202110237-TRIUMPH-STUDENT-WORKBOOK-BIOLOGY-G08-PART1

A. Column A Column B 1. Testes c. Sperm 2. Endocrine gland b. Pituitary 3. Menarche d. First menstruation 4. Female hormone a. Estrogen Q2. What can you suggest to your classmates to keep themselves clean and healthy? [Refer to TB page 83 Q6] A. Some suggestions for keeping ourselves clean and healthy are as follows: i. It is a good practice to bath at least twice a day to keep the sweaty odour and germs away. ii. All parts of the body and innerwears should be washed and cleaned every day, otherwise fungal, bacterial or other infections may occur. iii. Girls should take special care of cleanliness during the time of menstruation. At that time they must use disposable napkins. iv. All young boys and girls should exercise and play outdoors to be fit and healthy. Also, taking a balanced and healthy diet is a key to healthy life. 2.5 Appreciation and Aesthetic Sense, Values Q1. Write five suggestions to improve the performance of Red Ribbon club of your school? [Refer to TB page 83 Q9] A. A Red Ribbon club aims at harnessing the potential of the youth and students towards values of service, development of healthy lifestyle and encouraging blood donation to needy. Some suggestions to improve the performance of Red Ribbon club are: i. To instil life skills into youth to lead a better and healthier life. ii. To ensure that every youth in the state is equipped with conceptual knowledge about various basic health aspects which he may possibly encounter during his life. SESSION 2. DEVELOPMENT OF SEX ORGANS 99

iii. To motivate youth and build their attitude as peer educators, by developing their skills on leadership, negotiation, and team building. iv. Promote regular voluntary blood donation under expert supervision by young peo- ple and increase access to safe and adequate quantities of blood. v. To develop essential skills to cope with adverse conditions pertaining to health. Q2. Nature prepares human body to reproduce her generations. What do you think of it? [Refer to TB page 83 Q11] A. Reproduction is essential for continuation of human race. During adolescence, nature prepares the human body to be able to reproduce. i. The reproductive organs in males and females mature and start producing testos- terone in males and estrogen in females during adolescence. ii. These hormones bring about changes in secondary sexual characters as well as lead to the production of sperms in males and ovum in females. iii. This production of gametes in males and females begins between 11–15 years of age. iv. In females, the ovary begins to mature one ovum once in about every 28 to 30 days. v. During this period, the wall of the uterus becomes thick to receive a fertilized egg and, if fertilisation occurs by fusion with the sperm, it results in pregnancy. vi. Released ovum when unfertilized is released out of the body during menstrua- tion alongwith blood. The first menstrual cycle begins during adolescence and is termed as menarche. vii. Female is also prepared for motherhood by the development of breasts and mam- mary glands. viii. These changes prepares the human body for reproduction and continuation of life. Q3. You know that early marriage is a social sin. Prepare some slogans to prevent this. [Refer to TB page 83 Q12] A. The legal age for marriage is 18 years for girls and 21 years for boys. Some slogans to prevent child marriage earlier than this legal age are as under: i. Say no to early marriage ii. Young mothers unprepared for motherhood iii. Early marriage –A social sin SESSION 2. DEVELOPMENT OF SEX ORGANS 100

iv. Educate young girls and boys, do not get them married v. Earn first, get married only next Q4. Prepare a three minute speech on behavioural changes in adolescence. [Refer to TB page 83 Q10] A. Adolescence is the growing age in which along with physical changes, several be- havioural changes also take place. i. They are very fast in taking decisions which they sometimes regret later. ii. They don’t like being told or dictated to do any work against their will. iii. They exhibit mood swings, sometimes they would behave peculiarly for some rea- son and act rigid. iv. Interest towards body care and appearance increases and an attention towards opposite sex develops. v. They are zealous and develop abstract ideas also. vi. They are more independent and very self–conscious. vii. They feel insecure so they seek company of friends to share their feelings even about opposite sex. viii. They need a lot of attention, love and care as well as an answer to all their queries regarding their body and its development. 2.6 Application to Daily Life, Concern to Bio Diversity Q1. Are you angry with your parents. How do you wish your parents to be? [Refer to TB page 83 Q14] A. Answer this question using the clues given below: I am . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (angry / not angry ) with my parents I am angry because: i. They ask me to study all the time. I am not angry because: i. They give me the freedom to plan my time. ii. They don’t force me to study all the time, they are happy with the marks I get. I want my parents to be friendly and encouraging. They should like my friends. They should discuss with me about my opinion about things I like. They should talk about studies and also about movies with me. They must not compare me with others. SESSION 2. DEVELOPMENT OF SEX ORGANS 101

Q2. What are your expectations about your parents and teachers? [Refer to TB page 83 Q15] A. Some of the expectations that we have from our parents and teachers are listed be- low.Parents and teachers should: i. Be friendly and encouraging. ii. Clarify all our doubts without scolding. iii. Not beat/scold us, specially in front of others. iv. Not compare us with anyone. v. Give us time to play outside. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions (AS1) 1. Answer the following questions in one sentence. [Refer to Session 5.1 ] (i) Write the formula to find the percentage of full height for a given age. 2. Fill in the blanks. [Refer to Session 5.1 ] (ii) of the body grow more prominently in boys than in the girls. (iii) prominence is usually more in adult men than in adolescent boys. (iv) Larynx is made up of cartilages. (v) An individual reaches his or her maximum height during period. 3. State true or false. [ ] [Refer to Session 5.2 ] (vi) Women during the period of menstruation are untouchable. CHAPTER 5. THE AGE OF ADOLESCENCE 102

(vii) Hunger levels of adolescents are very high. [ ] ] (viii) Release of testosterone from testes causes the formation of moustache in boys. [ 4. Match the following. Column B [(Session 5.2)] Column A i. Testes a. Growth hormone ii. Ovaries b. Adrenalin iii. Pituitary c. Insulin iv. Adrenal gland d. Testosterone v. Pancreas e. Estrogen 5. Answer the following questions in one sentence. [Refer to Session 5.2 ] (ix) What represents primary sexual characters? (x) Endocrine glands are called ductless glands. Give reason. 6. Fill in the blanks. [Refer to Session 5.2 ] (xi) Keeping the girls at a distance during the period of menstruation is a . (xii) Eating food regularly may cause . (xiii) are independent in nature and very self conscious. (xiv) Instead of playing outdoor games, spending time by watching TV or working on computer leads to . CHAPTER 5. THE AGE OF ADOLESCENCE 103

