Coordinated Functions of the Endocrine and Reproductive Systems

What I Need To Know

This module was designed and written with you in mind. It is here to help you to deepen your knowledge
about Coordinated Functions of the Endocrine, and Reproductive Systems. The scope of this module permits it to be
used in many different learnings situations. The Languange used recognizes the diverse vocabulary level of studnets.
The lessons are arranged to follow the standard sequence off the course. But the order in which you read them can
be changed to correspond with the textbook you are now using

After going through this module, you are expected to:

1) Explain the role of hormones involved in the female and male reproductive
system.
a. Describe the parts of the endocrine and reproductive systems.
b. Explain how endocrine and reproductive systems perform
coordinated functions.
c. Cite some ways on how to take good care of the endocrine and
reproductive systems.

What’s In

Directions: Identify if the following parts of the body are related to Endocrine System or Reproductive Sytem. Write
ES for Endocrine System and RS for Reproductive System on the space provided for.

1. Ovary = _____ 5. Testis = _____

2. Thymus = _____ 6. Pancreas = _____
3. Adrenal = _____ 7. Pituitary = _____
4. Fallopian tube = _____ 8. Penis = _____

What’s New

Now that you know some of the terms related to Endocrine System and Reproductive System, it is the time
to get to know the particular Endocrine gland involved in the situations given.

Study each situation that depicts the involvement of a particular gland in the Endocrine system. Write down
the name of the endocrine gland. Choose your answer from the word bank below.

1. Athletes burn 2. A woman becomes 3. A boy running

up calories pregnant away from danger

_______________ _____________________ _________________

4. A kid growing 5. A person recovers 6. A person balances sugar

taller from infection level in the body
_____________ _________________ ______________

WORD BANK
Ovaries Pancreas Pituitary
Adrenal gland Thymus Gland Thyroid gland

What Is It
 The Endocrine System

The endocrine gland is composed of glands that secrete different types of hormones that affect almost every
cell, organ, and function of our body. It is essential in regulating growth and development, metabolism, as well as
reproductive processes and mood.

Endocrine glands secrete chemicals known as hormones into the bloodstream, which carries them
throughout the body. When a hormone in the blood reaches the target organ, it produces a notable effect. The
endocrine system sends signals all over the body, much like the nervous system but the effects can take a few hours
or even weeks.

The table below shows the location, hormones released and function of each gland.

Gland Location Hormones Released Function

Oxytocin, Vasopressin
Growth Hormone
Adrenocorticotropic Stimulates growth and
Pituitary At the base of the brain Hormone (ACTH) controls the functions of
Prolactin, Luteinizing other glands
Hormone (LH), Follicle
Stimulating Hormone
(FSH)
Regulates body
Thyroid Below the voice box Thyroxin, Calcitonin metabolism, and causes
storage of calcium in
bones.

Controls the calcium

Parathyroid In the neck Parathormone levels in your body, and
normalizes bone growth
Enables the body to
Thymus In front of the heart Thymosin produce certain antibodies

Prepares the body for

Adrenal On top of the kidneys adrenaline action, controls the heart
rate and breathing in times
of emergency

Pancreas Between the kidneys Insulin, glucagon Regulates blood sugar

level

Control maturation and

Reproductive Lower abdomen Androgen, male characteristics
- Testes (Males) Testosterone Influence female traits,
- Ovaries (Females) Lower abdomen Estrogen and support reproductive
Progesterone function

Male Reproductive System

The following are the functions of the male reproductive system:

 To produce, maintain and transport sperm (the male reproductive cells) and protective fluid (semen).
 To discharge sperm within the female reproductive tract.
 To produce and secrete male sex hormones.
 The production of sperm cells and the release of semen can be regulated by hormones or special chemicals
that come from the testis, the brain and the pituitary gland. These hormones androgen and testosterone keep the
reproductive system properly functioning.

Female Reproductive System

The female reproductive system has the following functions:

 produce female sex cells receives sperm cells from males; and
 nurtures the development of and provides nourishment to the new individual.

