A few quick questions on reproductive structures, asexual reproduction, and comparing the two strategies. Taught in class; use this to check yourself.
A strawberry plant sends out runners; a bacterium splits in two. When is cloning a good strategy, and when is it risky?
Your teacher covers reproductive organs and the two strategies in class. These questions check the basics.
Make your prediction first. Help opens once you've locked it in.
What is the main job of this structure?
Match each flower part to its job.
Is it asexual or sexual reproduction?
Which strategy does this describe?
A self-test on reproductive organs and on asexual and sexual strategies and their trade-offs (AC9S9U02, nodes 2, 4 and 5, taught in class; node 4 a hinge). About 16 minutes.
Open the teacher guide: answers, solutions, slides and a worksheet.
A Quick check: a few questions on what students should know for AC9S9U02 nodes 2, 4 and 5, which you teach in class. It has no board, no clip and no new teaching, and it is optional, so it never holds up course completion. Set the width with ?width=minimum, typical (default) or wider.
Use it as a self-test after your teaching, a starter, or revision. The Gametes and Reproduction lessons on screen cover gametes and why sexual reproduction makes variation; structures and strategies are for class. Reproductive systems are taught under your school's own program and guidelines; the questions use only structure and function.
Comparing on more than one point. When a student says asexual is better, ask better for what, and when.
Stretch: Choose an organism that uses both strategies. When does it use each, and why?
Support: Give a two-column table (sexual, asexual) with rows for variation, speed, cost and best conditions.
Back in class: flower dissection; growing plants from cuttings or runners; compare with seed growth.