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Module 2.1 Gas Exchange
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General Biology 2
Quarter 2 – Module 2.1:
Compare and Contrast Processes in
Plants and Animals: Gas Exchange
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General Biology 2
Quarter 2 – Module 2.1:
Compare and Contrast Processes in
Plants and Animals: Gas Exchange
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Introductory Message
For the facilitator:
Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)
Module on Compare and Contrast Processes in Plants and Animals: Gas Exchange!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)
Module on Compare and Contrast Processes in Plants and Animals: Gas Exchange!
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this module.
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We hope that through this material, you will experience meaningful learning and
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What I Need to Know
This module is designed for you to learn about the comparison of the different
processes that take place in plants and animals. You will study, discover and explore
about how processes such as gas exchange occurs inside the body of plants and
animals. In this module, you will also have to reflect on the plant and animal organ
systems responsible for respiration.
At the end of this module, you are expected to:
1. Compare and contrast the following processes in plants and animals:
reproduction,
development,
nutrition,
gas
exchange,
transport/circulation, regulation of body fluids, chemical and nervous
control, immune systems, and sensory and motor mechanisms
(STEM_BIO11/12-IVa-h-1).
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What I Know
Use the terms below to identify which part of respiration is blocked by the
condition stated in each of the following situations.
A. Breathing
B. Circulation
C. Gas Exchange
D. Cellular Respiration
______ 1. The rate of photosynthesis in plants decreases due to clogged
stomata of the leaves.
______ 2. A girl with anemia doesn’t have enough of the protein hemoglobin to
carry oxygen in her blood cells.
______ 3. A boy with exercise-induced asthma suffers narrowing of his airways
during exercise.
______ 4. A woman has emphysema, which damages the air sacs of her lungs,
reducing the amount of surface area for gas exchange.
______ 5. A man accidentally swallowed a large piece of food that extends his
food tube so that it pinches off his windpipe.
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Lesson
1
Gas Exchange
Gas exchange is the uptake of molecular oxygen from the environment and the
discharge of carbon dioxide in the environment. It is often called respiratory
exchange or respiration, but it should not be confused with cellular respiration.
Oxygen is needed in tissues for aerobic respiration to occur and to extract ATP from
food. Carbon dioxide must be released to prevent physiological pH in tissues from
being very acidic. In plants however, the carbon dioxide that is released as a byproduct of cellular respiration may again be taken up for the process of
photosynthesis.
There are specialized organs in plants and animals that function for respiration.
What are these organs used by plants and animals for gas exchange? How do they
process gases in and out of their body? Let us find out as we excavate more to this
module.
What’s In
Let us first have a short Q and A portion about gas exchange or respiration in plants
and animals.
Briefly answer the following questions depending on your
understanding of how gas exchange takes place in plants and animals.
1. What else do organisms need to acquire from the environment aside
from nutrition? Why?
__________________________________________________________________
2. What gas is considered as a metabolic waste product of cellular
respiration? How does it leave the organism’s body?
__________________________________________________________________
3. Cite some structures in plants and animals that allow the gas
exchange.
__________________________________________________________________
4. Enumerate some respiratory problems encountered by humans that
alter the normal process of gas exchange.
__________________________________________________________________
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Notes to the Teacher
This module aims to familiarize the students with the comparison
of the process of transport and circulation in plants and animals.
Point out the different organs included in transport and
circulation. Transport systems in plants and animals vary.
What’s New
Respiratory organs in plants and animals vary. These organs are specialized
to perform an important role in gas exchange. Try to identify the plant and animal
organs involved in the process of respiration.
Figure 1 shows a leaf cross-section, determine which part of this leaf is used
for gas exchange. Then on the other hand, figures 2, 3, 4, 5 and 6 present different
animal respiratory organs. Distinguish each organ utilized by animals for respiration.
Fig. 1
Fig. 2
Fig. 3
Fig. 4
_____________________________________
_____________________________________
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Fig. 5
Fig. 6
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What is It
Plants do not breathe, they only respire. Animals usually breathe in the
air for carrying out cellular respiration. Plants lack a respiratory system which
is usually found in animals.
