Earth and Life Science: Quarter 2 - Module 10
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Earth and Life Science Quarter 2 - Module 10 Unifying Themes in the Study of Life and Animal Reproduction Reproduction
Earth and Life Science Alternative Delivery Mode Quarter 2-Module 10 First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of th work the e Go Gove vern rnme ment nt of the the Ph Phili ilipp ppin ines es.. Ho Howe weve ver, r, pr prio iorr ap appr prov oval al of th the e government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed Borrow ed mat materi erials als (i. (i.e., e., son songs, gs, sto storie ries, s, poe poems, ms, pic pictur tures, es, ph photo otos, s, bra brand nd names, nam es, tra tradem demark arks, s, etc etc.) .) inc includ luded ed in thi this s boo book k are own owned ed by the their ir res respe pecti ctive ve copyright holders. Every effort has been exerted to locate and seek permission to use the these se mat materi erials als fro from m the their ir res respec pectiv tive e co copyr pyrigh ightt own owners ers.. The pub publis lisher her and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Cagayan de Oro Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V Development Team of the Module Author/s: Rafael Silagan Review Rev iewers ers:: Con Conten tentt- Jea Jean n S. Macas Macasero ero,, Lan Langua guagege-Shi Shirle rley y Men Menda, da, Duqu Duque e Caguindangan, Eleanor Rollan, Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Layout- Mary Sieras, Arnold Langam, Amelito Bucod Evaluator: Hazel R. Balan Illustrator and Layout Artist: Jessica Bunane Cunado, Kyla Mae L. Duliano Management Team Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V Schools Division Superintendent Co-Chairpersons: Alicia Alicia E. Anghay, PhD, CESE CESE Assistant Schools Division Superintendent
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Earth and Life Science Quarter 2 – Module 10 Unifying Themes in the Study of Life and Animal Reproduction Reproduction
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Table of Contents What This Module is About................................................................................................i ........................................... ............................................ ............................................ ........................................ ....................i What I Need to Know..................... How to Learn from this Module........................................................................................ii Icons of this Module...........................................................................................................ii .......................................... ............................................ ............................................ ....................................................... ..................................iii .iii What I Know....................
Lesson 1: Unifying Themes in Biology What I Need To Know........................................................................1 What’s New ........................................................................................3 What Is It.............................................................................................4 What’s More .......................................................................................4 What I Need To Know........................................................................5 What I Need To Know........................................................................6 What’s New ........................................................................................7 What Is It.............................................................................................9 What I Need To Know........................................................................9 What I Have Learned .........................................................................13
Lesson 2: Reproduction in Animals What I Need To Know........................................................................15 What I Have Learned..........................................................................20 What I Need To Know........................................................................21 What I Have Learned..........................................................................24 What I Need To Know........................................................................25 What’s New.........................................................................................25 What Is It.............................................................................................26 What’s More .......................................................................................27 What I Need To Know .......................................................................28 What’s In.............................................................................................28 What I Need To Know .......................................................................29
Summary..................................................................................................................32 Post-Test..................................................................................................................33 Answer Keys.............................................................................................................34 References...............................................................................................................35
What This Module is About The study of life in general is vast and complex. Science as a general body of knowledge has been doing its best to continually uncover secrets and themes to make understanding life better and easier. From the ancient notion anything that moves move s is alive alive,, life has now prop propertie erties s that make it easi easier er to ident identify ify living from the nonliving. Aside from the properties, themes were developed. These themes help to understand life and what binds it from those that exhibit it. This module will introduce you to various topics under the unifying themes in the study of life and reproduction (as a property of life) of representative animals. This module will give you a glimpse of the ties that bind in the study of biology and life in general. This will be facilitated through various scientific evidences that has been bee n gat gather hered ed thr throug ougho hout ut the years years.. You will be abl able e to unders understan tand d just just how connected organisms are in the grand scheme of things. You will also understand the mir miracl acle e tha thatt is rep reprod roduct uction ion.. Th That at rep reprod roduct uction ion goe goes s bey beyond ond jus justt hav having ing a hetero het erose sexua xuall par partne tnerr be becau cause se nat nature ure pro provid vides es for dif differ ferent ent mec mecha hanis nisms ms for an organism to propagate. The affective part of this module will let you reflect on the concept of unity amidst diversity. That our uniqueness has been just an outward expression of the things that we are similar to. This will allow you to appreciate other forms of life in general. This module will also permit you to develop a deep sense of wonder, and perhaps of gratitude for being alive. Both lessons contained in this module will let you, if you allow it, develop the inkling how precious and miraculous life is. You wi You will ll be gu guid ided ed wi with th sy symb mbol ols s (ico (icons ns)) us used ed as you go ab abou outt in th the e completion of this module. Lastly, this module contains varied activities that will not only help you validate your learning of the lessons contained in this module but, it will also help you as an impressionable senior high learner develop or make informed choices in the preservation of life in general.
The following are the lessons contained in this module: 1. Uni Unifyi fying ng T Them hemes es in tthe he St Study udy o off Lif Life e 2. Repro Reproducti duction on of Repre Represent sentative ative Anima Animals ls
What I Need to Know At the end of this module, you you should be able to: 1. Infer ho how w themes a are re interr interrelated elated iin n the stud study y of life. S11 S11/12L /12LT-IIaT-IIa-3 3 2. Unde Understan rstand d the dif differen ferentt mech mechanism anisms s of sex sexual ual an and d asex asexual ual reproduction. (S11/12LT-IIej-15)
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How
to Learn from this Module
To accomplish the above-mentioned objectives, you are to maximize the use of this module by performing the following:
Provide enough time for the reading of the lessons with understanding. Follow diligently the instructions provided for each of the activities and or exercises. Answer all tests, exercises, exercises, and activities contained in this this module.
