1

LEARNER

SUPPORT DOCUMENT

TERM 2

GRADE 11

LIFE SCIENCES
2020
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Content Page No.

1. Cover Page 1

2 Table of Content 2

3. Photosynthesis 3

A Topic Plan 3

B Terminology 4

C Teaching Tools 5

D Classwork/ Homework 7

4. Animal Nutrition 20

A Topic Plan 20

B Terminology 21

C Teaching Tools 22

D Classwork/ Homework 24

5. Cellular Respiration 32

A Topic Plan 32

B Terminology 33

C Teaching Tools 33

D Classwork/ Homework 37
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Topic: PHOTOSYNTHESIS
A. TOPIC PLAN

Lesson Aspect Classwork Homework

1 Introduction Activity 1.1 Activity 1.2
• Overview of plant organs Teaching tool 1
Structure of a leaf and chloroplast* Teaching tool 2

2 Requirement and product Activity 2.1 Activity 2.2

Process: Teaching tool 3

• Light phase
• Dark phase

3 Investigation if starch and light is produced Activity 8.3 Activity 5.2

for photosynthesis
4 Investigation if CO2, oxygen and Activity 5.1 Activity 7.1
Chlorophyll is necessary for Teaching tool 4
photosynthesis
5 Factors affecting photosynthesis Activity 4.2 Activity 8.1
• Light
• Carbon dioxide
• Temperature
Importance of photosynthesis
6 Greenhouse system & food production Activity 6 Activity 3
The role of ATP Activity 9
7 Topic test
8 Remedial

Try to include as many of the following as possible as classwork/homework:

Extracts Graph to interpret Graph to draw Tables

Diagrams to label Diagrams to draw Paragraph questions
Calculations Investigations Extracts
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B. TERMINOLOGY

The following terms should be covered in this topic:

Photosynthesis ATP Variegated Starch
Chloroplast Iodine solution Greenhouse Limiting factor
Chlorophyll Autotrophs Destarch Photolysis
Light phase Experiment Control Anabolic
Dark phase Glucose Heterotrophs Enzymes
Stroma Thylakoids Lamella Xylem
Phloem Cuticle Spongy mesophyll Stomata

Term Description
Photosynthesis A process whereby green plants manufacture their own food using radiant
energy
Chloroplast Organelle in a plant cell where photosynthesis occur
Chlorophyll Green pigment that trap light for photosynthesis
Light phase Occurs in the grana of the chloroplast
Dark phase Occurs in the stroma of the chloroplast
ATP Energy carrier in the living things used for various activities
Iodine solution Used to test for the presence of starch
Autotrophs Organisms that use light energy to manufacture its own food
Experiment A scientific procedure undertaken to make a discovery, test a hypothesis or
demonstrate a known fact.
Glucose Sugar that is the product of photosynthesis
Variegated Leaf that has more than one colour
Greenhouse Special building that is used for growing plants in an area where they would
not normally grow that well.
Destarch Process of eliminating starch reserves in a plant for experiments concerning
photosynthesis
Control A variable that is not changed throughout an experiment
Heterotrophs Organisms that are unable to manufacture their own food (consumers
&decomposers)
Starch A carbohydrate that store energy in plants
Limiting factor Factor that limits the rate at which photosynthesis takes place
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C. TEACHING TOOLS

Teaching Tool 1

Teaching Tool 2
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Teaching Tool 3
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Teaching Tool 4

A. CLASSWORK/HOMEWORK

Activity 1

1.1 Various options are provided as possible answers to the following questions. Choose
the answer and write only the letter A to D) next to the question number in the answer
book.

1.1.1

(2)
1.1.2

(2)
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1.2 The diagram below represents the structure of a chloroplast.

1.2.1
(1)
(1)
1.2.2 (1)
1.2.3 (1)

Activity 2

2.1 Give the correct biological term for each of the following descriptions. Write only
the term next to the question numbers in the answer book.
2.1.1 (1)

2.1.2 (1)
2.1.3
(1)
2.1.4 (1)

2.1.5 (1)
2.1.6
(1)
2.1.7 (1)
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2.2 Indicate whether each of the descriptions in COLUMN I apply to A ONLY, B

ONLY, BOTH A AND B or NONE of the items in COLUMN II. Write A only, B
only, both A and B or none next to the question numbers (1.3.1 to 1.3.3) in the
answer book.

