Ashlynn Harms
November 3rd 2014
ECUR 398 Secondary Science Methods
Ryan Banow
Science 9 Quiz
Outcome: RE9.3
Describe the processes and implications of sexual and asexual reproduction in plants and
animals. [SI]
Indicators:
a. Identify questions to investigate about sexual and asexual reproduction in plants.
b. Compare advantages and disadvantages of sexual and asexual reproduction for individual
plants and animals, and for populations.
c. Describe various methods of asexual reproduction in plant species (e.g., budding,
grafting, binary fission, spore production, fragmentation, and vegetative reproduction)
and list specific examples.
d. Describe various methods of asexual reproduction in animal species (e.g., budding,
parthenogenesis) and list specific examples (e.g., hydra, aphids, and hammerhead shark).
e. Investigate and describe applications of asexual reproduction knowledge and techniques
in the Saskatchewan agricultural and/or forestry sector.
f. Describe the process of sexual reproduction in seed plant species, including methods of
pollination.
g. Describe examples of sexual reproduction in animal species, including hermaphroditic
species (e.g., Clownfish, wrasses, snails, and earthworms).
Each indicator will be addressed (with the exception of a) in the quiz below. The question will be
in black font, Bloom’s taxonomy term will be in green font, and the suggested answer will be
indented and in red font.
a. I believe that this indicator can best be completed within classroom discussion and study.
b. In class we discussed the reproduction of Pink Salmon. Recall how the Pink Salmon are an
example of sexual reproduction. They swim upstream to lay eggs and fertilize the eggs.
Based on the example of the Pink Salmon, what are two advantages of this species
exhibiting sexual reproduction? (2 marks) Application.
1. The salmon can evolve with time because of the mixing of genes.
2. The next generation of salmon will be stronger because only the strong salmon
that can swim upstream can pass on their genetic information.
What are two disadvantages of the Pink Salmon exhibiting sexual reproduction? (2
marks) Application.
1. The females die protecting the eggs upstream, so there is no chance for them
reproduce a second time.
2. Reproduction requires a lot of energy and time, and requires specific living
conditions – an ocean close to a freshwater stream.
3. (Possible answer) Pink Salmon require other Pink Salmon present in order to
increase in population.
In class we also discussed the reproduction of the common household Spider Plant. Recall how
the Spider Plant reproduces asexually by producing Plantlets from the stolons on the plant.
Based on the example of the Spider Plant, what are two advantages of this species
exhibiting asexual reproduction? (2 marks) Application.
1. The Spider Plant can reproduce without needing another plant close-by.
2. The Spider Plant can reproduce whenever the conditions are favourable.
What are two disadvantages of the Spider Plant exhibiting asexual reproduction? (2
marks) Application.
1. The Spider Plant cannot produce genetically variable offspring to speed up
evolution.
2. The Spider Plant uses a lot of energy producing stolons and plantlets and can
only afford such an energy loss when conditions are favourable.
c. and d. Define the following types of plant and animal reproduction: (4 marks) Knowledge
Fragmentation
A form of asexual reproduction where a parent organism breaks into fragments,
each capable of growing independently into a new organism.
Grafting
Inserting a branch or stem of a tree into another tree.
Vegetative Reproduction
A type of asexual reproduction employed by plants wherein new independent
individuals emerge from the vegetative parts of plants, such as specialized stems,
leaves, roots, and not from seeds or spores
Parthenogenesis
In animals, this is a type of asexual reproduction where an unfertilized egg
develops into a new individual in the absence of the male gamete.
Provide an example of a type of living thing (plant or animal) that uses: (3 marks) Application.
Binary Fission
Bacteria splitting, identical twins splitting, algae cells, etc.
Spore Production
Spores are produced by fungi and are sometimes launched into the air.
Budding
Animals: Jellyfish exhibit budding when they are young. Flatworms, tapeworms,
and sea anemones too.