The female reproductive system, is also regulated by hormones. These hormones are estrogen and
progesterone. The follicles produce hormones that control the growth and release of eggs from the ovaries. While
other hormones prepare the uterus so a baby can grow in it, other hormones still control the stretching of the uterus
during pregnancy. What’s More

Instructions: Understand the following questions and write your answer on the space provided.

1. What part of the male reproductive system plays an important role in the secretion of the male sex
hormones?
_______________________________________________________________________________________
_____________________________________

2. What part of the female reproductive system secretes the female sex hormones?
_______________________________________________________________________________________
_____________________________________

3. How is the endocrine system related to the reproductive system?

_______________________________________________________________________________________
_______________________________________________________________________________________
____________

4. Breastfeeding releases oxytocin & prolactin, hormones that relax the mother and make her baby feel more
nurturing toward her baby. On the other hand, how does the baby benefit from the production of these
hormones in the mother’s body?
_______________________________________________________________________________________
_______________________________________________________________________________________

What I Have Learned

Match each gland in column A with the corresponding function in column B. Write the letter of your choice
on the space before the number.

A B

_____ 1. Thymus a. Stimulates growth, and controls the

functions of other glands
_____ 2. Pancreas b. Controls the calcium levels in your
body, and normalizes bone growth
_____ 3. Adrenal c. Regulates body metabolism, and
causes storage of calcium in bones
_____ 4. Thyroid d. Enables the body to produce certain
antibodies
_____ 5. Parathyroid e. Prepares the body for action, and
controls the heart rate and breathing
in times of emergency
_____ 6. Pituitary f. Controls maturation and male
characteristics
_____ 7. Testis g. Regulates blood sugar
_____ 8. Ovaries h.Influence female traits and support
reproductive function

Science10 Q3 Module
4 DNA and Gene Mutation

Protein Synthesis
Lesson 1

What I Need To Know

COMPETENCY CODE
Explain how protein is made using information from DNA S10LT-IIId-37

In this particular lesson, you will gain knowledge on how the proteins are made using the informations in
the DNA.

What’s In

In Grade 9 Science, you learned how genetic information is organized in genes on chromosomes and the
different patterns of inheritance.
In this particular lesson, you will to gain information on how those genetic information embedded in the
DNA work to form proteins but first let’s have a quick overview about the DNA and RNA with their chemical
composition.

What’s New

True or False:
1. Conversion of messages carried by mRNA into amino acid sequences is called ____________.
A. Translation B. DNA repair C. Transcription D. Replication
2. Which of the following is considered a start codon?
A. GUG B. UAG C. AGG D. AUG
3. Which of the following is NOT a stop codon?
A. UGA B. UAG C. GGA D. UAA
4. Which of the following bases pairs with guanine?
A. Guanine B. Cytosine C. Uracil D. Thymine
5. Genomic DNA is ________ resulting in the production of _________.
A. Translated, protein C. Transcribed, mRNA
B. Replicated, mRNA D. Transcribed, DNA
What Is It

DNA, which stands for deoxyribonucleic acid, is found

within the nucleus of every cell. Your DNA is like your thumbprint.
It is yours and yours alone. DNA holds the genetic information
needed to make and control all cellular activities within a living
organism.

Examine the figure, it shows the composition of a DNA

molecule.

DNA contains four bases: adenine (A), guanine (G), cytosine (C), and thymine (T). A and G are double-
ring structures called purines; T and C are single-ring structures called pyrimidines. The nucleotide is the building
block of DNA. It is made up of four bases, a five-carbon sugar deoxyribose, and a phosphate group.

Watson and Crick Model

In 1953, James Watson and Frances Crick worked out that DNA is like a “double helix”. A helix is a
screw-shaped spiral. The DNA is double helix because of the two strands which wind around each other. The
double helix DNA is like a winding staircase.
The two sugar-phosphate backbones make up
the sides and the base pairs make up the
rungs or steps of the winding staircase.
 The model shows that paired nucleotide, which always occur as A-T or G-C, are linked by hydrogen
bonds. This is called the complementary base pairing. The figure above illustrates Watson and Crick model .