In plants, the leaf obtains oxygen directly from the air through the
stomata. Stems and roots also take in oxygen. In case of animals, oxygen is
taken in through special openings (like nostrils or gill clefts) into the
respiratory organ.
In animals, there is a respiratory organ (like lungs, gills, etc.) present
within the body, where exchange of gases occurs. No such respiratory organ
is present in plants. The tissues of a leaf are adapted for photosynthesis and
gas exchange.
The carbon dioxide produced in animals during respiration is released
to the atmosphere, whereas the carbon dioxide produced during plant
respiration may be used by the plant for carrying out photosynthesis.
There is no respiratory pigment in case of plants, whereas in animals,
respiratory pigments play an important role in transporting oxygen to the
cells. Animals have to take in oxygen and expel carbon dioxide to sustain
cellular respiration and stay alive. Terrestrial animals and aquatic animals
face different challenges in performing gas exchange.
Meanwhile, the gas exchange in plants occurs through the process of
respiration where free energy is released and transiently stored in a
compound, ATP, which can be readily utilized for the maintenance and
development of the plant. This process is usually more complex since plants
can carry both on respiration and photosynthesis.
In animals there are several factors affecting gas exchange.
What are these factors influencing gas exchange?
1. The respiratory surface or organ is the part of an animal’s body where gases
are exchanged with the environment. To allow the gas exchange, it must be
moist, large enough, and protected from desiccation.
2. Respiratory system relies on the diffusion of gases down pressure gradient.
• Partial pressures for gas in the atmosphere can be computed. For
example, the partial pressure of oxygen in alveolar air is about 104 mm
Hg, whereas the partial pressure of the oxygenated pulmonary venous
blood is about 100 mm Hg. In contrast, when ventilation is insufficient,
the partial pressure of oxygen in the alveoli drops. Without the large
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difference in partial pressure between the alveoli and the blood, oxygen
does not diffuse efficiently across the respiratory membrane.
•Frick’s Law states that the amount of diffusion of a gas across a
membrane is proportional to the surface area and the difference in
partial pressure between the two sides and inversely proportional to the
thickness of the membrane.
3. Surface-to-volume ratio
•As an animal grows, the surface area increases at a lesser rate than
its volume, making diffusion of gases into the interior more difficult.
•Animals must have a body design that keeps the internal cells close to
the surface (e.g. flatworms) or must have a system to move the gases
inward.
4.Ventilation
•It refers to the movement of the respiratory medium (air or water) over
the respiratory surface.
•Bony fish moves the gill covers (operculum) for water carrying oxygen
to flow across the gill.
•Humans move the muscles of the thorax to expand and contract the
chest cavity and move in and out of the lungs.
5.Perfusion
•It refers to the flow of blood to alveolar capillaries.
•For gas exchange to be efficient, the volumes involved in ventilation
and perfusion should be compatible. However, factors such as regional
gravity effects on blood, blocked alveolar ducts, or disease can cause
ventilation and perfusion to be imbalanced.
6.Respiratory Pigments or Proteins
•Adaptations of animals for gas exchange include respiratory pigments
that bind and transport gases.
•The respiratory pigment of vertebrates is hemoglobin while that of
invertebrates (e.g. arthropods and mollusks) is hemocyanin.
•Blood cannot carry sufficient oxygen and carbon dioxide in dissolved
form to meet the body’s requirements; hemoglobin helps enhance its
capacity.
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Structures for gas exchange in plants include stomata
in leaves, lenticels in stems, root hairs in aerial roots
and pneumatophores or lateral roots of mangroves.
Meanwhile, respiratory surfaces or organs in
animals differ in invertebrates and vertebrates.
How do respiratory organs differ in invertebrates
and vertebrates?
In invertebrates, the respiratory surfaces or organs are:
1. Integumentary exchange - refers to the
general body surface or skin used by
animals with high surface-to-volume ratio;
e.g. flatworm and earthworm. Amphibians
also use their moist skin in addition to lungs
as gas exchange surface.
