Transcript Miss Bentley`s 2017 Power point

1080 and the Control of
mammalian pests
Report on a biological issue
3 credits
Mohua – yellow head
New Zealand Forest
Full of unique wildlife, some of it found
nowhere else in the World
Can you name some
native animals of New
Zealand?
http://www.doc.govt.nz/conservation/native-animals/
Brainstorm in your books
• What is special or unique about these native
animals?
-Think about adaptations both physical
and behavioural
For homework research 2-5 native animals to
answer the question above.
Can you name some
introduced animals in
New Zealand?
http://www.teara.govt.nz/en/introduced-animal-pests
Brainstorm in your books
So, where did all our introduced
animals come from and how did
they get here? What is it that
introduced species do that kills
our native animals?
For homework research 2-5 introduced
animals to answer the question above.
So, what is the difference
between Native and
Introduced animals?
Think/pair share
Native (endemic) vs introduced
Notes
• Animals that are native to New Zealand are
naturally found here and were not introduced
by humans. They have evolved to fit into the
New Zealand Ecosystem and all do particular
‘jobs’
• Introduced animals were brought to New
Zealand by humans, either on purpose or
accidentally.
Native to Australia, not to NZ
In nature, what controls the
populations of animals such
as possums?
http://www.doc.govt.nz/conservation/threats-and-impacts/animal-pests/animalpests-a-z/possums/
So here in New Zealand we have a
problem, not only from Possums,
but also from other introduced
animals.
What are some of the others?
What do you think the
affects of the possums,
stoats, ferrets, rats and
mice are?
What is an endemic
species?
• Stoat, rats, possums, ferrets etc, are all mammals,
like us.
• New Zealand has one native land mammals…Bats
• When our animal life was evolving, there were no
land mammals trying to catch and eat them….
Long tail bats eat moths, midges, mosquitos and
beetles or Shot tail bats eats insects fruit, nectar
and pollen!
• As a consequence, the native animals (and plants)
of New Zealand are not well adapted to survive
predation (and grazing) by introduced mammals.
So, we know we need to
do something about it!
But, what do we do?
How 1080 helps the pekapeka
Now lets look at other species - New
Zealand's Most wanted
• https://www.bing.com/videos/search?q=possum+control+in+
new+zealand&&view=detail&mid=54BCEE62F1B0310FA09F54
BCEE62F1B0310FA09F&FORM=VRDGAR
Pest Control – Dave, a form of
eradication
What do you think the bait is?
•
https://www.bing.com/videos/search?q=possum+control+in+new+zealand&&view
=detail&mid=30B71FE429CEC39F5D8730B71FE429CEC39F5D87&rvsmid=54BCEE6
2F1B0310FA09F54BCEE62F1B0310FA09F&fsscr=0&FORM=VDFSRV
Brodifacoum
• http://www.doc.govt.nz/Documents/conserva
tion/threats-and-impacts/animalpests/northland/brodifacoum-factsheet.pdf
Possom, stoat, rat control in NZ
• There are lots of ways to eradicate pests,
some are humane , some are not!
• Science Learn NZ website including a note and
powerpoint on the different methods of
predator control and their pros and cons.
1080 – Sodium fluoroacetate
• 1080 is used to eradicate pests to save our
native species AND is also used to fight
Tuberculosis (TB) in cattle.
• Why? What is the problem? Clue possums
Think /pair share
• Wild life , mainly possums carry TB and can
pass it on to cattle.
• http://www.tbfree.org.nz/making-tb-historychapter-7-why-is-1080-poison-critical-to-tbcontrol-in-new-zealand.aspx
What you will do…
• Your own research (helpful links on moodle)
• You need to write a report using resources you
have obtained and processed
• The report will discuss a question you have
written, about the use of 1080
• The report will be written in class over 2-3
periods
• You will have 2 weeks to prepare
• Remember to reference everything as you go
for your bibliography.
What makes a comprehensive report?
In order to report comprehensively students must:
• refine a suitable question or purpose;
• identify multiple links between the biological ideas that
are related to the question or purpose;
• collect and process primary or secondary data and/or
information from a range of sources;
• evaluate sources of information/data in respect to the
question or purpose;
• identify at least two different points of view supported
by evidence;
• take and justify a position (opinion) with a
recommendation for action; and
• present findings in a report.