2.2.1 The type of energy stored in food A: Chemical energy (2)

molecules during photosynthesis B: Potential energy
Raw material(s) essential for A: Oxygen
2.2.2 photosynthesis B: Carbon dioxide
(2)

2.3 The following diagrams represent investigations involved in a process which

takes place in green plants. The plant/leaves represented as A and C were
exposed to sunlight for 4-5 hours.

2.3.1
(1)

(1)

(1)

2.3.2 (1)

2.3.3
(2)
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Activity 3

3.1 Study the equation below showing the formation of the energy carrier
molecule X

ADP + P MOLECULE X

3.1.1 Give the full name of ADP (1)

3.1.2 Name molecule X (1)
3.1.3 Give one reason why molecule is biologically important. (1)

Activity 4

4.1 The diagram below shows the set-up of an experiment to investigate whether
carbon dioxide is necessary for photosynthesis to take place. The plant was
destarched before the apparatus was set up as in the diagram and placed in a
sunny room.

4.1.1 Name liquid C. (1)

4.1.2 Give the function of liquid C. (1)
4.1.3 What result can be seen at A? (1)
4.1.4 Explain ONE reason for the result at B. (2)
4.1.5 In which phase of photosynthesis will carbon dioxide be used? (1)
4.1.6 Where in the cell will the phase named in Question 4.1.5 take place? (1)
Why was the plant destarched before the experiment was conducted?
4.1.7
(1)
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4.2 The graph below shows the rate of photosynthesis under different
environmental conditions. Study the graphs and answer the questions that
follow.

(1)
4.2.1
(1)
4.2.2
4.2.3 (1)

4.2.4
(2)

4.2.5 4.2.4 (1)

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Activity 5

5.1 Study the diagram and then answer the questions.

(1)
5.1.1

5.1.2
(1)
(1)

5.1.3 (1)
(1)
5.1.4
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5.2 When light shines on pondweed, Elodea sp, bubbles of gas are released.
The rate at which bubbles of gas are produced can be used to measure the
rate of photosynthesis. An investigation was carried out to study the effect of
different colours of light on the rate of photosynthesis in the pondweed.

The apparatus was set up as shown in the diagram below.

• The pondweed was exposed to one colour of light and left for 5 minutes
before measurements were taken.
• The time taken for the release of 20 bubbles was recorded.
• The procedure was repeated using light of different colours but of equal
intensity.
• The results are given in the table below.

Colour of light Time (in seconds)for 20 bubbles to form

Violet 80
Green 40
Blue 160
Red 140
Yellow 70

5.2.1 (1)

5.2.2
(1)

(1)
(2)

5.2.3
(2)

5.2.4 (6)
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5.3 An experiment was conducted to investigate the effect of light intensity and
the rate of photosynthesis. The apparatus was set up as shown in the
diagram below. Study the diagram and answer the questions.

5.3.1

(1)

(1)
5.3.2
(1)
5.3.3

5.3.4
(3)
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Activity 6

6.1 Complete the missing words in the statements below:

6.1.1 As the light intensity increases, the rate of (1)
photosynthesis______________
6.1.2 Structures in which crops are grown in a protected and controlled (1)
environment are called _________________
6.1.3 ATP stands for __________________________ (1)
6.1.4 __________________ energy is found between phosphates. (1)
6.1.5 Photosynthesis helps maintain a healthy level of carbon dioxide in the (1)
__________________

Activity 7

7.1 The diagram below shows a photosynthesis experiment done to investigate if

a gas is produced during the process. A small amount of sodium carbonate
was added to the water before the experiment was started.

7.1.1 (1)

7.1.2 (2)

7.1.3 (2)
7.1.4 (1)

7.1.5
(4)
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7.2 An experiment was set up to investigate whether oxygen is released during

photosynthesis. The result of the experiment is represented in the following
diagram.

(2)
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Activity 8

8.1 The graphs below (A, B, C and D) represent the relationship between the rate
of photosynthesis and temperature.

(2)

8.2 An experiment was carried out to calculate the rate of photosynthesis in a

group of plants at different concentrations of carbon dioxide. This was
repeated at two different light intensities. The results are given below.

