Biology Grade 9 - Review 2023

BIOLOGY
GRADE 9
Mauritius Institute of Education
Ministry of Education, Tertiary Education,

Science and Technology
BIOLOGY
GRADE 9
i
Professor Vassen Naëck - Head Curriculum Implementation,Textbook Development and Evaluation
BIOLOGY TEXTBOOK DEVELOPMENT PANEL
MAURITIUS INSTITUTE OF EDUCATION

Dr Sarojiny Saddul-Hauzaree
- Coordinator, Associate Professor, MIE
Dr Shakeel M C Atchia - Lecturer, MIE
Karuna Baguant - Educator
Maya Mohabeer - Educator
Nandini Sukhoo-Busawon - Educator
Design
Kamla Ernest - Chief Technician, MIE
Leveen Nowbotsing
- Graphic Designer, MIE
Rakesh Sookun - Graphic Designer, MIE
Acknowledgements
The Grade 9 biology textbook panel wishes to thank:
- Dr Anwar Bhai Ramjaun (Associate Professor, MIE), Dr Ravhee Bholah (Associate Professor, MIE),
Mohun Cyparsade (Associate Professor, MIE) and Dr Fawzia Narod (Associate Professor, MIE) for their contribution.
elina Hookoomsing (Senior Lecturer, MIE), Majhegy Murden-Louise (Lecturer, MIE), Suryakanti Anu Fulena
-H
(Lecturer, MIE) and Kamini Moteea (Lecturer, MIE) for proofreading.
GRADE 9 BIOLOGY TEXTBOOK REVIEW PANEL
Mr Mohun Cyparsade - Overall Coordinator, Associate Professor, MIE

Dr Shakeel M C Atchia - Biology Coordinator, Lecturer, MIE
Maya Mohabeer - Educator
Oumée Salmaa Peerbaccus - Educator
Design
Sanjna Kathapermall
- Graphic Designer, MIE
Vedita Jokhun - Graphic Designer, MIE
© Mauritius Institute of Education - 2023
ISBN: 978-99949-75-31-0
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
ii
FOREWORD
The MIE produced a set of new textbooks for Grades 1-9 based on the National
Curriculum Framework and Teaching and Learning Syllabus for the implementation
of the Nine Year Continuous Basic Education (NYCBE) reform. These have been key
to curriculum transaction in the classroom. However, curriculum development is a
dynamic enterprise that constitutes constant review and readjustment in relation
to the evolving contextual factors and needs of Educators and learners. As such
the Grade 9 Science textbook was reviewed taking into consideration the insights
and views of stakeholders as well the emerging trends in Science Education. Even
though dedicated textbooks are now available for each of the Science subjects,
namely Biology, Chemistry and Physics, for ease of use, the guiding philosophy has
remained unchanged. The content is contextualized, incremental and founded on
basic scientific skills developed in Grades 7 and 8.
As in all curriculum endeavours, a number of contributors have been involved in

the review of the Grade 9 textbook. I remain appreciative of the efforts of the panel
who, at the inception, gave the textbook its orientation. I thank the review team for
finetuning the resource in the light of feedback obtained to enhance teaching and
learning experiences. The Educators who were part of the validation process have
also played an important role in ensuring that the reviewed Science textbooks are
sound. Last, but not the least, the Graphic Designers are to be thanked for their
continuous collaboration in the development of apt educational resources.
I wish all users of the Science textbooks an enriching and enjoyable experience.
Dr Hemant Bessoondyal
Director
Mauritius Institute of Education
iii
PREFACE
The Grade 9 biology textbook is in compliance with the National Curriculum
Framework (NCF, 2017) and the Teaching and Learning Syllabus (TLS, 2017) for
science. The textbook ensures a smooth transition from the earlier grades by
building upon content learnt up to Grade 8.
The textbook is conceptualised in such a way that it includes a number of