2. External gills - used by invertebrates that
live in aquatic habitats; gills are highly
folded, thin-walled, vascularized epidermis
that project outward from the body; e.g.
annelids,
aquatic
insects,
mollusks,
crayfish, lobster, sea star, and nudibranch.
While most crustaceans and mollusks such
as clams and oysters utilize internal gills.
3. Tracheal system in arthropods - utilizes
fine air-conducting tubules to provide
gaseous exchange at the cellular level. It is
not dependent on a circulatory system; e.g.
insects and spiders.
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While in vertebrates, respiratory organs include:
1. External
gills
thin,
vascular
projections from the body surface of a
few amphibians, e.g. larval salamander.
2. Internal gills - rows of slits or pockets
in adult fishes positioned at the back
of the mouth such that water that
enters the mouth can flow over them
as it exits just behind the head.
Water flows over the gills and blood
circulates
through
direction.
This
them
in
opposite
mechanism,
called
countercurrent flow, is highly efficient in
extracting oxygen from water, whose
oxygen
content
is
lower
than
air.
Countercurrent is much more efficient
than co-current exchange.
3. Lungs - internal respiratory surfaces
shaped as a cavity or sac.
Lungs
provided a membrane for gaseous
exchange. Since they are not in direct
contact with all other parts of the
body, lungs require a circulatory
system to transport gases to the rest
of the body. These respiratory organs
are found in birds, reptiles, and
mammals.
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How does air move in and out of the lungs?
1. Air moves by bulk flow into and out of the lung.
2. Gases diffuse across the inner respiratory surfaces of the lungs.
3. Pulmonary circulation allows the diffusion of dissolved gases across
lung capillaries.
4. In body tissues, oxygen diffuses from blood  internal fluid  cells.
The pathway of carbon dioxide is in reverse.
5. All lungs receive deoxygenated blood from the heart and return
oxygenated blood to the heart.
How do breathing mechanisms vary in vertebrates?
1. Amphibians ventilate their lungs by positive pressure breathing which
forces air down the trachea.
2. Birds use a system of air sacs as blower to keep air flowing through
the lungs in one direction only, preventing the mixing of incoming and
outgoing air.
3. Mammals ventilate their lungs by negative pressure breathing which
pulls air into the lungs when the volume of the lungs expands as the
rib muscles and diaphragm contract. However, the incoming and
outgoing air mix, decreasing the efficiency of ventilation.
Air enters and leaves the respiratory system through nasal cavities where air
is filtered by hair or cilia, warmed by blood vessels and moistened with mucus.
Gas exchange and circulation
are coordinated to each other. For
instance, during oxygen transport,
the oxygen diffuses down a pressure
gradient from the lungs into the blood
plasms  red blood cells  binds to
hemoglobin
(4
molecules
per
hemoglobin to form oxyhemoglobin).
The hemoglobin gives up its oxygen
in tissues where partial pressure of
oxygen is low, blood is warmer,
partial pressure of carbon dioxide is
higher, and pH level is lower. These
four conditions occur in tissues with
high metabolic rate.
However,
carbon dioxide transport happens
when carbon dioxide diffuses down
its partial pressure gradient from the
tissues into the blood plasma and red
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blood cells to air in alveoli. Seven percent is dissolved in plasma, 23% binds with
hemoglobin to form carbaminohemoglobin, and 70% is in bicarbonate form.
Bicarbonate and carbonic acid formation, on the other hand, is enhanced by the
enzyme carbonic anhydrase, which is located in the red blood cells.
How coordination of air flow with blood flow occurs?
1. Gas exchange in the alveoli is most efficient when air flow equals the
rate of blood flow.
2. Local controls within the lungs correct imbalances in air and blood flow
by constricting or dilating both bronchioles and arterioles.
The nervous system controls oxygen and carbon dioxide levels for the entire
body by regulating the rate and depth of breathing. The brain monitors the
cerebrospinal fluid through sensors (reflecting carbon dioxide concentration in the
blood). Secondary control is exerted by sensors in the aorta and carotid arteries that
monitor blood levels of oxygen as well as carbon dioxide (via blood).
