What is the correct sequence in aerobic respiration

Glycolysis - Link Reaction - Krebs Cycle - Oxidative Phosphorylation

Glycolysis - Krebs Cycle - Link reaction - Oxidative Phosphorylation

What are the products of glycolysis?

2 x Pyruvate,, 2 x ATP, 2 x NADH

2 x Pyruvate,, 2 x ADP, 2 x NADH

2 x Pyruvate,, 2 x ATP, 2 x NAD

2 x Pyruvate,, 2 x ATP, 2 x FAD

What are the products of the link reaction?

Acetyl Co enzyme A, Carbon Dioxide, NADH

Acetyl Co enzyme A, Carbon Dioxide, NAD

Co enzyme A, Carbon Dioxide, NAD

Co enzyme A, Carbon Dioxide, NADH

What part or parts of respiration involve substrate-Level phosphorylation?

Oxidative phosphorylation and link reaction

What are the products of the Krebs Cycle?

NADH, FADH, ATP, Carbon Dioxide and Co A

NADH, FADH, ATP, Carbon Dioxide and Acetly Co A

NADH, FADH, ADP, Carbon Dioxide and Co A

NAD, FADH, ATP, Carbon Dioxide and Co A

Respiration A Level

Figure 18-11 represents the amount of energy stored as organic material in each trophic level in an ecosystem. The pyramid shape of the diagram indicates the low percentage of energy transfer from one level to the next. On average, 10 percent of the total energy consumed in one trophic level is incor- porated into the organisms in the next. Why is the percentage of energy transfer so low? One reason is that some of the organisms in a trophic level escape being eaten. They eventually die and become food for decomposers, but the energy contained in their bodies does not pass to a higher trophic level. Even when an organism is eaten, some of the molecules in its body will be in a form that the consumer cannot break down and use. For example, a cougar cannot extract energy from the antlers, hooves, and hair of a deer. Also, the energy used by prey for cellu- lar respiration cannot be used by predators to synthesize new bio- mass. Finally, no transformation or transfer of energy is 100 percent efficient. Every time energy is transformed, such as during the reactions of metabolism, some energy is lost as heat. Limitations of Trophic Levels The low rate of energy transfer between trophic levels explains why ecosystems rarely contain more than a few trophic levels. Because only about 10 percent of the energy available at one trophic level is transferred to the next trophic level, there is not enough energy in the top trophic level to support more levels. Organisms at the lowest trophic level are usually much more abundant than organisms at the highest level. In Africa, for exam- ple, you will see about 1,000 zebras, gazelles, and other herbivores for every lion or leopard you see, and there are far more grasses and shrubs than there are herbivores. Higher trophic levels con- tain less energy, so, they can support fewer individuals.A population is a group of organisms that belong to the same species and live in a particular place at the same time. All of the bass living in a pond during a certain period of time make up a pop- ulation because they are isolated in the pond and do not interact with bass living in other ponds. The boundaries of a population may be imposed by a feature of the environment, such as a lake shore, or they can be arbitrarily chosen to simplify a study of the population. The humans shown in Figure 19-1 are part of the pop- ulation of a city. The properties of populations differ from those of individuals. An individual may be born, it may reproduce, or it may die. A population study focuses on a population as a whole—how many individuals are born, how many die, and so on. Population Size A population’s size is the number of individuals that the population contains. Size is a fundamental and important population property but can be difficult to measure directly. If a population is small and composed of immobile organisms, such as plants, its size can be determined simply by counting individuals. Often, though, individ- uals are too abundant, too widespread, or too mobile to be counted easily, and scientists must estimate the number of individuals in the population. Suppose that a scientist wants to know how many oak trees live in a 10 km2 patch of forest. Instead of searching the entire patch of forest and counting all the oak trees, the scientist could count the trees in a smaller section of the forest, such as a 1 km2 area. The scientist could then use this value to estimate the population of the larger area. SECTION 1 OBJECTIVES ● Describe the main properties that scientists measure when they study populations. ● Compare the three general patterns of population dispersion. ● Identify the measurements used to describe changing populations. ● Compare the three general types of survivorship curves. VOCABULARY population population density dispersion birth rate death rate life expectancy age structure survivorship curve FIGURE 19-1 A population can be widely distributed, as Earth’s human population is, or confined to a small area, as species of fish in a lake are. Copyright © by Holt, Rinehart and Winston. All rights reserved. 382 CHAPTER 19 If the small patch contains 25 oaks, an area 10 times larger would likely contain 10 times as many oak trees. A similar kind of sampling technique might be used to estimate the size of the pop- ulation shown in Figure 19-2. To use this kind of estimate, the sci- entist must assume that the distribution of individuals in the entire population is the same as that in the sampled group. Estimates of population size are based on many such assumptions, so all esti- mates have the potential for error. Population Density Population density measures how crowded a population is. This measurement is always expressed as the number of individuals per unit of area or volume. For example, the population density of humans in the United States is about 30 people per square kilome- ter. Table 19-1 shows the population sizes and densities of humans in several countries in 2003. These estimates are calculated for the total land area. Some areas of a country may be sparsely popu- lated, while other areas are very densely populated. Dispersion A third population property is dispersion (di-SPUHR-zhuhn). Dispersion is the spatial distribution of individuals within the popu- lation. In a clumped distribution, individuals are clustered together. In a uniform distribution, individuals are separated by a fairly con- sistent distance. In a random distribution, each individual’s location is independent of the locations of other individuals in the popula- tion. Figure 19-3 illustrates the three possible patterns of dispersion. Clumped distributions often occur when resources such as food or living space are clumped. Clumped distributions may also occur because of a species’ social behavior, such as when animals gather into herds or flocks. Uniform distributions may result from social behavior in which individuals within the same habitat stay as far away from each other as possible. For example, a bird may locate its nest so as to maximize the distance from the nests of other birds. These migrating wildebeests in East Africa are too numerous and mobile to be counted. Scientists must use sampling methods at several locations to monitor changes in the population size of the animals. FIGURE 19-2 TABLE 19-1 Population Size and Density of Some Countries Population size Population density Country (in millions) (in individuals/km2) China 1,289 135 India 1,069 325 United States 292 30 Russia 146 8 Japan 128 337 Mexico 105 54 Kenya 32 54 Australia 20 3 dispersion from the Latin dis-, meaning “out,” and spargere, meaning “to scatter” Word Roots and Origins Copyright © by Holt, Rinehart and Winston. All rights reserved. POPULATIONS 383 The social interactions of birds called gannets, which are shown in Figure 19-3b, result in a uniform distribution. Each gannet chooses a small nesting area on the coast and defends it from other gannets. In this way, each gannet tries to maximize its distance from all of its neighbors, which causes a uniform distribution of individuals. Few populations are truly randomly dispersed. Rather, they show degrees of clumping or uniformity. The dispersion pattern of a population sometimes depends on the scale at which the popu- lation is observed. The gannets shown in Figure 19-3b are uni- formly distributed on a scale of a few meters. However, if the entire island on which the gannets live is observed, the distribution appears clumped because the birds live only near the shore. POPULATION DYNAMICS All populations are dynamic—they change in size and composition over time. To understand these changes, scientists must know more than the population’s size, density, and dispersion. One important measure is the birth rate, the number of births occur- ring in a period of time. In the United States, for example, there are about 4 million births per year. A second important measure is the death rate, or mortality rate, which is the number of deaths in a

