Wellsway school science dept.
Curriculum 2011 – AQA Science
-1-
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
ADAPTATION and ENVIRONMENT
How animals and plants are interdependent and how they are adapted to their
environments
Animals and plants are well adapted to survive in their normal environment. Environmental
changes, whether at the local level eg a pond or the global level eg climate change, may
happen too quickly for the organisms to adapt to survive. Their population depends on many
factors including competition for the things they need, being eaten for food and being infected
by disease.
Candidates should use their skills, knowledge and understanding to:
• suggest how organisms are adapted to the conditions in which they live
Examination questions will use examples that are unfamiliar to candidates.
Candidates should:
• observe the adaptations, eg body shape, of a range of organisms from different
habitats to develop an understanding of the ways in which adaptations enable
organisms to survive.
• suggest the factors for which organisms are competing in a given habitat
• factors limited to light, water, space and nutrients in plants; food, mates and territory in
animals.
• evaluate data concerned with the effect of environmental changes on the distribution
and behaviour of living organisms.
Subject content – Adaptations
a) To survive and reproduce, organisms require a supply of materials from their surroundings
and from the other living organisms there.
b) Plants often compete with each other for light, space and for water and nutrients from the
soil.
c) Animals often compete with each other for food, mates and territory.
d) Organisms have features (adaptations) which enable them to survive in the conditions in
which they normally live. e.g. extremophiles tolerant to high levels of salt or to very high
temperatures.
e) Microorganisms have a wide range of adaptations enabling them to live in a wide range of
conditions.
f) Animals and plants may be adapted for survival in the conditions where they normally live
eg deserts, the Arctic.
g) Plants lose water vapour from the surface of their leaves.
Animals may be adapted for survival in arctic and dry environments by means of:
changes to surface area; thickness of insulating coat; amount of body fat; camouflage.
Plants may be adapted to survive in dry environments by means of:
changes to surface area; water-storage tissues; extensive root systems.
Subject content - Environmental change
a) Changes in the environment affect the distribution of living organisms.
b) Animals and plants may be adapted to cope with specific features of their environment eg
thorns, poisons and warning colours to deter predators.
c) Animals and plants are subjected to environmental changes. Such changes may be caused
by living or non-living factors.
d) Living organisms can be used as indicators of pollution:
• lichens can be used as air pollution indicators
• invertebrate animals can be used as water pollution indicators.
e) Environmental changes can be measured using non-living indicators.
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Wellsway school science dept.
1.
Curriculum 2011 – AQA Science
Biology workbook
Factors affecting Population size.
Read your textbook or support material on population growth & control.
Discuss population growth & control with your teacher.
a. LIST the main requirements for survival of animals.
Food, water, oxygen, warm temperature, shelter, ability to rear
young, absence of disease, absence of predation, absence of
competition
b. LIST the main requirements for survival of plants.
Light, water, mineral ions, good soil for roots, ability to
reproduce, absence of disease, absence of predation, absence
of competition
c. Draw a sketch graph showing what happens to a population over time.
Explain clearly what is happening to the population at each stage.
e.g. Rabbits on an Island:
Year
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Number of Rabbits:
2
4
8
16
32
64
128
200
200
190
120
80
50
25
10
Phase 1 – LAG phase - slow growth – few individuals to reproduce.
Phase 2 – LOG phase – rapid growth – ideal conditions for survival & reproduction.
Phase 3 – STATIONARY phase – growth levels off – 1 or more limiting factors
prevent further increase in population – birth rate = death rate.
Phase 4 – DEATH phase – limiting factors cause population to fall – death rate is
greater than birth rate.
d. LIST the main LIMITING FACTORS for the growth of a population.
Food supply
Predation
Disease
Competition
Weather – e.g. temperature, rainfall, wind.
Poisoned by own waste.
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Wellsway school science dept.
2.
Curriculum 2011 – AQA Science
Biology workbook
Adaptations to special habitats.
Watch the video OR MSS presentation OR PowerPoint
on adaptations to special habitats
Compare the Arctic Fox, European Fox and Desert Fox pictures below. Write beside
each picture the adaptations for survival in the environments in which they live.
