Lower Secondary Science Topic 11 Interactions within Ecosystems PDF

**[Topic 11: Interactions Within Ecosystems ]{.smallcaps}** **[Document My Thinking ]{.smallcaps}** ![This is a cartoon illustration explaining what symbiosis is. The image text reads: Symbiosis (sym- same, bio- living) is any relationship where two or more species live closely together. There are...

**[Topic 11: Interactions Within Ecosystems ]{.smallcaps}** **[Document My Thinking ]{.smallcaps}**  **[11.1 How Environments Affect Survival of Organisms ]{.smallcaps}** **[My Notes]{.smallcaps}** +-----------------------+-----------------------+-----------------------+ | **Guiding Questions** | **Big Ideas** | | +=======================+=======================+=======================+ | 01 | Physical factors of | | | | an environment | | +-----------------------+-----------------------+-----------------------+ | (a) | What are some | Every habitat has its | | | physical factors of | own unique physical | | | the environment? | environment. It is | | | | also called | | | | **[abiotic]{.underlin | | | | e}** | | | | environment. | | | | | | | | Different physical | | | | environments have | | | | different physical | | | | factors, which affect | | | | the type of organisms | | | | that inhabit it. | +-----------------------+-----------------------+-----------------------+ | (b) | How do these physical | +--------+--------+ | | | factors affect the | | physic | effect | | | | survival of | | al | on | | | | organisms? | | factor | surviv | | | | | | | al | | | | | | | of | | | | | | | organi | | | | | | | sms | | | | | +========+========+ | | | | | air | **[All | | | | | | (oxyge | organi | | | | | | n | sms | | | | | | levels | requir | | | | | | ) | e | | | | | | | oxygen | | | | | | | ]{.und | | | | | | | erline | | | | | | | }** | | | | | | | to | | | | | | | surviv | | | | | | | e. | | | | | | | **[Pla | | | | | | | nts | | | | | | | also | | | | | | | requir | | | | | | | e | | | | | | | carbon | | | | | | | dioxid | | | | | | | e]{.un | | | | | | | derlin | | | | | | | e}** | | | | | | | for | | | | | | | **[pho | | | | | | | tosynt | | | | | | | hesis] | | | | | | | {.unde | | | | | | | rline} | | | | | | | **. | | | | | | | | | | | | | | Compos | | | | | | | ition | | | | | | | of air | | | | | | | varies | | | | | | | in | | | | | | | differ | | | | | | | ent | | | | | | | enviro | | | | | | | nments | | | | | | |. | | | | | | | For | | | | | | | exampl | | | | | | | e, | | | | | | | pollut | | | | | | | ed | | | | | | | water | | | | | | | contai | | | | | | | ns | | | | | | | less | | | | | | | dissol | | | | | | | ved | | | | | | | oxygen | | | | | | |. | | | | | +--------+--------+ | | | | | light | **[Pla | | | | | | intens | nts | | | | | | ity | requir | | | | | | | e | | | | | | | light | | | | | | | to | | | | | | | make | | | | | | | food]{ | | | | | | |.under | | | | | | | line}* | | | | | | | * | | | | | | | during | | | | | | | **[pho | | | | | | | tosynt | | | | | | | hesis] | | | | | | | {.unde | | | | | | | rline} | | | | | | | **. | | | | | | | | | | | | | | **[All | | | | | | | animal | | | | | | | s | | | | | | | rely | | | | | | | on | | | | | | | plants | | | | | | | ]{.und | | | | | | | erline | | | | | | | }**, | | | | | | | direct | | | | | | | ly | | | | | | | or | | | | | | | indire | | | | | | | ctly | | | | | | | for | | | | | | | food. | | | | | +--------+--------+ | | | | | amount | **[Pla | | | | | | of | nts | | | | | | water | requir | | | | | | | e | | | | | | | water | | | | | | | for | | | | | | | photos | | | | | | | ynthes | | | | | | | is. | | | | | | | Animal | | | | | | | s | | | | | | | also | | | | | | | requir | | | | | | | e | | | | | | | water | | | | | | | to | | | | | | | surviv | | | | | | | e.]