1. Alien invaders Describe understanding of Ideas About Science
Relate IAS to pre-release material
Prepare questions about the text

2. Read the text
The ideas most comfortably relate to B3 Life on Earth and B7 Parasitism and Malaria
You should make sure that you revise B3 and can use key words and concepts especially Natural Selection

3. Key Words
Underline and define the following words in the text (5 minutes)
Biodiversity
Invasive
Endangered
Native
Species
Risk
Biological control

4. Underline and define the following words in the text (5 minutes)
Biodiversity The number and variety of organisms found within a specified geographic region.
Invasive Plants or animals that disrupt or dominate a habitat by aggressive colonisation
Endangered A population of organisms at risk of extinction
Native A species that has been continually present in a region for a (long) period of time
Species A population of organisms that interbreed and produce fertile offspring
Risk The possibility a hazard will cause loss
Biological control Control of pests through a predator, pathogen or parasite

5. Common characteristics of Invasive Exotic Species
rapid reproduction and growth
high dispersal ability
adaptability to new environments
ability to survive on varied food types

6. Ecosystems that have been invaded by alien species may not have the natural predators and competitors present in the invader’s native environment that would normally control their numbers.
Native ecosystems that have undergone human-induced disturbance are often more prone to alien invasions because there is less competition from native species (lower biodiversity).

7. Invasive Exotic Species
What are invasive exotic species?
What are the different ways they can cause damage?
How do alien species arrive in a new country?
What steps can be taken to reduce the impacts?

8. Ruddy Duck
Ruddy ducks are small, stout freshwater diving ducks with broad, short wings and narrow, stiff tails.
They are a North American species
The male ruddy duck has a bright chestnut body, black crown, white cheeks and blue bill.
The duck interbreeds with native species resulting in the production of sterile eggs
This species is subject to a Government-led eradication programme.
Is it right to kill these birds? What are the arguments?

9. Harlequin ladybird
Harlequin ladybirds were introduced to North America and mainland Europe from Asia as a biological control for aphids.
Their increase in numbers is correlated with a subsequent decline of native ladybird species
Does it matter if we lose the 26 species of British ladybirds?
Can you think of a cause for the decline of British ladybirds?

10. Japanese Knotweed Decorative species Brought into gardens
Escaped and now a huge problem costing millions of pounds a year
Should we ban new garden plants?

11. Cane toad Biological control gone bad
Cane toads were introduced to Australia in 1935 as a biological control method
It was hoped they would eat the Greyback cane beetle that was destroying sugar cane crops.
The Cane toad is native to South and Central America and had been used successfully as a biological control agent against beetles in Hawaii.
This method of pest management went horribly wrong in Australia, however.
Cane toads ate everything BUT the beetles!
What should the Scientists have done?

12. Asian Tiger Mosquito
The Asian Tiger Mosquito (Aedes albopictus) is native to the tropical and subtropical regions of Southeast Asia.
Climate change means that the range of the mosquito has increased into Southern Europe.
As with any other mosquito, the Asian Tiger mosquito can harbor and spread disease through its bite.
The Asian Tiger mosquito has been identified as the main carrier of Chikungunya fever, a debilitating joint disease
Outbreaks have already been reported in Asia, Africa and Italy.
Should we increase the use of insecticides as climate warms?

13. Ideas in Context Pre-Release
The first question of your paper
Usually in five parts, often with sub-parts
Majority of questions based on “Ideas about Science”
Data and their limitations
Correlation and cause
Developing explanations
The scientific community
Risk
Making decisions about science

14. Data and their limitations
Data versus opinion
Accuracy (true value)
Using averages to get a best estimate
Varying measurement
Limited measuring equipment
Range (to get an idea of where the true value lies)
Outliers

15. Read the article again What data are there in the article?
What do the data show?
What opinions are expressed?
Are all the data accurate? Reliable? Valid?

16. 600 alien species 30 years ago
Increased by 75% today
Number of alien species today?
How many alien species in ten years time if the same rate of invasion occurred?
Look at the map
What is the increase in sightings of Harlequin ladybirds?
Is this a reliable measure of increase?
How woud you measure the increase in Harlequins?

17. Correlation and Causes
There is a correlation if
A factor is always present when an outcome occurs
An increase/decrease in a factor leads to an increase/decrease in an outcome value
To test a correlation
we take as many samples as possible
set up an experiment where only the factor you are testing is changed
In order to prove a factor is a cause of an outcome there must be a plausible mechanism

18. Correlation and Cause How many correlations can you find in the text?
How many causes can you find in the text?

19. Correlation and cause
Do mosquitoes cause the disease suggested in the text?
What is the cause of the disease?

20. Developing Explanations
A hypothesis is not just a summary of data
Imaginative ideas that accounts for data
Explanations
Should account for existing data
May account for a wider range of data
May make testable predictions
Explanations are tested by comparing predictions with
Observation
Experiment
There may not yet be explanations for some

21. Developing Explanations
What explanations can you think of that account for the outcomes in the text?
Increase in Harlequins?
Why do Ruddy ducks cause loss of native species (think of definition of species)?
What could be a testable prediction from the text?