ARCTIC FOX
ADAPTATIONS
Thick fur – traps warm air –reduces heat
loss.
White fur – camouflage – from prey AND
predators.
Layer of fat (blubber) – insulation. (reduces
heat loss) AND food store.
Large feet – spreads weight in snow.
Small ears, nose, rounded body – reduces
surface area & heat loss.
EUROPEAN FOX
ADAPTATIONS
Brown fur – camouflage.
Quite large ears, nose – good hearing &
smell.
Nocturnal – hunt prey at night.
DESERT FOX
ADAPTATIONS
Thin, velvety fur – increases heat loss,
protects against UV sunlight.
Sandy fur – camouflage
Huge ears – increase heat loss – like
“radiators”
Thin spindly body, little fat – increases
surface area & heat loss.
Nocturnal – hunt at night – cooler!
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Wellsway school science dept.
3.
Curriculum 2011 – AQA Science
Biology workbook
Find out and write down the special adaptations for survival of the following (annotate
pictures of them if you wish):
a. A Polar Bear.
(TOP 4)
1. Thick fur coat. Traps a layer of warm air. Reduces heat loss.
2. Thick layer of blubber (fat). Reduces heat loss; energy store.
3. Compact body, small ears, nose. Reduces surface area &
heat loss.
4. White fur. Camouflage against prey.
b. A Camel.
(TOP 4)
1. Loses very little water in sweat & urine.
2. Can drink 20 gallons at a time.
3. Stores fat in hump. This is an energy store AND a source of
water. No fat stored elsewhere to increase heat loss.
4. Large surface area, thin fur coat. Increase heat loss.
c. A Cactus.
(TOP 4)
1. Small surface area to reduce water loss.
2. Leaves reduced to spines to reduce water loss AND protect
against predators.
3. Green stem (photosynthesis), stores water. Thick waxy cuticle
(covering) reduces water loss.
4. Deep roots (to absorb deep water supplies) AND shallow
roots to absorb any surface water (e.g. dew).
D. Fish
(TOP 4)
1. Streamlined shape to increase speed in water.
2. Fins to improve movement in water.
3. Coloured scales to improve camouflage; dark above, silver
below.
4. Gills to absorb oxygen from water.
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Wellsway school science dept.
4.
Curriculum 2011 – AQA Science
Biology workbook
Internet Research. Find out about the adaptations of EITHER
THERMOPHILES OR HALOPHYTES and write or paste a summary in the space
below:
Thermophiles are microorganisms that live and grow in extremely hot
environments that would kill most other microorganisms. They grow best
in temperatures that are between 50°C- 70°C. They w ill not grow if the
temperature reaches 20°C. Thermophiles are not easy to study because
the extreme conditions that they need to survive are hard to provide in a
laboratory.
Thermophiles either live in geothermal habitats, or they live in
environments that create heat themselves. A pile of compost and garbage
landfills are two examples of environments that produce heat on their
own.
Xerophytes are plants that are adapted in such a way that they are able
to tolerate extended periods of dry conditions. Most water lost from plants
is in the form of water vapour that diffuses out of the leaves through the
stomata during the process of transpiration. The plant cannot stop all loss
of water vapour as this would prevent diffusion of oxygen & carbon
dioxide during respiration and photosynthesis. The following
characteristics are typical of xerophytic plants and help to prevent
moisture loss and to store available water:
Roots:
♦ Large capacity for storing water.
♦ Deep taproots.
♦ Wide-spreading roots near the soil surface.
♦ They are able to spread widely in search of sources of fresh water.
Leaves
The leaf is the part of the plant where the greatest amount of transpiration
takes place. A xerophytic plant may have any of the following leaf
characteristics to help reduce transpiration while still being able to
photosynthesise:
♦ Thick, waxy cuticle – reflective and reduces evaporation.
♦ White and shiny – reflective and reduces evaporation.
♦ Smaller surface area – limits area of transpiration.
♦ Fewer number – less leaves to transpire.