inquiry-based activities and accompanying tasks for learners. In line with the
constructivist approach, the activities will enable learners to build and reinforce
understanding of science concepts. As such, a conscious effort must be made
to actively engage pupils in all activities and to allow them to manipulate
specimens, materials, simple equipment and apparatus safely and under
supervision.
The use of everyday experiences and contexts that students can easily relate
to is favoured. Care is taken to incorporate learner-centred strategies like
project-based learning and concept mapping to actively engage the learners
in the learning process and to provide for independent learning. Furthermore,
whenever relevant, applications of the biological concepts learnt in real life
situations are highlighted.
Additionally, the activities seek to develop in students the necessary skills,

attitudes and values for scientific inquiry. Students must be given ample time to
actively engage in the activities, communicate their findings and observations
in multiple ways, discuss with their friends and teachers and think before
writing down their answers. Though many questions are incorporated within
the activities, educators are encouraged to prompt learners with additional
questions while implementing them in the classroom.
The textbook includes important features that support effective assessment.

“Test yourself” is for formative purposes and are meant to reinforce and
consolidate understanding of the concepts learnt and the inquiry skills that
students have developed. At the end of each unit, the questions are scaffolded
so that students can apply their knowledge and understanding to solve simple
as well as challenging questions.
More importantly, for Grade 9, the textbook seeks to provide relevant and
authentic assessment materials for the purpose of the National Certificate
of Education (NCE) assessment at the end of the NYBCE cycle. The “End of
Unit Exercises” provides educators with opportunities to assess learners’
understanding of concepts addressed in the units and to provide timely
feedback and support. This section comprises a variety of exercises, such
as fill-in-the-blanks, matching, multiple choice and structured questions,
amongst others. It is recommended to encourage learners to develop higher
order thinking skills and to justify their answers as and when appropriate as
this promotes critical analysis and deeper conceptual understanding. Using a
differentiated approach, educators are expected to develop more assessment
exercises or to adapt those provided to assess learners of different abilities.
iv
The “What I have learnt” icon summarises the concepts learnt through the
inquiry-based activities. The “Find out” icon aims at encouraging students to
look for information beyond the scope of the textbook and to develop the
habit and skills of looking for information from various sources. The “Did you
know?” icon is included to trigger students’ interest and curiosity about science.
This section not only provides them with interesting information related to
the concepts being addressed but it also helps to stimulate their curiosity and
stretch their imagination further. Suggestions are made for “Project work” to
promote cooperative learning.
A “Summary of unit” and “Concept map” are incorporated at the end of each unit
to clearly summarise all the key and relevant concepts learnt. With the visual
impact that graphic organisers afford, students can make connections among
concepts in the hope that learning is aided, consolidated and eventually a high
retention rate is ensured.
It is sincerely hoped that the textbook helps motivate learners, stimulates

their interest in science and develops the habits of mind and skills for scientific
inquiry.
Dr (Mrs) Sarojiny Saddul-Hauzaree

Coordinator
The Science Panel
v
Table of
Contents
Biology: UNITS B1-B4
UNIT B1
Blood Circulatory
System
Pg 1 - 28
UNIT B2
Reproduction
Pg 29 - 52
UNIT B3
Biodiversity
Pg 53 - 66
UNIT B4
Nutrition in Plants
Pg 67 - 93
vi
Blood
Measurement
Circulatory
in Science Unit
System Unit
B1
1
Unit
Blood Circulatory System B1
Learning Outcomes
At the end of this unit, you should be able to:

• State that the human circulatory system consists of the blood, the heart and the blood vessels
• Show an awareness that the heart is a pumping organ distributing blood throughout the body
• List the four main components of blood as blood plasma, red blood cells, white blood cells and
platelets
• Outline briefly the function(s) of red blood cells, white blood cells, platelets and blood plasma
• Calculate magnification of drawings of blood cells
• Compare the structure of the different blood vessels: arteries, veins and capillaries
• Relate the functions of different blood vessels to their structures
• Define a pulse and locate a pulse point
• List examples of cardiovascular diseases such as stroke and heart attack
• Show an awareness of the different factors that contribute to cardiovascular diseases and the
preventive measures
• Interpret data from graphs related to cardiovascular diseases
In Grade 7 and 8, you learnt about different organ systems in living organisms, such as the respiratory
and digestive systems. In this unit, you will learn about the blood circulatory system, which is the
main transport system in the human body. The main functions of the blood circulatory system are
the transport of substances and protection of our body against diseases caused by germs.
Blood Circulatory System

The human blood circulatory system consists of three main components, as shown in Figure 1.
Blood circulatory system
Blood Blood vessels Heart
Figure 1: Main components of human blood

circulatory system
1
tinU Blood Circulatory System
Unit
B11
You will now learn about each component of the blood circulatory system.
The Heart
Figure 2: External structure of the human heart
The human heart, as shown in Figure 2, is a muscular organ which is approximately the size of
a clenched fist. It pumps blood into blood vessels to all parts of the body.
Let’s start with this simple activity to locate the position of the heart in the human body.
ACTIVITY 1.1 - Locating the position of the heart
By following the instructions and answering the questions

below, you will be able to locate the position of your heart.
1. Observe carefully your teacher who will show the chest

region of the body.
2. Place one hand in the middle of your chest.
3. Then move slightly to the left until you feel a movement
in your chest. This is the location of your heart.
1. Describe the type of movement you feel in your chest.

_______________________________________________
________________________________________________
2. Draw the exact location of the heart in Figure 3.

_______________________________________________
________________________________________________
3. Discuss and predict what are represented by the blue and

red structures in Figure 3.
Blue: ___________________________________________
Red: ___________________________________________ Figure 3: Blood circulatory system in human
2
Unit
Blood Circulatory System Unit
B1
1
WHAT I HAVE LEARNT
• The heart is located in the middle of the chest, slightly leaned to the left.
• The heart pumps blood into blood vessels to all parts of the body.
The Blood
You might have noticed a red fluid coming out of an open wound. This fluid is known as blood.
When blood is observed under a microscope, many different types of cells are seen in a liquid
medium, known as plasma.
Figure 4 shows that blood consists of approximately 55% plasma, 41% red blood cells and
4% of white blood cells and platelets.
Plasma (about 55%)
Platelets
White blood cells
Red blood cells

(about 41%)
Figure 4: Composition of blood
Blood Plasma
Blood plasma is a pale yellowish liquid consisting mainly of water and dissolved substances
such as glucose, salts, gases (e.g. oxygen), proteins and waste substances. These dissolved
substances are transported in the body.
Blood cells and platelets

Blood cells and platelets make up about 45% of the blood. Red blood cells are the most
abundant (41%). There are also white blood cells and fragments of cells known as platelets.
3
Unit
B11
Red Blood Cells (RBCs)

Activities 1.2 and 1.3 will allow you to learn about the structure and function of red blood cells.
ACTIVITY 1.2 - Examining blood under a microscope
You will now observe human blood under a light microscope with the help of your teacher.
Describe your observation of the human blood smear, as seen under the microscope.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Figure 5 shows how human blood appears under the light microscope and Figure 6 shows the
enlarged image of a red blood cell.
Red blood Red blood

cells cell
Figure 5 Figure 6
TEST YOURSELF
Guidelines for
drawing:
1. Referring to Figure 6, draw a red blood cell in the space below. 1. Use a sharp pencil.
Make sure that your diagram is larger than the red blood cell 2. Draw clear
labelled in Figure 6. continuous lines.
3. Do not shade your
diagram.
4. Draw a diagram
of appropriate size
(usually two-third of
given space).
5. Keep your diagram
to the left of your page
and use the right-hand
side for labels.
6. Use a ruler for
horizontal label lines
(not arrows).
7. Draw proportional
diagram.
4
Unit
B1
1
2. Using a ruler, measure and record the diameter of your drawing across its widest part.
Diameter of a red blood cell in your drawing = ___________________ mm
3. Measure and record the diameter of a red blood cell in Figure 6.
Diameter of a red blood cell in Figure 6 = ___________________ mm
4. Given that magnification is defined as the number of times that an image appears
bigger than the real object, calculate the magnification of your drawing using the
following formula. Show your working.
Diameter of your drawing

