOOL
V.C.E. BIOLOGY UNIT 2 – ORGANISMS AND THEIR ENVIRONMENTS
STUDENT GUIDE
Students investigate particular sets of biotic and abiotic factors that operate in different places in the biosphere, and how these factors influence the kinds of organisms that live there. Students examine how organisms in their particular habitats are part of the integrated and naturally self-sustaining systems in which energy flows and matter is cycled between the living and non-living components of the environment.
Areas of Study
1. Adaptations of organisms
This area of study focuses on the kinds of environmental factors that are common to all habitats. We investigate the adaptations that allow organisms to exploit their resources – these include structural, physiological and behavioural adaptations.
2. Dynamic ecosystems
In this area of study we investigate the relationships that exist between the living and non-living aspects of the environment. This includes the cycling of energy and nutrients through the global ecosystems.
LEARNING OUTCOMES
Assessment Task 1. Classroom Journal
Due Date: Friday 4 November 2011
To satisfactorily complete this task, students must maintain a classroom journal of all activities. These will include chapter summaries, review questions, worksheet activities and practical activities as listed and other tasks as negotiated between the teacher and students.
Chapter Summaries and Review Questions
Chp 13 / Environmental factors and adaptations (1 – 5, 7, 10, 13) / Chp 19 / Living in an ecosystem (1 – 4, 6, 9, 10)Chp 14 / Plant tropisms and hormonal control (1 – 5, 6, 8, 15) / Chp 20 / A web of interactions (1 – 5, 6, 7, 13)
Chp 15 / Regulatory mechanisms in animals (1 – 5, 6, 9, 12) / Chp 21 / Movement of energy and matter in ecosystems (1 – 5, 7, 9, 15)
Chp 16 / Temperature regulation and water balance (1 – 5, 7, 9, 10) / Chp 22 / Population dynamics (1 – 5, 6, 9, 15)
Chp 17 / Animal behaviour (1 – 5, 6, 7, 14) / Chp 23 / Change in ecosystems (1 – 5, 9, 15, 16)
Chp 18 / Life cycles and reproductive strategies (1 – 5, 6, 9, 10)
Worksheets and Practical Activities
W/sheet 26 / Amazing adaptations / W/sheet 43 / BioaccumulationW/sheet 27 / Plant tropisms and responses / W/sheet 45 / Population dynamics
W/sheet 28 / Growth response in plants / W/sheet 46 / Changes in ecosystems
W/sheet 29 / Regulatory mechanisms in animals / W/sheet 47 / Saving species
W/sheet 30 / A network of nerves / W/sheet 48 / An ecological footprint
W/sheet 33 / Animal behaviour / Activity 7 / Ways and Means – mangrove adaptations
W/sheet 34 / Bizarre behaviours / Activity 8 / Chemical regulators – investigating hormones
W/sheet 36 / Strategies for offspring survival / Activity 9 / Australian ectotherms and endotherms – temperature regulation
W/sheet 39 / Life in an ecosystem / Activity 10 / Plants in their place – using line transects
W/sheet 40 / A web of interactions / Activity 11 / The flatweed census – population estimation
W/sheet 41 / Wild web / Activity 12 / A numbers game – factors affecting population size
W/sheet 42 / Energy and ecocycling
Criteria for Assessment (S/N only)
* Completion of all tasks as directed.
Assessment Task 2. Report on Excursion to Zoo - Homeostasis
Due Date: Friday 5 August 2011
Students will be required to complete a report regarding what they have learnt from their visit to the Zoo. The excursion will take place on Friday 29 July 2011.
Criteria for Assessment (A+ - UG/NA)
· Completion of all questions in student guide.
· Accuracy of answers to questions.
· Use of correct biological terminology
Assessment Task 3. Poster – Animal Behaviour
Due Date: Friday 5 August 2011
Students will be required to prepare a Poster that summarises the behavioural adaptations found in a selected animal species. The poster should provide information about behaviours that confer an advantage to the individual and/or group of animals.