[t comes from the GREEK name "Epilepsia" which means "taking hold of or seizing". - It is a disorder characterized by: recurrent seizures. SEIZURES R ectment transient attacks of: R epresent: R esult from: ASSOCIATED WITH: somatic, psychic, or, autonomic clinical featmes. clinical features of abnormally hyperexcitable cortical neurons. paroxvsmal and excessive electrical neuronal discharges. EEG changes & may be disturbance of consciousness. same causes of convulsions 1. Idiopathic epile~ • It is the commonest cause. no cause can be detected ( 65 % ) • It may be associated with positive family history in some cases. • It starts in the l st & 2nd decades in the form of: -- Grand ma! epilepsy. Petit mal epilepsy. Myoclonic epilepsy. Atonic seizures. 2. Secondary epilepsy A. Local causes in the brain: l. Congenital: 2. Traumatic: cerebral palsy. a cause can be detected cerebral contusion or laceration. 3. Inflammatory: 4. Neoplastic: 5. Degenerative: 6. Vascular: encephalitis, brain tumours. mening1t1s, presenile dementia. brain abscess. stroke (especially hemon-hagic), hypertensive encephalopathy. B. General causes with secondary effects on the brain: I. Toxic: 2. Iatrogenic: 3. Metabolic: 4. Endocrinal: 5. Organ failure: 6. Heart disease: 7. Nutritional: - Alcohol, cocaine, lead. - Lidocaine, INH. - j glucose & ! glucose. - Hypoparathyroidism. - Hepatic failme. - Adam's Stoke's attacks. - Pellagra. - Botulism, tetanus. - Ambilhar, Amphetamine, Aminophylline. - j Ca & ! Ca. - Hype1thyroid crisis. - Renal failure. - Fallot's tetralogy. - j Na & ! Na. - Vitamin B6 deficiency. 8. Physical: 9. HYSTERICAL. - High fevers. - Heat stroke. 136 137 CLINICAL PICTURE 1. GENERALISED SEIZURES " Excessive electrical discharges from cortical neurons in BOTH hemispheres simultaneously " I. II. 1. Grand Mal Epile~: 1. Pre-ictal stage "attacks of tonic-clonic convulsions " (aura) It is a warning sign of a coming attack. It may be: • Somatic: • Psychic: • Autonomic: 2. Ictal stage Myoclonus, Hallucinations. Tachycardia, (seizure) Sudden loss of consciousness: Parasthesias. Sweating. for seconds to minutes. -- Tonic phase (few seconds) o The UL & LL: o o o o The HEAD: The JAWS: CYANOSIS: are extended. is retracted to one side & the eye balls rolled up. are firmly clenched, with biting of the TONGUE. due to impaired respiration. There may be incontinence of urine. Clonic phase (few minutes) o The UL & LL: o The HEAD: 3. Post-ictal stage - It may be: • Somatic: • Psychic: • Autonomic: Drug of choice: contract & relax repeatedly & rapidly. jerks forcibly. (sequelae) Todd's paralysis(< 24 hours, due to neuronal exhaustion). Confusion. Vomiting. Carbamazepine (Tegretol) or Phenytoin (Epanutin) Petit Mal Epilepsy: "attacks of loss of consciousness " " Absence " It starts in childhood & improves at puberty & usually disappears at the age of 20. 2. It is NOT PRECEEDED by aura & NOT FOLLOWED by sequelae. 3. It is usually PRECIPITATED by: hyperventilation 4. It is characterized by: or photic stimulation. sudden loss of consciousness of short duration (few seconds). 5. It may be associated with: • High frequency ( 50 attacks / day). • Falling to the ground without warning. • Jerky movements of the head & UL Drug of choice: (myoclonic petit mal). Valproate (Depakine) or Succinimide (Zarontin) 137 138 Ill. M oclonic Seizures: "attacks of involuntary clonic movements " - It is characterized by: sudden, jerky, shock-like INVOLUNTARY muscle contraction. • The jerks are bilateral contractions, mainly of the shoulders and arms. • However, some patients repmtjerking in the lower limbs, trunk, or head. - It may be of 2 types: - Occurs singly • Simple: • As a pait of: I Drug of choice: IV. Atonic seizures: (no loss of consciousness). - Grand mal epilepsy (aura). - Petit mal epilepsy. Valproate (Depakine) or Clonazepam (Rivotril) I - Transient attacks of brief loss of postural tone, often resulting in falls and injuries. 2. PARTIAL SEIZURES "Excessive electrical discharges from cmtical neurons in a ce1tain area in ONE hemisphere" A. Simple seizures: " No disturbance in consciousness " - The CP depends on the site of the hyperexcitable neurones in the cerebral cortex, whether in: "Motor area or Senso,y areas". 