♦ Densely packed.
♦ Stop growing during the dry season – greater moisture conservation.
♦ Rolled – to reduce leaf area exposure.
♦ May be covered with a layer of light-coloured hairs or thorns. These act
as a wind break, produce small shadows on the surface of the plant
which cools it, trap humid air and are a light-reflecting surface.
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Wellsway school science dept.
5.
Curriculum 2011 – AQA Science
Biology workbook
Thorns, poisons and warning colours.
Write down one example of an organism which defends itself against predators using:
a. Thorns:
Cacti; brambles; rose
b. Poisons:
Venomous snakes; wasps; bees; cinnabar moth caterpillars;
sting rays.
c. Warning Colours
Wasps; bees; coral snakes; poison arrow frogs
6.
Using freshwater invertebrates as indicators of organic pollution in water.
a. Organic pollution means anything that can get into a river and then be DECOMPOSED
by DECAY MICROBES. egs. sewage, silage, manure, leaf litter. INORGANIC
FERTILISERS (containing N, P & K) have the same effect.
This pollution doesn't normally directly poison the animals in the river. What happens is
EUTROPHICATION - the decay microbes multiply (as there is plenty of food for them), and
their combined AEROBIC RESPIRATION uses up large amounts of dissolved OXYGEN in
the water. Eutrophication can also be caused when the fertilisers cause huge growths of
algae - ALGAL BLOOMS. When the algae eventually die off, again large numbers of decay
microbes rot them down, using up much of the oxygen.
Some the animals in the river are unable to tolerate this reduction in oxygen, and either
move away or die out, depending upon other conditions in the river. The list below shows
some of the commoner animals, in order of sensitivity (ie. the first-named animals will be
the first to disappear). Use the identification sheet to see what they look like.
1. Fish
2. Stonefly nymph
3. Mayfly nymph (different species of)
4. Cased Caddis fly larva
5. Uncased Caddis fly larva
6. Freshwater shrimp
7. Snails
8. Beetle larva
9. Leech
10. Alderfly larva
11. Waterlouse
12. Water mite
13. Blackfly larva
14. Horsefly larva
15. Midge larva (red = "bloodworm")
16. Sludgeworm
17. Hoverfly larva (= "rat-tailed
maggot")
If possible, use KICK SAMPLING to establish the level of pollution of the river Chew at
Dapps Hill bridge, OR look at samples OR pictures of river animals OR look at the
results of recent kick samples in the river Chew.
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Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
Ensure all animals are treated with care and returned to the river after sampling.
Can you predict how polluted the water will be? Give reasons to support your prediction.
Slightly polluted as it runs through a town, so chemicals can be
washed into the water. Also there is pastureland just upstream so
animal waste can get into the water.
Put a tick in the box beside the name if you find any of these pollution indicators:
Group 1. These like clean water.
If you can find these the river is not polluted.
Stonefly nymph
Mayfly nymph 1
Mayfly nymph 2
Mayfly nymph 3
Group 2. These like quite clean water.
If you can find these, but few or none of group 1, the water is quite clean.
Uncased caddis fly
larva
Cased caddis fly
larva 1
Cased caddis fly
larva 2
Freshwater shrimp
Group 3. These can survive low levels of pollution.
If you can find these, but few or none of groups 1 or 2, the river is slightly polluted.
leech
Water louse
Water mite
Blackfly larva
Group 4. These can live in polluted water with very low oxygen levels.
If you can find ONLY these, the water is badly polluted
Sludgeworm
Bloodworm (red midge larva)
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Rat-tailed maggot
Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
Conclusion:
i. From your results, explain how polluted you would say the river Chew is.
ii. What other factors could you measure to support your conclusion?
Oxygen concentration (reduced if water is polluted)
Nitrate & phosphate concentration (increased if water is polluted)
b. Carry out the exercise using the “ virtual kick samples” from different streams, A, B & C..
Identify and count the different invertebrates in each sample.