Icons of this Module
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What I Know Pretest: Read the sentences or questions carefully. Choose the letter of the correct answer. 1. This is that that which which conta contains ins all all llife ife on on earth. earth. a. ecosystem ecosystem
b. biosphe biosphere re
c. communit community y d. earth earth
2. This is a chemical chemical struct structure ure consis consisting ting of of two or more more atoms atoms.. a. atomic atomic number number
b. mixture mixture
c. solution solution
d. mol molecul ecule e
3. This is the fundame fundamental ntal unit unit of structure structure and functio function n among organi organisms. sms. a. cell
b. tissue
c. organ
d. organ system
4. This is a type of cell that that lacks a true nucleus nucleus and membrane-bound membrane-bound organelles. organelles. a. prokaryotic
b. eukaryotic
c. sex cell
d. muscle cell
5. This is the the form form of that genet genetic ic material materials s take in chromoso chromosomes. mes. a. DNA
b. RNA
c. Gene
d. Chromatid
6. This is the entire entire collecti collection on of genetic genetic instructi instruction on that an organi organism sm inhe inherits. rits. a. geno genome me
b. gene gene expr expres essi sion on
c. geno genomi mics cs
d. alle allele les s
7. Producer Producers s in a food food chain chain or web web are ______ _______ _ in nature. nature. a. heterotro heterotrophic phic b. sing singular ular
c. single-ce single-celled lled
d. photosynth photosynthetic etic
8. He is is the the fathe fatherr of evolut evolutio ion. n. a. Al Alex exan ande derr Grah Graham am Bel Belll b. Copern perniicu cus s c. Char Charle les s Darw arwin d. Greg Gregor or Me Mend ndel el 9. This is the the ideal ideal duratio duration n of pregnan pregnancy cy among among humans. humans. a. 32 weeks weeks
b. 34 weeks weeks
c. 36 weeks weeks
d. 38 weeks weeks
10. Which of the following is a type of sexual sexual reproduction? a. hermaphr hermaphrodit oditism ism
b. fragmenta fragmentation tion
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c. budding budding
d. partheno parthenogene genesis sis
Unifying Themes in the Study of Life
Lesson
1
What I Need to Know The study of life in general is very wide. And to help us understand this vastness, are what we call themes. Themes are distinct characteristics, pattern, and or quality. To help us understand better the study of life, we can look at themes individually and as a collective. In this way, we can easily digest the commonalities of those exhibiting life. The unifying themes in the study of life are an organization, information, energy and matter, interactions, and evolution. The study of organisms ranges from macro to micro or vice versa. This means that the study of life can be from the planet earth as a planet that can host life to the molecular level that comprises that life. The good thing, however, is that these large chunks of concept can be broken into smaller ones. Let us explore quickly these levels in the table below:
Table 1.1 Levels of Biological Organization Levels Characteristics / Definition 1. Mole Molecules cules Thes These e refer to chemical chemical struc structures tures that are comp composed osed of two or more atoms. 2. Or Orga gane nelle lles s Th Thes ese e are are pa parts rts of the the ce cell ll whic which h ar are e re resp spon onsi sibl ble e fo for r
3. Ce Cells lls
4. Tiss Tissues ues 5. Org Organ an
6. Organ Organism ism 7. Po Popu pula latio tions ns
function and integrity. Some are membrane bound while others are not. Thes These e are are th the e ba basi sic c wo work rkin ing g an and d stru struct ctur ural al unit unit of an organism. Different cells work in different organs. They are str struct ucture ured d acc accord ording ing to fun functi ction. on. Org Organi anisms sms can either be single-celled or multicellular in nature. Thes These e are simp simply ly cells group grouped ed toge together ther and perfo performs rms a specialized function. Thi This s thi this s a bod body y par partt or a par partt of an org organi anism sm whi which ch is made ma de up of a grou group p of ti tiss ssue ues. s. An or orga gan n fu func ncti tion ons, s, specifically in a body. This refers to the indiv individual idual living spec species. ies. Each thrivi thriving ng plant or animal is an organism. Th Thes ese e refe referr to all all indi indivi vidu dual als s of a sp spec ecie ies s li livi ving ng in a specific area. Let us take for example a population of 1
8. Com Commu munit nities ies
9. Ecosystems
10.Biosphe 10.Bios phere re
crabs living in a coastal area. The These se are the var variet iety y of sp speci ecies es inh inhab abitin iting g a spe specif cific ic area. An example would be a coastal community. In this community, we would expect to see a variety of animal and plant species that thrives in coastal areas. Thus, a community is a combination of different populations. These rre efer to tth he b biiotic a an nd a ab biotic ffa actors in a an n a are rea a. This Thi s inc includ ludes es not onl only y the int intera eracti ction on be betwe tween en living living thin things gs bu butt also also th the e in inte tera ract ctio ion n betw betwee een n li livi ving ng an and d nonliving. Thi This s con consis sists ts of all the livabl livable e pa parts rts of the ear earth, th, by livable, we are referring to all spaces which is inhabited by life. This includes spaces in land, water, and air.
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Source: https://www.simply.science/index.php/organization-of-life
Figure 1.1 The levels of Biological Organization
In th the e fie field ld of biol biolog ogy, y, no nott on only ly is orga organi niza zati tion on im impo port rtan antt as it gi give ves s a compartmentalized focus on the different fields within biology but more importantly it gives giv es us a gli glimps mpse e of new chara characte cteris ristic tics s tha thatt are not pre presen sentt in the previ previous ous hi hier erar arch chy y of or orga gani niza zati tion on.. Th Thes ese e ch char arac acte teri rist stic ics s we re refe ferr to as as,, emergent properties,, are a cause of the interaction and position or arrangements of the properties previous organization’s parts. This allows for the subsequent organization to be more complex than the previous .
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What’s New Activity 1: Designing an Experiment for Life
Objective Obje ctive:: This activity is aimed at better understanding and appreciation of the them themes es in th the e st stud udy y of life life.. Af Afte terr this this ac activ tivity ity,, yo you u ar are e ex expe pect cted ed to be ab able le to determine the themes of biology as they relate to the properties of life. Materials: mung bean seeds Pot Soil Measuring tools Other materials (as needed by the experiment design) Procedure: 1. Pr Prop opos ose e a hy hypo poth thes esis is From common knowledge, you already have an idea as to what plants need to grow healthy, like water and sunlight. Think of other factors or substances that will affect plant growth (suggestions: type of soil, fertilizer type type,, mu mus sic or hu huma man n vo voic ice) e).. Ch Choo oose se a va vari riab able le,, th then en pr prop opos ose e a hypothesis about how the presence and absence of that factor affects the growth or survival of a plant.
