Module 4 Support pack for Plant nutrition Gr11

Study & Master Support Pack | Grade 11 CAPS Module 4 Units 1 – 6 Agricultural Sciences Plant nutrition This support pack for the Plant nutrition module in the Agricultural Sciences Grade 10 CAPS curriculum provides valuable revision activities. All activities have the answers provided. Learners can work through these individually at home or these could form the basis of a catch-up class or online lesson. You have permission to print or photocopy this document or distribute it electronically via email or WhatsApp. For more information on our Study & Master CAPS-approved  textbooks and valuable resource materials, visit www.cambridge.org Brighter Thinking | Better Learning

Module 4 – Plant nutrition Unit 1 Photosynthesis Short questions 1. Various possible answers are provided for the following questions. Write only the correct letter (A–D) next to the question number. 1.1 Plants are the _____ producers of food for all living organisms. A primary B secondary C tertiary D intermediary 1.2 The process of photosynthesis takes place in the _____ of green leaves. A chromoplasts B parenchyma C chloroplasts D cytoplasm 1.3 Leaves are green due to the fact that the chlorophyll pigments in leaves: A absorb red and green light and reflect blue light B reflect red and blue light and absorb green light C absorb blue and green light and reflect red light D absorb red and blue light and reflect green light 1.4 The pigments in leaves responsible for the orange colour in plants are: A xantophylls B carotenoids C carotene D chlorophyll 1.5 The process in plants where water molecules are split into hydrogen and oxygen atoms in the presence of light is known as: A photolysis B photophosphorylation C respiration D photosynthesis  (5 × 2 = 10) 2. Supply ONE word/term for each of the following descriptions. Write only the word/term next to the question number.  2.1 The gas needed for cellular respiration of all living organisms 2.2 Openings on the lower epidermis of leaves through which water vapour is given off 2.3 The part of the plant in which onions store food 2.4 The green pigments in plant leaves that are necessary for the absorption of light energy during photosynthesis 2.5 The period during unfavourable environmental conditions when seeds do not germinate (5 × 2 = 10) 3. Match each description in column B with the correct word/term in column A. Column A Column B 3.1 Potatoes A Food is stored in tap roots 3.2 Carrots B Food is stored in dry fruit 3.3 Gladiolus C Underground, horizontal stem rhizomes 3.4 Walnuts D Fleshy, thickened underground stem tubers 3.5 Ginger E Short, vertical, underground stem corms  (5 × 2 = 10) Longer questions 4. Tabulate FIVE differences between photosynthesis and respiration. (5 × 2 = 10) S T U DY & M A S T E R S U P P O R T PA C K S 1

5. Study the following illustration and then answer the questions that follow: Sunlight H F I E A C G B D 5.1 Which phase of photosynthesis is represented by A? (1) 5.2 Name the gas at B that is given off during the phase of photosynthesis named in 5.1. (1) 5.3 Which type of energy is needed during this phase of photosynthesis mentioned in 5.1? (1) 5.4 Name the products of the light reactions labelled C and D. (2) 5.5 Which phase of photosynthesis is represented by E? (1) 5.6 Which gas represented by F is necessary for the phase represented by E? (1) 5.7 C and D are used to produce the carbohydrate labelled G. Identify G.  (1) 5.8 Name the products of the dark reactions labelled H and I.  (2) 5.9 Which two gases are the water molecules (H2O) split into? (2) 6. Name FOUR techniques used to manipulate plants for an increased photosynthetic rate.  (4) Unit 2 Water and nutrients Short questions 1. Various possible answers are provided for the following questions. Write only the correct letter (A–D) next to the question number. 1.1 Water is a _____ for the transport of mineral nutrients absorbed from the soil water upwards through the plant. A mixture B solute C solvent D chemical 1.2 Plants stay upright and keep their shape due to the water in plant cells that provides _____ pressure. A osmotic B diffusion C plasmolysis D turgor 1.3 The solution inside a plant cell is: A more dilute than the soil water B more concentrated than the soil water C the same as soil water D a dilute solution 1.4 _____ is the spontaneous movement of water molecules down the concentration gradient. A Diffusion B Passive absorption C Osmosis D Active absorption 1.5 The products of photosynthesis move in the plants through the: A xylem vessels upwards from the roots to the leaves by active transport B phloem vessels downwards from the leaves to the roots by passive transport C phloem vessels up and down the plants by active transport D xylem vessels up and down the plants by passive transport  (5 × 2 = 10) 2. Supply ONE word/term for each of the following descriptions. Write only the word/term next to the question number. 2.1 The vascular tissue that transports water and dissolved minerals from the roots upwards through the stems to the leaves 2 S T U DY & M A S T E R S U P P O R T PA C K S