22. Scientific Community
Scientists report their findings to other scientists through conferences and journals.
Scientific findings are only accepted once they have been evaluated critically by other scientists.
Scientists are usually sceptical about findings until they have been replicated.
Two (or more) scientists may legitimately draw different conclusions about the same data.
An explanation usually survives until a better one is proposed.

23. Scientific Community
What are some statements in the text that could be tested in the scientific community?

24. Scientific Community
What do scientists think has lead to an increase in the mosquito vector of disease?
What data should be collected to test these ideas?
Where would the ideas be presented?
What would need to happen to have these ideas accepted?
What other explanations might there be?

25. Risk
Risk is the chance that a hazard will cause loss (property , injury or life)
Everything we do carries a certain risk of accident or harm.
Nothing is risk free.
New technologies and processes based on scientific advances often introduce new risks.
Risk can be assessed by measuring its chance of occurring in a large sample, over a given period of time.
To evaluate risk we need to take account of the chance of it happening and the consequences.
People are often willing to accept the risk
if they enjoy or benefit from it (risk versus benefit).
if the effects are short-lived effects rather than a long-lasting
We are more willing to accept the risk associated with things we choose to do than things that are imposed
If risk is uncertain and if serious and irreversible harm could result from it, then it makes sense to avoid it (the ‘precautionary principle’).
Our perception of a risk is often very different from the actual measured risk (perceived versus actual risk)
We tend to over-estimate the risk of unfamiliar things (like flying as compared with cycling), and things whose effect is invisible (like ionizing radiation).
Reducing the risk of a given hazard costs more and more, the lower we want to make the risk.
Individuals and/or governments have to decide what level of risk is acceptable.

26. Risk
What risks are there in the text?

27. Risks
There is a law against bringing in alien species even though they may have no effect.
What is this an example of?
What would be the risks of deliberately releasing a plant eating beetle in this country?
What are the benefits?

28. Making Decisions About Science
Benefits need to be weighed against costs.
Scientists may identify unintended impacts of human activity (
In many areas of scientific work, the development and application of scientific knowledge are subject to official regulations and laws
Some questions, such as those involving (moral, ethical, economic, social) values, cannot be addressed by scientific methods.
Applications of science may have ethical implications.
In discussions of ethical issues there are several arguments that are commonly used
The right decision is one which leads to the best outcome for the majority of people involved. (Utilitarian)
Certain actions are unnatural or wrong, and should not be done in any circumstances. (Rights based)
In assessing any proposed application of science, we must first decide if it is technically feasible.
Different decisions on the same issue may be made in different social and economic contexts.

29. Making Decisions About Science
Japanese knotweed was originally brought in as a decorative garden species by the Victorians.
Is this acceptable?
Is it acceptable to release alien species?
What are the benefits?
What are the risks?

30. Alien species
To summarize, for an alien species to become invasive, it must arrive, survive and thrive.

31. Specification for Life on earth B3
Which sections are relevant to the article?
Why do some species become extinct, and does it matter? What is the importance of biodiversity?
1. understand that living organisms are dependent on the environment and other species for their survival;
2. understand that there is competition for resources between different species of animals or plants in the same habitat;
3. relate changes affecting one species in a food web to the impact on other species that are part of the same food web;
4. understand that a rapid change in the environment may cause a species to become extinct, for example, if:
a.the environmental conditions change;
b.a new species that is a competitor, predator or disease organism of that species is introduced;
c.another organism in its food web becomes extinct;
5. understand that species have become extinct (or are in danger of becoming extinct) and that this is likely to be due to human activity;
6. recall two examples of modern extinctions caused by direct human activity, and two caused by indirect human activity;
7. explain why maintaining biodiversity is an important part of using the environment in a sustainable way;
8. understand that biodiversity may be important for the future development of food crops and medicines.

32. ALIEN SPECIES Read the text and answer these questions
What three things must a species do to become an Alien Species?
How might a species be introduced into a country by accident?
Why does the courting behaviour of the Ruddy duck reduce biodiversity?
Compare the distribution in the UK of the harlequin ladybird in 2004 and 2006.
Explain how the harlequin lady bird has affected biodiversity.
Suggest a reason for the tiger mosquito being able to survive in Europe even though its native country is South East Asia.
How many alien species have been recorded in Europe at the present time?
Other than affecting biodiversity in what other way can alien species cause problems?
What is meant by biological control?
What are scientists in the UK planning to do to control Japanese Knot weed?
Is there any risk with this method of control?
What is one factor that should prevent problems from occurring.
State two reasons why it is important to maintain biodiversity for future generations.

33. …..and finally
See if you could write a question for the B7 paper Ideas in Context
Make it a five part question (a–e) worth 12 marks (about 20% of the final paper)
Try and use at least four different ideas about science in your question
Swap your questions with another group – not easy but it will help you get to grips with the material!