8.2.1 (1)
8.2.2
(1)
8.2.3 (2)
8.2.2
8.2.4
(7)
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8.3 The diagram below shows how the leaf in a destarched plant was set up by a
learner to perform an experiment on photosynthesis. Study the diagram and
answer the questions below.

8.3.1 (2)
8.3.2 (1)

8.3.3 (1)

8.3.4

(1)

(1)
8.3.5

(1)

(1)

8.3.6
(1)

(1)

(1)
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Activity 9

9.1 Which ONE of the following factors will cause optimal growth in greenhouses?

(2)
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Topic: Animal nutrition

A. TOPIC PLAN

Lesson Aspect Classwork Homework

1 Introduction to human nutrition
• Importance of inorganic and organic
compounds
• Energy flow
• Define autotrophs and heterotrophs
2 Nutrition in animals Teaching 1.1
• Importance of food tool 1
• Define dentition
• Differences in dentition of herbivores,
carnivores, omnivores and human

Definition of the following terms

• Ingestion
• Digestion
• Absorption
• Assimilation
• Egestion
3 Human alimentary canal Teaching Activity2
• Structure and functions of various parts tool 2
• Associated organs
4 Digestion
• Mechanical and chemical digestion
• The process of mechanical and chemical Activity 3
digestion

Role of the following in chemical digestion

• water
• Enzymes
• Bile
Absorption
5 • Structural suitability of small intestines Activity 4
• Structure of villi
• Importance of hepatic portal system
6 Process of absorption Activity 5
• Absorption of glucose and amino acid by villi
• Absorption of glycerol and fatty acids
• Absorption of water
Assimilation Activity 6
• Definition of assimilation
• Role of the liver
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Lesson Aspect Classwork Homework

7 Homeostatic control Activity 7
• Review role of liver and pancreas
• Definition of homeostasis
• Negative feedback mechanism involving
glucagon and insulin
• Diabetes
8 Importance of balanced diet Activity 8 Activity 9
• Causes and effects of malnutrition
• Tooth decay
• Effect of alcohol and drug abuse
• Different types of diets
9 Test

B. TERMINOLOGY

The following terms should be covered in this topic:

Ingestion Egestion Deamination Kwashiorkor
Digestion Mechanical digestion Homeostasis Marasmus
Absorption Chemical digestion Diabetes Anorexia
Assimilation Villi Malnutrition Obesity
Bulimia Chyme Osmosis Lymph vessels
Dentition Goblet cells Hepatic portal vein Negative feedback
Peristalsis Capillaries
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C. TEACHING TOOLS

Teaching Tool 1: Fox skull: from a typical carnivore (meat-eater)

Carnivores generally have long, sharp

front teeth which help them catch and tear
into their prey. The back teeth are narrow
and sharply serrated, much like the blade
of a knife. They are used to cut meat into
smaller chunks. Insectivores (like moles)
eat insects almost exclusively, and have
fine, needle-like teeth.

Herbivores have broad, flat molars (back

teeth) with rough surfaces, which are used
for grinding up tough plant tissues. Many
herbivores (like squirrels) have chisel-like
front teeth used for gnawing through wood
or hard seeds. These teeth grow
continually to avoid being worn down with
use. Herbivores often have a gap between
the front and back teeth to allow space for
repositioning plant tissue as it's chewed,
since much chewing is required to break it
up.

Omnivores (such as humans) eat both

plants and animals, and have broad, flat
molars for grinding up a variety of foods.
The front teeth are wide, narrow at the tips,
and somewhat chisel-shaped, making them
useful for biting off chunks of meat or plant
material.
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Teaching Tool 2
The following diagram shows human alimentary canal.