There are animals that perform respiratory adaptations to extreme conditions
such as low-oxygen environments. Animals that inhabit high altitudes have larger
hearts and lungs, and hemoglobin with high affinity for binding oxygen. Moreover,
many diving animals have unusually high hematocrits (ratio of volume of packed red
blood cells to the volume of whole blood) and also muscles with high amounts of
myoglobin (an oxygen-binding protein found in muscle cells).
Humans living at higher altitude since birth develop more alveoli and capillary
network in the lungs. Humans during diving, the heartbeat slows, and circulation
is reduced to all parts of the body except the brain.
The kind of environmental condition of an animal or organisms’ lives may have
an effect on its respiratory system. Thus, this principle has resulted to notable
remark as adaptations.
Some respiratory illnesses have great impact on health and cause serious
problems. Here are some of them:
1. In a respiratory disorder like asthma, the muscles around bronchioles
contract more than usual, increasing resistance to airflow.
2. Emphysema is an abnormal condition of the lungs marked by
decreased respiratory function. It is associated with smoking or chronic
bronchitis or old age.
3. Pneumonia is an infectious disease involving inflammation and fluid
buildup in the lungs.
Smoking tobacco products is one of the leading global causes of death and is
strongly linked to cancer, cardiovascular disease, stroke and emphysema. In order
to prevent these complications, we must better do all the necessary actions in taking
good care of our respiratory system. Proper diet, enough sleep and preventing
cigarette smoking are some of the things to consider in order to keep the respiratory
system healthy.
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What’s More
Fill in the boxes with the appropriate words to complete the process of gas
exchange within the alveoli of the lungs. Describe the adaptation of the alveoli.
Describe the adaptation of the alveoli.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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What I Have Learned
Now it’s your turn! Read and fill out the following “I
have learned oath.”
Learning to compare and contrast how processes such
as gas exchange in plants and animals is a wonderful
experience! I can now understand how respiration differ in
plants and animals.
I have recalled that plants (1.)
______________________________________________________.
While, animals (2.) ______________________________________.
I have learned from this module that plants use structures like (3.) _________
(4.) __________, (5.) ___________ and (6.) ____________ for gas exchange. However,
respiratory organs in invertebrate animals include (7.) ___________, (8.) ___________,
and (9.) ___________. While in vertebrates, (10.) ____________, (11.) ____________ and
(12.) ___________ are used.
In animals, there are several factors affecting gas
exchange and these are:
(13.) ____________________, (14.) ____________________, (15.) ____________________,
(16.) ____________________ and (17.) ____________________.
The world of living things is indeed marvelous! Plants and animals, though
share common things still differ in so many ways. And for survival, our body is
performing at its optimum to maintain its good condition and function! And what is
more remarkable is how people with great scientific skills have developed a way on
how to find solutions or cure to respiratory health problems. Science and society can
be good friends. I _______________________________________ (write/state your name),
do solemnly pledge that I will only do good and responsible science for my society
specifically in determining the similarities and differences in plants and animal
processes.
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What I Can Do
COVID-19 is a respiratory disease, one that
especially reaches into your respiratory tract, which
includes your lungs.
COVID-19 can cause a range of breathing
problems, from mild to critical. Older adults and
people who have other health conditions like heart
disease, cancer, and diabetes may have more serious
symptoms.
Here’s what the new coronavirus does to your lungs. SARS-CoV-2, the virus
that causes COVID-19, is part of the coronavirus family.
When the virus gets in your body, it comes into contact with the mucous
membranes that line your nose, mouth, and eyes. The virus enters a healthy cell and
uses the cell to make new virus parts. It multiplies, and the new viruses infect nearby
cells. Think of your respiratory tract as an upside-down tree. The trunk is your
trachea, or windpipe. It splits into smaller and smaller branches in your lungs. At
the end of each branch are tiny air sacs called alveoli. This is where oxygen goes into
your blood and carbon dioxide comes out.
The new coronavirus can infect the upper or lower part of your respiratory
tract. It travels down your airways. The lining can become irritated and inflamed. In
some cases, the infection can reach all the way down into your alveoli.