2. Con Conduc ductt y your our ex exper perime iment nt a. Out Outlin line e the ste steps ps of yo your ur exp experi erimen ment. t. Ide Identi ntify fy the var variab iable le cont co ntro rols ls in yo your ur ex expe peri rime ment nt.. NO NOT TE: Th Ther ere e sh shou ould ld on only ly be experimental variable – the presence or absence of the factor are testing. b. Determine the time period for your experiment. c. Spe Specif cify y the data tha thatt you will ob obser serve ve in the expe experim riment ental al
and on one e you
and
control setups. Choose the data that can be accurately measured and compared. d. Conduct your experiment and record your observations. 3. An Anal alyz yze e yo your ur da data ta a. Com Compar pare e the mea measur sured ed dat data a fro from m the exp experi erimen mental tal and con contro troll plants. b. Organize your data into a table. c. Make a graph to display your results. 4. Dr Draw aw co conc nclu lusi sion on Did the presence of your experimental variable make a difference in the growth of the experimental and control plants? Was the effect more or less than you had proposed?
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What Is It In this activity you are made to design an experiment that will allow you to observe the growth of a plant in relation to several variables of your choosing. In this activity you were expected to determine the themes of biology in relation to the growing plant. You are expected to have observed the organization, interaction, matter and energy, information, and evolution. Organization is when from a seed, the mung bean sprouted and grew to another definite structure with differing functions. Inte Intera ract ctio ion n is wh when en du durin ring g it its s grow growth th,, th the e mu mung ng be bean an in inte tern rnal ally ly main mainta tain ined ed homeostasis for optimal growth while interacting with external factors. Growth is a complex and energy consuming process, therefore, the growth of the mung bean had to be supplied with energy coming from the nutrients in the soil and water, among others. Information and evolution in this activity are indirectly observed by what wh atev ever er th the e mu mung ng be bean an is pres presen entl tly. y. Th This is pe perta rtain ins s to it its s ph phys ysic ical al fe feat atur ures es,, functions, and molecular make-up.
What’s More
Make a Concept Map Complete the concept map below by adding the following terms: adaptation, at atom om,, ce cell ll,, co comm mmun unit ity, y, ec ecos osys yste tem, m, en ener ergy gy,, de deve velo lopm pmen ent, t, gr grow owth th,, in indi divi vidu dual al,, molecule, organ, organization, organ system, population, reproduction, response, tissue.
organisms
Have
may have
Properties of life
many levels of organization
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What I Need to Know Another theme to help us understand the study of biology is information. All living things have to deal with the transfer and expression of genetic information. Inside cells, chromosomes exist and inside chromosomes are genetic material in the form of DNA or Deoxyribonucleic acid. acid. Recall in your grade 8, you learned about the two mechanisms in cell division, mitosis and meiosis. Before each process happens and or is completed, the very first thing that occurs is the replication of genetic materials. The replication or copying of the DNA is to ensure that the daughter cells will receive the same complete set of chromosomes with that of the parent cell. These DNA will then contain sections called genes. genes. This This replication of the DNA prior to cell division will eventually be the template for the trillions of cells that will make up an organism. The structure of the DNA is responsible for its ability to store information. It is a do doub uble le he helix lix of st stra rand nds s of bu build ildin ing g bloc blocks ks ca call lled ed,, nu nucle cleoti otides des.. The follo following wing nucleotides are adenine, are adenine, thymine, cytosine, and guanine – aptly abbreviated as A, T, C, and G, respectively. The different sequence of these four nucleotides accounts for the encoding of information in the DNA. Think of it this way, the way we arrange the alphabet to form words is, in a way, like how these nucleotides are sequenced for encoding information as shown in figure 2.
https://ghr.nlm.nih.gov/primer/basics/dna
Figure 1.2 DNA structure
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The sequencing provides for a blueprint for most genes to make proteins. In turn, tur n, the these se pro protei teins ns ac accou counts nts for dif differ ferent ent fun functi ction on in the bod body y and in dif differ ferent ent organism. Like for example, a single-celled gene may specifically create a protein that will be able to breakdown a carbohydrate molecule, while a human gene may specify a protein to act as an antibody to help fight off infections. The pr The prot otei ein n prod produc uctio tion n is co cont ntro roll lled ed in indi dire rect ctly ly th thro roug ugh h an anot othe herr re rela late ted d mole mo lecu cule le,, th the e RN RNA. A. Th The e RN RNA A in th this is proc proces ess s se serv rves es as an in inte term rmed edia iary ry.. Th The e nucleotide sequence along a gene is transcribed into a mRNA, then translated into the building building blocks of protei protein, n, amino acids. acids. The amino acid in this case is a link series ser ies,, aft after er co compl mplete eted, d, the they y for form m a spe specif cific ic pro protei tein n wit with h a uni unique que shape and function. This whole process where the information in a gene guides to create a cellular product is called, gene expression. expression.
What I Need to Know Unity and Diversity of Life Evolut Evo ion ision a muc much-d ebate ds top topic ic nd in the past, t, me but wit withst anding ingolut scien scion ientifi c eviden evid ence ces, s,lution ev evol olut utio n ha has s h-deb st stoo ood dated it its grou ground an and d pas be beca came a hstand fi fiel eld. d. Ev Evol utio n tific by characteristic is the scientific thought which states that the organisms of today are the modified descendants of their ancestors in the past as shown in figure 3. Evolution is said to be the scientific thought that would explain or make sense of all the organisms now. Fossil records show that organisms have been evolving for billions of years now, and that this accounts for the vast diversity and variation of organisms in the past and present. Fossil records also show evidences of unity aside from fro m var variat iation ion.. The There re are ani animal mals s pre presen sently tly tha thatt may se seem em dif differ ferent ent fro from m one another, let’s take for example the arm of a human being, wing of the bat, leg of a dog, and flipper of a whale, they might have different uses but their underlying anatomy are similar to one another. They considered homologous structures. One notable evolutionary view emerged in the 1800s, when the father of evolution,, Charl evolution Charles es Darwin, publi published shed the book book,, “The Origin of Species”. This Species”. This book contained Charles Darwin’s studies and observations, which expressed two main points. One, that “contemporary species arose from a succession of ancestors that differed from them”. This is what we call, descent with modification and accounts for the dual nature nature of life’s unity and divers diversity. ity. Seco Second, nd, that “natur “natural al select selection ion is the primary reason of descent with modification”. Natural selection sprung from Darwin’s observations from his studies. It states that species with inherited traits are more adaptive to the environment which means they are more likely to survive and reproduce than those who are not. This is because the environment constantly selects for the production of traits from the random variant traits naturally occurring within a population.
