KS3 ScienceEcosystems 2

Home LearningSupport and Answer Booklet

This booklet is intended to provide additional support forstudents who are studying the Ecosystems 2 topic at home.

There is a separate Ecosystems 2 Student Work Bookletwhere students can write their work. This was given out inlessons at the start of September and is also available fordownload on the school’s website.

This booklet contains:• Fact sheets and textbook pages to give extra information.• Video links to support the lessons.• Model answers (lesson-by-lesson) so students can check

their progress.• Bonus Revision Resources (and answers).

Use BBC bitesize for additional help:

https://www.bbc.co.uk/bitesize/topics/zvrrd2p

General videos for the topic:

https://www.youtube.com/watch?v=Xp0o19gWX7E - respirationhttps://www.youtube.com/watch?v=xEhvsXG8cNs – photosynthesis

Videos that could support each lesson:

Lesson 1: Understanding aerobic respiration https://www.youtube.com/watch?v=410b79CPqP0

Lesson 2: Investigating respiration https://www.youtube.com/watch?v=lw-PT-smzGs

Lesson 3: Respiration in sport https://www.bbc.co.uk/bitesize/guides/zq349j6/revision/1(There are 3 videos on this Bitesize page; they’re all good but the middle one is most relevant)

Lesson 4: Understanding anaerobic respiration https://www.youtube.com/watch?v=n0uABIlfj44https://www.youtube.com/watch?v=FYClCHVT00M

Lesson 5: Investigating Fermentation https://www.youtube.com/watch?v=wL-hEvZuPAU

Lesson 6: Comparing aerobic and anaerobic respiration (see Lessons 4 and 5)

Lesson 7: Importance of plants https://www.bbc.com/bitesize/clips/zpgb4wx

Lesson 8: How plants make food https://www.youtube.com/watch?v=CL9A8YhwUpshttps://www.youtube.com/watch?v=Uz7JnVUWCZQ

Lesson 9: Looking at leaves https://www.youtube.com/watch?v=co0JdqUlycg

Lesson 10: Movement of water and minerals in plants --

Lesson 11: Importance of minerals https://www.youtube.com/watch?v=TwL7K_loRjM

Lesson 12: Investigating photosynthesis https://www.youtube.com/watch?v=id0aO_OdFwA

Ecosystems 2 – Respiration and Photosynthesis

Web-based Resources

Respiration

Some key information from the textbook:

Plant processes

Answers for the Student Work BookletLesson 1

Living things need energy:

• To contract your muscles for movement

• To keep your body temperature stable and constant

• To grow and repair/replace cells

• Building larger molecules from smaller ones.

Aerobic respiration is a chemical reaction where energy is released from sugar. It requires oxygen. It takes place in the cells (mitochondria) of living things (plants and animals).

Protein is used for growth and to repair/replace damaged cells.

Oxygen

6

Glucose

Mitochondria

6

Lesson 2

Glucose is needed for respiration as it is the store of energy

Live yeast

Energy released from glucose

Carbon dioxide was produced

No carbon dioxide produced

Peas and Snails1 a) The peas were respiring (they are living) so energy is being released. Respiration produces heat.1 b) Once boiled the peas are no longer living, therefore not respiring and so not producing heat.2a) Would not change colour straight away – stay pink2b) Only tube 2 changes colour: Pink → YellowTube 1 pink; Tube 2 yellow; Tube 3 pink2c) Tube 12d) Limewater goes cloudy when carbon dioxide is added and so could be used to show respiration but it is also alkaline and will kill the pond snails.

Plenary1a) Heat is produced (released!) by respiration.1b) The carbon dioxide we breathe out is made by respiration1c) Respiration happens in all living cells2a) Glucose2b) The sparrow uses up the oxygen….etc. and The sparrow produces carbon dioxide….etc.

Lesson 3

3a) breaking down lactic acid; deep breathing is used to get as much oxygen as possible into the body. The oxygen needed to break down the lactic acid is the ‘oxygen debt’

b) lactic acid causes aching in the muscles; this would remain if we did not pay back the oxygen debt

Plenary Mini Quiz:1. Release glucose 2. oxygen 3. lactic acid 4. oxygen debt

Lesson 4

2 Anaerobic respiration in yeasta) Yeast is a microorganism – a fungi.b) Sugar is needed for respiration – without respiration occurring no carbon dioxide will be

produced.c) Respiration is occurring – so carbon dioxide is now being produced.