Include examples of at least four of the following kinds of behaviours:
Individual and/or group
Social/communication
Territorial
Reproductive/courting
Rhythmic/cyclic
Feeding
Maintenance/homeostatic
In each case explain how the behaviour benefits the individual and/or group. Include illustrations and prepare a bibliography.
Criteria for Assessment (A+ - UG/NA)
· 4 behaviours included
· Detail explains the benefit clearly
· Detail expressed with correct biological terms
· Diagrams used to illustrate behaviours
· References cited
Assessment Task 4. Homeostatic Responses in Mammals – Water Balance
Due Date: Friday 19 August 2011
Students will be required to complete a task during class that investigates the maintenance of water levels in mammals.
Criteria for Assessment (A+ - UG/NA)
· Completion of all questions in activity
· Accuracy of answers to questions.
· Use of correct biological terminology
Assessment Task 5. Student Designed Experiment – Plant Hormones
Due Date: Friday 9 September 2011
In groups of 2 or 3, you are to design and carry out an experiment that investigates how plant hormones respond to external stimuli, such as light, gravity, touch.
Each group report needs to include the following:
· A Hypothesis and background information that has informed the hypothesis. What were your original questions? Why did you have those questions? What research did you do to help answer those questions?
· An Aim (or aims) that will test the hypothesis. How will you test your idea?
· A list of apparatus required for the experiment. If you require my help with getting resources I will need a list of materials for your experiment. If another scientist is to test the accuracy of your work, that person will need to know what equipment you have used.
· A clear, concise, easy to follow methodology that clearly fulfils the aims. This is a list of everything you did, step by step. Again, if your work is to be checked for accuracy, then someone else has to be able to repeat exactly what you did and get the same results.
· A collection of results and observations, preferably in table form. Results are things you can measure. How long are the stems? How many leaves? These can be put into tables and then graphed. Observations are things like descriptions of the condition of the leaves. These are also logged in tables, but are best shown in pictures or diagrams comparing different organisms.
· A discussion and conclusion that describes things like: Any changes to the experiment that were required. What were the sources of experimental error? How did you attempt to control error? How do you explain the results and observations you collected in light of your hypothesis and aims? This is where you should include graphs and other analytical methods. What suggestions can you make for improvements for future experiments? You should also finish with a concluding statement about how well you think your aims were achieved.
Your group is to present their findings to the class detailing what questions you started with, how you designed your experiment and what results you discovered. The class will be encouraged to question you about your experiment.
Assessment Criteria
The following criteria must be addressed for a satisfactory completion of the work requirement. These criteria will also be used to assess level of achievement (A+ - UG/NA)
1. Written Report
a) Hypothesis/Background
i) Clear statement of hypothesis
ii) Concise background statement to support hypothesis
b) Aim
i) Clear link to hypothesis
ii) Concisely stated
c) Apparatus - complete and detailed list including brands, size and quantity
d) Methodology
i) Clearly relates to aims
ii) Attempts made to control error
iii) Achievable
e) Results/Observations - clear set of tables etc. to display collected data
f) Discussion/Conclusion
i) graphs and other forms of analysed data
ii) discusses errors made, sources of error and attempts to control error
iii) relates findings to aims and hypothesis
iv) discusses problems experienced and suggests improvements for the future
g) Presentation
i) Logical format
ii) Neat, clear presentation
iii) References correctly cited and listed
h) Participation - clear evidence that all members of the group have participated equally in the experiment.
2. Classroom Presentation
- should include all the features listed above
- should inform the students about the topic
- should involve the students in a meaningful way - eg. video with
questions, short practical session, worksheet, crossword (not wordfind).
Assessment Task 6. Management Plan – Brian Henderson Wildlife Reserve
Due Date: Friday 4 November 2011
In groups, students are to carry out research that investigates the biological management of the Brian Henderson Wildlife Reserve, Woodleigh School. This requires the students to collect primary and secondary data regarding the abiotic and biotic characteristics. The analysis of this data is also required. Each group will research a particular aspect of the reserve and it’s management.