Complete the following table:

PART NUMBER FUNCTION
1
2
3
4
5
6
7
8
10

D. CLASSWORK/HOMEWORK

Activity 1

1.1 Provide the correct biological term for each of the following terms
1.1.1 Ejection of solid waste from the body (1)
1.1.2 The breakdown of large insoluble food molecules into smaller
water soluble molecules so that they can be absorbed into blood (1)
plasma
1.1.3 The products of digestion become part of the protoplasm of the
body cells (1)
1.1.4 The process of taking soluble food substances into blood stream (1) (4)
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Activity 2

2.1 Study the following diagram about a part of human alimentary canal.

2.1.1 Give labels for the following parts:

(1)
(a) A
(1)
(b) B
(c) C (1)
(d) E (1)
2.1.2 Give the LETTER of the part with the following function or
characteristics
(a) Responsible for the absorption of most water (1)
(b) Responsible for breaking down of food molecules by
mechanical and chemical digestion (1)
(c) Contains the sphincter muscle responsible for controlling (1)
defecation

2.1.3 State TWO functions of the liver associated with nutrition (2) (9)
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Activity 3

3.1 The diagram below shows a diagrammatic representation of the

digestive system.

Mouth

Stomach

Small
P intestine Q

Large
intestine

3.1.1 Name the part of the alimentary canal represented by X. (1)

3.1.2 By which process is food moved through structure X? (1)
3.1.3 Name the glands P and Q that release their secretions into the
small intestine. (2)
3.1.4 Name the part of the alimentary canal where the digestion of
proteins begins. (1) (5)
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Activity 4

4.1 Study the following diagram and then answer the questions by filling in
the missing words. Write the numbers 4.1.1 to 4.1.10 in your answer
book and next to each the missing word.

The diagram shows the structure of a ___4.1.1___ which is found lining

the ___4.1.2___. The layer C consists of ___4.1.3___ cells. The part
labeled D is ___4.1.4___ tissue. Parts A and B represent ___4.1.5___ into
which the products of digestion, ___4.1.6___ and ___4.1.7___, pass so
that they can be transported away. Vessel E represents the ___ 4.1.8
___into which diffuses products of digestion such as ___4.1.9___ and
___4.1.10___. (10)
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Activity 5

5.1 The diagram below shows a structure associated with the digestive
system.

A
B

5.1.1 Identify the structure shown in the diagram. (1)

5.1.2 Name the following parts:

(a) A (1)
(b) B (1)
5.1.3 In which part of the digestive tract would this structure be found? (1)

5.1.4 Explain TWO structural adaptations of the part mentioned in (4)

QUESTION 5.1.3 that enables it to perform its functions
5.1.5 In which part (C or D) would you expect to find more nutrients? (1)

5.1.6 Explain your answer in QUESTION 5.1.5 (4) (13)

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Activity 6

6.1 A scientist conducted an investigation on digestion, involving gastric juice. She

compared the time taken for 50 g of different cooked egg samples to form
chyme in the stomach, with the time taken for the same sample to form chyme
in a test tube containing gastric juice. The test tube was maintained at 37oC.
The results are indicated in the graph below.

6.1.1 Why was the temperature of the test tube maintained at 37oC? (1)

6.1.2 Name ONE factor other than temperature which was kept constant during
the investigation (1)
6.1.3 Determine the following from the graph:
(a) The sample which took the longest time to form chyme in the
stomach (2)
(b) The sample which took the shortest time to form chyme in the test
(2)
tube.
6.1.4 Describe the absorption and transportation of end product of food that
contains only carbohydrates. (8) (14)
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Activity 7

7.1 Study the flow diagram below.

7.1.1 Identify: -
(a) Organ 1 (1)
(b) Hormone 2 (1)
(c) Hormone 3 (1)
7.1.2 The disorder caused when organ 1 fails to release amounts of (1)
hormone 2
7.1.3 The mechanism that controls the levels of glucose in the body (1) (5)
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Activity 8

8.1 Read the extract below and answer the questions that follow.

TOO MUCH CARBOHYDRATES AND TOO LITTLE PROTEINS

The World Health Organisation (WHO) defines malnutrition as “the
cellular imbalance between the supply of nutrients and energy and the
body’s demand for them to ensure growth, maintenance, and specific
functions.” The term protein-energy malnutrition (PEM) applies to a
group of related disorders. This involves inadequate intake of protein
and calories and is characterised by emaciation (extreme thinness).
The term was first used in 1933, and it refers to an inadequate protein
intake with reasonable caloric (energy) intake.
[Adapted from
http://emedicine.medscape.com]
8.1.1 State the World Health Organisation’s definition of malnutrition. (2)
8.1.2 What condition can children suffer from if they get enough energy foods
like bread, rice and porridge but not enough proteins? (1)
8.1.3 Describe the chemical digestion of proteins in the stomach. (5) (8)

Activity 9

9.1 In general, people’s eating patterns can be divided into three basic kinds of diet
based on the type of protein eaten.