(xv) is called the master gland. (xvi) The first menstrual cycle is termed as . Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) [(Session 5.1)] Why is hoarse sound heard in boys when they reach the period of adolescence? 8. Answer the following questions in 3-4 sentences. (i) [(Session 5.2)] Why should an adolescent bathe twice daily? Long Answer Type Questions 104 9. Answer the following questions in 6-8 sentences. (i) [(Session 5.2)] Write a note on the benefits of exercise. CHAPTER 5. THE AGE OF ADOLESCENCE

AS2-Asking questions and making hypothesis Short Answer Type Questions 10. Answer the following questions in 3-4 sentences. (i) [(Session 5.1)] Prepare a questionnaire to ask a social activist on child marriage. CHAPTER 5. THE AGE OF ADOLESCENCE 105

AS3-Experimentation and field investigation Short Answer Type Questions 11. Answer the following questions in 3-4 sentences. (i) [(Session 5.1)] Neeta is 13 years old. She wants to know how much height she will grow. Which formula will you use to find her height? If her height is 140 cm, what could be her height when she is grown up completely? (Note: At 13 years, the percentage of full height in girls is 95.) Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 5.1)] Geeta wants to do a survey on “mood swing during adolescent”. Sug- gest a suitable protocol for her for carrying the investigation. CHAPTER 5. THE AGE OF ADOLESCENCE 106

AS4-Information skills and projects Long Answer Type Questions 13. Answer the following questions in 6-8 sentences. (i) [(Session 5.2)] Collect the information on “prevention of child marriage” from the school library or from internet. Also list down the prevention programmes taken by the government of India to abolish child marriage. CHAPTER 5. THE AGE OF ADOLESCENCE 107

AS5-Communication through drawing and model making Very Short Answer Type Questions 14. Answer the following questions in one sentence. [Refer to Session 5.1 ] (i) Identify the part of a body shown in the picture? Long Answer Type Questions 15. Answer the following questions in 6-8 sentences. (i) [(Session 5.1)] The table below shows the average rate of growth in height for boys and girls as they grow in age. Draw graphs showing height and age for both boys and girls on the same graph paper. What conclusions can be drawn from these graphs Age in years % of full height 8 Boys Girls 9 10 72 77 11 12 75 81 13 14 78 84 15 16 81 88 17 18 84 91 88 95 92 98 95 99 98 99.5 99 100 100 100 CHAPTER 5. THE AGE OF ADOLESCENCE 108

AS6-Appreciation and aesthetic sense, Values Very Short Answer Type Questions 16. Answer the following questions in one sentence. [Refer to Session 5.2 ] (i) What is the important change that happens during puberty? Short Answer Type Questions 17. Answer the following questions in 3-4 sentences. (i) [(Session 5.2)] How does nature prepare the uterus to receive the fertilized egg? CHAPTER 5. THE AGE OF ADOLESCENCE 109

Objective Questions AS1-Conceptual Understanding 18. Choose the correct answer. years. (i) Period of adolescence is during (B) 13–30 (A) 10–19 (D) 5–15 (C) 19–25 (ii) During adolescence changes occurs in parts of body. (A) external (B) internal (C) nails (D)both A and B (iii) At which age, growth in height nearly stops? (A) 14 (B) 18 (C) 25 (D) 30 (iv) A: Many boys and girls get pimples on their face when they are in adolescent period. R: Activity of sweat and sebaceous glands increases at this period. (A) Assertion is correct and reason explains assertion. (B) Both assertion and reason are correct but reason does not explains assertion (C)Assertion is correct but reason is wrong. (D)Assertion is wrong, but reason is correct. CHAPTER 5. THE AGE OF ADOLESCENCE 110

(v) The male hormone which brings about changes in males during adolescene is (A) Estrogen (B) Testosterone (C) Adrenalin (D)Follicle Stimulating Hormone (vi) Which hormone in females causes the egg to burst out and flow in the fallopian tubes? (A) Estrogen (B) Follicle stimulating hormone (C)Luteinizing hormone (D)Growth hormone (vii) The legal ages for marriage for boys and girls are respectively (A) 21 years and 18 years (B) 20 years and 16 years (C)22 years and 18 years (D)21 years and 16 years (viii) The sex organs by which the children are identified as boy and girl at the time of birth are called as (A) secondary sexual characters (B)primary sexual characters (C)dominant characters (D)hereditary characters (ix) The unfertilised egg in females is released out along with the lining of uterus and blood. This process is called as (A) menopause (B) menarche (C)menstrual cycle (D) fertilization AS4-Information skills and projects 19. Choose the correct answer. (x) Observe the picture and provide suitable explanation. CHAPTER 5. THE AGE OF ADOLESCENCE 111

A: The Adam’s apple is formed due to elongation of the thyroid cartilage which protrudes out in front of the neck. R: This is caused mainly by some male hormone (regulatory chemicals) during adolescence. (A) Assertion is correct and reason explains assertion. (B) Both assertion and reason are correct but reason does not explains assertion (C)Assertion is correct but reason is wrong. (D)Assertion is wrong, but reason is correct. AS5-Communication through drawing and model making 20. Choose the correct answer. (xi) Which of the given diagram is not an example of endocrine gland? (A) (B) (C) (D) CHAPTER 5. THE AGE OF ADOLESCENCE 112

