sbi3u_02_Assesment for Grade

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Jan 9, 2024

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TVO ILC SBI3U Assessment Grading of Your Learning Part 1: Eight short answer questions 1. Match the following eight angiosperm structures to their functions. List of Structures Hi! If you see a ‘y’ it is the same as a checkmark for a correct answer .. an 'x' means incorrect or not done A. Y Ans: Calyx = D Sepal = H Carpel = G Ovule = F Seed = B Stamen = E Anther = A Corolla = C Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

TVO ILC SBI3U Assessment Grading of Your Learning y 2. List three factors that are contributing to the decline of pollinator populations. Ans: Like much of the earth’s biodiversity, pollinators are threatened by many factors, but climate change is potentially the most severe threat. Scientists report that the small climate changes we have experienced over the last few decades have already reduced the populations of some pollinator species such as butterflies, bees, and birds in Europe and North America. Other threats to pollinators come from herbicides, pesticides- resistant mites, and the encroachment of Africanized honeybees. Decline in many pollinator species are also associated with habitat loss, fragmentation, deforestation and deterioration. Y 3. From an agricultural perspective, describe two advantages of vegetative propagation. Ans: The first advantage of vegetative propagation is that it creates plants that are almost equal in all features and value with its parent plant. Another advantage is that it helps replicate certain plants that aren’t able to have any adequate seeds. Lastly, the fruits and produce of such plants made with vegetative propagation are more likely to be higher in quality and easily preserved. 4. Y For a plant colonizing a remote island, describe one advantage and one disadvantage for each of the following methods: self-pollination and cross-pollination. Ans: 1. There are several advantages to self-pollination, such as not being dependent on the presence of pollinators to reproduce, and being able to propagate rapidly. For example, plants found on remote islands where pollinators may not be present have a higher likelihood of being able to self-pollinate than plants on the mainland. The main disadvantage to this form of reproduction is that it can result in decreased genetic diversity, as the parent passes on only its own genes to its offspring. 2. Advantages of cross-pollination include the rapid transfer of beneficial genes to offspring and the maintenance of high genetic diversity throughout the population. One disadvantage of cross-pollination is that the plant does not have the ability to self-pollinate if animal pollinators are absent (such as on a remote island). This means the plant population could die out. Another disadvantage is that the pollinator may transfer diseases from one plant to another along with pollen. Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

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TVO ILC SBI3U Assessment Grading of Your Learning 5. Three factors that affect plant growth are soil health, nitrogen fixation, and sunlight. Explain how each factor works to affect the growth of plants. Ans: 1. Healthy soil is always ideal for growing plants, as it contains the best variety of essential nutrients. With healthy soil, plants absorb a plentiful amount of food for itself to supply its proper growth. Another advantage of using healthy soil is that it can take in/retain ground water easier inside the plant, with prevents the plant from adverse external issues such droughts. If a plant suffers from a deficiency in nutrients resulting from poor quality soil, the plant leaves with turn yellow due to a decrease in the creation of chlorophyll, the tincture needed for the process of photosynthesis, the quality of the plant development will stagnate, and the plant tissues will probably die out. Also discuss 2 of the following.. soil pH, soil compaction, humus 2. Nitrogen helps the plants to make amino acids, proteins and DNA and is a component in chlorophyll, which is food nutrient for the plant. Nitrogen fixation is the biological process of germs/bacteria within the soil of the plant converting the pure nitrogen in the soil absorbed from the atmosphere into a type that can be used by the plant to enhance the fertility of the soil and increase nutrient value of the plant. Discuss why plants can’t use this N without the bacteria 3. Sunlight is needed by plants for energy converting CO 2 and H 2 O into sugars and O 2 , which are produces by photosynthesis, and used for the essential growth of the plant. The sunlight is absorbed form the plants leaves and transferred to the rest of the structure for energy. If the plant does not receive enough sunlight, then the making of necessary sugars and oxygen will stop and the plant will lose its energy, eventually killing it. Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

TVO ILC SBI3U Assessment Grading of Your Learning 6. The following experiment was carried out at ILC laboratories to measure the effects of different nutrient solutions on bean root growth. Three nutrient solutions were made: Nutrient solutions containing: Results: root length, leaf colour Solution 1 all required nutrients 47 mm; deep green Solution 2 all required nutrients except nitrogen 17 mm; pale green-yellow Solution 3 distilled water 14 mm; pale green-yellow Interpret the results for each solution. In your answer for each, a) explain how the solution ranked in relation to the other two (in terms of growth and health of the plant); b) state the evidence that supports your answer; and c) explain why the plant grew the way it did. Ans: 1. Solution 1 is obviously the best due to its description of nutrient. The plant produced by it grew to be 47 mm which is much taller x longer roots than the other two plants. It is also dark green which is ideal. The other two plants lacked nitrogen, which is instrumental in creating their appropriate color shade. The first plant grew tall and has a proper coloration since it was given the entire required nutrient it needed to support growth. x longer roots 2. Solution 2 is worse than Solution 1 but a little better than Solution 3, because plant 2 was 3 mm taller. X longer roots Solution 2 was almost the exact same as solution 1, except it lacked nitrogen. The difference between plant 1 and plant 2 is that there is 30 mm height difference, as well as a color difference. This is due to the lack of nitrogen in the solution. Nitrogen helps the plants to make amino acids, proteins and DNA and is a component in chlorophyll, which is food nutrient for plants. The lack of nitrogen resulted in plant 2’s stagnate growth and also resulted in the green-yellow colored leaves. 3. The third solution is the worst, however it is only marginally worse than solution 2 because the difference between the plants is very little. Plant 3 grew to be the shortest x at 14 mm and had the same pale green- yellow color leaf as plant 2. Plant 3 grew this way due to its lack of essential nutrients and was only composed of distilled water (water that is removed of its essential nutrients such as minerals). It was also noticeable that nitrogen is much more vital than all other essential nutrients because even though plant 3 lacked in all nutrients, it was only 3 mm shorter than plant 2, and was the same color. In Solution 1 and 2, the only difference was the nitrogen and its lack caused a 30 mm height difference and a change in color. Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