Write down the results of your investigation, and say whether the sample is very polluted,
has some pollution, or has very little or no pollution:
SAMPLE A:
5 Stonefly nymphs
3 Mayfly nymph 1
2 Mayfly nymph 2
2 Mayfly nymph 3
3 Uncased caddis fly larvae
1 Cased caddis fly larva 1
2 Cased caddis fly larva 2
2 Water mite
1 Water louse
3 Freshwater shrimps
1 Leech
4 Snails
2 Blood worm
1 Sludge worm
1 Alder fly larva
2 Black fly larvae
1 Beetle larva
Conclusion: 17 different species, with clean water indicators in.
The water is unpolluted!
SAMPLE B:
Stonefly nymph – 1
Snails - 2
Mayfly nymph 1 – 2
Water lice - 3
Mayfly nymph 2 – 1
Blackfly larvae - 2
Cased caddis – 1
Leeches - 2
Uncased caddis – 3
Mites - 5
Shrimp – 3
Bloodworms – 4
Sludgeworms - 3
Conclusion. 13 different species
Less Stonefly & Mayfly nymphs than A
More Bloodworms & Sludge worms than A
The water is slightly polluted.
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Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
SAMPLE C:
Bloodworm – 14
Sludge worm – 11
Rat-tailed maggot – 1
Water mite – 1
Leech - 3
Water louse - 5
Black fly larva - 2
Conclusion. 7 different species.
Lots of bloodworms & Sludge worms.
Rat-tailed maggots & leeches.
NO Stonefly or Mayfly nymphs.
The water is very polluted (probably with farmyard slurry, or
fertilisers, or silage run-off), so there is very little OXYGEN in the
water.
c. Using lichens as indicators of air pollution
•
•
•
•
•
•
•
•
Lichens are plants formed from a fungus and an alga living together. They occur as
crusty patches or bushy growths on trees, rocks and bare ground.
Lichens are very sensitive to sulphur dioxide pollution in the air. Since
industrialisation, many lichen species have become extinct in large areas of lowland
Britain.
Lichens are widely used as environmental indicators or bio-indicators.
If air is very badly polluted with sulphur dioxide there may be no lichens present, just
green algae may be found.
If the air is clean, shrubby, hairy and leafy lichens become abundant.
A few lichen species can tolerate quite high levels of pollution and are commonly
found on pavements, walls and tree bark in urban areas.
The most sensitive lichens are shrubby and leafy while the most tolerant lichens are
all crusty in appearance.
Since industrialisation many of the shrubby and leafy lichens have very limited ranges,
often being confined to the parts of Britain with the purest air such as northern and
western Scotland and Devon and Cornwall.
Using the information above and the support sheets provided, draw crusty, leafy and
shrubby lichens, and describe how they can be used as indicators of air pollution:
Crusty lichens:
Can tolerate a medium amount of air pollution.
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Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
Leafy lichens
.
Can tolerate a small amount of air pollution
Shrubby lichens:
Cannot tolerate any air pollution
d. Play the “Air pollution card game” a few times to help you to understand how lichens can
be used as pollution indicators.
e. If possible, carry out a lichens survey of the trees on your school playing field.
What do the results tell you about the air quality in this part of Keynsham?
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Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
Changes to energy and biomass at different stages in a food chain
By observing the numbers and sizes of the organisms in food chains we can find out
what
happens to energy and biomass as it passes along the food chain.
Candidates should use their skills, knowledge and understanding to:
• interpret pyramids of biomass and construct them from appropriate information.
Subject content - Energy in biomass
a) Radiation from the Sun is the source of energy for most communities of living
organisms. Green plants and algae capture a small part of the solar energy which
reaches them. This energy is stored in the substances which make up the cells of the
plants.
b) The mass of living material (biomass) at each stage in a food chain is less than it
was at the previous stage. The biomass at each stage can be drawn to scale and
shown as a pyramid of biomass.
c) The amounts of material and energy contained in the biomass of organisms is
reduced at each successive stage in a food chain because:
•
•
some materials and energy are always lost in the organisms‟ waste materials”
respiration supplies all the energy needs for living processes, including
movement. Much of this energy is eventually lost as heat to the surroundings.