RNA stands for ribonucleic acid. Like DNA, RNA is a long

strand made up of building blocks called nucleotides. But unlike
DNA, RNA has a single chain and does not entwine in a double
helix. Table 3 shows how DNA is compared to RNA. The figure
illustrates the structure of RNA.

RNA is a single stranded molecule with no helix. The four bases are

guanine, cytosine, adenine, and uracil instead of thymine.

The RNA Structure

DNA versus RNA

DNA RNA
Sugar Deoxyribose Ribose
Bases A,T,G,C A,U,G,C
Strands Double strands Single strand
Helix Yes No

Translating the code of life: From DNA to RNA to protein.

Proteins control the activities of the cell, and so the life of the entire organism. But, how does DNA make a
unique protein that will perform special function?

The following are the steps in making

proteins:

The DNA is inside the nucleus. It contains

the information for making proteins. This
information has to be copied or transcribed
by the RNA called messenger RNA
(mRNA).
The copied information called codon,
which is made up of three consecutive
nitrogenous bases, is sent to the
cytoplasm where it will enter the
ribosomal RNA.
Once inside the ribosome, translation
begins, meaning, the transfer of RNA Figure 17. Protein synthesis
(tRNA) from the cytoplasm starts to
bring the anticodon, the three
consecutive nitrogenous pairs, that fits
the mRNA codon. A codon is a base
triplet of nucleotides in mRNA which calls for an amino acid. Each anticodon represents one type of amino
acid. Amino acids are the basic units of protein molecules.
When all codons are converted into amino acids, translation stops and a protein molecule is produced.

Hundreds of Amino Acids are linked together to make one Protein. There are 20 Types of Amino Acids and there
are infinite combinations of amino acids. These long chains are called polypeptide chains. Protein Synthesis is the
process in which a cell makes protein based on the message contained within its DNA. However, the DNA is only
found in the nucleus and proteins are only made outside the nucleus (cytoplasm).
The job of RNA (ribonucleic acid) is to carry messages from the DNA (in the nucleus) to the ribosomes (in
the cytoplasm).

Steps in Protein Synthesis:

1. Transcription – the genetic information from a strand of DNA is copied into a strand of mRNA.
 DNA unzips: enzymes split apart base pairs and unwind the DNA double helix.
 Bases pair up: Free nucleotides in the cell find their complementary bases along the new strands with the
help of RNA polymerase.
 New backbone formed: the sugar-phosphate backbone is assembled to complete the RNA strand, and
separates from the DNA strand.
Example: What mRNA strand will be made from the following DNA sequence?
 DNA strand: TACGCATGAACT

mRNA strand: A U G C G U A C U U G A

Because the pairings in converting DNA to RNA are:

Adenine – Uracil
Cytosine – Adenine

Note that Thymine in the DNA will be replaced with Uracil in the RNA.

2. Translation – the mRNA, with the help of the ribosome, forms a chain of amino acids (eventually forming a
protein) based on the information contained on mRNA.

Now that our mRNA molecule has been made, it’s time for its message to be made into a protein sequence.

 First, divide the mRNA sequence into codons. Codons are three-base sections of mRNA:
AUG|CGU|ACU|UGA
 Since each 3-letter combination “codes” for an amino acid, you need to figure out what amino acid matches
up with each codon:
AUG - ?
CGU - ?
ACU - ?
UGA - ?

Based on the table of genetic code the proteins present in the mRNA sequence are:
AUG – Met
CGU – Arg
ACU – Thr
UGA – Stop

What’s More

What mRNA strand will be made from the following DNA sequence? From the mRNA strand that you’ll
get, find the protein sequence that can be made.

DNA Sequence: C A T G T C G A T

RNA Sequence: _______________

Protein Sequence: ______________

What I Have Learned

True or False:

________1. Proteins control the activities of the cell.

________2. DNA can be found inside the nucleus.

________3. Codon is made up of 2 consecutive nitrogenous bases.

________4. The job of RNA (ribonucleic acid) is to carry messages from the DNA (in the nucleus) to the ribosomes
(in the cytoplasm).