Topics include: Soil Quality, Water Quality, Access, Indigenous Plans, Indigenous animals, Pest Plants, Pest animals, management of individual species eg Sugar Gliders.
Guiding questions include; what indigenous, native and non-native animals and plants are present? How do these species interact with each other? Does this create any problems for native species? How might these problems be managed? How do the abiotic and biotic characteristics of the Reserve interact? Do these interactions require management? Also philosophical questions regarding the why, what, how of species and habitat conservation should be considered.
Each group report must include the following:
An Introduction that includes the Aim (or aims) of the research and explains the background to the project.
A clear, concise, easy to follow methodology that clearly fulfils the aims.
A list of apparatus required for the collection and analysis of the data.
A collection of results and observations, presented as tables, graphs, maps, and photo’s.
A discussion and conclusion that describes the outcomes of the research. What are the distribution, abundance and diversity of the biotic and abiotic factors? How are they linked? What influence do humans have on this ecosystem? How do we best manage this location? The use of graphs, soil profiles and a Food web should be considered. Reference to the data presented should be included.
A list of references used.
Glossary
Students are strongly advised to maintain a glossary of new terms and their meanings throughout the semester. The following are some that could form the basis of your glossary: abundance, adaptation, aerobic, anaerobic, abiotic, autotrophs, binomial system, biodegradable, biogeochemical cycle, biological control, biological magnification, biomass, carnivore, carrying capacity, chemosynthesis, classification, community, competition, consumer, continental drift, controlled experiment, decomposer, detritivore, detritus, distribution, dominant species, ecosystem, endangered, extinction, food chain, food web, Gondwana, habitat, herbivore, heterotrophs, identification, key, kingdom, limiting factor, monoculture, mutualism, omnivore, parasitism, population, predation, producer, recycling, species, succession, sustainable, taxonomy.
TIMELINE
20/06/2011 – 1/07/2011 / Adaptations – Structural, Behavioural and Physioligical
Chapters 13, 16, 17
Worksheets 26, 33, 34
Practical Activity pp 120 – 123
25/07/2011 – 5/08/2011 / Detecting and Responding – Nerves and Hormones
Chapters 14 & 15
Worksheets 27, 28, 29, 30
Practical Activities pp 124 – 125, 126 – 130
Excursion – Royal Melbourne Zoo (Friday 29/7/11)
Assessment Task 2 – Report on Zoo Trip
Assessment Task 3 – Behaviour Poster Assessment
Task 4 – A Tale of Two Rats
8/08/2011 – 19/08/2011 / Plant Hormone Experiments
Assessment Task 5 – Student Designed Experiment
Area of Study 1 Diagnostic Test
Monitoring – Diversity, Abundance, Distribution
Chp 19
Worksheets
Practical Activities pp 162 – 165, 166 – 169
29/08/2011 – 9/09/2011 / Population
Chapters 18 & 22
Worksheets 36, 45
Practical Activities pp170 – 175
Excursions: Woodleigh Wildlife Reserve (many)
12/09/2011 – 23/09/2011 / Relationships – Food Webs, Communities
Chapters 19 – 21
Worksheets 39, 40, 41, 42, 43
Excursions: Woodleigh Wildlife Reserve (many)
10/10/2011 – 21/10/2011 / Relationships – Food Webs, Communities cont.
Chapters 19 – 21
Worksheets 39, 40, 41, 42, 43
Excursions: Woodleigh Wildlife Reserve (many)
24/10/2011 – 4/11/2011 / Change –Natural and Artificial
Chapter 23
Worksheets 46, 47, 48
Complete Woodleigh Wildlife Reserve
Assessment Task 1 – Classroom Journal Assessment
Task 6 – Woodleigh Wildlife Reserve
Area of Study Two Diagnostic Test
7/11/2011 – 25/11/2011 / REVISION EXAMINATIONS
28/11/2011 – 12/12/2011 / Orientation Week
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