The waste material produced by plants and animals
Many trees shed their leaves each year and most animals produce droppings at least
once a day. All plants and animals also eventually die. Microorganisms play an
important part in decomposing this material so that it can be used again by plants.
The same material is recycled over and over again and can lead to stable
communities.
Candidates should use their skills, knowledge and understanding to:
•
evaluate the necessity and effectiveness of schemes for recycling organic
kitchen
or garden waste.
Subject content - Decay processes
a) Living things remove materials from the environment for growth and other
processes. These materials are returned to the environment either in waste materials
or when living things die and decay.
b) Materials decay because they are broken down (digested) by microorganisms.
Microorganisms digest materials faster in warm, moist conditions.
c) The decay process releases substances which plants need to grow.
d) In a stable community, the processes which remove materials are balanced by
processes which return materials. The materials are constantly cycled.
The carbon cycle
a) The constant cycling of carbon is called the carbon cycle.
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Wellsway school science dept.
1.
Curriculum 2011 – AQA Science
Biology workbook
Pyramids of numbers & biomass.
Watch the video, MSS presentation or PowerPoint presentation on Pyramids of
numbers and biomass.
Discuss pyramids of numbers and biomass with your teacher.
Use the information provided to construct some pyramids of numbers to scale.
The first example will be done for you:
1.
Duckweed Mayfly nymph Greater Water boatman
1000
50
4
Greater Water boatman Mayfly nymph
Duckweed
2. Canadian pond weed Water louse Stickleback
12
200
15
Stickleback Water louse
Canadian pond weed One of the examples does not produce a pyramid shape. Which example? Why is a
pyramid shape not produced?
This is because the producers are much larger than the primary
consumers. So one producer can support many primary
consumers.
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Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
Use the information provided to construct some pyramids of biomass to scale.
Mass in grams
Duckweed Mayfly nymph Greater Water boatman
100
10
3
Greater Water boatman Mayfly
nymph
Duckweed
Canadian pond weed Water louse Stickleback
200
15
5
Stickleback Water
Louse
Canadian pond weed
This time all examples produce pyramid shapes. Explain why.
The larger producers have a much bigger biomass than the
primary consumers, so their bar will be much wider.
Explain why there is always a decrease in biomass through food chains. Include as
many of the following ideas as you can: energy losses, respiration, excretion, heat
loss, inedible food, undigested food.
• Between each trophic (feeding) level there are large energy
losses, mainly by Respiration, for movement and keeping
warm.
• Some food is inedible, or undigested, and some energy is
lost in excretion.
So, very little energy ends up in the tissues of the animal, which
makes up the biomass available to the next level up.
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Wellsway school science dept.
2.
Curriculum 2011 – AQA Science
Biology workbook
Watch the video, MSS presentation or PowerPoint presentation on Decay.
Examine the decayed food samples.
Discuss decay with your teacher.
Write a clear definition of decay, using as many of these terms as possible: microbes,
bacteria, fungi, decomposers, enzymes, digestion, large molecules, small molecules,
insoluble, soluble.
Decay is the digestion of food (dead & decaying material)
by microbes (bacteria & fungi) – decomposers.
They secrete (release) enzymes onto the food to break
large insoluble molecules into small soluble molecules,
which can then be absorbed into the microbe cell
Investigating digestion of starch by decay microbes.
You are provided with a starch agar plate, containing nutrient agar which is
impregnated with starch. Decay microbes have been allowed to grow on the plates.
Starch agar turns blue black when iodine is added to it, unless the starch has been
digested by decay microbes.
Cover the agar plate with iodine solution and allow the colour to develop.
Observe the plate carefully and then colour and label it below.
Orange-brown
areas where
microbes have
been growing
Blue-black
areas where
no microbes
have been
growing
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Wellsway school science dept.
Curriculum 2011 – AQA Science
Biology workbook
Explain the distribution of blue black and clear areas on the agar plate.
The clear (brown) areas are where bacteria have secreted
amylase enzymes onto the starch agar, and these have digested
the starch to sugars.
The blue-black areas are where no such digestion has taken
place.
