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Case Study – Are Invading Bullfrogs Harmful?
Students follow a story about an ecologist and a student who are studying the population size of bullfrogs in California. These amphibians are considered an invasive species in that area and have been causing the decline of native species.
Students learn concepts related to community interactions and learn one species can cause the decline of another species as described by the competitive exclusion principle.
Students also construct a predator-prey graph that shows the relationship between the number of bullfrogs and the number of bass fish in lakes. Bass were introduced to help control the bullfrog population because they are known to eat juveniles and tadpoles.
Students must make a judgement about whether it is appropriate to introduce another non-native species to control bullfrogs.
Students also compare other methods of population control, such as toxicants and trapping. Finally, students must write a recommendation which suggests the best way to control the frogs.
Grade Level: 11-12 | Time Required 2-3 hours
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
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- Lines and Angles Class 9 Case Study Questions Maths Chapter 6
Last Updated on August 26, 2024 by XAM CONTENT
Hello students, we are providing case study questions for class 9 maths. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 9 maths. In this article, you will find case study questions for CBSE Class 9 Maths Chapter 6 Lines and Angles. It is a part of Case Study Questions for CBSE Class 9 Maths Series.
Lines and Angles | |
Case Study Questions | |
Competency Based Questions | |
CBSE | |
9 | |
Maths | |
Class 9 Studying Students | |
Yes | |
Mentioned | |
Table of Contents
Case Study Questions on Lines and Angles
A math’s teacher was teaching students about intersecting lines.
Suppose AB and CD are two intersecting lines, which meets at point O. In this point O, she draw a line OE and all these lines were making different angles with each other.
After explaining the description of the figure, she asked the following questions from the students.
On the basis of the above information, solve the following questions.
Q 1. Find the measure of ∠BOD.
Q 2. Check whether pair of angles ∠AOC and ∠BOC makes a linear pair.
Q 3. Which of the following angles form a non collinear lines? (i) A, O, B (ii) C, O, E
Q 4. Find the measure of ∠AOE.
1. From figure,
$$ \angle B O D=\angle A O C=35^{\circ} $$
[Vertically opposite angles]
2. From figure, it is clear that
$$ \angle A O C+\angle B O C=180^{\circ} $$
$[\because A B$ is a straight line $]$ Hence, $\angle A O C$ and $\angle B O C$ makes a linear pair.
3. (i) It is clear from the figure that points $A, O$ and $B$ form a collinear points. (ii) It is clear from the figure that points $\mathrm{C}, \mathrm{O}, \mathrm{E}$ forms a non-collinear points.
Hence, points C, O, E form a non-collinear line.
4. From the given figure, $C D$ is a line segment.
Therefore, the sum of all angles of the same side of a line is $180^{\circ}$.
$$ \begin{aligned} & \therefore \angle \mathrm{COA}+\angle \mathrm{AOE}+\angle \mathrm{EOD}=180^{\circ} \\ & \Rightarrow 35^{\circ}+\angle A O E+75^{\circ}=180^{\circ} \\ & \Rightarrow \angle \mathrm{AOE}=180^{\circ}-110^{\circ} \\ & =70^{\circ} \end{aligned} $$
Understanding Lines and Angles
Line: A geometrical object that is straight and extends indefinitely in both directions. Line Segment: A part of a line with two end points. Ray: A part of line with one end point. Collinear Points: Three or more points lying on the same line are known as collinear points. Otherwise, they are non-collinear points. Angle: It is formed when two rays originate from the same end point. The rays are called arms and the end point is called vertex.
Types of Angles:
- Acute Angle: An angle with measure more than 0° but less than 90°. In figure, ∠AOB is acute angle.
- Obtuse Angle: An angle with measure more than 90° but less than 180°. In figure, ∠AOD is obtuse angle.
- Right Angle: An angle with measure exactly 90°. In figure, ∠AOC is right angle.