________5. RNA is the building block of a protein.

Science10 Q3
Module4 Protein Synthesis and Gene Mutation

Gene Mutation
Lesson 2

What I Need To Know

COMPETENCY CODE
Explain how mutations may cause changes in the structure and S10LT-IIIe-38
function of a protein

In this particular lesson, you will learn about gene mutation and how it occurs.

What’s In

In Lesson 1 of this module you learned how protein is synthesized using DNA information.

What’s New

In this lesson, you will learn about gene mutations may cause changes in the structure and function of
protein,how it occurs and its types.

What Is It

Mutation is the ultimate source of all genetic variation, and genetic variation is absolutely necessary for
any sort of evolution to proceed. It is a process that produces a gene or chromosome that differs from the wild type.
A mutant on the other hand, is the organism or cell whose changed phenotype is attributed to a mutation.
There are several types of mutation:
DELETION wherein a base is lost
INSERTION wherein an extra base is inserted

Deletion and insertion may cause what’s called a FRAMESHIFT, meaning the reading “frame” changes, changing
the amino acid sequence.

SUBSTITUTION wherein one base is substituted for another.

If a substitution changes the amino acid, it’s called a MISSENSE mutation.

If a substitution does not change the amino acid, it’s called a SILENT mutation.
If a substitution changes the amino acid to a “stop,” it’s called a NONSENSE mutation.
Example:
Original DNA Sequence: T A C A C C T T G G C G A C G A C T

mRNA Sequence: A U G U G G A A C C G C U G C U G A

Amino Acid Sequence: METHIONINE -TRYPTOPHAN - ASPARAGINE - ARGININE- CYSTEINE -

(STOP)

Mutated DNA Sequence #1: T A C A T C T T G G C G A C G A C T

What’s the mRNA sequence? A U G U A G A A C C G C U G C U G A

(The change in the mutated DNA sequence is encircled)

What will be the amino acid sequence? METHIONINE -(STOP)

Will there likely be effects? YES What kind of mutation is this? SUBSTITUTION – NONSENSE

What’s More

Complete the boxes below. Classify each as either Deletion, Insertion, or Substitution AND as either
frameshift, missense, silent or nonsense (hint: deletion or insertion will always be frameshift).

Original DNA Sequence: A A G A T G A A C T C A T G T A C T

mRNA Sequence: U U C U A C U U G A G U A C A U G A

Amino Acid Sequence: Phy - Tyr - Leu - Ser - Thr - (STOP)

Mutated DNA Sequence #1: A A G A A T G A A C T C A T G T A C T

What’s the mRNA sequence? ___________________________________________

What is the change? Copy the original DNA sequence and underline what was changed.
____________________________________________________________________

What will be the amino acid sequence?

Will there likely be effects? _____ What kind of mutation is this? ________________

What I Have Learned

Answer the following questions:

1. Is mutation necessary for evolution to occur? Why?

______________________________________________

2. Can a very slight change in the sequence of DNA/mRNA result to mutation? Why?

______________________________________________

3. Differentiate missense, silent, and nonsense mutation.

______________________________________________
Science 10
Q3 Sources of Evidence for Evolution
Module 5
Evidence from Fossil Records

Lesson 1

COMPETENCY CODE
Explain how fossil records, comparative anatomy, and genetic information S10LT-IIIf-39
provide evidence for evolution

Objectives: At the end of this module, you will be able to:

1. Describe how fossil records, comparative anatomy, and genetic information directed to the theory of
evolution; and
2. Appreciate the importance of studying the origin of life.

What’s In
 Organisms inhabiting the earth have changed overtime, their structures, traits and abilities allowed
them to adapt and survive in their environment. Data from the fossil records, anatomy and morphology, embryonic
development and biochemistry could be analyzed to demonstrate if evolution of life on earth has taken place.

What’s New

Complete the crossword puzzle below by filling in a word that fits each clue.