3 Planning an investigationa) Use different temperatures of water (independent variable) and record the volume of carbon

dioxide produced (dependent variable)b) Produce a table of temperature and carbon dioxide (or a graph). The highest amount of

carbon dioxide produced is the best temperature to produce ethanol from yeast. We call this the optimum temperature.

1 Fermentation

Lesson 5

Put 10ml of yeast into a test tubeAdd 1 spatula of sugar (glucose)Put balloon over top of test tubeStart the stop clockAfter 10 minutes measure the diameter of the balloon

Example Results

Lesson 5 continued…

Lesson 6

Lesson 7

Why are plants important?

Plants produce oxygen and food (initially in the form of glucose) which are essential for life!

Plants also have many everyday uses as materials etc. (please see below).

Some uses of different plants include:

• Oak: building, fuel, furniture.

• Pine: building, fuel, furniture.

• Lavender: herbal medicine, aromatherapy.

• Cotton: fabric.

• Banana: food, leaves for roofing, baskets, brushes etc.

• Rubber tree: resin to make rubber, fuel, leaves for roofing.

• Cherry tree: fruit, fuel, furniture.

• Palm tree: fruit, fuel, furniture, leaves for roofing, baskets etc.

Lesson 7 continued…..

1) Reactants for photosynthesis: Carbon dioxide + Water2) Products of photosynthesis: Glucose + Oxygen3) Light provides the energy needed for the reaction to take place.4) Chlorophyll absorb the light energy needed for photosynthesis to take place. 5) Because at night it is light, there is no light energy available for it to take place.6) The plant cell has a cell wall, vacuole and chloroplasts

Challenge: At night, photosynthesis will not be taking place, therefore therefor levels of CO2 in the air will increase.

Plenary table:

Lesson 8

• How do plants make their food?

PHOTOSYNTHESIS. LIGHT ENERGY FROM THE SUN IS ABSORBED BY CHLOROPHYLL IN LEAVES, CARBON DIOXIDE AND WATER REACT TO MAKE…..GLUCOSE AND OXYGEN

• Where do different food groups come from?

The glucose produced in photosynthesis is used to make other carbohydrates, proteins and fats:

Please do not worry about these questions until we’ve had a chance to do the experiment in school.

The follow pages contain the fact sheets used for Lesson 9…..

Lesson 9

What difficulties would a plant growing on the ground in a wood have?

A lack of light for photosynthesis (in the shade of the trees).

What leaf features would help this plant to survive?

If plants struggle to get sunlight, they adapt and grow large leaves.

This means the leaves have a LARGE SURFACE AREA, so have more chloroplasts, and can absorb more sunlight.

Lesson 10

Lesson 10 continued….

Lesson 11

Lesson 12

Please use the “Alternate Lesson 12: Self assessed task” page of the Student Work Booklet, not the practical investigation.

Worksheet 2.2.6b Answers:

You could also use the graph paper in the booklet to draw a graph of the average number of bubbles released in one minute (y axis) against the distance between the lamp and the plant (x axis)

Year 9 Ecosystems 2

Bonus Revision and Self-Assessment

Resources

Task to complete part 1:

Test Yourself 2

Test yourself 3

Test yourself 4

v

Test yourself 5

Year 9 Ecosystems 2

Bonus Revision and Self-Assessment

Answers

Task to complete part 1 answers:

1. A2. B3. D

1. A) Long distance running, skiing, football, (any sport played for over 5 minutes)B) Weight lifting, boxing, (any high intensity sport)

2. Aerobic – requires oxygen and glucose, releases a lot of energy, done in mitochindriaAnaerobic – only uses glucose, releases little energy, creates lactic acid (cramps), done in cytoplasm.

3. Rugby, football, netball, basketball (most invasion games (except chess!)).

Answers

Test Yourself 2 Answers

Test Yourself 3 Answers

Test yourself 4 answers

Test yourself 5 answers

4. Transpiration – the process of water moving upwards through a plant from the roots and out of the open stomata in the leaves.

5. Humid, cool conditions with no breeze.

6. Reduce water loss – have fewer stomata, have fewer leaves, have spines instead of leaves, curl leaves when water is running low, store water inside the plant e.g. cactus