2.2 The process in which plants lose water when the soil water is more concentrated than the water in the plant cells 2.3 The force that holds water molecules to one another as they move upwards from the roots to the stems and leaves  (3 × 2 = 6) 3. Match each description in column B with the correct word/term in column A. Column A Column B 3.1 Hypertonic A Dilute solution 3.2 Translocation B Concentrated solution 3.3 Hypotonic C Loss of water through the stomata of leaves 3.4 Transpiration D Free movement of water molecules in both directions 3.5 Isotonic E Active absorption that needs energy  (5 × 2 = 10) 4. The following statements are FALSE. Correct them by changing the underlined word/s. 4.1 Water and dissolved mineral nutrients are absorbed in the merismatic region of the root. 4.2 The stomata will close and transpiration will be reduced if the humidity of the leaves is high. 4.3 The action of attraction between different kinds of molecules is called cohesion. 4.4 Hygroscopic water found in the micropores is mostly available to plants. 4.5 The upward movement of water molecules against the force of gravity is called adhesive force. (5 × 2 = 10) Longer questions 5. Study the following illustration of an experiment and then answer the questions. A B higher water C less water less solute more solute D 5.1 The solutions in the U-tube are separated by a membrane labelled D. Identify the type of membrane.(1) 5.2 What is the liquid part of the solution called? (1) 5.3 What is the dissolved part of the solution called? (1) 5.4 Briefly describe the difference between the solution in the right-hand side of the tube and the left-hand side with regard to what it consists of. (4) 5.5 What type of solution is in the left-hand side of the tube with regard to its concentration?  (1) 5.6 Identify the type of solution labelled A.  (1) 5.7 What type of solution is in the right-hand side of the tube with regard to its concentration?  (1) 5.8 Identify the type of solution labelled B.  (1) 5.9 State which part of the solution, labelled C, will pass through the membrane. (1) 5.10 Identify the process that will take place through the membrane. Supply a brief explanation of this process. (4) S T U DY & M A S T E R S U P P O R T PA C K S 3

5.11 Draw an illustration of what this experiment will look like after the process mentioned in 5.10 took place. Supply a brief explanation of what occurred.  (2 for illustration + 5 for description = 7) 5.12 Is energy required for this process? What type of transport therefore takes place? (2) 6. Name any FIVE adaptation features of plants to reduce the loss of water by transpiration.  (5) 7. Briefly explain how transpiration through the openings in leaves is influenced by: 7.1 light intensity (2) 7.2 temperature  (2) 7.3 water concentration  (2) Unit 3 Mineral nutrition (macro- and micro-elements) Short questions 1. Various possible answers are provided for the following questions. Write only the correct letter (A–D) next to the question number. 1.1 The following are primary macro-minerals needed by plants for optimum growth: A nitrogen, phosphorus, calcium B nitrogen, phosphorus, potassium C nitrogen, calcium, magnesium D nitrogen, potassium, calcium 1.2 Nitrogen forms part of the _____ molecule that is important for the process of photosynthesis. A carotene B chlorophyll C xanthophyll D carotenoid 1.3 Phosphorus is a component of _____ needed to convert light energy to chemical energy during photosynthesis. A OH B NADPH C ATP D NADP 1.4 ‘Black heart’ in celery is caused by a lack of: A calcium B potassium C nitrogen D phosphorus 1.5 Micro-minerals include: A iron, zinc, calcium B boron, zinc, potassium C iron, cobalt, calcium D iron, boron, cobalt (5 × 2 = 10) 2. Supply ONE word/term for each of the following descriptions. Write only the word/term next to the question number. 2.1 Plants show symptoms that they have an inadequate amount of essential nutrients 2.2 The cabbage in the school garden was changing from green to purple, which might be caused by a lack of this mineral 2.3 Boron, copper and cobalt are nutrients needed in small quantities by plants  (3 × 2 = 6) 3. Match each description in column B with the correct word/term in column A. Column A Column B 3.1 Chlorosis A Leaves drop off without withering 3.2 Necrosis B Premature dropping of the leaves of plants 3.3 Blossom end rot C Yellowing of leaf tissue caused by nutrient deficiency 3.4 Defoliation D Boron deficiency in apples 3.5 Internal cork E Water-soaked spot at end of tomato 3.6 Whiptail F Leaves become mottled and stunted due to zinc deficiency 3.7 Little leaf disease G Leaves of cabbage become narrow and distorted caused by molybdenum deficiency (7 × 2 = 14) 4 S T U DY & M A S T E R S U P P O R T PA C K S