(a) Non-vegetarian diet: where people eat / drink all types of food

(b) Lacto-ovo diet: where people do not eat meat but do eat eggs milk, and milk
products
(c) Pure vegetarian diet: where people do not eat/ drink any animal-based
food

The bar graphs below show the amount of energy contained in each of these
three types of diets per unit volume as well as the amount of energy needed to
produce each type of diet.
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9.1.1 Which of the above three diets requires the greatest volume of food to
be eaten? Give a reason for the answer. (3)
9.1.2 Suggest a reason why this diet named in QUESTION 2.2.1 might cause
problems for very young children. (2)
9.1.3 What is the main source of proteins for pure vegetarians? (1)

9.1.4 Calculate the food energy intake that is provided by animals in the non-
vegetarian diet, as a percentage. (3) (9)
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TOPIC: Cellular Respiration

A: TOPIC PLAN
Lesson Aspect Classwork Homework
1 Terminology Teaching Tool 1 Activity 1
2 • Define what cellular respiration is.
• Where does cellular respiration take
Activity 2
place?
• List TWO types of cellular respiration
AND describe conditions required for
each to take place.
• Give requirements and products of
cellular respiration.
• Illustrate equation of cellular respiration.
• Why cellular respiration is important?
3 Aerobic Respiration
• Definition of aerobic respiration.
• Raw materials needed for cellular
respiration. Activity 3
• Structure of mitochondrion
• Structural adaptations of mitochondrion
to facilitate process of cellular respiration
• Phases of aerobic respiration.
• Products of aerobic respiration. Activity 4
4 Practical Investigation on aerobic cellular
respiration
4.1 - O2 is used by living organisms
during cellular respiration Tool 2
4.2 - CO2 is given off during cellular
respiration
5 Anaerobic Respiration
• Definition of anaerobic respiration.
• Process of anaerobic respiration.
Tool 3
• Comparison of Aerobic and Anaerobic
respiration.
• Role of anaerobic respiration in industry Activity 5
6 Topic Test
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B. TERMINOLOGY
Cellular respiration Kreb’s Cycle Oxygen
Aerobic respiration Ethanol Glycolysis
Anaerobic respiration Lactic acid Mitochondrion
Co-enzyme Carbon dioxide ATP

C: Teaching Tools
Tool 1
Give the correct biological term for each of the following descriptions.
Write only the term next to the question numbers in the answer book.
1.1 Breaking down of glucose (organic compounds) so as to
gradually release energy to all cells (1)
1.2 Process of cellular respiration that takes place in the presence of
O2 (1)
1.3 Process of cellular respiration that takes place in the absence of
O2
OR
Biochemical pathway taken by the process of cellular respiration
in the absence O2 (1)
1.4 The non-protein partner that are carriers of high energy
Hydrogen atoms in the oxidative phosphorylation stage of
respiration.
OR
Organic compounds that act as Hydrogen acceptors / carriers
during cellular respiration
(1)
1.5 An energy carrier (1)
1.6 The gas needed/ required for the process of cellular respiration
OR
The final acceptor of Hydrogen atoms
(1)
1.7 Stage of cellular respiration that takes place in the cytoplasm/
cytosol
OR
Anaerobic phase of respiration that occurs in the cytosol (1)
1.8 The organelle in a cell at which Kreb’s cycle occurs (1)

1.9 Cyclic series of reactions that takes place in the mitochondrion

OR
Phase of cellular respiration in which CO2 is evolved
OR
Phase of respiration which releases a large amount of energized
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hydrogen atoms. (1)

1.10 Product, other than CO2 of alcoholic fermentation in plants
OR
Organic product of anaerobic respiration in plants. (1)
1.11 Organic acid builds up in the muscle cells due to anaerobic
respiration (1)
1.12 Is a gas given off as a by-product during the process of cellular
respiration?
OR
Gas evolved during process of cellular respiration (1) (12)