6. BIODIVERSITY AND ITS CONSERVATION SESSION 1 INTRODUCTION AND BIODIVERSITY 1.1 Mind Map 1.2 Terminology i. Biosphere reserve – are areas of terrestrial and coastal ecosystems promoting con- servation of biodiversity with its sustainable use. ii. Biodiversity – refers to the variety within and between all species of plants, animals and micro–organisms and the ecosystems within which they live and interact. SESSION 1. INTRODUCTION AND BIODIVERSITY 113

iii. Flora– refers to the plants of a particular region, habitat, or geological period. iv. Fauna – refers to the animal life of a particular region, habitat, or geological period. v. Deforestation – is the cutting down and removal of trees in a forested area. 1.3 Key Concepts i. Blue Jay (Indian Roller) has been declared as the state bird by our government. ii. The variety and variability seen in plants and animals is called biodiversity. iii. A variety of living organisms are present in an area and they vary in different aspects. iv. To understand the concept of biodiversity, we need to understand present scenario with that of past scenario for which Ramagundam is the best example in Telangana. v. When animals vanish forever from the earth it is said that the species has become extinct. vi. A plant or animal species existing in such small numbers that it is in danger of becom- ing extinct is called endangered species. vii. Red data book/Red list book is a book published by IUWC which contains the details of endangered and extinct species. viii. Few examples of endangered species are Lion, Red fox, Spotted chital deer, Cycas, Nepenthes, Sandal wood tree etc. ix. Plants or animals species found restricted to a particular area of a country are called endemic species. For example, Kangaroo is restricted to Australia similarly Kiwi to New Zealand. 1.4 Conceptual Understanding Q1. How can you say that forests are biosphere reserves? Give reasons. [Refer to TB page 98 Q2] A. i. An area which is set aside, minimally disturbed for the conservation of the re- sources of the biosphere is called a biosphere reserve. ii. Of all the ecosystems, the forest ecosystem is the most notable biosphere reserve as they are protected zones with minimum disturbances. iii. Biosphere reserves are protected by the government in terms of the following: iv. (a) Poaching and hunting is prohibited. v. (b) Illegal destruction of trees for any purpose is prohibited. SESSION 1. INTRODUCTION AND BIODIVERSITY 114

Q2. What do you understand about the terms (a) extinct species (b) endangered species (c) endemic species? [Refer to TB page 98 Q3] A. i. Extinct species: The plants and animals that have vanished from the earth for ever are called extinct species. Eg. Wooly Mammoth, Dodo bird. ii. Endangered species: Vanishing is a warning signal about the organisms whose number has declined rapidly and the species might be wiped off from the earth in near future. Such organisms are called endangered species. Eg. Leopards, One–horned Rhinoceros. iii. Endemic species : The plants and animal species belonging to a particular area (zone), region or country, restricted to that region are called endemic species. Eg. Kangaroos are endemic to Australia, Kiwi bird is endemic to New Zealand. Q3. Observe the figure given below (Refer to diagram in TB Pg 98) and answer the questions that follow: [Refer to TB page 98 Q1]in box) i. What do the areas with colour codes indicate? ii. Which areas show maximum biodiversity loss? iii. Which area show minimum biodiversity loss? iv. From 2010 –2050 what difference do you find in the state of biodiversity? v. So what steps would you suggest to conserve our biodiversity? A. i. The colour code areas indicate that by 2050 the loss of biodiversity will witness un- precedented climate changes. Nearly 13 million natural ecosystems will be without any original species. ii. The red coloured areas indicate maximum biodiversity loss. iii. The non coloured (or white) areas show minimum biodiversity loss. iv. Between 2010–2050, the Earth’s natural resources will be limited to grasslands, mountains, arid and semiarid areas. v. Steps to conserve biodiversity: SESSION 1. INTRODUCTION AND BIODIVERSITY 115

• Maintenance of environmental stability through preserving and necessarily restor- ing the ecological balance. • Restoration of degraded habitats to their natural state. • Checking soil erosion, prevention of floods and droughts by afforestation. • Preserving genetic diversity. • Rehabilitation of endangered and threatened species and their restoration to pro- tect their position in their former habitats. • Development of research and monitoring facilities, which will provide scientific un- derstanding towards biodiversity, its preservation and conservation. • Public understanding and support for biodiversity conservation, which is very im- portant. Q4. Identify the endemic and endangered species and write them against the pictures. [Re- fer to TB page 99 Q5] A. i. Tiger –Both Endangered and Endemic species ii. The Great Indian Bustard –Endangered species iii. Nepenthes –Endangered species iv. Lion –Endangered species v. Peacock –Both endangered and Endemic species vi. Single horned Rhinoceros –Endangered species 1.5 Information Skills and Projects Q1. Make a list of animals/birds seen now and 30 years ago. Take the help of your elders and write a few reasons for their disappearance. [Refer to TB page 99 Q8] A. Given below is the table showing some species that have disappeared or are endan- gered. SESSION 1. INTRODUCTION AND BIODIVERSITY 116

Flora Name of the species and Fauna Orchids species, Sandalwood tree, Cycas, Plants several medicinal plants, Rauvolfia serpentina etc. Animals Leopard, Indian Lion, Wolf, Red Fox, Red and Birds Panda, Tiger, Desert Cat, Hyena etc. Gharial, Tortoise, Python, Green sea turtle etc. Peacock, Great Indian bustard, Pelican, Great Indian horned bill etc. Gold monkey, Lion tailed macaque, Nilagiri Langoor, Loris. The reason for their disappearance is excessive human exploitation and intervention. Q2. Select an area in your locality. Observe the animals (living and visiting) for a day. Pre- pare a list and plot a graph. [Refer to TB page 99 Q9] A. Guidelines: i. Select any plot in your area. Record all the living species found within 10 m of the plot in every direction. ii. Observe the animals who are local inhabitant of that area and those who are visit- ing the area frequently as well as less often . iii. Is there any correlation between the number of visits and number and type of animal visiting that area. 1.6 Appreciation and Aesthetic Sense, Values Q1. What do you understand by biodiversity? How can you say they have variations? [Refer to TB page 99 Q14] A. i. The variety and variability seen in plants and animals is called Biodiversity. ii. It is applied to the variety of species and ecosystems found in our own planet earth. iii. Biodiversity includes all life forms such as plants, animals, microorganisms on land, water, and air in which they live and interact. It is also known as biological diversity. SESSION 1. INTRODUCTION AND BIODIVERSITY 117