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https://geneticliteracyproject.org/2018/07/23/evolution-is-aimless-how-do-we-explain-external-testicles/
Figure 1.3 Concept of Evolution
What’s New
In this activity, you will determine the degree of relatedness among some species based on their amino acid sequences of cytochrome-c cytochrome-c .
ACTIVITY 2: Relatve Organisms Objectves: 1. Compare Compare the the amino amino acid acid sequen sequences ces of cytochrom cytochromee-c c of of some organisms. 2. Calculate the degree degree of relatedness relatedness among among some some species species based on the amino acid acid sequences of cytochrome-c cytochrome-c in in their proteins.
Maerials: Pen and record notebook
Procedure: cytochrome-c c . compare the 1. Refer to the following table of amino acid sequences of cytochromeamino acid sequences of the following pairs of organisms by encircling the portions of the sequences where they differ. For each pair, count the total number of differing amino acids. human and chim chimpanz panzee ee a. human b. huma human n and rhes rhesus us monk monkey ey c. ho hors rse e and and mo monk nkey ey
d. chic chicken ken and turke turkey y e. rattl rattlesna esnake ke and fruit fly
Amino Acid Sequences Sequences of cytochromecytochrome-c c Human
GDVEKGKKIFIMMKCSQCHTVEKGGKHKTGPNLHGLFGRRTGQAPGYSYTAAN KNKGIIWG
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Chimpanz ee Rhesus Monkey Horse Donkey Chicken Turkey Rattlesnak e Fruit fly
GDVEKGKKIFIMMKCSQCHTVEKGGKHKTGPNLHGLFGRRTGQAPGYSYTAAN KNKGIIWG GDVEKGKKIFIMMKCSQCHTVEKGGKHKTGPNLHGLFGRRTGQAPGYSYTAAN KNKGITWG GDVEKGKKIFVQKCAQCHTVEKGGKHKTGPNLHGLFGRKTGQAPGFTYTDANK NKGITWK GDVEKGKKIFVQKCAQCHTVEKGGKHKTGPNLHGLFGRKTGQAPGFSYTDANK NKGITWK GDIEKGKKIFVQKCQCHTVEKGGKHKTGPNLHGLFGRKTGQAEGFSYTDANKNK GITWG GDIEKGKKIFVQKCQCHTVEKGGKHKTGPNLHGLFGRKTGQAEGFSYTDANKNK GITWG GDVEKGKKIFTMKCSQCHTVEKGGKHKTGPNLHGLFGRKTGQAVGYSYTAANK NKGITWG GDVEKGKKLFVQRCAQCHTVEAGGKHKVGPNLHGLIGRKTGQAAGFAYTNANK AKGITWQ
between n the species of each pair by dividing the 2. Calculate the percentage difference betwee number of differing amino acids by the total number of amino acids in the sequences of the pair.
3. Record your data in the given table.
Daa and Observatons: Human and Chimpanzee
Human and Rhesus Monkey
Horse Hors e an and d Donkey
Chicken and Turkey
Rattle sna nak k and Fruit fly
Number of differing Amino Amin o Acid Acids s in cytochrome-c cytochromec Percentage difference
Analysis Questons: 1. Which Which pair of org organi anisms sms are most most cl close osely ly related related? ? the least least related related? ? Ho How w do you your r results compare with the taxonomic classification of the organisms?
2. Ho How w wi will ll yo you u in inte terp rpre rett th thos ose e pa pair irs s of or orga gani nism sms s ha havi ving ng th the e ex exac actt am amin ino o ac acid id sequence of cytochromecytochrome-c c ?
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3. What genera generaliza lization tion or conclu conclusion sion can can be drawn drawn from the the activity? activity?
Exploraton: Do you think that amino acid sequencing is a reliable basis for determining evolutionary relationships relationsh ips among organism? Justify your answer.
What Is It One of the recent evidences of evolution that reinforces the fossil records comes from molecular biology. By using the technique called amino acid sequencing, researchers have discovered discovered that closely closely rela related ted organism organism have great great similari similarity ty in their their amino amino acid sequences, indicating a common descendant, hence suggesting unity and diversity. In the activity, you have determined the degree of relatedness among some species based on their amino acid sequences of cytochrome-c cytochrome-c .
What I Need to Know A characteristic common to all forms of life is the need for energy. This is a requirement for organisms to perform life processes. The various indicators of life and processes like growing, reproducing, moving, and other intracellular processes require that the organism spend energy. The sun is the primary source of energy in the environment. All organisms rely on the sun’s energy input to survive. It provides energy on earth in the form of light and is received and utilized by the autotrophs or producers. These autotrophs or produc pro ducers ers are ph photo otosyn synthe thetic tic org organi anisms sms.. The These se org organi anisms sms are abl able e to har harves vestt sunlight to create their own food. The photosystems harvest light ang together with raw materials like CO 2, and water covert light energy into chemical energy. This 11
process is called photosynthesis. The chemical energy in the form of food molecules will then be passed by plants and other photosynthetic organisms to other organisms that are not able to produce their own food. Note that that there is already energy transf tra nsfer er hap happen pening ing in thi this s pro proces cess. s. The org organ anism isms s rec receiv eiving ing the ene energy rgy fro from m producers are called consumers, as shown in figure 4 below.
https://www.tutorialspoint.com/environmental_studies/environmental_studies_energy_flow_in_ecosystem.htm
Figure 1.4 Energy Flow in An Ecosystem
When an organism uses energy to perform work or certain processes, such as cell division, or pumping of blood from the heart to circulation, some of the energy used is lost in the environment in the form of heat. In a nutshell, energy in an ecosystem flows through in one direction, enters as light and exits as heat. And in contrast, chemicals used are recycled. The chemicals that a plant absorbs from the soil and water is incorporated into the plant body, then later passed on to the animal thatt eat tha eats s the pla plant. nt. Eve Eventu ntually ally,, the these se che chemic micals als wil willl then then be ret return urned ed int into o the environment by decomposers like bacteria that breaks down dead matter. These chemicals will then be taken up by the soil (usually) and is ready to be again absorbed by the plants. Then the cycle goes on, as shown in figure 5 below.