Tool 2
Practical Investigation 1
2.1 To investigate that oxygen is used by living organisms during cellular
respiration

Methods and precautions

• Sterilise all seeds and apparatus with 10% formalin solution,
to kill and prevent the regrowth of micro-organisms. This
prevents them from being able to use oxygen and thereby
influencing the result of the investigation.
• Boil the seeds that you use in the Control to kill them, so
that they cannot undergo cellular respiration.
• The high respiration rate in germinating bean seeds leads to
rapid use O2 so ensure that all contact points between the
rubber stoppers and the test tubes are sealed with
petroleum jelly.
• Ensure that the investigation is kept in a warm place,
between 250 C and 30 0 C.
This will ensure that cellular respiration will occur at an
optimal rate.

• Allow the investigation to run for sufficient time (at least

overnight) for all the available oxygen to be used, to
produce a positive result.
• Insert a glowing splinter into each of the test tubes. It will
ignite or glow more brightly only in the presence of oxygen. In
the absence of oxygen, glowing splinter will die.
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Results
The experiment will give a positive result, that is, the splinter will
go out, indicating that oxygen has been used. This indicates that
cellular respiration has occurred.

Practical Investigation 2
2.2 Study the experimental design and answer the questions that follow:

TOOL 3
Study the diagram below that illustrates aerobic respiration

Use the cuttings provided below and paste them on the

appropriate spaces/ blocks to complete the phases of aerobic (4)
 36

respiration.

ATP ENERGISED H CO2 ATP

D: ACTIVITIES (CLASSWORK/HOMEWORK)

Activity 1

1. Define the following terms:

1.1 Cellular respiration
1.2 Aerobic respiration
1.3 Anaerobic
1.4 Co-enzymes
1.5 ATP
1.6 Oxygen
1.7 Glycolysis
1.8 Mitochondrion
1.9 Kreb’s Cycle
1.10 Ethanol
1.11 Lactic acid
1.12 Carbon dioxide(CO2) (12)

Activity 2

2. Answer the following questions on cellular respiration.

2.1 Describe the process of cellular respiration (7)
2.2 Where in the cell does cellular respiration take place? (2)
2.3 Name the types of cellular respiration and describe the conditions
required for each to occur. (4)
2.4 List all the:
(a) requirements of cellular respiration (3)
(b) the product of cellular respiration (3)
2.5 Give the equation of aerobic cellular respiration (6)
2.6 Discuss the reasons why cellular respiration is important for life on
earth
(8) (33)
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Activity 3

3. Answer the following questions on aerobic respiration.

3.1 Define aerobic respiration. (2)
3.2 List all the raw materials needed / required for cellular respiration. (3)
3.3 Draw a labelled structure of an organelle responsible for cellular (6)
respiration.
3.4 Discuss FOUR structural adaptations of mitochondrion to facilitate the (8)
process of cellular respiration.
3.5 Describe the process of aerobic respiration. (10)
3.6 Name the products of aerobic respiration. (3) (32)

ACTIVITY 4

4.1 Study the investigation showing that oxygen is used by living organisms
during cellular respiration and answer the questions.

4.1.1 What is the role of the control in this investigation? (2)

4.1.2 In which set up (experiment or control) would oxygen be still present
after 12 - 24 hours? (1)
4.1.3 Give the reason to support the answer in question number 2.
(2) (5)

4.2 Study the experimental design and answer the questions that follow.
 38

4.2.1 State the aim of the experiment. (2)

4.2.2 Name the parts labelled A and B. (2)
4.2.3 State TWO precautions you would take in setting up this experiment.
Give a reason in each case. (4)
4.2.4 Explain the purpose of lime water? (3)
4.2.5 Explain how you would set up a control for this experiment. (2) (13)

ACTVITY 5

5. Answer the following questions on anaerobic respiration.

5.1 Define what anaerobic respiration means. (2)
5.2 Describe how anaerobic cellular respiration occurs. (5)
5.3 State the significance of anaerobic respiration in industries. (3)
5.4 Tabulate differences between aerobic and anaerobic cellular
respiration, using the following criteria:
• relative to amount of energy
• raw materials and products
(5) (15)