iv. A variety of living organisms are present in an area and they vary in different as- pects. Variations may occur even in similar types of organisms. v. Variation is the term used to define the differences in plants and animals of same species or other species. vi. There are variations that are visible in the habitat they live, their adaptations and habits. Not all organisms can survive in the same environment. vii. The biotic and abiotic factors are also responsible for the variation. viii. Within the same environment, variations in terms of adaptations within a species or among different species determine the success in their survival. Q2. Most of our diversity is being lost due to human activities. Suggest a few ways to protect them. [Refer to TB page 99 Q15] A. Human activities such as agricultural practices, industrialization, over exploitation of nat- ural resources, lifestyle etc. are main reasons for the loss of biodiversity. Some suggestions to protect biodiversity include: i. Illegal poaching, hunting and encroachment should be prohibited. ii. Deforestation should be replaced by afforestation. iii. Endangered species must be taken care of in their habitats. Care should be taken to increase their number. iv. Pollution in any respect should be reduced, we must put a check on animals dying due to air, water and soil pollution. v. Biosphere reserves, sanctuaries and national parks should be increased in num- ber. SESSION 1. INTRODUCTION AND BIODIVERSITY 118

SESSION 2 ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSERVATION 2.1 Mind Map 2.2 Terminology i. National park – is a large area hitched to conserve the wild life, particularly the wild animal species in their natural habitat. ii. Sanctuary – is a place where conservation of species takes place with an objective of allowing human activity in a limited way without affecting the habitat. iii. Migration –refers to the movement of birds for nestling from one region to another to avoid extreme cold and scarcity of food. iv. Invasive alien species – is a plant or animal that is not native to a specific location (an introduced species); and has a tendency to spread, which is believed to cause damage to the environment and other species present in its surroundings. v. Conservation – is the act of preserving, guarding or protecting. It may refer to preservation of biodiversity, environment, and natural resources, including protection and management. vi. Recycling – is a process to convert waste materials into reusable materials to prevent waste of potentially useful materials. SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 119

2.3 Key Concepts i. If any non–native species is introduced outside its natural habitat and if it spreads or invades, it is called an invasive alien species. ii. Project tiger which was launched in1972 has helped in increasing number of tigers from 2000 in 1973 to 3800 today. iii. All the organism in nature influence each other in some way or the other, there is a need to protect all of them. iv. A national park is a large area to conserve the wild life in their natural habitat. For example lions, tigers, rhinoceros etc. v. A sanctuary is a place where conservation of species takes place with an objective of allowing human activity in a limited way without effecting the habitat. One such example is Pakhal sanctuary, Warangal. vi. Movement of birds from one region to another for food and shelter is called migration and such birds are called migratory birds. vii. Paper should be used thriftily as it is made from trees. Using more paper causes more deforestation, hence paper has to be recycled. 2.4 Conceptual Understanding Q1. What is the scientific reason behind birds’ migration? [Refer to TB page 98 Q4] A. Migration of birds from high altitudes during the winter enables them to i. Avoid cold and stormy weather. ii. Avoid short day light hours available for search of food. iii. Avoid those conditions that bring about a scarcity of food, such as freezing of water and snow surrounding the ground. In summers, they return to high altitudes due to availability of suitable nesting areas, long day hours for search of food and abundant food supply by spring vegetation. Q2. What is the need of conducting biodiversity meet? Collect information about these meet- ings, when and where it was conducted and its agenda also. [Refer to TB page 99 Q6] A. i. Biodiversity meets are the need of the hour as they bring about awareness regard- ing why biodiversity is at jeopardy and how we can save the coming generations from becoming unaware of the existence of many animals and plants. SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 120

ii. This leads to taking measures on how to conserve biodiversity. Recently a biodi- versity meet named UN Convention on Biological Diversity (CBD) was organized at Hyderabad during October 1–19, 2012. iii. The agenda concentrated on three primary areas –conservation, access and ben- efit of sharing and sustainable development. 2.5 Asking Questions and Making Hypothesis Q1. Nowadays we find animals like leopards and bears intruding into our living places. What may be the reason for this? [Refer to TB page 99 Q7] A. i. All the living organisms are interdependent in a food web with a definite trophic level. In the intricate food web, the function of every organism is important. ii. In the forest ecosystem, decrease of forest area due to deforestation results in food scarcity for herbivores like deer. Decrease in number of deer will lead to scarcity of food for leopards and bears. iii. So, in search of food they come out of the forest and enter the domestic area and kill the domestic animals. iv. Deforestation is the major cause which results in clearing of their habitat. There- fore, animals like leopards and bears intrude nearby living places. 2.6 Information Skills and Projects Q1. When tree is considered as an ecosystem, record the flora and fauna connected with it. [Refer to TB page 99 Q10] A. Hints: Guidelines: Select any flowering tree in your area. Record all the living species found within 10 m of the tree in every direction. SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 121

Q2. Browse through the internet or books on wildlife and gather information on bird sanctu- aries in India. Prepare a list of birds migrating to India. [Refer to TB page 99 Q11] A. Students’ Activity. Students may browse the given links: i. www.walkthroughindia.com/wildlife/top–10–famous–bird–sanctuaries–of–india ii. study4success.in/list–of–bird–sanctuaries–in–india–pdf–download Q3. Visit local forest office and collect the data of local flora and fauna. [Refer to TB page 99 Q12] A. Students’ Activity. Hints: i. www.thehindu.com Cities Hyderabad ii. forests.telangana.gov.in/WildLife/WLIndex.aspx iii. www.indianbotsoc.org/admin/uploaded/1%20T.%20Pullaiah.pd 2.7 Communication Through Drawing and Model Making Q1. Where do you find most of the biodiversity on the Earth? Draw Telangana map showing maximum biodiversity areas. [Refer to TB page 99 Q13] A. Biodiversity refers to all the life forms on earth. We mostly find maximum biodiversity in tropical rain forests. It is an example of biodiversity which typically possess a great number of diverse species. Students’ Activity. SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 122