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https://www.tutorialspoint.com/environmental_studies/environmental_studies_energy_flow_in_ecosystem.htm
Figure 1.5 Nutrient Cycle in an Ecosystem
Remember the organizational hierarchy presented in the beginning of this lesson? From the molecular level to the ecosystem, and to the biosphere in general, interaction intera ction is importa important. nt. Intera Interaction ction’s ’s collegia collegiate te definitio definition n in the MeriamMeriam-Webst Webster er Dictionary is the mutual or reciprocal action or influence. In biology, interaction at every level of hierarchy is important as it ensures smooth operation and combination of parts to function. This is very much evident in the interaction of molecules in the cell, and in the parts or components of the ecosystem. When we talk about the lower levels of hier hierarchy archy in biology, we are referr referring ing to the interactions that make up the organism, this means, molecule level up to the or orga gan n le leve vel. l. Th The e inte intera ract ctio ion n in th the e lower levels of hierarchy is important for operations of certain regulations. Let us take for example the regulation of waste materials in the body bo dy,, pa part rtic icul ular arly ly ca carb rbon on diox dioxid ide. e. The body needs to keep the levels of carbon dioxide in the lungs low so that that it ca can n ea easi sily ly diff diffus use e fr from om th the e blood to the lungs and excreted via 13
exhaling. This process alone, allows for a lot of interaction in between organs, cells, tissues, and molecules. This ability to self-regulate is made possible by a mechanism we call, feedback. feedback. https://byjus.com/biology/exchange-regulation-of-gases/
Figure1.6 Gas Exchange at the Alveolus
In an ec ecos osys yste tem, m, we se see e inte intera ract ctio ion n at a ma macr cro o le leve vel. l. Ev Ever ery y or orga gani nism sm interacts with other organisms, and with the abiotic environment as well. The grass blade, for example, can be eaten by a caterpillar and in turn is eaten by a bird. The bird, when it dies will then undergo breakdown with the help of decomposers, and materials from the decomposition like molecules will then be absorbed by the soil. You see, interaction like this ensures that the ecosystem continues to thrive through having a regulated function, as shown in figure 7 below.
https://young7science16.weebly.com/interactions-and-ecosystems.html
Figure 1.7 Simple Food Web/ Ecosystem Interaction Interacti on
What Have I Learned Activity 3: Analyzing Interactions In Your community The inside of your home is a dwelling place, not only for you and your family but for a whole community of species. You can investigate their interactions if you… Objective: Investigate Objective: Investigate interaction in a community Materials: pen Materials: pen and paper Procedure: 14
1. Make a lis listt of organ organisms isms tha thatt can be foun found d living in y your our dwe dwelling lling pl place. ace. Some may be invited, such as pets or houseplants. Other may be uninvited, such as rodents, insects, or molds. 2. Make a tab table le and rec record ord info informatio rmation n about th the e food rel relation ationships ships among among members in this community. A sample table is provided for you below.
Organism Invited
Food source
Food relationship
Uninvited
Analysis of Results: 1. What d do o the ani animals mals e eat? at? Do th they ey rely o on n the hu human man fo food od sup supply, ply, or d do o they have their own sources of food? 2. Are tthere here preda predators tors a and nd pr prey ey in this comm community unity? ? 3. Desc Describe ribe ho how w the com communi munity ty memb members ers com compete pete fo forr resou resources. rces.
Lesson
2
Reproduction of Representative Animals
What This Lesson is About We are produ products cts of billio billions ns of years years’’ worth of evolutio evolution, n, and we know this much thanks to reproduction. Through reproduction, nature has selected organisms that have a gene pool that is capable of surviving and thriving. Animals have both adapted and evolved to better fit their environments thanks to variation. 15
While us, humans, have goals in life some animals were born to reproduc reproduce e and die immediately after. So now you ask, why is reproducing offspring so important to animals? This is one of question that we will be answering into later, on this module. In th this is less lesson on,, we will will un unde ders rsta tand nd ke key y co conc ncep epts ts ab abou outt th the e co comp mple lexi xiti ties es of reproduction in animals and synthesize our learning at the end. Lastly, this lesson will also allow you to appreciate the true importance of why a continuity of a species is important.
Source:https://pixabay.com/
Figure 2.1 Elephant herd crossing an African savannah
What I Need to Know 16
At the end of this lesson, you you should be able to dem demonstrate onstrate understandin understanding g of the four main concepts under animal reproduction: 1. 2. 3. 4.
Sex Sexua uall and Ase Asexua xuall Repr Reprodu oducti ction on Mec Mecha hanis nisms ms of F Fert ertili ilizat zation ion The F Factor actors s that affec affectt Succ Successf essful ul Rep Reprodu roduction ction The Jou Journe rney y of a Hu Human man Em Embry bryo o
What I Need to Know
According to the UN, there are about 360,000 babies born every day in the world. Reproduction is one of the key survivals of a species – it is a way to continue life. A male and a female organism will mate and produce an offspring. These parent organisms will then pass on genetic information to their offspring, and in time, their offspring will pass their own genetic information as well.
From our pre From previo vious us les lesson son of mit mitosi osis s and meios meiosis, is, we kno know w tha thatt cel cellul lular ar division plays an important role in reproduction. The relationship between these two processes are vital to animal reproduction. Some organisms like cows, sheep, dogs and will require two parent organisms (sexual reproduction) in order to reproduce an offspring, while others do not (asexual reproduction).
In this lesson, we will be describing the different ways on how representative animals reproduce. (S11/12LT-IIej-15)
Sexual vs. Asexual
Figure 2.1 sho Figure shows ws how sexual and asexual repr reprod oduc uctio tion n prod produc uces es offspr off spring ing.. In an ase asexua xuall re repr prod oduc ucti tion on,, a pa pare rent nt 17
organism will not need a mate or partner for it to produce its own offspring. The offspring of asexual organisms are an exact same copy of its parent organism. Figure 2.1 A diagram of Asexual and Sexual Reproduction
In sexual reproduction, a male and female gamete is needed in order to produce an offspring. In most instances, there is a male and female organism to produce the gametes but, this isn’t always the case. Finding a partner for sexual animals anima ls can som someti etimes mes pro prove ve dif diffic ficult ult,, and so, as an ada adapti ptive ve mec mechan hanism ism and evolut evo lution ionary ary sol soluti ution, on, som some e an anima imals ls exh exhibi ibitt hermaphroditism. hermaphroditism. This is when an organism has both male and female reproductive system. This is common among sessile (stationary) animals. In hermaphroditism, the organism may or may not have a partner for fertilization to occur. Unlike, an asexual offspring, a sexual offspring is genetically unique from its parent organisms. Notice how there are two apparent sexes in sexual organisms, while there is no definite sex in the asexual organism.