3.
Schemes for recycling organic kitchen or garden waste.
Internet Research: find out about local or national schemes for recycling kitchen &
garden waste.
Include information in the space below.
B&NES kitchen & garden waste collections.
Garden waste is collected every fortnight to be made into compost.
Garden waste is collected by paying for our wheeled bin service or by purchasing
individual paper sacks that are biodegradable and suitable for composting.
Please note, the garden waste collections have been designed to collect the materials
that you would not normally compost at home. Please try and compost as much as
you can at home.
The materials we collect
Garden Waste
Flower and plant waste
Grass cuttings
Branches
Leaves and bark
Hedge prunings
In October 2010, we introduced weekly food waste recycling collections to all
households who have access to the weekly green box recycling collection. This
followed requests from residents and will help to reduce the amount of waste we send
to landfill.
Food waste in landfill sites creates damaging methane gas which contributes to
climate change, and as the cost of sending waste to landfill is increasing each year,
we need to recycle as much of our waste as we can.
You can now recycle all your raw and cooked food waste, including scrapings from
your plate, in your two new food waste containers. By using the lockable outside food
waste bin, you should find the new service cleaner and more hygienic, particularly if
you find your black sacks often ripped open by birds or animals.
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Wellsway school science dept.
4.
Curriculum 2011 – AQA Science
Biology workbook
Watch the video, MSS presentation or PowerPoint presentation on The Carbon
Cycle.
Discuss the Carbon Cycle with your teacher.
Draw (or paste & label) the carbon cycle below.
Biology for you, page 371.
Explain the importance of the following processes in the carbon cycle:
1. Photosynthesis:
Removes carbon dioxide from the air.
2. Respiration:
Adds carbon dioxide to the air.
3. Decay:
Adds carbon dioxide to the air.
4. Fossilisation:
Removes carbon from the environment - for millions of years
5. Combustion (of fossil fuels):
Adds large amounts of carbon dioxide to the air – very rapidly!
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Wellsway school science dept.
5.
Curriculum 2011 – AQA Science
Biology workbook
Watch the teacher demonstration of snails and pond weed in indicator.
The indicator is yellow with high CO2, green with normal CO2, & purple with low CO2.
Draw & label the apparatus.
Record the colours of the indicator in each tube.
Explain the colours in each tube.
TUBE A
TUBE B
TUBE C
TUBE D
Test tube of
bicarbonate
indicator
Test tube of
bicarbonate
indicator
Test tube of
bicarbonate
indicator
Test tube of
bicarbonate
indicator
Pond weed
Pond snails
Pond weed in
the dark
Pond weed
Pond snails
Colour: purple
Colour: yellow
Colour: yellow
Colour: red-
orange
6.
Explanation:
Explanation:
Explanation:
Explanation:
Less CO2 – pond
weed has
absorbed it for
photosynthesis
More CO2 –
pond snails
have released it
in respiration
More CO2 –
pond weed has
released it in
respiration,
because there is
no light
No change in
CO2 – levels
are balanced
by
photosynthesis
& respiration.
Watch the teacher demonstration of burning a fossil fuel.
Describe what happens to the colour of the lime water.
Turns milky.
Explain why the lime water turns this colour.
From CO2 released from the burning (combustion) of the fossil
fuel.
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Wellsway school science dept.
1.
2.
Curriculum 2011 – AQA Science
Biology workbook
Well done! You have now finished the ADAPTATION & ENVIRONMENT topic.
Useful web links:
http://www.bbc.co.uk/schools/gcsebitesize/audio/biology/pdf/biology_all.pdf
http://www.bbc.co.uk/schools/gcsebitesize/biology/biology.xml
http://www.wpb2.btinternet.co.uk/AQAsci/Module03revLO.htm
http://www.gcsescience.com/w12.htm
http://www.bbc.co.uk/schools/gcsebitesize/biology/livingthingsenvironment/2energyandnutrien
ttransferrev5.shtml
http://lanther.co.uk/notes/Biology_Ecology.pdf
http://www.wpbschoolhouse.btinternet.co.uk/page22/AQASciSyllRev/module03.htm
http://www.hotcourses.com/pls/hot_school/sn_revision.page_pls_revision_detail?x=89741486
4501&p_rev_id=121
http://www.s-cool.co.uk/topic_principles.asp?loc=pr&topic_id=11&subject_id=17&ebt=94&ebn=&ebs=&ebl=&elc=4
http://gcse.wemew.org/
http://home.clara.net/darvill/othsoft.htm
http://swgfl.skoool.co.uk/keystage4.aspx?id=315 (very good on-line tutorial)
3.