{.u | | | | | | | nderli | | | | | | | ne}** | | | | | | | The | | | | | | | amount | | | | | | | of | | | | | | | water | | | | | | | availa | | | | | | | ble | | | | | | | depend | | | | | | | s | | | | | | | on the | | | | | | | level | | | | | | | of | | | | | | | rainfa | | | | | | | ll | | | | | | | and | | | | | | | humidi | | | | | | | ty. | | | | | | | | | | | | | | Habita | | | | | | | ts | | | | | | | with | | | | | | | more | | | | | | | rainfa | | | | | | | ll | | | | | | | usuall | | | | | | | y | | | | | | | have | | | | | | | greate | | | | | | | r | | | | | | | biodiv | | | | | | | ersity | | | | | | | , | | | | | | | e.g. | | | | | | | rainfo | | | | | | | rests. | | | | | +--------+--------+ | | | | | temper | **[Tem | | | | | | ature | peratu | | | | | | | re | | | | | | | affect | | | | | | | s | | | | | | | the | | | | | | | rate | | | | | | | of | | | | | | | photos | | | | | | | ynthes | | | | | | | is]{.u | | | | | | | nderli | | | | | | | ne}** | | | | | | | in | | | | | | | plants | | | | | | | and | | | | | | | the | | | | | | | **[rat | | | | | | | e | | | | | | | of | | | | | | | metabo | | | | | | | lism]{ | | | | | | |.under | | | | | | | line}* | | | | | | | * | | | | | | | in | | | | | | | some | | | | | | | animal | | | | | | | s. | | | | | | | | | | | | | | Some | | | | | | | organi | | | | | | | sms | | | | | | | are | | | | | | | adapte | | | | | | | d | | | | | | | to | | | | | | | surviv | | | | | | | e | | | | | | | in | | | | | | | enviro | | | | | | | nments | | | | | | | of | | | | | | | extrem | | | | | | | e | | | | | | | temper | | | | | | | atures | | | | | | |. | | | | | +--------+--------+ | | | | | pH | Plants | | | | | | | and | | | | | | | aquati | | | | | | | c | | | | | | | organi | | | | | | | sms | | | | | | | are | | | | | | | **[sen | | | | | | | sitive | | | | | | | to | | | | | | | change | | | | | | | s | | | | | | | in | | | | | | | enviro | | | | | | | nmenta | | | | | | | l | | | | | | | pH.]{. | | | | | | | underl | | | | | | | ine}** | | | | | | | Most | | | | | | | organi | | | | | | | sms | | | | | | | cannot | | | | | | | surviv | | | | | | | e | | | | | | | at | | | | | | | extrem | | | | | | | e | | | | | | | pH. | | | | | +--------+--------+ | | | | | amount | **[Min | | | | | | of | erals | | | | | | minera | are | | | | | | ls | essent | | | | | | | ial | | | | | | | for | | | | | | | plant | | | | | | | growth | | | | | | | ]{.und | | | | | | | erline | | | | | | | }**. | | | | | | | Plants | | | | | | | obtain | | | | | | | minera | | | | | | | ls | | | | | | | from | | | | | | | the | | | | | | | soil | | | | | | | while | | | | | | | animal | | | | | | | s | | | | | | | obtain | | | | | | | minera | | | | | | | ls | | | | | | | from | | | | | | | food | | | | | | | they | | | | | | | consum | | | | | | | e. | | | | | +--------+--------+ | | | | | amount | Salini | | | | | | of | ty | | | | | | salt/ | can | | | | | | salini | **[aff | | | | | | ty | ect | | | | | | | the | | | | | | | water | | | | | | | potent | | | | | | | ial | | | | | | | of the | | | | | | | cells] | | | | | | | {.unde | | | | | | | rline} | | | | | | | ** | | | | | | | of the | | | | | | | organi | | | | | | | sm. | | | | | | | | | | | | | | Some | | | | | | | organi | | | | | | | sms | | | | | | | are | | | | | | | adapte | | | | | | | d | | | | | | | to | | | | | | | live | | | | | | | in | | | | | | | saltwa | | | | | | | ter, | | | | | | | others | | | | | | | in | | | | | | | freshw | | | | | | | ater. | | | | | +--------+--------+ | +-----------------------+-----------------------+-----------------------+ | 02 | Adaptive traits of | | | | organisms | | +-----------------------+-----------------------+-----------------------+ | (a) | How are organisms | Organisms that are | | | adapted to their | suited to a specific | | | habitats? | environment will | | | | survive and | | | | reproduce. They have | | | | traits or | | | | characteristics that | | | | enable them to | | | | survive in the | | | | environment. | | | | | | | | Adaptive traits can | | | | be structural or | | | | behavioural. | | | | | | | | **Structural | | | | adaptations** are | | | | **[physical | | | | features] | | | | ** | | | | of the organism. | | | | | | | | **Behavioural | | | | adaptations** are | | | | **[unique | | | | behaviours]{.underlin | | | | e}** | | | | displayed by the | | | | organism. | +-----------------------+-----------------------+-----------------------+ | (b) | What are some | +--------+--------+ | | | examples of | | organi | struct | | | | structural traits in | | sm | ural | | | | organisms? | | | adapti | | | | | | | on | | | | | +========+========+ | | | | | pengui | **[Fli | | | | | | n | ppers | | | | | | | and | | | | | | | stream | | | | | | | lined | | | | | | | body | | | | | | | to | | | | | | | allow | | | | | | | it to | | | | | | | swim | | | | | | | quickl | | | | | | | y | | | | | | | in | | | | | | | water. | | | | | | | ]{.und | | | | | | | erline | | | | | | | }** | | | | | | | | | | | | | | **[Blu | | | | | | | bber | | | | | | | to | | | | | | | keep | | | | | | | warm. | | | | | | | ]{.und | | | | | | | erline | | | | | | | }** | | | | | +--------+--------+ | | | | | cactus | **[lea | | | | | | | ves | | | | | | | and | | | | | | | needle | | | | | | | -like | | | | | | | to | | | | | | | minimi | | | | | | | se | | | | | | | water | | | | | | | loss. | | | | | | | Stem | | | | | | | is | | | | | | | swolle | | | | | | | n | | | | | | | and | | | | | | | can | | | | | | | store | | | | | | | water. | | | | | | | ]{.und | | | | | | | erline | | | | | | | }** | | | | | +--------+--------+ | +-----------------------+-----------------------+-----------------------+ | (c) | What are some | organism behavi | | | examples of | oural adaption | | | behavioural traits in | ------------ ------ | | | organisms? | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --- | | | | fennec fox **[Sta | | | | ys underground during | | | | the day and hunts at | | | | night. ] | | | | ** | | | | hedgehog **[Cur | | | | ls into a ball and ex | | | | tends spines to defen | | | | d itself against pred | | | | ators. ]* | | | | * | +-----------------------+-----------------------+-----------------------+ **[11.2 Relationships Between Organisms in the Ecosystem ]{.smallcaps}** **[My Notes]{.smallcaps}** +-----------------------+-----------------------+-----------------------+ | **Guiding Questions** | **Big Ideas** | | +=======================+=======================+=======================+ | 01 | Terms used in Ecology | | +-----------------------+-----------------------+-----------------------+ | (a) | Define the terms | **Habitat** is the | | | *habitat*, | **[place where an | | | *population*, | organism | | | *community* and | lives]** | | | *ecosystem*. | in. | | | | | | | | A **population** is a | | | | group of organisms of | | | | the **[same | | | | species]* | | | | * | | | | living together in | | | | the same habitat. | | | | | | | | A **community** is | | | | made up of | | | | **[different | | | | populations]{.underli | | | | ne}** | | | | of organisms living | | | | and interacting | | | | together in the same | | | | habitat. | | | | | | | | An **ecosystem** is | | | | the **[community of | | | | organisms]{.underline | | | | }** | | | | interacting with one | | | | another and its | | | | physical environment. | +-----------------------+-----------------------+-----------------------+ | (b) | Define the terms | \(a) **Producers** | | | | are organisms that | | | a. producers | can make their own | | | | food by | | | b. consumers | **[photosynthesis]{.u | | | | nderline}**. | | | c. decomposers | | | | | \(b) **Consumers** | | | | are organisms that | | | | cannot make their | | | | own food and obtain | | | | their energy from | | | | feeding. | | | | | | | | - herbivores **[eat | | | | plants]{.underlin | | | | e}** | | | | | | | | - carnivores **[eat | | | | other | | | | animals]{.underli | | | | ne}** | | | | | | | | - omnivores **[eat | | | | both plants and | | | | animals]{.underli | | | | ne}** | | | | | | | | \(c) **Decomposers** | | | | are organisms that | | | | feed on | | | | **[decomposed | | | | material] | | | | ** | | | | and **[break down | | | | dead organisms, | | | | faeces and | | | | excretory material | | | | into simpler | | | | substances]{.underlin | | | | e}** | | | | to be recycled in | | | | the environment. | | | | | | | | Examples: fungi, | | | | bacteria | +-----------------------+-----------------------+-----------------------+ | 02 | Relationships in an | | | | ecosystem | | +-----------------------+-----------------------+-----------------------+ | (a) | How can we represent | A food chain is a | | | the relationship | representation of how | | | between producers and | energy is transferred | | | consumers at the | via feeding from one | | | symbolic levels? | organism to another. | | | | | | | | Characteristics of a | | | | food chain: | | | | | | | | 1. Food chains | | | | always start with | | | | a | | | | **[producer]{.und | | | | erline}** | | | | | | | | 2. Arrow and | | | | direction of | | | | arrow indicates | | | | feeding | | | | relationship. | | | | | | | | 3. Food chains only | | | | contain producers | | | | and consumers. | | | | Decomposers are | | | | not included. | | | | | | | | Multiple | | | | **interlinked** food | | | | chains can form a | | | | **[food | | | | web]** | +-----------------------+-----------------------+-----------------------+ | (b) | How does energy flow | 1. Ultimate source | | | through the | of energy is from | | | ecosystem? | the | | | | **[Sun]{.underlin | | | | e}** | | | | | | | | 2. Producers trap | | | | light energy from | | | | the Sun and uses | | | | it to make food | | | | using **[carbon | | | | dioxide]{.underli | | | | ne}** | | | | and | | | | **[water]{.underl | | | | ine}** | | | | in | | | | photosynthesis. | | | | | | | | 3. Food produced by | | | | producers are | | | | stored as | | | | **[chemical | | | | potential | | | | energy]{.underlin | | | | e}** | | | | (e.g. starch). | | | | | | | | 4. Consumers obtain | | | | energy by | | | | **[feeding]{.unde | | | | rline}** | | | | on other | | | | organisms. During | | | | feeding, energy | | | | and nutrients are | | | | **[transferred]{. | | | | underline}** | | | | from one organism | | | | to another. | | | | | | | | 5. Not all food is | | | | digested and | | | | absorbed during | | | | feeding. | | | | **[Energy]{.under | | | | line}** | | | | is lost from the | | | | food chain in | | | | **[faeces]{.under | | | | line}** | | | | or released as | | | | **[heat]{.underli | | | | ne}** | | | | during | | | | **[respiration]{. | | | | underline}**. | | | | | | | | 6. Decomposers | | | | obtain energy | | | | from organic | | | | matter in faeces | | | | and from dead | | | | organisms. | +-----------------------+-----------------------+-----------------------+ | (c) | How can we further | Example: | | | classify consumers | | | | based on their | tree leaves | | | feeding relationship? | caterpillar mynah | | | | snake | +-----------------------+-----------------------+-----------------------+ | (d) | How do we identify | 1. Graph of predator | | | prey and predator | will lag (fall) | | | from a graph of | behind graph of | | | number of organisms | prey. Changes in | | | against time? | prey numbers | | | | affect the number | | | | of predators. | | | | | | | | 2. When there is an | | | | **[increase]{.und | | | | erline}** | | | | in prey numbers, | | | | there is more | | | | food for | | | | predators, hence | | | | predator number | | | | **[increases]{.un | | | | derline}** | | | | | | | | 3. An | | | | **[increase]{.und | | | | erline}** | | | | in predator | | | | number can also | | | | result in a | | | | **[decrease]{.und | | | | erline}** | | | | in prey numbers, | | | | if the preys are | | | | unable to | | | | reproduce in | | | | time. This later | | | | results in a | | | | **[decrease]{.und | | | | erline}** | | | | in predator | | | | number as there | | | | is competition | | | | for food (prey) | | | | among the | | | | predators. | +-----------------------+-----------------------+-----------------------+ | (e) | How can we classify | Other than | | | relationships between | predator-prey | | | organisms? | relationship, | | | | relationships between | | | *(refer to diagram on | organisms can be | | | pg 79)* | classified broadly | | | | under 3 categories. | | | | | | | | +--------+--------+ | | | | | relati | elabor | | | | | | onship | ation | | | | | | | and | | | | | | | exampl | | | | | | | e | | | | | +========+========+ | | | | | mutual | Relati | | | | | | ism | onship | | | | | | | where | | | | | | | two or | | | | | | | more | | | | | | | organi | | | | | | | sms | | | | | | | **[mut | | | | | | | ually | | | | | | | benefi | | | | | | | t]{.un | | | | | | | derlin | | | | | | | e}** | | | | | | | or | | | | | | | **[sup | | | | | | | port]{ | | | | | | |.under | | | | | | | line}* | | | | | | | * | | | | | | | each | | | | | | | other. | | | | | | | | | | | | | | Exampl | | | | | | | e: | | | | | | | | | | | | | | 1. Fl | | | | | | | owers | | | | | | | pr | | | | | | | ovide | | | | | | | be | | | | | | | es | | | | | | | wi | | | | | | | th | | | | | | | fo | | | | | | | od | | | | | | | an | | | | | | | d | | | | | | | be | | | | | | | es | | | | | | | he | | | | | | | lp | | | | | | | po | | | | | | | llinat | | | | | | | e | | | | | | | fl | | | | | | | owers. | | | | | | | | | | | | | | 2. 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Ta | | | | | | | peworm | | | | | | | s | | | | | | | at | | | | | | | tach | | | | | | | th | | | | | | | emselv | | | | | | | es | | | | | | | to | | | | | | | th | | | | | | | e | | | | | | | in | | | | | | | testin | | | | | | | al | | | | | | | wa | | | | | | | lls | | | | | | | of | | | | | | | an | | | | | | | imals | | | | | | | to | | | | | | | ab | | | | | | | sorb | | | | | | | nu | | | | | | | trient | | | | | | | s, | | | | | | | ca | | | | | | | using | | | | | | | ho | | | | | | | st | | | | | | | to | | | | | | | be | | | | | | | ma | | | | | | | lnouri | | | | | | | shed. | | | | | | | | | | | | | | 2. Ap | | | | | | | hids | | | | | | | su | | | | | | | ck | | | | | | | on | | | | | | | th | | | | | | | e | | | | | | | pl | | | | | | | ant | | | | | | | sa | | | | | | | p | | | | | | | of | | | | | | | pl | | | | | | | ants, | | | | | | | ca | | | | | | | using | | | | | | | pl | | | | | | | ants | | | | | | | to | | | | | | | lo | | | | | | | se | | | | | | | nu | | | | | | | trient | | | | | | | s | | | | | | | fo | | | | | | | r | | | | | | | gr | | | | | | | owth. | | | | | | | | | | | | | |  | | | | | +--------+--------+ | +-----------------------+-----------------------+-----------------------+ **[Document My Thinking ]{.smallcaps}**  **[11.3 The