What Is It

Fossils are examples of evidences that palaeontologists (persons who study fossils) use in studying
evolution. They are traces of organisms that lived in the past and were preserved by natural processes or catastrophic
events. They can be remains of organisms which include bones, shells, teeth and also feces embedded in rocks, peat,
resin and ice.

Most fossils were commonly found in sedimentary rocks. They were from the hard parts of the organism
like woody stem, bones or teeth.

Another type of fossil is an imprint or impression.

Imprint – are shallow external molds left by animal or plant tissue with little or no organic materials
present.

Compression- is the other side with more organic material.

How do paleontologists determine the age of a fossil?

1. Relative dating- a method used to determine the age of the rocks by comparing them with the rocks in
the other layer. The younger sedimentary rock layer is assumed to be found on top and the older rock is found at the
bottom layer. Fossils found in the bottom layer are assumed to be older than those found in upper layer

2. Radiometric dating- a method used to determine the age of rocks using the decay of radioactive
isotopes present in rocks.

3. Carbon dating- is used to tell the age of organic materials. All organisms have decaying Carbon-14 in
it. Plants and animals that are still alive constantly replace the supply of carbon in their body and the amount of
Carbon-14 in their body stays the same. When an organism dies, Carbon-14 starts to decay. Carbon-14 breaks down
or decays to form Nitrogen-14: the rate of this decay is constant e.g. half of the remaining Carbon-14 breaks down
every 5730 years.

Out of the examination of the layers of rocks and dating fossils, scientists were able to develop the
Geologic Time Scale. The Geologic Time Scale shows the major events in the Earth’s history. It also shows the
appearance of various kinds of organisms in a particular period of time on earth. Era is the largest division of
Geologic Time Scale, namely PreCambrian, Paleozoic, Mesozoic and Cenozoic. Each Era is further divided into
Periods.

Another hint of evolutionary concept is from the comparative anatomy. Structures from different species
which have similar internal framework, position, and embryonic development are considered to be homologous.

Homologous structures may perform different functions in the species living in the different environment,
or it may have the same origin but different functions.
 Here are some examples of homologous structures: forelimbs of dog, bird, lizard, and whale, which are
structurally the same, but functionally different.

Structures of unrelated species may evolve to look alike, because the structure is adapted to similar
function. These are called analogous structures.

Analogous structures have similar functions but different origin. Examples are wings of birds, bats, and
insects that have the same function but different in origin.

Comparison between Homologous and Analogous Structures

Basis of Comparison Homologous Structure Analogous Structure

Origin Have the same ancestor Have different ancestors

Function Modified to perform different functions Adapted to similar functions

Example Forelimbs of bat and whale Wings of birds, bat and butterfly

Divergent Evolution

The presence of homologous structures is

a strong indicator that the organisms evolved from
common ancestors.
This type of evolution is called divergent evolution.
Divergent evolution is the splitting of
an ancestral population into two or more
subpopulations that are geographically isolated from
one another.

Convergent Evolution
Convergence is an increase in similarities
among species derived from different ancestors as
a result of similar adaptation to similar environment.
In convergent evolution, analogous
structures of unrelated organisms from different
ancestors develop similar function such as butterfly
wings and bird wings.

Another evidence of evolution is provided by the biochemical analysis and amino acid sequence of the
organism’s DNA. These tools may provide identity and are used in the classification of organisms to their
respective genus and species.

An amino acid is one of the building blocks of a protein. A gene’s DNA sequence determines the order of
amino acids that make up a protein, so changes in the DNA sequence often result in changes in the amino acid
sequence as well. By looking for amino acid sequence differences between species, scientists can infer how closely
or distantly related two species are in the evolutionary time.

The greater the similarity in amino acid sequence, the closer the
relationship of the organisms. The organisms which are similar in structure and also possess similarity at the
biochemical level could probably have a common ancestor.

Similarity in their amino acid sequence may suggest similarity in their DNA sequence. It also suggest the
closer relationship of the organisms.

What I Have Learned

1. Analyze the table below and answer the following questions:

A. Which seemed to be the oldest organism?
B. In which era can you possibly find the most recent fossil?
C. In which era do you think humans first appeared on Earth?
D. Describe how organisms are arranged in the table.