2.8 Appreciation and Aesthetic Sense, Values Q1. When you see a park, sanctuary or a zoo with many kinds of plants and animals, how would you express your happiness? Write a few lines on them. [Refer to TB page 99 Q16] A. i. A park or sanctuary or a zoo has many kinds of plants and animals. Watching them for real instead of only looking at them on television or reading about them in books is a very exciting feeling. ii. Some of them may even be very rare species which we might not have seen before. iii. We will have a better idea of their habitat and suitable climatic conditions for them. By watching and observing them, we might also learn about their eating habits and the way they are treated. iv. Different kinds of birds making chirping sounds and numerous species of trees and plants would make our trip memorable and refreshing. Q2. Prepare an essay to give a talk on biodiversity and conservation. [Refer to TB page 99 Q17] A. i. Biodiversity or biological diversity is the richness in species of all living micro and macro organisms occurring in a given habitat.” According to the World Resources Institute, Biodiversity is the variety of the world’s organisms, including their genetic diversity and the assemblage they form.” ii. If one observes the surroundings, we find different kinds of organisms which vary in size, form and habits. The variation of life at various levels of biological organi- zation is termed as biodiversity. iii. Biodiversity includes not only many species that exist, but also the diversity of populations that make up a species, the genetic diversity among individual life forms, and the many different habitats and ecosystems around the globe. iv. The use of the term biodiversity throws importance on our need to conserve not just particular animals, but the diversity of life around the world, including many plants and animals. v. There are many campaigns going on at local, national and international levels to balance the needs of human populations with the protection of endangered and threatened species. vi. Nature has varied forms of creation (plants and vegetation (flora), fauna (animals), insects, birds and microorganisms etc. vii. If all these survive, life would be smooth for all species on earth. Biodiversity would mean that there is a need for diverse biological varieties to coexist without the threat of extinction. SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 123

viii. Human beings should restrain from actions that would erode species but do every- thing to protect them from extinction. This will not only protect the environment but will also ensure smooth human survival as well. Q3. Rani said, “Conservation of biodiversity starts from our home.” Is she correct? How do you support her? What will be your action for this? [Refer to TB page 99 Q18] A. i. Rani is absolutely correct. Reducing usage of paper, decreasing the usage of plastic, reusing the glass tins, redirecting water used for washing the plants etc. are all means by which we can conserve biodiversity directly or indirectly. ii. Reducing usage of paper –As paper is made from trees, trees are cut down to make paper. If paper is properly utilised, written on both sides and recycled, felling down of trees can be reduced, thus conserving biodiversity. iii. Reducing usage of plastics and reuse of glass tins results in lesser pollution in the ecosystem, which makes for a safer and healthier environment for all living beings. iv. Conservation of water by all possible means is important as sources of fresh wa- ter are very less and water is a very essential resource, without which life is not possible. 2.9 Application to Daily Life, Concern to Bio Diversity Q1. When we take steps towards conserving the tiger, what are the other things that have to be conserved? [Refer to TB page 99 Q19] A. i. The project tiger clearly shows that it is not just saving the tiger but conservation of the flora and fauna related to the tiger is also very important. If a tiger has to be saved its food web should be protected. ii. The tiger depends on deer for food. If the tiger disappears, the deer population will increase and will compete for limited flora of the area. Some may die due to starvation. iii. If deer disappears, the grasses and plants will spread and flourish and the tigers will starve and die due to no food. iv. Thus, we can infer that all organisms in nature influence each other in some way or the other, so we need to protect all of them. Protecting forests from human interference will make it easier to conserve tiger. SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 124

Q2. Prepare some slogans or a pamphlet to make aware of people about conservation of biodiversity. [Refer to TB page 99 Q20] A. i. Truth be told, Biodiversity is worth more than gold. ii. Biodiversity we must keep, so in the future we don’t weep. iii. Biodiversity is the way, so don’t let nature go astray. iv. Don’t let species go extinct, in this world we are all linked. v. One by one they can all disappear, only then will you shed a tear? vi. All for one and one for all, keep Biodiversity or our future may fall. vii. The more variety, the better society. viii. Biodiversity is the key, so we can all live in glee. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions (AS1) 1. State true or false. [Refer to Session 6.2 ] (i) The success of the Project Tiger was achieved by enforcement of strict anti poaching measures and scientific conservation practices. [] (ii) Moths should be protected for the conservation of biodiversity of plants. ] [ (iii) Recycled paper cannot be used for writing. [ ] (iv) If humans wish to rule this diverse bio–world he must serve with humility. ] ] [ (v) Conservation of deer resulted in decrease in number of tigers. [ 2. Match the following. [(Session 6.2)] SESSION 2. ORIGIN AND VALUE OF BIODIVERSITY AND ITS CONSER... 125

Column A Column B i. Hyderabad pigeon a. Kolleru and Pulicot lakes ii. Project Tiger b. Important issue to protect our nature iii. Conservation of biodiversity for the future generations. iv. Hub for migratory birds c. Causing deforestration v. Wasting paper means d. Led to decrease in crows e. Increased number of tigers from 2000 to 3800 3. Answer the following questions in one sentence. [Refer to Session 6.2 ] (vi) What is Invasive Alien Species? (vii) List two reasons for an organism to get endangered. (viii) What is a National park? 4. Fill in the blanks. [Refer to Session 6.2 ] (ix) Water hyacinth is an example of . (x) At present there are tiger reserves in our country covering an area of . CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 126

(xi) activities are not allowed in any form in national parks. (xii) To escape from , Siberian cranes migrate to India. (xiii) To make 1 ton of paper trees have to be cut down. 5. State true or false. [Refer to Session 6.1 ] (xiv) No two individuals have 100% similarities, even though they are twins.[ ] (xv) About 50% of lizards are endemic to Western Ghats of India. [ ] (xvi) Although microorganisms show diversity, we cannot consider it as biodiversity as mi- crobes are invisible in nature. [] (xvii) When animals vanish forever from the earth they are called extinct species. ] [ ] (xviii) Red data books symbolize endemic species. [ 6. Fill in the blanks. [Refer to Session 6.1 ] (xix) Forests are reserves. (xx) Like the visible world, microbial world is also . (xxi) The variety and variability seen in plants and animals is , we need to observe . called . (xxii) To understand the concept of present scenario with that of past scenario. (xxiii) Illegal poaching, hunting and encroachment should be Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) [(Session 6.2) ] In the light of the story of the king ‘Beraf’, conclude what will happen, if humans continue their cruelty towards animals and fellow living creatures? CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 127