1. Motor fits: • Focal fits: • Motor jacksonian fits: 2. General Sensory fits: • Focal fits: • Sensory jacksonian fits: 3. Special Senso1y fits: • Visual hallucinations: • Auditory hallucinations: • Olfactory hallucinations: B. Complex seizures: - SITE: movement of part of a limb or the whole limb. movement of one side of the body (see before). parasthesia of part of a limb or the whole limb. parasthesia of one side of the body (see before). irritation of the visual sensory area. irritation of the auditory sensory area. initation of the uncus. " disturbance in consciousness " The hyperexcitable neurons are in the Temporal lobe "Temporal lobe epilepsy". - DURATION: The seizure lasts few seconds to few minutes. - The seizure starts with A ura, followed by A bsence, Automatism, Amnesia: 1. 2. 3. 4. A ura: A bsence: Automatism: A mnesia: Olfactory hallucinations, Deja-vu phenomenon, Sensation of fear. Absent patient with staring eyes (with no response to conversation). Involuntary Purposeless acts: motor ( eg, lip smacking, chewing) or verbal. No recalling of the seizure. 138 139 3. PARTIAL SEIZURES ~ GENERALISED SEIZURES " Partial seizures may spread to involve the whole brain .- secondarily generalised seizures " . HY-sterical epilepsY • Usually: • The cause: • Incidence: young neurotic Sj2 . psychological & there is no organic lesion. usually occurs in the presence of people. • It is associated with: • EEG: • It is not associated with: normal. • Missed ttt. • Menses. • Alkalosis. anxiety, palpitaion & hyperventilation. tongue biting or incontinence of urine. • Alcohol use & Drug abuse ( e.g. cocaine ). • S timulation by photons & Hyperventilation. • S leep deprivation & Stress & sudden withdrawal of antiepileptic drngs. INVESTIGATIONS 1. EEG: • It is the most specific test for epilepsy because it records the electrical activity of the brain. • It shows specific pattern: 2. LOCAL INVESTIGATIONS: "Epilepsy waves". "CT & MRI of the brain" • To identify or exclude a LOCAL CAUSE of seizures in the brain. 3. GENERAL INVESTIGATIONS: "Laboratory investigations" • To search for a GENERAL CAUSE of seizures, e.g. blood glucose. 139 140 TREATMENT A. General Measures: 1. 2. Moderation of the patient's physical activity. A void the precipitating factors ( Alcohol, hyperventilation, photic stimulation ...... ). 3. A ketogenic diet is encouraged because it will induce acidosis: - Acidosis is beneficial as it raises the threshold of stimulation of the brain cells. B. Specific Treatment: 2. 1. Treatment of the cause in secondary epilepsy. Anti-epileptic drugs: a) Always sta1t with one drug, then add another drug if there is no response. b) Always stop the drugs ONLY if: • The patient stays free of symptoms for at least 2 years. • The patient has a normal EEG. 3. Side effects of Anti-epileptic drugs: I . Skin rash. 2. 3. Bone marrow depression. Ataxia. Drug 1. Barbiturates (Pbenonobarbitone) 2. Hydantoin (Epanutin) 3. Carbamazepine 4. Clonazepam 5. Valproate 6. Succinamide ANTI-EPILEPTIC DRUGS NEW ANTI-EPILEPTIC DRUGS - These drugs are new dtugs that may be used in resistant seizures. 1. Lamotrigine: 200 - 400 mg/ day. 2. Felbamate: 3. Gabapentin: 400- 800 mg/ day. 600 - 1200 mg/ day. \ " General rules for use ": Dose 100-600 mg I day 100-600 mg / day 200-600 mg I day 2-6 mg I day 500-1500 mg I day 500-1000 mg / day Best indicated - Broad spectrum. - Not for petit mal. - Grand mal. - Motor Jacksonian fits. - Grand mal. - Motor Jacksonian fits. - Complex seizures. - Not for petit ma!. - Myoclonic. - Grand mat. - Broad spectrum. - Petit mat. 140 141 STATUS EPILEPTICUS DEFINITION - A medical emergency: 1. Repeated attacks of generalized convulsions, with lack of recove,y of consciousness, 2. Persistent attack of seizure lasting for at least 30 minutes. OR, - If the convulsions are not stopped rapidly, coma deepens & death may occur due to: heart failure or respiratory failure or brain damage or hyperpyrexia. - The most common causes are: sudden withdrawal of anti-epileptic drugs & stroke. TREATMENT A. General Measures: l. Take care of: " ABC " • Place the patient on the ground, to guard against falling from bed. • Mouth gag & 02 inhalation ( endo-tracheal intubation may be needed). • Record the vital signs regularly. 2. Take a sample of: - Venous blood: for the level of: - A.tierial blood: for the level of: 3. a nti-epileptic drugs, a lcohol. pH, p0 2, pC02, HC0 3. Give cerebral dehydrating measures: e.g. Frusemide, cone. Mannitol, Dexamethazone. B. Specific Treatment: - Phenytoin with diazepam (or clonazepam) immediately: 1. Phenytoin: 2. Diazepam: Clonazepam: seizures recur: 15 mg I Kg slow infusion. 5 mg slowly IV, to be repeated after 5 minutes if seizures recur: maximum dose: 20 mg. OR: 2 mg slowly IV, to be repeated after 5 minutes if maximum dose: 6 mg. - If seizures persist after 20 min. of Phenytoin & diazepam: 3. PHENOBARBITONE: - In resistant cases: 200 mg infusion. 4. GENERAL ANAESTHESIA: may be used.