COVID-19 is a new condition, and scientists are learning more every day about
what it can do to your lungs. They believe that the effects on your body are similar
to those of two other coronavirus diseases, severe acute respiratory syndrome (SARS)
and Middle East respiratory syndrome (MERS).
The spread of the corona virus is now becoming enormous. In your point of
view as a senior high school STEM student, what can you contribute or suggest to
the government that will help in lessening the COVID-19 active cases in your
community and flattening the curve?
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Assessment
Let’s see how well you have enjoyed the topic on the process of gas exchange
in plants and animals. Choose the letter that corresponds to your answer.
1. Which of the following is not a structure for gas exchange in plants?
a. Stomata
2.
3.
4.
5.
6.
7.
c. Flowers
b. Lenticels
d. Pneumatophores
Which of the following respiratory systems is not closely associated with
a blood supply?
a. The lungs of a vertebrate
c. The gills of a fish
b. The tracheal system of an insect
d.
The skin of an
earthworm
When you hold your breath, which of the following gas changes in the
blood first and leads the urge to breathe?
a. Rising oxygen
c. Rising carbon dioxide
b. Falling oxygen
d. Falling carbon dioxide
The process of bringing oxygenated water or air into contact with a gasexchange surface is
a. Respiration
c. Resuscitation
b. Ventilation
d. Exhalation
Which of the following is brought about by infection and involves
inflammation and fluid buildup in the lungs?
a. Emphysema
c. Asthma
b. Pneumonia
d. Cough
The driving for diffusion of oxygen across the cells of the respiratory
organ is:
a. The difference in partial pressure of oxygen in the environment and
in the blood
b. The partial pressure of carbon dioxide in the blood.
c. The temperature
d. The humidity
In negative pressure filling, air moves into the lungs when
a. The volume of thoracic cavity increases
b. The pressure in thoracic cavity decreases
c. Air is forced down the trachea by muscular contractions of the
mouth and pharynx
d. A and B only
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8. The group of vertebrates that relies on gas exchange across the skin as
well as at the lungs to maintain sufficient blood oxygen levels is
a. The fishes
c. The amphibians
b. The reptiles
d. The mammals
9. With rare exceptions, how does the majority of the oxygen transported
in the blood of vertebrates?
a. By binding to plasma protein
b. By binding to hemoglobin in erythrocytes
c. As dissolved gas in the cytoplasm of erythrocytes
d. As a component of large organic molecules that are broken down by
the cells
10. Which of the following factors does not alter the rate of breathing by
influencing the respiratory centers of the brain?
a. Carbon dioxide partial pressures in the blood
b. Oxygen partial pressure in the blood
c. Blood glucose levels
d. Blood pH
11. Which of the following respiratory surfaces occurs in insects like
grasshoppers?
a. Lungs
c. Tracheal exchange system
b. Gills
d. Integumentary exchange
12. Amphibians ventilate their lungs by
a. Countercurrent flow
b. Positive pressure breathing
c. Negative pressure breathing
d. A system of air sacs that act as blowers to keep air flowing through
13. When the diaphragm contracts and moves down, the lungs are
a. Expanding with air
b. Shrinking and pushing air out
c. Inflated like balloons filled with air
d. Dilating both bronchioles and alveoli
14. What keeps mucus and dirt out of the lungs?
a. Diaphragm
c. Trachea
b. Nostrils
d. Cilia
15. Which of the following are features of the alveoli that adapt them to gas
exchange?
I. High
II. Dry
III. Thin walls
surface area
surfaces
a. I and II
c. I only
b. I and III
d. I, II and III
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Additional Activities
We are almost done in this learning journey. Good job! There is just one
more thing to do! Let us see how much you have learned. Answer the following
questions based on your understanding of the topic presented to you in this module.
1. After a heavy rain, earthworms come to the surface. How would you explain
this behavior in terms of an earthworm’s requirements for gas exchange?
2. Animals that live on land such as amphibians, reptiles, birds and mammals
have lungs as major respiratory organs. Why is the position of the lung
tissues within the body an advantage for terrestrial animals?