2. Write H if the structures below are homologous and A if analogous structures.

 Science 10
Q3
Module 5 Theories of Evolution

Lamarck’s Theories of Evolution and Darwinian Theory

Lesson 1

What I Need To Know

COMPETENCY CODE
Explain the occurrence of evolution S10LT-IIIg-40

After going through this module, you are expected to:

2) Explain the different theories of evolution; and

3) Describe how evolution through natural selection can result to biodiversity.

What’s In

In the previous module, you have learned, through the various evidences presented e.g. fossil
records, comparative anatomy and amino acid sequence, that evolution of organisms really happened. In this
module, you would understand why reproduction, variation and adaptation are necessary for the survival of
species. You will be able to explain why evolution is important for living things’ diversity and why diversity is
important for survival.

What’s New

1. Observe the set of footprints in the diagram.

2. Try to tell a story about the different events.

3. Predict what can probably happen at the end of the diagram.

1. In Diagram 1, how many sets of footprints are there? Based on the size of footprints, describe the organisms.

2. In what directions are the footprints going?

3. Describe or predict what is happening in Diagram 3. In Diagram 4.

1. What Is It
 Lamarck’s Theories of Evolution
Jean Baptiste de Lamarck was the first evolutionist to
believe that organisms change over time. Using fossil records as a guide, Lamarck
was able to develop three theories;
1. The Theory of Need- which states that organisms change in
response to their environment. Their ability to survive helped
them develop characteristics necessary for them to adapt in a
given environment.
2. The Theory of Use and Disuse- which according to Lamarck, organs not in use
will disappear while organs in use will develop. Lamarck believed that giraffes
before have short necks, but because of the need to survive and in order to reach tall
trees for food, they kept stretching their necks until these became longer and able to
reach taller trees.
3. The Theory of Acquired Characteristics- These acquired characteristics, that the parent organism acquired
through use or disuse during its lifetime were believed to be inherited by their offsprings and propagated by the next
generation.

Many scientists rejected the theories of Lamarck. They understood that if there were changes in cell or
body structure, there could be changes in the genetic information of the species.

Darwinian Theory
The more popular Theory of Evolution proposed by Charles Darwin based on
natural selection is different from the theories of Lamarck.
According to Darwin, giraffe species originally had varying neck lengths but
natural selection favored the survival of giraffes with longer necks that could feed on
taller trees that were available. Giraffes with shortneck were eliminated due to lack of
accessible food supply.
Fifty years after Lamarck’s Theory of Use and Disuse,
Charles Darwin suggested the Theory of Natural Selection, after his voyage to the
Galapagos Island in HMS Beagle. He was fascinated by the diversity of organisms he
found along the journey.
In Galapagos Island, he observed that finch species have different beak
structures for different food types. The abundance of certain finch species in an island
was somehow related to the type of available food for these birds.

Darwin suggested that selection also takes place in nature. In selective breeding, farmer identifies and
selects the best and desirable trait to propagate. In natural selection, environmental factors promote the survival of
the fittest and eliminates the less fit.
 Organisms struggle for existence in order to survive; they compete for food and space. Organisms
with favourable and advantageous characteristics survive and reproduce. Fitness refers to the ability of an organism
to survive and produce offsprings. Different individuals in a population possess different characteristics and
abilities. This is called variation.
Variation among individuals in the population would likely bring greater chance of survival. An organism
that is adapted and has structures that fitted to survive in a given environment would likely produce offsprings.

What’s More

Think about the mice shown below. Using the space below numbered 1, describe what is happening from
figure 1 to figure 3.

Adapted from the University of California, Los Angeles Life Sciences 1 Demonstration Manual.
Copyright2010
by Drs. Jennifer Doherty and Ingrid Waldron, Department of Biology, University of Pennsylvania
(yumpu.com)

1._____________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________
2. Is the population of mice different in figure 3 than in figure 1? Explain.
3. What characteristic is favoured for survival?
4. Which type of mice are the “fittest’?
5. If you are the white mouse, what will you do in order for you to survive?