Magnification of the drawing (RBC) =
Diameter of red blood cell in Figure 6
Magnification of the drawing = ___________________
ACTIVITY 1.3 - E
xploring the structure and main function
of red blood cells (RBCs)
From the previous activity, you have been able to recognise and draw a simple diagram of a red
blood cell. In Activity 1.3, you will learn about the structure and the main function of red blood
cells.
Figure 7 is a labelled diagram of a cross section of a RBC and Figure 8 is a labelled diagram of a
typical animal cell.
Cell membrane
Cytoplasm containing the red pigment haemoglobin
Flattened (concave) shape
Figure 7: Cross section of a red blood cell
Cell membrane
Nucleus
Cytoplasm
Figure 8: Cross section of a typical animal cell

5
Unit
B11
Observe the diagrams in Figures 7 and 8 to answer the following questions.
(a) Compare a red blood cell and a typical animal cell based on the features given in Table 1. Then
fill the table accordingly.
Table 1: Comparison between a RBC and a typical animal cell
Features Typical animal cell Red blood cell
Shape of cell
Nucleus
Haemoglobin
(b) By referring to Figures 7 and 8, state the features that are common to both cells.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(c) The red pigment (haemoglobin), found in RBCs, binds and carries oxygen throughout the
body.
On the basis of what you learnt in activities 1.2 and 1.3, suggest how the structure of a red
blood cell is adapted to its main function of carrying oxygen around the body.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
WHAT I HAVE LEARNT
1. Blood consists of plasma, red blood cells, white blood cells and platelets.
2. Red blood cells have red pigment haemoglobin, which carries oxygen around the body.
3. RBCs are adapted to carry oxygen as follows:
• The cytoplasm has haemoglobin.
• There is no nucleus in RBCs and thus can accomodate more haemoglobin.
• RBCs have a flattened shape with biconcave sides that gives a large surface area,
allowing oxygen to diffuse rapidly in and out.
6
Unit
B1
1
White Blood Cells (WBCs)
There are fewer white blood cells in the blood compared to red blood cells. They are also larger
than red blood cells and have a nucleus.
Figures 9 and 10 show two different types of WBCs.
Figure 9 Figure 10
White blood cells are the major components of the body’s immune system. WBCs protect the body
against diseases by killing pathogenic germs (very small organisms which cause diseases).
How white blood cells kill germs?

• White blood cells as shown in Figure 9 engulf and digest germs such as bacteria
and viruses which enter the body.
• WBCs as shown in Figure 10 produce antibodies which destroy or help in the
destruction of germs.
DID YOU KNOW…
Antibodies are proteins that can bind to

foreign bodies (e.g bacteria and viruses)
to destroy them.
Platelets
You have studied the different types of blood cells earlier in this unit. Platelets are small cell
fragments found in blood.
In Activity 1.4, you will learn about the importance of platelets in the body.
7
Unit
B11
ACTIVITY 1.4 - Exploring the importance of platelets in the body
Read the extract below and answer the questions which follow.
Ronaldo falls while playing football and injures his knee.

Blood oozes from his wound as shown in Figure 11. After some
time, he notices that the bleeding has stopped, and a dark red
clot has formed on the surface of the injury.
Figure 11: Ronaldo

What do you think will happen to Ronaldo if the bleeding is not stopped?
_____________________________________________________________________
_____________________________________________________________________
What happened to Ronaldo can be explained as follows:
1. While playing, he fell on his knees and was injured.