Carbon Cycle ]{.smallcaps}** **[My Notes]{.smallcaps}** +-----------------------+-----------------------+-----------------------+ | **Guiding Questions** | **Big Ideas** | | +=======================+=======================+=======================+ | 01 | Carbon Cycle | | +-----------------------+-----------------------+-----------------------+ | (a) | What nutrients cycled | water, nitrogen, | | | in the ecosystem? | **[carbon]{.underline | | | | }** | +-----------------------+-----------------------+-----------------------+ | (b) | Why is nutrient | It is important | | | cycling important? | because it allows the | | | | element to be | | | | transformed into | | | | different forms to be | | | | used by different | | | | organisms. | +-----------------------+-----------------------+-----------------------+ | (c) | What are the | Construct the | | | processes in the | **carbon cycle** | | | carbon cycle? | after watching the | | | | video from the QR | | | | code. | | | | | | | | **[processes:]{.under | | | | line}** | | | | | | | | **[photosynthesis | | | | ]** | | | | | | | | **[respiration | | | | ]** | | | | | | | | **[decomposition]{.un | | | | derline}** | | | | | | | | **[fossilisation | | | | ]** | | | | | | | | **[combustion | | | | ]** | | | | | | | |  | +-----------------------+-----------------------+-----------------------+ | (d) | What is the | It is important | | | importance of the | because it moves | | | carbon cycle? | carbon, from the | | | | atmosphere in the | | | | form of carbon | | | | dioxide into | | | | organisms and back | | | | again into the | | | | atmosphere. | +-----------------------+-----------------------+-----------------------+ **\ ** **[Document My Thinking ]{.smallcaps}**  **See** **Think** **Wonder** ------------------ ------------------------------- ------------------------------- what do you see? what do you think about that? what does it make you wonder? **[11.4 Impact of Human Activities on the Environment ]{.smallcaps}** **[My Notes]{.smallcaps}** +-----------------------+-----------------------+-----------------------+ | **Guiding Questions** | **Big Ideas** | | +=======================+=======================+=======================+ | 01 | Human activities with | | | | negative impact on | | | | the Environment | | +-----------------------+-----------------------+-----------------------+ | (a) | What are some | Resources provided by | | | resources that Earth | earth can be | | | provide us? | sustainable or | | | | non-sustainable. | | | | | | | | Examples of | | | | **[sustainable]{.unde | | | | rline}** | | | | resources: fish in | | | | the ocean (if the | | | | rate of obtaining | | | | them is lower than | | | | their rate of | | | | production) | | | | | | | | Examples of | | | | **[non-sustainable]{. | | | | underline}** | | | | resources: fossil | | | | fuels (limited in | | | | numbers) | +-----------------------+-----------------------+-----------------------+ | (b) | What are some effects | Effects of climate | | | of climate change? | change: | | | | | | | | 1. Rising | | | | temperatures can | | | | cause ice caps | | | | and glaciers to | | | | melt, rising | | | | **[sea | | | | levels]{.underlin | | | | e}** | | | | | | | | 2. Rising | | | | temperatures can | | | | lead to loss of | | | | **[habitats]{.und | | | | erline}** | | | | and wildlife | | | | | | | | 3. Rising | | | | temperatures | | | | result in change | | | | in | | | | **[climate]{.unde | | | | rline}** | | | | conditions -- | | | | some regions | | | | become drier, | | | | other regions | | | | experience more | | | | flooding. | +-----------------------+-----------------------+-----------------------+ | (c) | How does | *Why carry out | | | deforestation impact | deforestation?