Organisation
Introduction
How to go about it.. Write questions
Research – computer room or cow
In class discussion
Process and fill in gaps
Write up
Definitions:
• Issues – What makes a biology topic an issue (i.e. when
people hold different opinions or viewpoints about it)?
• Refining a question – Taking a general question or
purpose about an issue and refining it to make it
suitable to guide research.
• Making multiple links involving biological ideas –
Describing and explaining the biological ideas related
to the question or purpose and identifying multiple
links between the different ideas and the question.
• Processing data/information – Selecting biological
ideas relevant to the issue from a range of sources and
organising the ideas for reporting. A range is likely to
involve at least three sources and the sources can be
the same type e.g. all from the Internet.
• Evaluating sources – Identifying sources that provide
biological ideas relevant to the question and checking the
source for accuracy, up-to-datedness and/or bias; providing
reasons why a particular source was/was not used.
• Using evidence to support different points of view –
Selecting at least two different points of view and then
selecting biological ideas that support why a person, group
or organisation holds each of those points of view.
• Justifying a position – Stating their own opinion for or
against aspects of an issue and saying why they hold that
opinion with reference to specific information they have
researched.
• Giving a recommendation for action – Saying what they
believe should be done about the issue and why.
• Presenting findings – Structuring a comprehensive report
to clearly present findings.
• Recording sources – Writing a list of sources in a way that
can be accessed by others.
A biological issue
• A biological issue is often something that is a
problem in society and/or affects a large
number of people.
• People will have differing viewpoints or
opinions about the issue, and may not agree
about the issue or aspects of it.
• Eg, is 1080 poisoning the best way to control
possoms?
Carrying out a research assignment
• You will use secondary data – information
already produced by others.
• The way that the information is selected and
organised and the way that the links are
explained needs to be original, ie, your own
words.
• Make sure that you have a clear focus
question, eg, why are people opposed to the
use of 1080 to kill possoms?
Collecting and processing information
• Biological ideas related to the issue could include
biological concepts, processes, diagrams and/or data
• Differing points of view about the issue. These could
be from individuals, groups or organisations within
society.
• An evaluation of each source of information. You could
comment on such things as how recently the source
was published, how biased the source is (written by
particular groups or organisations – such as
Greenpeace will have a degree of bias), whether you
believe the source contains valid and accurate
information, and/or whether the authors are credible
and have had their work peer-reviewed.
References
• You need a list of references at the end. Each
book in the reference list should state the
title, author’s name, date, and page numbers
used.
• Websites should state the full web address,
and give a two-line summary of its content.
Collecting
• Careful doing your research that you don’t
drown in too much information
• It’s often a good idea to start with a known
website, such as DOC and go from there.
• You can just copy the info you want and put it
into a word document, but remember to
include the website
Processing
• Sort the information. Make summary notes,
highlight key bits from internet printouts. Sort
the information.
• You will write a report in class using this
information, so be prepared and make sure
that you can comprehensively discuss the
issues.
Writing the report
1. An introductory paragraph about the general
issue. Eg, Possums number over 30 million in
New Zealand and cause major damage to
native forest ecosystems………
• And then you can ask your question… eg, Why
are people opposed to the use of 1080 drops
to control possums
2. Now discuss a range of biological ideas
related to the issue linked together in several
ways, i.e, a discussion. You are not just
describing the issue, you need to link ideas.
3. You need to include at least two different
view points or opinions related to the issue.
Each one needs to be supported with
evidence – explanations of why the view
point is held by each person.
4. You now need to give your own position on
the issue, described and justified (with
explanations based on the information you
have presented). Don’t just state your
opinion, you need to used information from
your sources to justify it.
5. A recommendation for action is described
and explained using information presented in
your report.
6. An evaluation of the sources, eg, The WHO
website is the website for an internationally
recognised organisation that has
considerable influence in global public health.
The biological information on their website
comes from valid studies and is updated
regularly.
7. Resouces – see your diary on how to set
these out.
Good advice
• Use short sentences
• Use short paragraphs, with line breaks
• Avoid listing or bullet points, because they are
difficult to integrate into a discussion
• Avoid ‘padding’