Types of asexual reproduction 1. Bina Binary ry Fi Fiss ssio ion n – occurs in single celled organisms. It is when a parent cell divides itself into two equal parts and create an offspring. This type of reproduction is like cloning as shown in figure 3. To easily remember and understand the reproduction process of binary fission it is valuable to rememb rem ember er wh what at the ter terms ms mea mean. n. The wor word d bin binary ary me means ans som someth ething ing having two parts (the new daughter bacteria) while the word fission means the movement of splitting (the dividing of two equal parts). Ex. Bacteria
Figure 2.3 Binary Fission in Bacteria
2. Frag Fragme ment ntat atio ion n – occurs when an organism breaks a part of itself into a fragment, and the fragment develops into a new organism as shown in figure 4. Ex. Starfish & acoel flatwo flatworms rms 18
Figure 2. 4 Starfish undergoing fragmentation fragmentation
3. Budding – happens when a parent organism grows a bud attached to its body. When the bud is developed it will detach itself from the parent and form a new organism. Ex. Ex. Yeast and Jellyfish
https://courses.lumenlearning.com/boundless-biology/chapter/phylum-cnidaria/
Figure 2.5 Jellyfish Lifecycle
19
4. Pa Part rthe heno noge gene nesi sis s – occurs when the embryo of an organism can grow and develop without fertilization. Ex.. Some spec Ex species ies of ants & Honeybe Honeybees. es.
https://www.britann https://www.britannica.com/animal/hy ica.com/animal/hymenopteran/Nat menopteran/Natural-history ural-history
Figure 2.6 Parthenogenesis in bees
Types
Sexual Reproduction
Advantages
-
The population is less
Disadvantages
-
reproduce.
likely to catch diseases all at once. -
Needs a partn tne er to
-
Takes more ti tim me to reproduce.
Has mo more ch chances of of survival
Asexual Reproduction Reproduction
-
Has geneti etic va varia riati tio on.
-
Only one parent parent
-
-
Has lle ess su surviving
organism is needed to
chances due to the
reproduce.
lack of genetic
Faster ter than sexual
variation.
reproduction.
-
Populati tio on is is mo more likely to catch diseases at the same time.
Table 2.1 Advantages and Disadvantages in Sexual and Asexual Reproduction
20
What I Have Learned
Identify the type of reproduction described in the organisms in column A. Write your answer in column B.
A
B
1. A single single organism organism that functions functions as both the male and female in reproduction. 2. An organi organism sm that that require requires s both a male and a female to reproduce. 3. This This organi organism sm break breaks s a part of of itself to reproduce. 4. A male male and and a femal female e pig pig mate mate to reproduce piglets. 5. This This organi organism’ sm’s s embryo embryo does does not need fertilization to develop into an offspring. 6. This organism organism divides divides itself itself into two equal parts to reproduce. 7. An organ organism ism that that grows grows bud buds s to reproduce.
21
What I Need to Know Organisms are diverse, unique and have equally unique features that help them survive in their environment. These features tailor to the animal’s environment, size, habitat, and so many more factors. One unique feature is the way these organisms undergo fertilization.
In this lesson we will have the following objectives: Compare and contrast internal and external fertilization
Mechanisms of Fertilization There are two types of fertilization – internal and external. Internal fertilization occurs when the fusion of gametes is inside the female body, while an external fertilization is the opposite where fusion of gametes is outside the female body.
The 3 types of internal fertilization fertilization
1. Oviparity Oviparity – the female has
fertil fer tilize ized d egg eggs s lai laid d out outsid side e its body.
The
young
will
get
nouris no urishme hment nt fro from m its yol yolk k an and d will be protected by the external covering of the egg. The types of eg eggs gs wi will ll va vary ry in di diff ffer eren entt animals. Chicken eggs will have high
calcium
carbonate
concentrations, while reptiles will produce leathery eggs. Ex. Chickens Source: https://pixabay.com/ Figure 2.7 Chicks from chicken eggs
22
2. Vivip Viviparity arity – most common in mammals, the offspring develops within the female and is nou ourrishe ished d by the the mot oth her er’s ’s bloo lood in th the e placenta. Ex. Bears
Source: https://pixabay.com/ Figure 2.8 Brown Bear frolicking in the grass
3. Ovoviviparity Ovoviviparity – like like ovi ovipar parity ity,, ovo ovoviv vivipa iparit rity y ha has s fertilized eggs that nourish the young from its yolk. The
key
difference
between
them,
is
that
ovoviviparous animals only lay the eggs when they are ready to hatch. Ex. Great White Sharks
Source: https://pixabay.com/ https://pixabay.com/ Figure 2.9 Great White Shark in the ocean
The table below will better summarize the key difference and similarities of the two fertilization processes.
Table 2.2 Summary of Features for Internal and External Fertilization INTERNAL FERTILIZATION PROCESS
-
Egg is fertilized
EXTERNAL FERTILIZATION -
inside female inside female body.
Egg is fertilized outside female outside female body.
-
Male gamete is discharged unto the
-
female gamete.
Male gamete is discharged unto the female gamete.
SUCCESS RATE
-
Since the offspring is developed inside the 23
-
Has a less chance of survival because the
body of the female, it
offspring develops
will have more
without protection in
chances of surviving
the open
even in harsh
environment.
environments because it is KEY FEATURES
-
protected. Has three types:
-
Survives best in
1. Oviparity
moist/aquatic
2. Viviparity
environments.