Create a review game for 9th grade biology students using the following topics Levels of Organization in an ecosystem- population, community, ecosystem, biome, biosphere Abiotic and Biotic Factors Differences between Food chains and food webs Trophic Levels Producers vs Consumers, Autotrophs vs. Heterotrophs Effects of Greenhouse gases and their effects on global systems. Biome examples Photosynthesis vs cellular respiration Types of Consumers Ecological Pyramids 10% rule Cycles of Matter/ Nutrient Cycles- Water Cycle, Carbon Cycle, Nitrogen Cycle, Phosphorus Cycle (note on the diagrams… the bigger the arrow, the larger amount of matter that moves through the cycle from that point to the next. Macromolecules- Carbohydrates, Lipids, Proteins, Nucleic Acids Nitrogen fixation Denitrification Eutrophication The usable form on nitrogen for plants is nitrate Population density and distribution-random, dispersed and clumped Birth rate and death rate Survivorship curves- Type I, II, and III Density dependent factors Density independent factors Exponential growth- J curve = unlimited resources, no limiting factors Logistical Growth-S curve= limiting factors, carrying capacity Symbiotic Relationships- Competition, predation, Herbivory, mutualism, parasitism, commensalism What is an invasive species? Why might countries limit certain species to coming into a new country or area? What is mycorrhizal? Succession- Primary vs Secondary Pioneer Species Climax community Biodiversity Climate change