8. Answer the following questions in 3-4 sentences. (i) [(Session 6.1)] What does the Red Data Book published by the IUWC symbolize? Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) [(Session 6.1)] Write a note on the biodiversity in Ramagundam 70 years ago. How did the erection of a thermal power plant affect it? CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 128

AS2-Asking questions and making hypothesis Short Answer Type Questions 10. Answer the following questions in 3-4 sentences. (i) [(Session 6.2)] What questions you would like to ask when you see Siberian cranes in India? AS3-Experimentation and field investigation Short Answer Type Questions 11. Answer the following questions in 3-4 sentences. (i) [(Session 6.1)] Describe the process of evaluating diversity in human? CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 129

Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 6.2)] How to make recycled paper from waste newspapers? AS4-Information skills and projects 130 Long Answer Type Questions 13. Answer the following questions in 6-8 sentences. (i) [(Session 6.2)] Collect information on project tiger for a project report. CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION

AS5-Communication through drawing and model making Very Short Answer Type Questions 14. Answer the following questions in one sentence. [Refer to Session 6.1 ] (i) Complete the given flowchart by filling up A. Long Answer Type Questions 15. Answer the following questions in 6-8 sentences. (i) [(Session 6.2)] Identify the plant in the image below. How does it affect biodiversity? CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 131

AS6-Appreciation and aesthetic sense, Values Very Short Answer Type Questions 16. Answer the following questions in one sentence. [Refer to Session 6.1 ] (i) Write down the contribution of ecologist E. O. Wilson. Short Answer Type Questions 17. Answer the following questions in 3-4 sentences. (i) [(Session 6.2)] Appreciate the role of national parks and wildlife sanctuaries in con- serving wild life. CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 132

Objective Questions AS1-Conceptual Understanding 18. Choose the correct answer. (i) Assertion: Now–a–days cities like Hyderabad lack natural scavengers. Reason: In cities like Hyderabad, invasion of pigeons has led to a decrease in crows. (A) Assertion and Reason are correct and Reason is correct explanation for Assertion (B) Assertion and Reason are correct but Reason is not correct explanation for Assertion (C)Only Assertion is correct (D)Only Reason is correct (ii) When an animal vanishes forever from the earth it is said that the species has become (A) extinct (B) endangered (C) endemic (D) threatened (iii) In which year World Biodiversity meet was conducted in Hyderabad? . (A) 2011 (B) 2012 (C) 2013 (D)None of the above years (iv) Many plants and animals are widely distributed throughout the world. But some of them are restricted to some areas only. What are these animals and plants called? (A) Extinct species (B) Endangered species (C)Endemic species (D)Threatened species CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 133

(v) Which of the following species is considered under flora? (A) Pelican (B) Niligiri Languor (C) Gharial (D)Rauvolifa serpentine (vi) No two humans have same (B) Height and Weight (A) Iris and finger print (D)None of the above (C)Hair length and nail length (vii) Kiwi bird is endemic to which country? (A) New Zealand (B) Australia (C) India (D) Africa (viii) Which of the following is a large area hitched to conserve wild life with no human activity? (A) Museums (B) Herbarium (C)National parks (D) Sanctuaries (ix) In 2012–Hyderabad World Biodiversity Meet, which of the following organisms were listed as endangered? (A) Tarantula (B) Siberian cranes (C) Bustard (D)Both A and C AS4-Information skills and projects 19. Choose the correct answer. (x) Read the statement below and draw relevant information from it. ”We should use paper thriftily as it is a product which is made from green source” CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 134

(A) For making a ton of paper only one tree is required (B) Wastage of paper leads to loss in biodiversity (C)Wastage of paper is not related to deforestation. (D)None of the above AS5-Communication through drawing and model making 20. Choose the correct answer. (xi) Which of the following are endangered species? (A) (B) Wild cat Indian street dog (C) (D) Indian black pig Broiler hen CHAPTER 6. BIODIVERSITY AND ITS CONSERVATION 135

SESSION 1 7. DIFFERENT ECOSYSTEMS ECOSYSTEM AND INTERDEPENDENCE 1.1 Mind Map SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 136

1.2 Terminology i. Habitat – The area or type of environment in which a particular kind of animal or plant usually lives. ii. Ecosystem – is a community of living organisms in conjunction with the nonliving components of their environment (things like air, water and mineral soil), interacting as a system. iii. Xerophytes – Plant species that get adapted and survive the dry climatic conditions. Examples: Cactus, Opuntia. iv. Food Web – is the natural interconnection of food chains and generally a graphical representation (usually an image) of what–eats–what in an ecological community. v. Producer – An autotrophic organism that serves as a source of food for other or- ganisms in a food chain. Producers include green plants, which produce food through photosynthesis, and certain bacteria that are capable of converting inorganic sub- stances into food through chemosynthesis. vi. Consumer – An organism that generally obtains food by feeding on other organisms or organic matter due to lack of the ability to manufacture own food from inorganic sources. SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 137

vii. Decomposers – are organisms that break down dead or decaying organisms, and in doing so, carry out the natural process of decomposition. 1.3 Key Concepts i. A British botanist A.G Tansley coined the term Ecosystem in the year 1935. ii. An ecosystem is made up of group of living things and their environments. Liv- ing things like plants, animals and microorganisms are known as biotic components whereas soil, water, sunlight etc. are called abiotic components of ecosystem. iii. One can observe the interdependence between plants and animals for feeding, for space, reproduction and shelter etc. They are also interdependent on abiotic compo- nents like air, water, soil etc. iv. Food chains have three levels which include producer, consumer and decomposer. v. Producers are the one like algae, several plants etc. prepare their own food using sunlight. vi. Consumers derive their energy by eating producers or other plant eaters. vii. Decomposers which are also called as recyclers feed on wastes, debris of plants and animals or other remains after they die. viii. Organisms affect their environment to meet their needs. If the changes are minor, the ecosystem is stable. Some changes like too many birds eating insects reduce the insects’ population quickly. 1.4 Conceptual Understanding Q1. Define an ecosystem. Explain it with a suitable example. [Refer to TB page 112 Q1] A. Any habitat of nature that includes plants and animals and non–living substances which interact to produce materials that can be exchanged between living and non–living parts of the habitat is called an ecosystem. (or) The living community, together with the physical environment forms an interacting sys- tem called the Ecosystem. Forest is an example of ecosystem. The various biotic and abiotic components of forest ecosystem are discussed below: SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 138