Longer questions 4. Study the following illustrations and then answer the questions. A B C 4.1 Identify the disease condition in each of the above images as well as the mineral that is deficient in each of the conditions.  (3 × 2 = 6) 4.2 Look at the following list of minerals and then answer the questions. potassium manganese copper molybdenum calcium a) State which of the above are macro- or micro-minerals. b) Differentiate between macro- and micro-minerals with reference to the quantities needed by plants.  (5) c) Write down the chemical symbol of each of the listed minerals.  (2) d) Name ONE disease caused by a deficiency of manganese, copper and molybdenum. (5) 5. Briefly explain the difference between chlorosis and necrosis.  (2) Unit 4 Plant nutrient uptake and analysis Short questions 1. Various possible answers are provided for the following questions. Write only the correct letter (A–D) next to the question number. 1.1 Passive ion uptake takes place through the process of: A leaching B diffusion C osmosis D mulching 1.2 Plants absorb nutrients best when they are in _____ form. A ionic B cation C compound D diluted 1.3 Nitrogen is absorbed by plants in the form of _____. A ammonium B organic ions C nitrates D inorganic ions 1.4 The amount of clay, sand and silt in a soil is called: A horizon B profile C structure D texture 1.5 Soil with a low pH can be corrected by adding _____. A water B lime C gypsum D compost  (5 × 2 = 10) Longer questions 2. Name the TWO ways that roots of plants absorb ions. (2) 3. Explain the difference between the two nutrient absorption processes mentioned in question 2.  (4) 4. To prevent poor crop quality, farmers need to monitor and test their soils and crop regularly. Describe the method used to collect soil and crop test samples.  (4) S T U DY & M A S T E R S U P P O R T PA C K S 5

Unit 5 Organic and inorganic fertilisers Short questions 1. Various possible answers are provided for the following questions. Write only the correct letter (A–D) next to the question number. 1.1 Inorganic fertilisers: A cannot destroy soil food webs B cannot burn plants C can cause heavy pollution D cannot destroy aquatic ecosystems 1.2 Straight fertilisers contain only one of the following three major elements: A N, P, K B Ca, Mg, P C Mg, K, Zn D P, Zn, K 1.3 An example of an inorganic fertiliser rich in nitrogen is: A LAN B superphosphate C urea D N:P:K mixtures 1.4 Dolomitic lime is applied on soil with a: A low pH B low pH with a lack of magnesium C high pH D high pH with a lack of magnesium 1.5 This is not a beneficial effect of liming: A Nitrate is instantly available to plants. B It can destroy soil food webs. C It causes heavy metal pollution. D Methane emissions cause global warming. (5 × 2 = 10) Longer questions 2. Name the THREE forms in which inorganic fertilisers can be bought. (3) 3. Name the TWO types of lime available on the market. (2) 4. Define the term ‘organic fertiliser’. (2) 5. Name THREE examples of organic fertiliser. (3) 6. Explain why broadcasting is an effective application method when adding limestone ammonium nitrate (LAN) to soil. (3) 7. Name FOUR benefits of liming. (4) 8. Discuss the influence of gypsum when added to soil. (5) Unit 6 Organic fertilisers and fertilisation practices Short questions 1. Various possible answers are provided for the following questions. Write only the correct letter (A–D) next to the question number. 1.1 Foliar application involves the spraying of fertiliser directly: A onto the leaves B onto the soil C to soil on both sides of seeds D to soil underneath the seeds 1.2 Examples of aerial applications are: A calcium and boron mixtures B NPK mixtures, urea and superphosphate C gases D various potassium mixtures 1.3 A crop that is not a green manure is: A maize B small grain crops C sun hemp D animal manure 1.4 The even distribution of granular fertilisers over the whole area is called: A band placing B fertigation C broadcasting D aerial application 6 S T U DY & M A S T E R S U P P O R T PA C K S