Plants: Dogwoods, roses, fruit trees, orchids
e. In class we discussed an article from the Howard Hughes Medical Institute
(http://www.hhmi.org/news/asexual-plant-reproduction-may-seed-new-approach-agriculture)
that talked about how scientists are working towards making some plants that normally
reproduce sexually, reproduce asexually. We explored some advantages and disadvantages of
this new research. Choose whether or not you support this new research using at least two points
to support your argument. (2 marks) Evaluation.
Advantages: lower cost for farmers, lower cost for fresh fruits and vegetables, more selfsufficient communities due to accessibility of perennial foods
Disadvantages: less biodiversity, unknown long term effects, potential economy
problems
f. Using the picture below as a guide, describe the process of sexual reproduction in seed plant
species, including methods of pollination. (4 marks) Comprehension.
Pollination: the anthers of a flower produce pollen, which lands on the pistil of another
flower because of wind or the movement of bees
Fertilization: the pollen travels down the pistil and fertilizes an egg inside the ovary
Seed Dispersal: The egg ripens while much of the flower disappears, the ovary walls
swell to create a fleshy fruit, and the fruit is then eaten by an animal and the seed is
passed through the animal and onto the ground
Germination: The seed is given soil, water, and sunlight and begins to grow into its adult
form where it produces a flower.
g. In class we looked at the reproduction of various different animals. What is one unique
aspect of each animal’s reproduction? (3 marks) Comprehension.
Earthworm
This animal is a hermaphrodite – each earthworm contains the female and male
reproductive organs
Frog
The male releases his sperm at the same time that the female releases her eggs
into the water. The eggs are fertilized outside of the body.
Clownfish
Clownfish are selective hermaphrodites. All clownfish are born male, and when
the current female dies, the dominant male develops into a female.
Adaptations:
 b. The reminder sentence in the prompt about the sexual practices of the animal can be
taken out to provide a greater challenge.
 b. The students may be asked to mention just one advantage and one disadvantage for
each animal.
 b. The students may be given a list of animals studied in class and asked to pick one or
two from the list and provide an advantage and a disadvantage.
 c/d. Both portions of this question can be done matching style. The first portion with the
list of terms on one side, and possible definitions on the other side, and the second
portion with the list of terms on one side and various example species on the other side.
 e. The students can be asked to simply list one advantage and one disadvantage.
 f. The picture can be removed for greater challenge.
 f. The students can be given a jumbled list of steps of sexual reproduction in plants and
told to order them by their number.
 g. This question can be completed as a matching style question again. This would be best
used with a greater number of animals and their unique aspects.
Rationale:
I chose to assess this outcome through the use of a quiz because I believe that many of the
indicators that made up this outcome lent themselves well to test style questions. They were easy
indicators to use multiple levels of Bloom’s taxonomy. I have attempted to create a quiz that I
feel is of moderate difficulty. There are a few ways I could have made it more difficult, and a
few ways I could have made it simpler. Both varieties of alterations are listed in the above
optional adaptations. As the quiz currently stands, there is quite a bit of writing involved! This is
because I feel that biological concepts are best assessed using short answer questions. After
having completed many a multiple choice final exam for my university biology courses, I
understand how matching and multiple choice don’t seem to truly test a student’s comprehension
the same as short answer questions can. Matching and multiple choice questions often assess
vocabulary understanding rather than conceptual understanding. There has been many an exam
in my personal past that I have done exceptionally well on, but if I was asked to explain any of
the concepts, I would have been unable to. I was able to succeed purely because of my excellent
understanding of the terminology. I designed this quiz so that vocabulary understanding on its
own would not permit a student to receive an excellent mark. I desire that the students would be
able to truly grasp the concepts. I do understand that not all students are best suited to short
answer responses, and that is why some of the adaptations call for the use of matching questions,
or at least, shorter short answer style questions. I highly suggest that a teacher quiz find out
whether or not short answer style questions are useful for all the students in his or her class
before distributing this quiz.