What I Have Learned

1.What do you think are the characteristics necessary for an organism to survive in any changes in the environment?

2. How can changes and disturbances in the environment affect the survival of the species?

3. Can destruction of our natural resources affect the survival of species?

4. In what way can you help to protect our natural resources and save our biodiversity?

What I Can Do
 Write an essay about the things an individual must do in order to adapt and survive the changes
that are happening in his/her environment.

Your work will be evaluated according to purpose, content and creativity.

Additional Activities

The pictures below summarize the Natural Selection theory of evolution. In the space below,
summarize nature’s way of selecting survivors in your own words.

______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________________________________________

Science 10
Q3 Ecosystem: Biodiversity
Module 7

The Value of Biodiversity

Lesson 1

Objectives: At the end of this lesson, you will be able to:

1. Determine the factors that affect the growth of a population.

What’s In

In the previous module, you have learned how evolution through natural selection can result in
biodiversity.
In this module, you will learn how biodiversity can influence the stability of an ecosystem, the relationship
between population growth and carrying capacity of a specific environment. You will become aware of the different
human activities that have a negative impact on the environment and proposed projects that will help protect and
conserve the biodiversity you have in your community.

What’s New

Locate in the grid the words identified by the statements below. Fill in the statements with the
correct terms.

____________1. The variety of life forms in a particular ecosystem.

____________2. A community of organisms that live, feed and interact with the environment.

____________3. The total number of organisms of the same species in the same area.

____________4. The capability of an ecosystem to be self-regulating and returns it to a steady state after a
disturbance.

____________5. The conditions that surround someone or something

 What Is It

Biodiversity is a term that describes how varied living things are in a specific area. Organisms are part of
the biodiversity and very valuable. The value of species or organisms can be divided into various categories:

Direct Economic Value Indirect Economic Value Aesthetic Value

Products are sources of  species that prevent soil  species provide visual or
 food erosion and floods artistic enjoyment
 medicine  absorb pollutants  forested landscape
 clothing  cycle materials in the soil  calming beauty of a nature
 shelter park
 energy  prayer mountains used for
spiritual meditation

No matter how small an organism is, it has an important role to play in an ecosystem.

Greater biodiversity ensures natural sustainability for all forms of life. Stability of an ecosystem can be
described as the resilience to withstand changes that may occur in the environment. There are many changes that
occur in the environment which may result of natural or human activities. These changes may severely reduce
biodiversity and result to the instability of the ecosystem.

What’s More

Given the value of the given organism, classify each by checking on the space under the correct
column.

ORGANISM VALUE DIRECT INDIRECT AESTHETIC

ECONOMIC ECONOMIC VALUE
 VALUE VALUE
Ex. Trees  Source of lumber
1. Fish food
2. Lagundi medicine
3. Abaca fiber clothing
4. Earthworm cycle materials in the soil
5. Algae absorb pollutants
6. Garden/park calming beauty of a natural park
enjoyment
7. Rice food

What I Have Learned

Answer the following questions:

1. Why is maintaining biodiversity important?

___________________________________________________________________

2. What human activities help biodiversity?

3. What are the ways that human activity can reduce biodiversity?

___________________________________________________________________

4. As a student, how can you protect biodiversity?

___________________________________________________________________

What I Can Do

What can you do to improve the biodiversity of you own home, both inside and outside.
 Science 10
Q3 Ecosystem: Biodiversity
Module 7
Limiting Factors

Lesson 2

What I Need To Know

COMPETENCY CODE
Explain the relationship between population growth and carrying capacity S10LT-IIIi-42

Objectives: At the end of this module, you will be able to:

1. Recognize the effects of population growth on carrying capacity, and
2. Realize the importance of conserving biodiversity.

What’s In

In the previous lesson, you have known about the importance of biodiversity in environmental stability. Let
us now try to examine how the population of organisms in an ecosystem affects biodiversity.

What’s New

Populations that are growing or diminishing can be indicators of problems in the environment and
the reasons behind should have been known before finding for a solution.