1.5 A benefit of using green manure is: A the structure of the soil is improved B more artificial fertiliser is needed C a small amount of macro-minerals D it contains a small amount of boron and other is released into the soil essential elements (5 × 2 = 10) 2. Match each organic fertiliser in column A to the correct description in column B. Column A Column B 2.1 Band placing A dark coloured and spongy 2.2 Green manure B placement of soluble nutrients near the seed in the soil 2.3 Fertigation C crops containing enough nitrogen 2.4 Compost D method used to apply nitrogen and potassium 2.5 Top dressing E fertiliser applied through irrigation water  (5 × 2 = 10) Longer questions 3. Name the THREE groups into which farm manure can be divided. (3) 4. Name TWO benefits of using farm manure as fertiliser. (2) 5 List THREE advantages of band placing. (3) 6. Answer the following questions about top dressing. 6.1 Explain the top dressing process. (2) 6.2 Name TWO fertilisers that can be used as top dressing. (2) 6.3 Name the TWO advantages of top dressing. (2) 7. Describe the symbiotic relation between Rhizobium bacteria that live in the nodules of plant roots used as green manure. (5) 8. Explain the meaning of the following terms: 8.1 compost 8.2 plant hormones 8.3 compaction 8.4 fertigation 8.5 aerial application (5 × 2 = 10) Memorandum Unit 1 Short questions 1.1 A 1.2 C 1.3 D 1.4 B 1.5 A (10) 2.1 oxygen 2.2 stomata 2.3 leaves 2.4 chlorophylls 2.5 dormancy  (10) 3.1 D 3.2 A 3.3 E 3.4 B 3.5 C (10) S T U DY & M A S T E R S U P P O R T PA C K S 7

Longer questions 4. Differences between photosynthesis and respiration (any five): Photosynthesis Respiration • Anabolic process: building process • Catabolic process: breaking down process • Carbohydrates are stored • Carbohydrates are broken down • Takes place during day, sunlight is needed • Takes place during day and night •  Carbon dioxide is absorbed from the atmosphere • Oxygen is absorbed from the atmosphere day and night during the day • Carbon dioxide is released into the atmosphere day and night • Oxygen is released into the atmosphere at night • Chemical potential energy is released • Energy from the sun is used • Water is released into the atmosphere • Water is absorbed from the soil • Rate of respiration is much slower than that of photosynthesis •  Rate of photosynthesis is about 30 times the rate of respiration (10) 5. Process of photosynthesis: 5.1 Light reactions  (1) 5.2 oxygen (O2)  (1) 5.3 Radiant energy from the sun (1) 5.4 ATP and NADPH  (2) 5.5 dark reactions (Calvin Cycle)  (1) 5.6 carbon dioxide (CO2)(1) 5.7 sugar  (1) 5.8 NADP and ADP (2) 5.9 hydrogen (H2) and oxygen (O2)(2) 6. Techniques to increase rate of photosynthesis: • trellising • pruning • spacing • greenhouses  (4) Unit 2 Short questions 1.1 C 1.2 D 1.3 B 1.4 A 1.5 C (10) 2.1 xylem 2.2 plasmolysis 2.3 cohesion  (6) 3.1 B 3.2 E 3.3 A 3.4 C 3.5 D (10) 4.1 root hair 4.2 atmosphere 4.3 adhesion 4.4 capillary 4.5 cohesive  (10) Longer questions 5. Experiment: 5.1 semi-permeable or differentially permeable or partially permeable membrane  (1) 5.2 solvent  (1) 5.3 solute  (1) 5.4 right-hand side: more solvent (water) and less solute (dissolved substance) left-hand side: less solvent (water) and more solute (dissolved substance) (4) 5.5 dilute solution  (1) 5.6 hypotonic solution  (1) 5.7 concentrated solution  (1) 5.8 hypertonic solution  (1) 8 S T U DY & M A S T E R S U P P O R T PA C K S

5.9 solvent (water) (1) 5.10 Osmosis. Solvent (water) molecules pass through a semi-permeable membrane from a region of high concentration to a region of lower concentration until equilibrium is reached.  (4) or Solvent (water) molecules pass through a semi-permeable membrane from a dilute solution to a concentrated solution until equilibrium is reached. 5.11 The solvent (water) molecules passed through the semi-permeable membrane from the left-hand side (which is a dilute solution) to the right-hand side (which is a concentrated solution) until the concentration is the same on both sides (until equilibrium is reached). The water level therefore drops on the left-hand side and rises on the right-hand side. The solute molecules cannot pass through the membrane. B higher water C less water more solute  (2 for illustration + 5 for description = 7) D 5.12 No energy required: passive transport  (2) 6. Adaptation features to reduce rate of transpiration (any five): • Stomata on undersides of leaves • Guard cells become turgid and close the stomata • Shiny leaves reflect heat waves • Leaves covered by a dense layer of hairs • Waxy coating on upper surface of leaves • Leaves of some plants can roll up • Small leaves or needle-like leaves • Leaves have light grey colour  (5) 7. Influence on transpiration through leaves: 7.1 Light intensity: – High light intensity during day, stomata open and transpiration increases – Low light intensity during night, stomata close and transpiration decreases  (2) 7.2 Temperature: – High atmospheric temperature, stomata open and transpiration increases – Low atmospheric temperature, stomata close and transpiration decreases  (2) 7.3 Water concentration: – High atmospheric humidity (water concentration), stomata close and transpiration decreases – Low atmospheric humidity, stomata open and transpiration increases  (2) Unit 3 Short questions 1.1 B 1.2 B 1.3 C 1.4 A 1.5 D (10) 2.1 deficiency 2.2 phosphorus 2.3 micro-minerals or trace minerals  (6) 3.1 C 3.2 B 3.3 E 3.4 A 3.5 D 3.6 G 3.7 F(14) S T U DY & M A S T E R S U P P O R T PA C K S 9

