__

Unit 3 Living things in their environment

1 Draw a line graph to show the results in the table on the

It might be helpful to look at the
previous page.
graph on the next page. Put month
Plot a separate line on the graph for each river. on the x-axis. Put concentration of
Use a ruler and pencil to draw straight lines from one point dissolved oxygen on they-axis.
to the next.

2 Which river had the lowest reading for the concentration of dissolved oxygen?
What was this oxygen concentration? (Remember to include units in your answer.)

3 In which month did all three rivers have the highest concentrations of dissolved oxygen?

4 In which month was the River Buriganga most polluted? Explain your answer.

Read the information on the previous

page to remind you what the
concentration of dissolved oxygen
tells us about the level of pollution.

3 Living things in their environment

The researchers also measured the volume of water flowing in each river.
They measured this in cubic metres per second. The graph shows their results

5 Bangladesh has distinct wet and dry seasons. Use the graph to identify when the dry season
occurs in Bangladesh.
Tick one answer.

May to June

June to November

December to April

3 Living things in their environment

 Unit 3 Living things in their environment (*JZ
6 Suggest how the changes in the volume of water
flowing in the rivers could help to explain the This is not an easy question. You
patterns in the level of oxygen concentration over may like to discuss your ideas with
the year. a friend before you start to write.

3 Living things in their environment

3.3 Conserving snow leopards
This challenge task relates to 3.6 Conservation from the Coursebook.
------------------------------------------------ - V
In this challenge task, you will practise using information from several different
sources to write a concise account in your own words. Use your dictionary if there
are any words that you do not understand, or to help you to write your answers.

Snow leopards live in high mountains in central and southern Asia. The map
shows the parts of the world where we think snow leopards are living.

Parts of the world where snow leopards may be found

MONGOLIA

KYRGYZSTAN

TAJIKISTAN
CHINA

NEPAL'
BHUTAN

BANGLADESH

MYANMAR
LAOS

□ probable distribution of snow leopards

The number of snow leopards is falling rapidly. They will become extinct
unless we try to conserve them. It is difficult to conserve snow leopards
because they often live close to borders between countries that do not find
it easy to co-operate with one another.

3 Living things in their environment

 Unit 3 Living things in their environment

Snow leopards have no natural predators, livestock

except humans. Snow leopards take
livestock from villages, so local people blue sheep
often want to reduce the numbers of
snow leopards.
domesticated
Researchers in Nepal carried out a study sheep
in Shey-Phoksundo National Park. They
found out what the snow leopards ate,
and how this affected the local people.
birds rodents
To find what the snow leopards ate, the
researchers looked at 40 samples of snow
leopard faeces that they found on the Himalayan marmots
ground. They studied the faeces under the
What snow leopards eat
microscope, and identified hairs and bones from the
animals the snow leopards had eaten. The pie chart shows the results.
The researchers also investigated whether snow leopards really were a serious
threat to livestock. They asked 250 households in the National Park to complete
a questionnaire. They found that, on average, each household owned 33 animals,
and that they lost three or four animals per year. The bar chart shows the causes
of these losses of livestock.

cause of death

3 Living things in their environment (

1 Use the information in the paragraphs, the map, the pie chart and the
bar chart to write your own account of the problems affecting the Plan your answer
conservation of snow leopards. You must use your own words. carefully before
you begin to write.
Here are some things you might like to include:
• why snow leopards need to be conserved
• why it is difficult to conserve snow leopards
• the evidence that the researchers found in their study, and how reliable
you think this evidence might be
• your own ideas about what could be done to make it easier to conserve
snow leopards in Shey-Phoksundo National Park.

3 Living things in their environment

__\ k
j Unit 4 Variation and classification

4.1 A new frog species

This challenge task relates to 4.1 What is a species? from the Coursebook.

In this challenge task, you will use your understanding of what

makes a separate species. You will suggest how scientists could
decide how to classify a newly discovered kind of frog.

In 2016, a team of researchers from India and the National University of

Singapore discovered an unusual frog in a rocky habitat near the coast of
southwest India.
The frog is very tiny - only about 16 mm long. It looks similar to other little
frogs that are classified in the group Microhyla. This frog is pale brown and has
black and orangey-red markings on its back, feet and sides. The males make a
call that sounds like a cricket chirping.
The researchers thought that the frog looked different from the eight species of
Microhyla known to live in India. They thought it might be a new species, not
known about before. They named it Microhyla laterite.

4 Variation and classification

1 Suggest what the researchers should do to decide whether or not r ~ ....~ ..~~~~~~
their frog really is a new species. You could think about these things: You could research
in fo rm atio n a b o u t
• How many specimens of the new frog should they collect? th e discovery of
(Think about how much evidence they need, as well as the
M ic r o h y la la t e r it e
fact that this species might be rare.)
on th e in tern et. You
• What evidence should the researchers collect? could add som e o f

• How should the researchers use this evidence to make a decision this inform ation to

about whether or not the frog belongs to a new species? your answer.

4 Variation and classification

 Unit 4 Variation and classification ((
4.2 Variation in pea pods
This challenge task relates to 4.2 Variation in a species and 4.3 Investigating
variation from the Coursebook.

In this challenge task, you will choose a characteristic that shows

variation in a plant species and decide how to record data about your
chosen characteristic. You will then construct a frequency diagram.
V.____________________________ ____________________________J
The drawing shows 20 pea pods,
opened to show the seeds inside.

1 List three features that show

variation in these pea pods.

2 Choose one of the features in your list that you can assess by counting it or measuring it.
Chosen feature
Count or measure this feature in each of the pea pods. Write your results in the space below.

4 Variation and classification et\

3 Construct a tally chart in which you can record your results
You w ill probably
need to group
your results into
categories. Try to
have at least four
categories, but no
m ore than ten. Ask
your teach er for help
if you are not sure
a b o u t this.
V..... .............. _ .... .......

4 Use your results to construct a frequency diagram.

4 Variation and classification