3. Ovoviviparity -
EXAMPLES
-
Has a greater
- few offspring are
number of offspring
produced. Elephants, goats,
produced. Fish and Frogs
and cats
What I Have Learned
24
-
In your own words, describe the type of fertilization given below and give and example of an animal that has that type of fertilization. Description
Animal
Viviparity
Internal fertilization
External fertilization
Oviparity
Ovoviviparity
II. Essay Why do you think there is a difference in the types of fertilization among animals? _______________________ ___________ _______________________ ______________________ _______________________ ______________________ __________ _______________________ ___________ _______________________ ______________________ _______________________ ______________________ __________ _______________________ ___________ _______________________ ______________________ _______________________ ______________________ __________ _______________________ ___________ _______________________ ______________________ _______________________ ______________________ __________
What I Need to Know
25
As mentioned in lesson 2, organisms have unique features that help them survive in their environment. Animals are designed to survive their environment through their form and function, and what better way to survive than to outsmart your predators and continue your species through reproduction. The male and female house bird will build a strong nest for its eggs to ensure that it will hatch and survive. The female lion will teach its young cub to hunt and protect it from predators when it is too young to defend itself. In thisoflesson you will be able to identify and understand the factors that affect the success reproduction.
What’s New Pick a species and draw it in its natural habitat in the box below.
Now that you have drawn them here are some follow up questions: 1. What iis s you yourr chos chosen en sp species ecies and w where here d does oes it llive? ive? 2. Why d do o you think it thr thrives ives in th that at en environ vironment? ment? 3. Do you thi think nk that its en environ vironment ment is be being ing dist disturbe urbed d by exter external nal fact factors? ors?
What is It
26
The su The succ cces ess s of an anim imal al repr reprod oduc uctio tion n do does es no nott on only ly en end d wh when en an eg egg g is fertilized. It ends when the offspring can fully grow and eventually reproduce as well. As mentioned before, reproduction is key to survival. We will all eventually die and we need to make sure that our species continue through reproduction. Listed below are the factors that affect reproductive success.
Factor #1: #1: Predation In the animal kingdom exists a food chain. At the top of the food chain there are animals we call apex predators, while at the bottom of the food chain are animals that are weak and easily hunted by predators. Apex predators are animals that hunt and feed on other animals to survive and eventually reproduce. These predators are neverr or rarely hunted by any other animal. On the other hand neve hand,, since prey is easi easily ly hunted their offspring is always compromised and in danger. The success for preys to reproduce is greatly affected by the chances that these offspring get eaten when they are still young or developing. The connection of these animals in the food chain help maintain their progeny.
Factor # 2: 2: Environment To en ensu sure re a he heal alth thy y offs offspr prin ing, g, th the e an anim imal al’s ’s en envi viro ronm nmen entt mu must st al also so be nurturing to the young. Temperature greatly affects the development and the urges of an animal to mate. With the continuing rise of temperatures around the globe, some animals are starting to dwindle in number and die before they even reproduce. When the water becomes too warm, the fishes will have a hard time getting oxygen and can eventually die when exposed to warm waters for longer periods of time. Glaciers and ice caps are melting in the arctic, causing polar bears suffer health conditions due to malnutrition.
Factor # 3: 3: Human Interaction Humans have been responsible for a lot of species extinction as we pose as one of the greatest threats to animals. Polluting land, water, and air; hunting; and deforesting are ways in which animal reproduction get disturbed. On the other hand, there are some human interventions that try to reverse these effects and attempt to save endangered species.
It is important to understand that the continuity of animals is vital to the balance of ecosystems, and because there is a food chain, when one animal species is threatened the whole food chain is threatened as well.
What’s More
27
Check your knowledge against the understanding that you have gained in the lesson regarding reproductive success. Answer the following questions briefly and concisely.
Essay 1. Why do you tthink hink nat natural ural se selecti lection on favo favors rs anima animals ls with the gr greates eatestt reproductive success? _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ 2. What do y you ou bel believe ieve is tthe he gre greatest atest th threat reat to a animals nimals a and nd why why? ? _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ 3. Why is iitt impo important rtant ffor or an animals imals tto o nev never er go e extinc xtinct? t? _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ 4. How can we b better etter pr preserv eserve e and pro protect tect ani animals mals so th that at they ma may y conti continue nue to live on? _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______ _______________________ ___________ ________________________ _______________________ _______________________ __________________ ______
What I Need to Know 28
The stag The stages es of de deve velo lopm pmen entt of a hu huma man n ba baby by ar are e com ompl plex ex an and d tr trul uly y fascinating. In th this is le less sson on ou ourr ob obje ject ctiv ive e wi will ll be ab able le to un unde ders rsta tand nd ho how w a hu huma man n em embr bryo yo develops. Before an egg cell can be fertilized by a sperm cell, both gametes need to be mature and become spermatozoa and oocyte. For it to be mature, it first has to undergo stages of development. Stages of Development
Spermatogenesis 1. Spermatogonia 2. Spermatocyte 3. Spermatid 4. Sp Spe erm rmat ato ozoa
Oogenesis Oogonia Oocyte
What’s In
Before Bef ore we con contin tinue ue wit with h fer fertil tiliza izatio tion, n, rem rememb ember er you yourr pre previo vious us les lesso son n in mitosis and meiosis? Well, they play very important roles in the development of a human embryo. Mitosis has a product of two identical daughter cells. These cells are in charge of the growth and replacement of dead cells in the body. Whereas meiosis has a product of four sex cells, that oversees the development of our gametes for us to reproduce.
What I Need to Know
29
The first stages of Fertilization There are two ways in which the human female reproductive cycle can end – menstruation or pregnancy. If in the case it ends in pregnancy there are distinct stages before a baby is born. After copulation, when the sperm cell successfully merges with the egg cell, fertilization or conception happens. After 24 hours of the conception, the zygote or the fertilized egg undergoes a series of cell division also called the cleavage. After cleavage, the zygote will undergo a series of growth divided into three trimesters, or in forty weeks, before the baby is born. The table below gives a clear description on what happens all throughout the duration of the pregnancy. Trimester
Weeks
1st
0 – 12
2nd
13 – 26
Description
-
The female body undergoes drastic changes to prepare to house the unborn child. The body will also start to experience pregnancy symptoms like nausea and fatigue.
-
The zygote starts developing important features like the legs, feet, arms, and hands.
-
By the end of the 12th week your baby will have all the organs present. It will continue to develop to become functional. The sex of baby can be determined. The heartbeat will be audible.
-
3rd
27 – 40
-
The baby will move around the womb more.
-
The baby will be able to see and hear.
-
The baby will be able to coordinate better like blink her eyes and grasp.
-
The female could go into labor at any time.
What I Can Do 30
Knowledge is power! Let us put your synthesizing skills to the test through this animal profiling activity.