Longer questions 4.1 A: cracked root or hollow core: boron B: blossom end rot: calcium C: interveinal chlorosis: magnesium  (6) 4.2 a) macro-minerals: potassium and calcium micro-minerals: manganese, copper and molybdenum macro-minerals are used by plants in relatively large quantities. micro-minerals are needed in small quantities by plants.  (5) b) potassium: K manganese: Mn copper: Cu molybdenum: Mo calcium: Ca (2) c) manganese: marsh spot in peas / grey speck in oats copper: boiling water disease in wheat molybdenum: whiptail in cabbage  (5) 5. chlorosis: yellowing of plant tissue, lack of chlorophyll due to nutrient deficiency necrosis: death of plant tissue  (2) Unit 4 Short questions 1.1 B 1.2 A 1.3 C 1.4 D 1.5 B (10) Longer questions 2. Roots absorb ions: • Passive ion uptake • Active ion uptake (2) 3. Passive ion uptake: • Happens spontaneously through diffusion • Ions move down the concentration gradient (from high concentration to low concentration). • Diffusion continues until the concentration is equal in both regions. • Eventually dynamic equilibrium is reached. Active ion uptake: • Nutrients move against the concentration gradient. • Uses carrier molecule to move through the cell membrane to inner parts • Carrier molecule releases nutrients and binds with other nutrients again to repeat the process (4) 4. Soil test samples collection: • Take samples of the topsoil up to 30 cm deep and samples of the subsoil up to 60 cm deep from different areas of the land. • The different topsoils and different subsoils are mixed together and a sample of about 2 kg is sent to the laboratories for analysis. • It is important to make the different bags from each area of land correctly before sending the samples for testing. (4) Unit 5 Short questions 1.1 C 1.2 A 1.3 C 1.4 B 1.5 A (10) 10 S T U DY & M A S T E R S U P P O R T PA C K S

Longer questions 2. Powders, granules, liquids (3) 3. Calcitic lime and dolomitic lime (2) 4. Organic fertiliser is derived from living organisms that have died or the excreta of living organisms. (2) 5. Green manure, compost and farm manure (3) 6. LAN broadcasting is effective: • Limestone contains calcium element. • Ammonium is slowly released. • Nitrate speeds up the releasing process.  (3) 7. Benefits of liming: • It neutralises acid in soil. • It raises the pH of the soil. • It provides a source of Ca and Mg. • It increases microbial activities. (4) 8. The influence of gypsum: • It decreases the bulk density of soil. • It prevents crusting of soil. • It improves the soil structure. • It corrects soil acidity. • It improves the quality of fruit. (5) Unit 6 Short questions 1.1 A 1.2 B 1.3 D 1.4 C 1.5 C (10) 2.1 B 2.2 C 2.3 E 2.4 A 2.5 D (10) Longer questions 3. Animal manure, plant manure, compost (3) 4. Farm manure as fertiliser: rich in fibre that improves soil structure; rich in nutrients that improves soil fertility.  (2) 5. Advantages of band placing: roots can easily access P and K which normally move very slowly in soil; requires less fertiliser; critical for a high crop yield. (3) 6.1 Fertiliser is spread and left on the top of the soil next to the plant. (2) 6.2 Nitrogen and potassium (2) 6.3 Fertiliser seeps slowly into the soil making it gradually available to the plant. Roots of plants are not disturbed. (2) 7. Symbiotic relationship between Rhizobium bacteria and plant roots: Rhizobium bacteria convert the nitrogen in the soil to nitrates for the plants to use. In exchange the plants provide these bacteria with water and carbohydrates. This is a mutualistic relationship whereby both the plant and the bacteria benefit. (5) 8.1 Compost: a finely divided, loose material that consists of organic matter (2) 8.2 Plant hormones: chemical substances that promote plant growth and fruit development (2) 8.3 Compaction: close, solid packing of soil particles (2) 8.4 Fertigation: applying fertiliser through irrigation water  (2) 8.5 Aerial application: spraying of crops with fertiliser, pesticides and fungicides from an aircraft (2) S T U DY & M A S T E R S U P P O R T PA C K S 11