Before finding out the resons why a population’s size change, let us first understand some
important facts:

Birth rate (Natality)-is the number of births in a population.

Death rate (mortality)-is the number of organisms that are dying in a population.

Thus if the birth rate is greater than the death rate, a population will grow. If the death rate is greater than
the birth rate, then the population will decrease.

When the human population is currently growing at an exponential rate. This means that the birth rate of
human is greater than the death rate.

Think about this!

1. The human population is currently growing at an exponential rate. How can this be explained in terms of
birth and death rates?

2. The monkey-eating eagle ( Pithecophaga jefferyi) is considered an endangered species. What does this
mean in terms of the birth rate and death rate of monkey-eating eagle?

What is It

While populations would probably continue to grow in size, a population of organisms cannot grow
forever, its growth will be limited or stopped, at same point, and the death rate will be greater than the birth rate. A
population’s growth is limited by two general factors: Density-independent factors and Density-dependent
factors.

Population density refers to the number of organisms per unit area.

If a population density is very high, that means there are lots of organisms crowded into a certain area. If a
population’s density is low, that means there are very few organisms in an area.

Density-independent limiting factors Density-dependent limiting factor

- Population growth is not influenced by - Population growth is dependent on the

 population density
- Population growth is affected by human
activities, natural disasters & climate
carrying capacity of the environment or habitat,
depending on the amount of resources available
in the area in which it lives.
- Population growth is influenced by
population density

Different limiting Factors that are not dependent on Population Density

1. Natural Disasters- such as tropical cyclones, floods, earthuakes and fires will stopa population from
growing no matter how many organisms are living in a certain area.

2. Sunlight and Temperature – the amount of sunlight and if temperature increases due toglobal
warming, will cause the population’s number to decrease, no matter how large or small the population was to
begin with.

3. . Human Activities- activities that can alter the the environment will also decrease the number of
organisms in a population, regardless of the size of the population.

Different limiting Factors that depend on Population Density

1. Diseases and parasites – Infectious diseases and parasites spread faster in density populated areas.

2. Competition for resources – Organism with better adaptations to obtain(food) resources will be able to
reproduce more often and its population will grow. The organisms that have limited abilities to compete
for the resources will not reproduce as often, may not be fit enough to live long, and can cause their
population to decrease.

3. Predation – plenty of prey are available, predators will be able to eat sufficiently, thus have energy to
reproduce much and increase their numbers.

4. Emigration – occurs when, as population approaches its carrying capacity, and individual organisms
leave and go to a new area where they can find enough resources for survival and reproduction. This will
obviously cause a decrease in the amount of organisms in a population.

What’s More

Cause and Effect

Read the causes on the left side of the table then predict and write the effect on the the right side of
the table.

CAUSE EFFECT

Statistics show that the number of babies born per day

doubles the number of death per day.

Palawan government creates more improvised

breeding areas for the endangered marine trutle and
coral reef fishes in their area.

Sharks are hunted and killed for their fins.

What I Have Learned

Read each situation in the table below, then state if it is a density-indepemdent limiting factor or a
density-dependent limiting factor. Indicate the specific limiting factor that is occurring.

Density-independent or
Situation Density-dependent? Limiting Factor
 Mrs. Garcia has 55 students in her Biology class, but she has a
room for 50. Because her room was crowded, the 5 students
were asked to go to the curriculum chairperson to change their
schedules.

 An increase in population of house lizards in Barangay

Panadtaran causes a decrease in population of mosquitoes.
 Population of wild boar decreases because of deforestation.
 Super typhoon Yolanda caused many residents to leave Leyte.
 A new strain of Dengue virus breaks out in the country.
 The oil spill in Cavite area harmed many aquatic organisms in
the vicinity.
 Dinoflagellates in Laguna de Bay increase in population due to
an increase in organic substance in the body of water brought
by water pollution.

What I Can Do

You have learned how a certain activity or phenomena affects the environment, now, think of a
pressing environmental concern in our country today and how you can help solve it.