- Straight Angle: An angle with measure 180°. In figure, ∠AOE is straight angle.
- Reflex Angle: An angle with measure more than 180° but less than 360°. In figure, ∠AOF is reflex angle, when measured anticlockwise.
- Complete Angle: An angle with measure 360°. In figure, ∠AOA is complete angle.
Pair of Angles:
- Complementary Angles: Two angles with the sum of 90°. In above figure, ∠AOB + ∠BOC = 90°, so ∠AOB and ∠BOC are complementary angles.
- Supplementary Angles: Two angles with the sum of 180°. In above figure, ∠AOB + ∠BOE = 180°, so ∠AOB and ∠BOE are supplementary angles
- Adjacent Angles: Two angles having a common vertex and a common arm with uncommon arms on either side of the common arm. In figure, ∠AOC and ∠BOC are adjacent angles. OR When two angles are adjacent, then their sum is always equal to the angle formed by the two non-common arms. In figure, ∠AOB = ∠AOC + ∠BOC
- Linear Pair of Angles: Two adjacent angles with the sum of 180°. In figure, ∠AOC and ∠BOC are linear pair of angles.
Vertically Opposite Angles: The pair of angles lying on the opposite sides of the point of intersection. In figure, (∠AOC and ∠BOD) and (∠AOD and ∠BOC) are pairs of vertically opposite angles.
Bisector of an Angle: A ray which divides an angle into two equal parts.
- Quadrilaterals Class 9 Case Study Questions Maths Chapter 8
- Triangles Class 9 Case Study Questions Maths Chapter 7
- Introduction to Euclid’s Geometry Class 9 Case Study Questions Maths Chapter 5
- Linear Equations in Two Variables Class 9 Case Study Questions Maths Chapter 4
- Coordinate Geometry Class 9 Case Study Questions Maths Chapter 3
Polynomials Class 9 Case Study Questions Maths Chapter 2
Number systems class 9 case study questions maths chapter 1, topics from which case study questions may be asked.
- Basic Terms and Definitions
- Types of Angles
- Intersecting Lines and Non-Intersecting Lines
- Pairs of Angles
- Parallel Lines and a Transversal
- Angle Sum Property of a Triangle
The length of perpendiculars at different points on the parallel lines is same.
Case study questions from the above given topic may be asked.
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Frequently Asked Questions (FAQs) on Lines and Angles Case Study
Q1: what are the different types of angles.
A1: Angles are classified based on their measures: Acute Angle : Measures less than 90°. Right Angle : Measures exactly 90°. Obtuse Angle : Measures more than 90° but less than 180°. Straight Angle : Measures exactly 180°. Reflex Angle : Measures more than 180° but less than 360°.
Q2: What are complementary and supplementary angles?
A2: Complementary Angles : Two angles are complementary if their sum is 90°. Supplementary Angles : Two angles are supplementary if their sum is 180°.
Q3: What is a linear pair of angles?
A3: A linear pair of angles is formed when two adjacent angles add up to 180°. The angles in a linear pair are always supplementary.
Q4: What is the Angle Sum Property of a Triangle?
A4: The Angle Sum Property states that the sum of the interior angles of a triangle is always 180°.
Q5: What are parallel lines and a transversal?
A5: Parallel Lines : Two lines that are equidistant from each other and never intersect. Transversal : A line that intersects two or more lines at distinct points. When a transversal cuts through parallel lines, it forms angles with specific relationships, like corresponding, alternate interior, and alternate exterior angles.
Q6: What is the significance of corresponding angles when a transversal intersects parallel lines?
A6: When a transversal intersects two parallel lines, the corresponding angles formed are equal. This property helps in proving that the lines are parallel and in solving various geometrical problems.
Q7: Are there any online resources or tools available for practicing Lines and Angles case study questions?
A8: We provide case study questions for CBSE Class 9 Maths on our website. Students can visit the website and practice sufficient case study questions and prepare for their exams. If you need more case study questions, then you can visit Physics Gurukul website. they are having a large collection of case study questions for all classes.