Got you now 👍 — you don’t want a code, you want ready-made quiz content you can paste into Quizalize so a teacher/class can use it. I’ll generate a proper SSS1 quiz bank (Maths, English, Basic Science) in a clean format. You can copy this into Quizalize “Create Quiz”. 📘 SSS1 QUIZ (READY FOR QUIZALIZE) 🧠 MATHS (10 QUESTIONS) What is 9 × 8? A. 72 B. 64 C. 81 D. 74 Answer: A Solve: 3x = 15 A. 3 B. 5 C. 6 D. 9 Answer: B What is 12²? A. 124 B. 144 C. 132 D. 122 Answer: B Simplify: 18 ÷ 3 A. 3 B. 5 C. 6 D. 9 Answer: C What is the square root of 49? A. 5 B. 6 C. 7 D. 8 Answer: C Find x: x + 7 = 20 A. 11 B. 12 C. 13 D. 14 Answer: C 5 × 5 × 5 = ? A. 125 B. 100 C. 150 D. 75 Answer: A What is 100 ÷ 4? A. 20 B. 25 C. 30 D. 40 Answer: B What is 15 + 17? A. 31 B. 32 C. 33 D. 34 Answer: B What is 10% of 200? A. 10 B. 20 C. 30 D. 40 Answer: B 📘 ENGLISH (10 QUESTIONS) Choose correct spelling A. Recieve B. Receive C. Receve D. Recive Answer: B Opposite of “fast” A. Quick B. Slow C. Sharp D. Rapid Answer: B Synonym of “happy” A. Sad B. Angry C. Joyful D. Tired Answer: C A noun is a name of a… A. Action B. Place/Person/Thing C. Verb D. Adverb Answer: B He ___ to school every day A. go B. going C. goes D. gone Answer: C Plural of child A. Childs B. Childes C. Children D. Childer Answer: C Antonym of “big” A. Large B. Huge C. Small D. Wide Answer: C A verb is a word that shows A. Name B. Action C. Place D. Thing Answer: B She is ___ honest girl A. a B. an C. the D. no article Answer: A Past tense of go A. Goed B. Gone C. Went D. Going Answer: C 🔬 BASIC SCIENCE (10 QUESTIONS) Plants absorb carbon dioxide during A. Respiration B. Photosynthesis C. Digestion D. Movement Answer: B Human breathing organ A. Heart B. Liver C. Lungs D. Kidney Answer: C Water boils at A. 0°C B. 50°C C. 100°C D. 150°C Answer: C Which is a metal? A. Rubber B. Copper C. Wood D. Plastic Answer: B The sun is a A. Planet B. Star C. Moon D. Comet Answer: B Force is measured in A. Joule B. Newton C. Watt D. Kelvin Answer: B Solid → Liquid is called A. Freezing B. Melting C. Evaporation D. Condensation Answer: B Earth revolves around A. Moon B. Mars C. Sun D. Jupiter Answer: C Human blood is pumped by A. Brain B. Heart C. Lungs D. Kidney Answer: B Energy from the sun is called A. Nuclear B. Solar C. Chemical D. Sound Answer: B ⚡ HOW TO USE IN QUIZALIZE Go to Quizalize Click Create Quiz Choose Manual Input Copy each question Paste with options + correct answer Set timer per question (5–10 sec for pressure mode) 🔥 IF YOU WANT NEXT LEVEL I can also: �⁠Turn this into 100-question exam paper �⁠Add hard WAEC/JAMB-level traps Or �⁠simulate inter-house elimination rounds Just say: “upgrade me” 😈