1
4
Adaptations Glossary. (Muddled – sort them out!)
Adaptation
Bacterial decay of large amounts of water plants, which have
grown because of fertiliser or sewage pollution. This reduces
oxygen levels in the water, causing animals (e.g. fish) to die
Competition
An animal without a backbone, e.g. worms, insects, molluscs.
Freshwater invertebrates are sensitive to organic water pollution
Eutrophication
An animal or plant species which is sensitive to pollution, so it
can give a reliable guide to how polluted an area is
Indicator
A feature which helps an animal or plant to survive in its habitat
5
Invertebrate
Struggle for survival between different animals or plants
6
Lichen
7
Limiting factor
An animal with a backbone e.g. fish, amphibians, reptiles, birds & 11
mammals
Pollution of water with organic materials, e.g. fertilisers, sewage
8
8
Organic pollution
9
Pollution
10
Population
11
Vertebrate
2
3
The number of individuals of an animal or plant species in an
area
Factor which can prevent/slow down growth of a population e.g.
food supply, competition, predation, disease
Plants (an alga & a fungus) which grow on trees & stones, some
of which are sensitive to sulphur dioxide pollution in the air
Presence of a harmful substance in the environment, e.g.
sewage in water, sulphur dioxide in the air
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3
5
4
1
2
10
7
6
9
Wellsway school science dept.
Curriculum 2011 – AQA Science
4.
Energy & Nutrient Transfer - Glossary. (Muddled – sort them out!)
1
Ammonia
2
Bacteria & fungi
3
Biology workbook
4
Carbon
Atmospheric gas needed by plants for photosynthesis, and
released by all living things from respiration.
Element needed by all living organisms to make organic
compounds. Plants absorb it in the form of carbon dioxide
Burning e.g. of fossil fuels, releasing carbon dioxide and water
4
Carbon dioxide
Alkaline gas released from the breakdown of urea & other wastes
1
5
Combustion
Micro-organisms which can secrete enzymes and cause decay
2
6
Decay
Flow of energy from producer primary secondary consumer
8
7
Decomposer
6
8
Food chain
Rotting. Important in the carbon & nitrogen cycles to recycle these
essential elements.
Flow of energy involving several organisms in the same ecosystem
9
Food web
Needed to do work. Plants & animals use chemical (food) energy
10
10
Energy
Micro-organisms which can cause decay e.g. bacteria & fungi
7
11
Energy flow
Form of energy absorbed by plants for photosynthesis
13
12
Excretion
Burned to release heat energy, carbon dioxide & water e.g. coal
14
13
Light
11
14
Fossil fuel
Occurs through food chains & webs e.g. producer herbivore carnivore
Removal of toxic waste from the body e.g. urea
15
Photosynthesis
18
16
Nitrogen containing waste, converted to ammonia by decay
microbes
Diagram showing the mass of organisms in a food chain
19
18
Pyramid of
biomass
Pyramid of
numbers
Respiration
Release of energy from food by all living cells, usually releasing
carbon dioxide at the same time
Process by which plants make their own food using light energy
19
Urea
Diagram showing the numbers of organisms in a food chain
17
17
- 20 -
3
5
9
12
15
16
Wellsway school science dept.
5.
Curriculum 2011 – AQA Science
Questions
- 21 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
Questions.
- 22 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 23 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 24 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 25 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 26 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 27 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 28 -
Biology workbook
Wellsway school science dept.
Curriculum 2011 – AQA Science
- 29 -
Biology workbook