1. Pick an an animal imal a and nd dra draw w his ID pic picture ture iin n the box. 2. Fill in the rest o off the inform information ation by c checki hecking ng th the e right choice and filling out the blanks!
1. Ani Animal mal an and d Spec Species ies:: ____ _______ ______ ______ ___ 2. ( ) Asexual
( ) Sexual
3. *if you yourr animal is as asexua exual, l, pleas please e specif specify y what typ type: e: ____ ________ ________ ______ __ 4. ( ) Int Intern ernal al Fer Fertil tiliza izatio tion n ( ) Ext Extern ernal al Fer Fertil tiliza izatio tion n 5. *if you ch check ecked ed intern internal al fertil fertilizati ization, on, plea please se spe specify cify wha whatt type: ______________ ___________ ___ 6. Plac Place e where this an animal imal pref preferabl erably y gives birt birth:___ h:_______ ________ ________ _______ ___
Now that we’re done with general profiling, let’s compare and contrast this animal’s reproduction with humans using the venn diagram below.
Essay
31
Let us see how well our knowledge truly understand these ideas through essay writing.
1. Why do you you think think is asexual asexual reprodu reproduction ction prese present nt among among animals? animals?
_______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ ___________________________________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___
2. Is it poss possible ible for hum humans ans to un undergo dergo as asexua exuall reprod reproductio uction? n? Why? _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___
3. Why is rreprod eproductio uction n impo important rtant ffor or spe species cies s surviv urvival? al? _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ 4. What make makes s he hermaph rmaphrodit rodites es u uniqu nique e org organis anisms? ms? _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ 5. What is th the e diffe difference rence b betwee etween n ovipa oviparity rity and ovov ovovivipa iviparity? rity? _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___ _______________________ ____________ _______________________ ________________________ ________________________ _______________ ___
Summary:
32
Study of life anywhere on earth will always reveal unifying themes. These themes allow for better understanding the so-called mystery called life. Organiza Orga nization tion theme theme sho shows ws tha thatt eme emerge rgent nt pro proper pertie ties s res result ult from from the interp int erplay lay of the lower level levels s of hie hierar rarchy chy.. Reductionism Reductionism allows for the compartmentalization of larger and more complex systems to be easily studie stu died. d. In information theme, theme, it is all about life’s processes revolving around the expression and transmission of genetic information. And that this genetic information is encoded in the nucleotide sequences of the DNA.. DNA Energy and Matter as a theme is important as life processes requires requ ires energy. The sun being the fundamental source of energy enters sun being into the ecosystem as light and exits it as heat. Producers are responsible for converting light energy into chemical energy which is then passed into consum con sumers ers.. Int Intera eracti ction on the theme me is import important ant to life for reg regula ulatio tion, n, thu thus s enabli ena bling ng org organi anisms sms to sur surviv vive. e. Int Intern ernal al int intera eracti ctions ons are don done e thr throug ough h feedback regulation. regulation. This is a process where either an accumulation or decrease of an end product allows for the speed up or decrease for its production. Evolution theme is theme is the change among organisms that has allowed for unity and diversity of life here on earth. Charles Darwin who authored natural selection, selection, saw it as a means of evolutionary mechanism for adaption of organisms to their environment.
To ensure species continuity, continuity, nature allows for both sexual and asexual reproduction in the animal kingdom. reproduction kingdom. Sexual reproduction reproduction requires the unio un ion n of fe fema male le an and d ma male le ga game mete tes s to fo form rm a di dipl ploi oid d zygo zygote te.. Asexual reproduction on the other hand can produce an offspring without the reproduction union of gametes. Several mechanisms for asexual reproduction include budding, fission, and fragmentation. fragmentation . There are also some variations through reproduction can still occur. These are through hermaphroditism and parthenogen parthenogenesis esis,, in which environmental and hormonal factors have control in the reproductive cycles. Fertilization can either occur externally when both materials are released outside the body, or internally internally when when a male fertilizes an egg in the female reproductive system. Unlike asexual re repr prod oduc uctio tion, n, se sexu xual al repr reprod oduc ucti tion on is a fo form rm of pa part rtne ners rshi hip p be betw twee een n or orga gani nism sms s an and d at th the e sa same me ti time me,, it pr prom omot otes es co comp mpet etit itio ion n be betw twee een n individuals and even between gametes.
Post Assessment:
33
Multiple Choice. Read the sentences or questions carefully. Choose the letter of the correct answer. 1. In wha whatt trim trimester ester is the baby ready to be born born? ? a. 4th b. 3rd c. 2nd d. 1st
2. A house lilizard zard is __ ______ ______, __, in terms o off mecha mechanism nism of re reprodu production ction.. a. oviparous b. vivip ivipar arou ous s c. ov ovov oviv ivip ipar arou ous s d. asexual
3. Ear Earthw thworm orms s ar are e __ ____ ___ _ in n natu ature. re. a. asexual b. he herm rmap aphr hrod odit ites es c. no none ne of the the a abo bove ve d. al alll o off tthe he ab abov ove e
4. What do y you ou cal calll anima animals ls that a are re at the to top p of the fo food od cha chain? in? a. Ap Apex ex pred predat ator ors s b. Prey c. Ants d. Lion
5. Which is not a fac factor tor for su succes ccessful sful re reprodu production ction iin n anim animals? als? a.
Temperature
b.
Humans
c.
Predation
d.
asexual rre eproduction
34
True or False. Write the word true if the statement is correct and the word false if it is not. 1. Both inte internal rnal and ex externa ternall fertiliza fertilization tion has the ma male le gamet gamete e disch discharged arged un unto to the female reproductive system. ________ 2. Intern Internal al fertili fertilizatio zation n has more offs offspring pring pro produce duces s compa compared red to exter external nal fertilization. ________ 3. The 3rd stage of sperm development is called spermatozoa. ________ 4. Huma Humans ns are ovov ovovivipa iviparous. rous. ____ ________ ____ 5. Parthe Parthenoge nogenesis nesis iis s when an or organis ganism m has both th the e male and fe female male gametes. ________
Answer Key:
Pretest
Post Test
1. b
1. b
2. d
2. b
3. a
3. b
4. a
4. a
5. a
5. b
6. a Part II.
7. d
1. False
8. c
2. False
9. c
3. False
10. a
4. False 5. False
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