Title (Slide 0): "Digging Deeper: The Truth About Tillage" Subtitle: How turning the soil affects plants, microbes, and the planet Slide 1: What Is Tillage? Tilling the soil means digging, turning, and loosening it using tools or machines. It's a common farming practice to prepare the land before planting. Slide 2: Why Do Farmers Till? Tillage is usually done before planting to: • Soften and aerate the soil • Mix in nutrients • Remove weeds • Bury crop residues for decomposition and fertility Slide 3: Tools Used for Tillage Farmers use tools like: • Ploughs: Cut deep into the soil • Harrows: Break up clumps and smooth the surface Slide 4: Ploughs vs. Harrows • Ploughs: Used first, go deep, lift and flip soil • Harrows: Used after ploughs, work on the surface to break clumps and level the soil Slide 5: Types of Tillage Systems From most to least soil disturbance: • Conventional Tillage: Deep ploughing • Minimum Tillage: Light disturbance • Conservation Tillage: Only disturb seed zone, keep residues on top • Zero Tillage (No-Till): Plant directly into undisturbed soil Slide 6: Problem 1 – Soil Erosion Tillage removes protective cover, exposing soil to wind and rain. Result: topsoil—the most fertile layer—is easily washed or blown away. Slide 7: Problem 2 – Disruption of Soil Life Soil is a living ecosystem! • Worms, fungi, and bacteria help aerate soil and release nutrients • Tillage destroys their habitat, reducing fertility and soil health Slide 8: Problem 3 – Loss of Soil Structure Healthy soil has pores for air, water, and roots. Tillage breaks the sponge-like structure, and soil compacts over time—like flattening it into a pancake. Hard soil = poor plant growth. Slide 9: Problem 4 – Decreased Organic Matter Microbes "eat" organic matter through aerobic respiration (using O₂ and releasing CO₂). Tillage adds oxygen, microbes speed up, and burn through the soil’s “pantry” of organic matter—leaving it empty and poor. Slide 10: Problem 5 – Greenhouse Gas Emissions Faster decomposition = more CO₂ released. Tillage boosts microbial activity, which increases carbon dioxide emissions—contributing to climate change. ✅ Conclusion (Slide 11): 🌱 Tillage: A Double-Edged Tool Tillage can help prepare the soil and control weeds—but it comes at a cost. Over time, repeated tilling can strip away organic matter, destroy soil life, and release greenhouse gases. It's like spending all your savings for quick results—and being left with nothing for the future. The smarter path? Use reduced or no-till methods that protect soil health, keep carbon in the ground, and support long-term farming success.