Biotic components: a. Producers: Mangrove, spirogyra,euglena, oscillatoria, blue–green algae, ulothrix etc. These are termed as producers. They prepare their food with the help of sunlight and other materials. b. Consumers: Shrimp, crab, hydra, protozoans, mussel, snails, turtle, daphnia, brittle worm, tube worm etc. These are termed as consumers. They depend on other living organisms and get their energy from them. c. Decomposers: Detritus feeding bacteria etc. These are decomposers. They recy- cle dead plants and animals into chemical nutrients like carbon and nitrogen that are released back into the soil for plants. Abiotic components: Salt and fresh water, air, temperature, soil etc. are the abiotic components of a forest ecosystem. Q2. Explain how diversity of living organisms helps in enriching any ecosystem. [Refer to TB page 112 Q2] A. Ecosystem is enriched by diversity of living organism as: i. Diversity of organism forms different food chains. ii. Interaction of food chains and availability of food is increased. iii. As the availability of food is increased, the need of individual organism is fulfilled. iv. Sources of survival and life challenges are improved. Q3. What happens when two animals having similar habits share one ecosystem? How could you conserve this type of bio–diversity? [Refer to TB page 112 Q3] A. i. The functional role or the specific position of a species within the community is called its ‘ecological niche’. The ecological niche includes not only the space oc- cupied by an organism, but also its role in a community. ii. The habitat of an organism may be compared to the address of a person, and the niche to his profession. iii. A lizard and a frog can compete for a similar food they eat such as a small in- sect. Competition is found in two different species or within the same species. iv. When the niches overlap to a large extent, competition results in the elimination of one species. So if two animals have similar habits, the stronger one will remain and weaker one is eliminated from that place. SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 139

v. This may sometime disturb the ecological balance in such a way that it can even lead to extinction of a species. To prevent this from happening we can conserve biodiversity by creating artificial environment for the weaker species and can create an isolated place like park or reserve. Q4. What is the difference between habitat and ecosystem? [Refer to TB page 112 Q4] A. Habitat: i. A habitat is the ecological or environmental area where an organism lives. ii. The habitat of an organism actually represents a particular set of environmental conditions for its successful growth. Ecosystem: i. The living community, together with the physical environment forms an interacting system called the Ecosystem. ii. An ecosystem can be natural or artificial, temporary or permanent. Q5. Who am I? [Refer to TB page 112 Q5] i. I am the base of food chain. ii. I depend on plants for food. iii. I break down the remains of dead plants and animals. A. i. Plants/Producer ii. Consumer iii. Decomposer Q6. Which of the following is a producer? and why? [Refer to TB page 112 Q6] (a) fox (b) fungus (c) chicken (d) grass A. Grass is the producer as it can prepare its own food through the process of photosyn- thesis using sunlight and carbondioxide, hence it is called producer. Q7. What do you understand by food web? Describe your own food web with the help of a diagrammatic representation. [Refer to TB page 112 Q7] SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 140

A. i. Food chains in natural conditions never operate as isolated ones, but are intercon- nected with each other forming some sort of interlocking pattern, which is referred to as a food web. ii. For example: In grazing food chain of grasslands, in the absence of rabbit, grass may be eaten by mouse. The mouse in turn may be eaten directly by hawk or by a snake first, which is then eaten by hawk. Thus in nature there are alternatives, which all together constitute some sort of interlocking pattern –the food web. 1.5 Asking Questions and Making Hypothesis Q1. An ecosystem that had mice. What happens if more cats were added to it? [Refer to TB page 112 Q8] A. i. Suppose there are many mice in a cat habitat. When a cat family eats mice, it helps to keep the number of mice in check; they increase in number faster than cats and so help to keep the cat habitat and the whole ecosystem healthy and stable. ii. But if there are too many cats eating mice, the mice population reduces quickly. In no time, there will not be enough food for the cats. iii. In this situation, some cats will have to leave the area or may die. This would result in imbalance in the ecosystem. SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 141

1.6 Information Skills and Projects Q1. List out producers (Plants, Bushes, Trees). Consumers (herbivores and carnivores) and Decomposers that you observed in your agriculture field or school garden. [Refer to TB page 112 Q9] A. Producers: The observed producers were grass, plants, bushes and small trees present along the side of the agriculture field. Consumers: In the bushes and on the grass, rabbits were found which are herbivores. Some carnivores like dogs, snakes and hawks were also there. Decomposers: The decomposers like bacteria and some other microorganisms were also present. Q2. Collect the data of plants and animals from a park near by you and fill in the following table. Write a report on it. [Refer to [Refer to TB page 112 Q13] Students’ Activity Sample answer has been provided below. Students may create their own answer ac- cording to their findings. A. Flora Fauna Trees Ashoka, Red Herbivores Cassia, Palm, Rabbit, Cycas Cattle, Goat, Sheep Shrubs Mimosa, Korinda Carnivores Dog, Lizard Creepers Bougainvillea, Rodents Mice, Money plant, Sqirrels, Pigs Moss and Fungi Jasmine Birds Sparrow, Mushroom, Puff Pigeon, Eagle balll, Milk pap Other Liverworts, Insects Erathworm, Plants Hornworts Ticks, Ants, Butterflies SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 142