COMMENTS
Laura returned to the cabin where her and the other grad students were staying while they collected data. As the sun was going down she could hear the familiar call of bullfrogs from the nearby pond and lake. Questions: 1. The map shows the native range of the bullfrog and the areas where the bullfrog has been introduced.
This case study aims to shed light on the harmful nature of invasive bullfrogs and provide an answer key to the question of whether they are harmful or not. Case Study: Invasive Bullfrogs and Their Harmful Impact. The introduction of invasive species can have significant ecological and environmental consequences.
Case Study - Are Invading Bullfrogs Harmful? Students follow a story about an ecologist and a student who are studying the population size of bullfrogs in California. These amphibians are considered an invasive species in that area and have been causing the decline of native species. Students learn concepts related to community interactions ...
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Questions: (Answer in your own complete academic sentences) 1. The map shows the native range of the bullfrog and the areas where the bullfrog ... of bullfrog and bass from data gathered at the lake. Year Number of Bullfrogs (estimate) Number of Bass (estimate) 1 80,000 1,000 2 60,000 8,000
ROUGH DRAFT: Bullfrogs are an invasive species that must be controlled. This is because bullfrogs harm the native wildlife, and impact the local population. This can be demonstrated by the competitive exclusion principle which states that two species competing for the same resource cannot coexist.
VIDEO ANSWER: Bullfrogs are invading the area. Bullfrogs are introduced by humans. ... Case study - are invading bullfrogs harmful? Submitted by Dawn M. Feb. 24, 2022 04:19 a.m. Video Answer. Solved by verified expert Video by Adi S Numerade Educator | Answered on 06/01/2023. Biology Notes ...
a27a23a6-930f-4e27-bf50-a79355ca1a48 - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Laura is studying invasive American bullfrogs in California ponds and finds they have displaced native species. Experiments show bass can control bullfrog populations but are not fully effective. Toxicants and trapping are also being explored as control methods, but there are ...
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Find step-by-step Biology solutions and your answer to the following textbook question: A case study of how to control bullfrog population without adversely affecting its native species is being done. One artificial pond of interest contained largemouth bass. While the bass are not a native species to California, in places where they do live, they have been known to eat bullfrog tadpoles and ...
Study with Quizlet and memorize flashcards containing terms like The map shows the native range of the bullfrog and the areas where the bullfrog has been introduced. Are there any natural barriers between the east side of the map and the west side? do you think the frog would have naturally expanded its range?, 3. Use google to search from an image of a bullfrog.
Case Study - Are Invading Bullfrogs Harmful? Part 1: What's in the Pond? Laura scooped a water sample from a pond near Clear Lake in California. The sample contained several larval forms of insects and a few tadpoles. She'd been studying under Professor Clark all semester, studying invasive species in water reservoirs.
Final answer: Invasive bullfrogs can be harmful due to their role as reservoirs for the fungus Batrachochytrium dendrobatidis, which causes the disease chytridiomycosis, largely responsible for the global decline in amphibian species. Moreover, as voracious predators, they can cause ecological disruptions in non-native habitats.
Case Study Are Invading Bullfrogs Harmful? Part 1: What's in the Pond? Laura scooped a water sample from a pond near Clear Lake in California. The sample contained several larval forms of insects and a few tadpoles. She'd been studying under Professor Clark all semester, studying invasive species in water resevoirs. ...
Hello students, we are providing case study questions for class 9 maths. Case study questions are the new question format that is introduced in CBSE board. ... Answers provided: Yes: Difficulty level: Mentioned: Important Link: Class 9 Maths Chapterwise Case Study: Table of Contents.
Case Study: Are Invading Bullfrogs Harmful?Checkpoint Ecological control of invasive species is successful when it provides native species an edge in competing with invasive species. it eliminates all invasive species. it eliminates all species present. it is inexpensive.
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