* | | | the environment? | | | | | 1. To obtain wood | | | | and land for | | | | farming and | | | | industrialisation | | | | | | | | *Impacts of | | | | deforestation* | | | | | | | | 1. Loss of | | | | **[habitats]{.und | | | | erline}** | | | | for wildlife and | | | | loss in | | | | **[biodiversity]{ | | | |.underline}** | | | | | | | | 2. Slash-and-burn | | | | land clearing | | | | techniques | | | | releases | | | | **[greenhouse | | | | gases]{.underline | | | | }** | | | | leading to | | | | climate change | | | | and | | | | **[haze]{.underli | | | | ne}** | +-----------------------+-----------------------+-----------------------+ | (d) | How does excessive | *Impacts of | | | consumption and waste | generating excessive | | | impact the | waste* | | | environment? | | | | | 3. Improper disposal | | | | of waste leads to | | | | air, land and | | | | water pollution. | | | | | | | | a. **[Burning]{. | | | | underline}** | | | | waste | | | | releases | | | | greenhouse | | | | gases that | | | | contribute to | | | | climate | | | | change. | | | | | | | | b. **[Burying]{. | | | | underline}** | | | | waste in | | | | landfills | | | | take up | | | | space, and | | | | also produces | | | | **[methane]{. | | | | underline}** | | | | gas, which is | | | | a greenhouse | | | | gas. | | | | | | | | c. **[Pollutants | | | | ]** | | | | that enter | | | | water bodies | | | | can harm | | | | aquatic | | | | organisms and | | | | humans who | | | | drink it. | +-----------------------+-----------------------+-----------------------+ | (e) | How does | *Impacts of | | | industrialisation and | industrialisation and | | | electronic devices | electronic devices* | | | impact the | | | | environment? | 1. Industries and | | | | vehicles emit | | | | **[greenhouse | | | | gases]{.underline | | | | }** | | | | when **[fossil | | | | fuels]{.underline | | | | }** | | | | are burnt to | | | | power them. | | | | | | | | 2. Electronic | | | | devices made up | | | | of | | | | **[precious]{.und | | | | erline}** | | | | metals, which are | | | | mined. | | | | **[Mining]{.under | | | | line}** | | | | can lead to | | | | climate change, | | | | deforestation, | | | | pollution and | | | | loss of | | | | biodiversity. | | | | | | | | 3. Increase use of | | | | electronic | | | | devices means | | | | increased | | | | **[electrical]{.u | | | | nderline}** | | | | consumption, | | | | which generates | | | | more greenhouse | | | | gases when fossil | | | | fuels are burnt. | +-----------------------+-----------------------+-----------------------+ | 02 | Conservation of | | | | environment | | +-----------------------+-----------------------+-----------------------+ | (a) | What is conservation? | Conservation is the | | | | **[protection]{.under | | | | line}** | | | | and | | | | **[preservation]{.und | | | | erline}** | | | | of Earth's natural | | | | resources. This means | | | | we take and use only | | | | the amount of | | | | resources we need. | +-----------------------+-----------------------+-----------------------+ | (b) | How can we conserve | Construct a mind map | | | the environment and | to summarise how we | | | natural resources? | can conserve the | | | | environment. | +-----------------------+-----------------------+-----------------------+ SELF ASSESSMENT =============== **Learning Objectives (Adapted from MOE Lower Secondary Science Syllabus)** +-----------+-----------+-----------+-----------+-----------+-----------+ | | Have I | Tick the | | | | | | learnt to | box that | | | | | | | describes | | | | | | | your | | | | | | | state of | | | | | | | learning. | | | | +===========+===========+===========+===========+===========+=