TVO ILC SBI3U Assessment Grading of Your Learning 7 . A botanist wanted to see if a new strain of corn could germinate in soil that was too salty for regular corn. She conducted a study on the germination success of seeds from the new strain that were exposed to various levels of salty soil, from zero to normal (100 mg/L), high (200 mg/L), very high (400 mg/L), to normally lethal (800 mg/L). The table below shows her data for this study. Petri dish Salt Number of Number of Percentage label concentration seeds seeds that of seeds (mg/L) planted germinated that germinated 1 0 20 16 80% 2 100 20 18 90% 3 200 20 18 90% 4 400 20 11 55% 5 800 20 7 35% a) X Write a formal hypothesis for this study. If the saltiness of the soil affects the germination of the seeds, then when the dishes’ with higher concentrations of salt in the soil increases, the number of seeds that will germinate will decrease. But this is not the point of her experiment. She is working with a new strain of corn that she hopes will be able to germinate in salt levels that would normally not allow germination. b) X Does her data support or reject the hypothesis? Explain your reasoning. Yes it does, because as shown in her analysis, the more the salt concentration was added to the Petri Dish containing the germinating seed, the number of seeds that germinated slightly increased to 18 after 100 mg/L of salt was added, but soon significantly decreased after 300 mg/L more concentration of salt was added (raising the total concentration to 400 mg/L), to 11 seeds. Then even after that, when the more concentration of salt is added to the final total of 800 mg/L, the number of seeds dropped further to only 7 seeds. So a reasonable amount of salt concentration is needed for proper germination, but in higher concentrations of salt in the soil, the germination percentage will decrease, and this would stay the same for any seeds planted in such high concentrations (very high and normally lethal). She has a successful result, as she gets some germination at 800 mg/L, which would normally not see any germination

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TVO ILC SBI3U Assessment Grading of Your Learning 8. The table shown below represents the number of species growing in an area that was logged using clear-cutting 45 years ago in Temagami, Ontario. Data was collected periodically over 45 years. a) Describe the changes occurring in vegetation type and species diversity over the 45 years. b) What does the pattern of change tell you about what is happening in this area? c) Explain how the data supports your conclusion. Type of Years after clear-cut logging that the area was vegetation sampled 1 5 15 25 45 Grasses 32 28 24 31 35 Shrubs 0 4 5 8 18 Trees 0 0 0 16 24 Total species 32 32 29 55 77 Ans: 1. In year 1, grass was the only species. In years 5 to 15, there were grasses and shrubs. By year 25 there were three types of vegetation: grasses, shrubs, and trees. In year 45, the number of grasses, shrubs and trees grew. The diversity of species increased from 32 to 77. 2. Secondary succession is the situation occurring in this matter, because the soil still had life in it even after the clear- cut logging, so forming new soil was completely unnecessary. Secondary succession happens when grasses that have none types of vegetation around it give out seeds that germinate the types of grasses that require only a small amount of nutrients to grow and start to recycle nutrients back into the soil, and as soon as enough nutrients are returned to the soil, a variety of advanced plant get added in like small bushes and hedges. The recycling process keeps on going, slowly reviving the nutrient quality of the soil, and then soon trees and larger scale shrubs get introduced into the area as soon as enough nutrients are absorbed to support their development. 3. Discuss why this is NOT primary succession The data certainly supports my hypothesis, as in the first year there was only grasses, but once the grass seed were blown into the soil, it germinated it, and slowly cycled nutrients back into the soil, which eventually showed after 5 years the a few shrubs popped out, then soon after another 10 years (total of 15) another shrub grew, so now the cycling is slowly reaching its climax. After 25 years from the clear-cut logging, three more shrubs and several trees grew up, and then finally at the end of 45 years, the area became rich with vegetation once again.