5th Grade Science Quiz: Movement of Matter in Ecosystems 1. Which organisms are responsible for breaking down dead plants and animals into simple nutrients? a) Producers b) Consumers c) Decomposers d) Predators 2. What is the process by which plants use sunlight to make food? a) Respiration b) Decomposition c) Photosynthesis d) Erosion 3. How do animals contribute to the movement of matter in an ecosystem? a) They produce oxygen b) They break down dead organisms c) They release nutrients through waste d) They absorb carbon dioxide 4. What is the primary source of energy for most ecosystems? a) Soil b) Water c) Sunlight d) Air 5. How does matter move through the environment? a) It flows in a straight line b) It cycles through various organisms and the environment c) It remains stationary d) It only moves between plants and animals Answer Key (Always review AI generated answers for accuracy - Math is more likely to be inaccurate.) 1. c) Decomposers 2. c) Photosynthesis 3. c) They release nutrients through waste 4. c) Sunlight 5. b) It cycles through various organisms and the environment

1Choose the correct answer: 1.The...........of plant absorb water and nutrients from the soil. (Dakahlla 2023) a.roots b.stems c.leaves d.flowers 2. Humans and other animals need to eat to get a.oxygen gas. b.energy. c.carbon dioxide gas. d.soil. 3. Plants make their food by a process known as (Alex.2023) a.respiration. b. absorption. c.photosynthesis. d.digestion. 4..........and.........are from the plant needs that help it make photosynthesis(Cairo 2023)process. a.Oxygen-water b. Sunlight-carbon dioxide c.Water-earthworms d. Nutrients-oxygen 5. Plants and humans are similar in some of their basic needs to survive suchas........... a. sunlight and rocks. b. water and air. c. carbon dioxide and soil. d. soil and water. 6. Plants take..........from the air to make its food. (Alex.2024) a.water b. oxygen gas c. carbon dioxide gas d.sugar 7.All the following are plant basic needs to make its own food,except a.water. b.air. c.sunlight. d.rocks. 8.Which of the following sentences is wrong? a. Plants need sunlight to grow. b. Plant roots absorb water from the soil. c. Plants make their own food by respiration process. d. Plants make their own food in their leaves. 9.Water and nutrients are carried from the roots to the leaves through the (Cairo 2024) a.stem. b.soil. c.fruits. d.flowers. 10. In photosynthesis process, plant produces..to get energy. a. oxygen gas b.sugar c.carbon dioxide d.water 18

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