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
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