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TVO ILC SBI3U Assessment Grading of Your Learning Part 2: Three Sisters You completed this task at the end of the previous learning activity. The instructions have been repeated here as well. Attach your research table to your solutions from Part 1. • - Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

TVO ILC SBI3U Assessment Grading of Your Learning Topic Notes Special Topic The Three Sisters – Companion Planting History of special topic • The use of companion planting has been taken from the indigenous First Nation legend of creation, commonly known as ‘The Three Sisters’. The exactly intrinsic detail of the story vary among different tribes, but the basic plot is as follows: “When the world began, the earth was only filled with water, lacking any light and inhabited by sea creatures. On top of the globe was the ‘Land of Happy Spirits’ where the ‘Good spirit’ lived, and in the centre of this land stood an apple tree. One day the ‘Good spirit uprooted this tree from the land, creating a hole that peered into the watery earth. He told his daughter to go down this hole and inhabit the earth, and so she floated gently to the water below. The sea animals took earth from the depths of the water and put it on a turtles back for this ‘Sky Woman’ to live on. When she landed, she gave a daughter, who then gave birth to twin boys, in which the Sky Woman‘s daughter died. When they buried her body in the new land made from the turtles back, three sacred plants grew from her grave: beans, corn, and squash, which worked together as ‘Three Sisters’ and provided her sons with nourishment. The Three Sisters plants would eventually come to be the basic source of sustenance for all humankind, forever working in harmony from the soil of the daughters’ grave.” • First Nation peoples have been using companion planting for its agricultural and nutritional benefits for about 10,000 years. • When the early settlers arrived in North America, they saw the tribes planting method, which was unusual in comparison to European crops. • Charles Darwin looked up on the science of companion planting in the early 1900’s and the practice was reintroduced to Western Society in the mid 1970’s. Companion planting is still currently used by many. Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

TVO ILC SBI3U Assessment Grading of Your Learning Current trends or status of special topic • Companion Planting can be expressed as planting certain plants close to one another in order to make agriculturally valuable symbiotic relationships. • This technique is mostly used in present agriculture to reduce and avert vermin, conserve crop space against contamination, and provide refuge for several animal species and/or plants. • There has been much research done on the different types of vegetation that benefit from Companion Planting. Old European accounts from the 16 th century evaluate vastly fruitful Indigenous agriculture accredited on the fostering of the Three Sisters all over what are now the Eastern USA and Canada, Agronomist Jane Mt. Pleasant says the Three Sisters mound system "enhances the soil physical and biochemical environment, minimizes soil erosion, improves soil tilth, manages plant population and spacing, provides for plant nutrients in appropriate quantities, and at the time needed, and controls weeds". Future direction of special topic • As per the educated data retrieved on inherited selections of corn, squash and beans that have prospect as ingredients in certain foods, many Indigenous communities would be able to appraise the viability of using modern methods and advance ways to optimize the quality of their inherited agricultural custom. On their own land, Indigenous communities will have the opportunity to cultivate the Three Sisters crops on a wider range with respect to the community morals and rituals. • Although other paths will be meaningful topics for cooperative research, the first seeds have already been planted to guarantee that Canada can optimize and safeguard the value of this part of the culture and ancient proficiency of the First Nations. Discuss how this could be used in areas with food shortages, or in areas affected by climate change

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TVO ILC SBI3U Assessment Grading of Your Learning Other notes • Corn provides tall stalks for the beans to climb so that they are not overtaken by squash vines. Beans provide nitrogen to fertilize the soil while also steadying the tall corn during rough gales. Beans are nitrogen-fixers implying that they contain rhizobia on their roots that can take nitrogen from the air and convert it into forms that can be absorbed by plant roots. The large leaves of squash plants cover the ground which helps maintain soil moisture and thwart weeds. • Planting the Three Sisters in the order of corn, beans, and squash will make sure that they will develop and age together and will not cultivate in the place of another Sister. Corn should be sowed first so that it can grow up tall above the other crops. • In a few other cultures, other crops are also significant in habitual agriculture. For example, tobacco is similarly revered as Corn, Beans, and Squash for many indigenous cultures of the Southwest. Sunflowers and amaranth are referred to as other Sisters. They provide cover for the other Sisters through the heat of the afternoon, draw pollinators, and provide extra stalks for beans to ascend. Sources of information 1. How to Grow a Three Sisters Garden – Native-Seeds-Search, By Melissa Kruse-Peeples, May 27 , 2016, https://www.nativeseeds.org/blogs/blog- news/how-to-grow-a-three-sisters-garden 2. Three Sisters (agriculture) – Wikipedia, February 7, 2022, https://en.wikipedia.org/wiki/Three_Sisters_(agriculture) 3. The Three Sisters: Optimizing the value and food potential of an ancestral indigenous crop system, August 6, 2021, https://agriculture.canada.ca/en/news-agriculture-and-agri-food-canada/scientific-achievements- agriculture/three-sisters-optimizing-value-and-food 4. Companion Planting: Three Sisters Garden Plans, written by Barbara Pleasant, December 10, 2015, https://www.growveg.com/guides/companion- planting-three-sisters-garden-plans/ 5. Meet the Three Sisters Who Sustain Native America | Native America, by Andi Murphy, November 16, 2018, https://www.pbs.org/native- america/blogs/native-voices/meet-the-three-sisters-who-sustain-native-america/ . Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.

TVO ILC SBI3U Assessment Grading of Your Learning

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