Q3. Prepare a table on the adaptations of the desert animals, take the data from your school library. [Refer to [Refer to TB page 112 Q14] A. Desert animal Adaptation(s) Advantage/Reason for adaptation Rattle snakes Active around Protection against dusk and dawn excess heat during only the day Bats, foxes, skunks Nocturnal Protection against excess heat during the day Desert toads, Aestivate Protection against ground squirrels during too hot excess heat and dry Lizard named conditions Moisture retention Thorny devil Absorbs water Lizard through skin Protection against named Chuckwalla also predator Hides behind Camel rocks and Provision for water inflates loose and food scarcity; skin folds prevention against Stores fats in sand from entering hump, water in ears and eyes; feet stomach; help in walking in possesses sand thick hair in ears, long eyelashes, nictitating eye membrane, wide feet Students can provide more examples and add to the examples given above. SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 143

1.7 Communication Through Drawing and Model Making Q1. Construct the food web with the following? Grass –Plants- Grasshopper –Frog –Snake –Eagle –Goat –Fox –Tiger –Wolf –Rabbit [Refer to TB page 112 Q15] A. 1.8 Appreciation and Aesthetic Sense, Values Q1. In grassland ecosystem, rabbit eats only plants. They eat plants faster than the plant can grow back. What must happen to bring the ecosystem into balance? [Refer to TB page 112 Q10] A. Two possible things can happen: i. Some rabbits might leave the area or die and allow the plants to grow. This brings the ecosystem back into balance. ii. Secondly, if some carnivores are introduced to this ecosystem, they will eat a few rabbits. iii. This will reduce the population of rabbits allowing the plants to grow back. Q2. Plant, Tiger, Rabbit, Fox, Eagle. Did you find any connection among the above list of things. If we remove Rabbit from the list what will happen? [Refer to TB page 112 Q11] SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 144

A. They form a food chain as: i. Plant → Rabbit → Eagle, Fox, Tiger. ii. In this food chain, the plants prepare food by the process of photosynthesis. iii. They are eaten by rabbit as its food. iv. These rabbits become food for eagle, fox or tiger. v. If rabbits are absent, the eagle, fox or tiger won’t get their food and may starve and die. Q3. What do you understand by inter–dependency of animals and plants? How do you appreciate? [Refer to TB page 112 Q12] A. i. Any ecosystem is made up of groups of living things like plants, animals and mi- croorganisms (biotic components) and others like soil, water, sunlight etc. (abiotic components). ii. All these organisms live together and interact with one another in many ways. There is a feeding relationship between plants and animals and interdependence also occur among them. iii. The oxygen released by the plants is taken in by the animals and the carbon diox- ide released by the animals is used by the plants during photosynthesis. iv. They are also interdependent for space, reproduction, shelter etc. biotic and abiotic components are also interdependent. v. Everybody appreciates the interdependence among biotic and abiotic compo- nents. Without abiotic components, biotic components cannot survive. Similarly without biotic components, abiotics components cannot form in nature. SESSION 1. ECOSYSTEM AND INTERDEPENDENCE 145

SESSION 2 TYPES OF ECOSYSTEM 2.1 Mind Map SESSION 2. TYPES OF ECOSYSTEM 146

2.2 Terminology i. Rodents –are small furry mammals whose teeth never stop growing. The rodent species includes mice, rats, squirrels, beaver etc. ii. Flora and Fauna –The plants of a particular region, habitat, or geological period is called as flora and the corresponding term for animal life is fauna. iii. Adaptation –is the process of change by which an organism or species becomes better suited to its environment. iv. Thermophile –is an organism, a type of extremophile that thrives at relatively high temperatures, between 41 and 122 °C (106 and 252 °F). Many thermophiles are ar- chaea bacteria. Thermophilic eubacteria are suggested to have been among the ear- liest bacteria. v. Mangroves –are trees, shrubs, palms or ground ferns, generally exceeding one half meter in height that normally grows above mean sea level in the intertidal zone of ma- rine coastal environments and estuarine margins. A mangrove is also the tidal habitat comprising such trees and shrubs. vi. Energy Flow –is the amount of energy that moves through a food chain. vii. Nocturnal –is something that is active or happens during the night. An example of a nocturnal animal is bat. viii. Biotic components –are living things that shape an ecosystem. ix. Abiotic components –are non–living, chemical and physical parts of the environment that affect living organisms and the functioning of ecosystems. 2.3 Key Concepts i. Interaction of biotic and abiotic factor have resulted in the formation of different ecosys- tem. ii. The main ecosystem present in the biosphere are grassland ecosystem, forest ecosys- tem, desert ecosystem, fresh water ecosystem, marine ecosystem. iii. Mangroves are one of the most productive ecosystems on earth, deriving nourishment from terrestrial fresh water and tidal salt waters. iv. The species composition of desert ecosystem is much varied and typical due to the extreme temperatures. v. Forest ecosystems have unique environment and are categorised based on the type and ages of trees, climate and soil. vi. The existence of living world depends upon the flow of energy and circulation of ma- terials through the ecosystem. SESSION 2. TYPES OF ECOSYSTEM 147

—— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions (AS1) 1. State true or false. [Refer to Session 7.2 ] (i) There is nothing wrong in bringing about changes in an ecosytem. [ ] (ii) A habitat is shared by different types of plants and animals. [ ] (iii) An ecosystem can be temporary or permanent. [] (iv) Mangroves are the forests that grow in back waters low depth areas of sea shore. [] (v) 36% of absorbed solar energy is spent in heating water and land and in evaporating water. [] 2. Fill in the blanks. . [Refer to Session 7.2 ] . (vi) is called the ship of the desert. (vii) The energy source of the ecosystem is (viii) Energy flows from to (ix) The biotic component of an ecosystem is its . 3. Whom do you appreciate for . . . ? Column B [(Session 7.1)] Column A i. For coining the term ecosystem a. Habitat ii. For being food for others b. A.G Tansley iii. For being main source of energy for all c. Decomposers living things iv. For being dwelling place for animals d. Sun and plants v. For recycling soil nutrients e. Producers CHAPTER 7. DIFFERENT ECOSYSTEMS 148