RUBRIC FOR SHORT ESSAY QUESTIONS
Criteria
Answer
4
• Clearly answered all
parts of the question
in complete
sentences
3
• Answered all parts of
the question in
complete sentences,
but the answer may
not be clear
2
• Answered some
parts of the
question, but left
other parts
incomplete
Cite
• Cited evidence for all
parts of their answer
directly from the text
Explain/
Expand
• Explained all parts of
the answer in clear
terms
• Expanded the idea
beyond simply
answering the
question
• Cited evidence for
some parts of the
answer directly from
the text
• Some parts of the
answer do not have
evidence
• Explained most parts
of the answer in clear
terms
• Some parts of the
answers are left
unexplained
• May have cited
evidence for part of
the answer
• Most parts of the
answer do not have
evidence from the
text
• Explained some
parts of the answer,
but most of the
answer does not
have an explanation
1
• Attempted to
answer part of the
question, but
answer is unclear
and is not in
complete sentence
• Did not cite
evidence from the
text in any part of
the answer
• Did not explain or
expand upon the
answer
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What Have I Learned
1.
2.
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
B
C
B
B
A
D
C
B
D
C
B
B
D
B
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Plants do not breathe, they only respire.
Animals usually breathe in the air for
carrying out cellular respiration.
Stomata
Lenticels
Root hairs
Pneumatophores
Integumentary exchange
External gills
Tracheal system
External gills
Internal gills
Lungs
Respiratory surface
Pressure gradient
Surface-to-volume ratio
Ventilation
Respiratory pigments or proteins
What I Know:
What’s New:
1.
2.
3.
4.
5.
6.
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Stomata
Skin/integumentary exchange
Papulae/skin gills
Tracheal system
Gills
Lungs
1.
Students’
2.
3.
4.
5.
C
answers
may vary.
B
A
C
A
What’s In:
1.
What’s More:
Blood capillary, Oxygen in,
Carbon dioxide out, alveolus
2.
Description:
The thin walls of the alveoli and the
capillaries allow the exchange
of oxygen and carbon dioxide in the blood.
3.
4.
Suggested response: Oxygen, because it
is needed during cellular respiration, in
the process of extracting chemical
energy from food (with the exception of
anaerobic respiration)
Suggested response: Carbon dioxide, it
diffuses out of the respiratory surface of
the organism
Suggested response: stomata, lenticels,
root hairs and pneumatophores in
plants; skin, tracheal system, gills and
lungs in animals
Suggested response: asthma,
emphysema, lung cancer, pneumonia
Answer Key
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References
DepEd (2020). Most Essential Learning Competencies with Corresponding CG
codes. General Biology 2. Pp. 631-633.
CHED (2016). Teaching Guide for Senior High School in General Biology 2.
First Edition. Pp. 180-188.
Morales-Ramos, A. C. and Ramos, J.D. (2017). Exploring Life through Science
Series - General Biology 2 for Senior High School. Quezon City: Phoenix
Publishing House, Inc., pp. 30-54.
Murphy-Capco, Carmelita (2003). Phoenix Science Series: Biology. Quezon
City: Phoenix Publishing House, Inc., pp. 297-307.
Kratz, R. (2012). Biology Workbook for Dummies. 1st Ed. New Jersey: John
Wiley & Sons, Inc., pp. 22-23.
VanPutte, C., Regan, J. and Russo, A. (2016). Seeley’s Essentials of Anatomy
And Physiology. 9th Ed. New York: McGraw-Hill Education, pp.412-441.
Lopez, Jose Chen. "Basics of Plant Respiration". Promix, 2017. October 01,
2020.https://www.pthorticulture.com/en/training-center/basics-of-plantrespiration.
Pathak, Neha. "What Does COVID-19 Do To Your Lungs?". WebMD, 2020.
October 01, 2020. https://www.webmd.com/lung/what-does-covid-doto-your-lungs.
I BEAT COVID-19. Image, 2020. https://www.redbubble.com/i/poster/IBEAT-COVID-19-T-shirt-design-by-Akerue00/46397523.LVTDI.
4
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For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph
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