2. The tiny blood vessels of the damaged skin broke open.
3. Blood started oozing from blood vessels causing bleeding.
4. Platelets gathered at the site of injury cause formation of blood clot.
5. The blood clot stopped the bleeding.
Importance of blood clotting:
• It prevents excessive blood loss from the body when a blood vessel is damaged or
breaks open.
• It also prevents entry of germs or microbes at the site of the wound.
WHAT I HAVE LEARNT
1. White blood cells protect the body against foreign bodies such as germs by:
(i) engulfing and digesting the germs.
(ii) producing antibodies that destroy or help to destroy germs.
2. Platelets help in blood clotting that stops blood loss and prevents entry of germs in case
of injury.
8
Unit
B1
1
Table 2 summarises the blood components and their respective function(s).
Table 2: Functions of blood components
Blood components Function(s)
• Transports digested food (e.g. glucose), waste

Plasma
substances (e.g. urea) and gases (e.g. CO2)
• Have haemoglobin that transports oxygen

Red blood cells
in the body as oxy-haemoglobin
• Engulf and digest germs such as bacteria and viruses

White blood cells • Produce antibodies which destroy or help in
destruction of germs
Platelets • Help in blood clotting
Blood Vessels
As we have seen earlier, blood is transported to all parts of our body through tube-like structures,
known as blood vessels. There are three main types of blood vessels, namely (i) arteries, (ii) veins
and (iii) capillaries.
All blood vessels form a continuous tubular system that transports blood throughout the body.
Figure 12 shows how arteries divide to form tiny vessels known as capillaries which eventually join
to form veins.
from heart to heart
capillaries
artery vein
Figure 12: Blood Vessels
9
Unit
B11
Structure of blood vessels
Figures 13, 14 and 15 show sections through an artery, a vein and a capillary respectively.
Outer wall Thin layer of muscle

and elastic fibres
Small lumen
Large lumen
Thick layer of
muscle and
Outer wall
elastic fibres
Single layer of cells Single layer of cells

Figure 13: An artery Figure 14: A vein
Very small lumen Wall made of a single layer of cell
Figure 15: A capillary
DICTIONARY CORNER
Lumen: central hole in a blood vessel

where blood flows.
In Activity 1.5, you will differentiate between an artery, a vein and a capillary.
ACTIVITY 1.5 - C
omparing the structure of the artery,
vein and capillary
By referring to Figures 13, 14 and 15, compare and contrast the structures of the different blood
vessels, based on the features given in Table 3 below. Then, fill in the table with appropriate
word(s) or phrase, as shown in the example.
Table 3: Comparison of artery, vein and capillary
Features Artery Vein Capillary
Size of lumen small/narrow large/wide very small
Thickness of wall
Number of
distinct layers
of wall
10
Unit
B1
1
(i) Write down one feature common to all the blood vessels.
__________________________________________________________________________
(ii) Now complete the Venn diagram to show features that are:
(1) common
(2) different among the three types of blood vessels
Artery
Vein Capillary
Functions of blood vessels
Table 4 summarises the functions of the blood vessels.
Table 4
Type of blood vessel Function
Carries blood:
• away from the heart
Artery
• rich in oxygen*
• under high pressure
Carries blood:
• towards the heart
Veins
• rich in carbon dioxide (less oxygen)*
• under low pressure
• Allows exchange of substances between blood and
cells in adjacent tissues. Nutrients (e.g glucose) and
Capillaries oxygen move out of capillaries. Carbon dioxide and
other waste products (e.g. urea) move into capillaries
from cells.
DID YOU KNOW…
*A
ll arteries carry oxygenated blood except the pulmonary artery
and all veins carry deoxygenated blood except, the pulmonary vein.
11
Unit
B11
Adaptations of the structure of blood vessels to their functions
You have learnt about the different blood vessels, their structure and functions. Now, you will
relate the structure of the blood vessels to their respective functions.
Some features of artery related to its functions:

- A small lumen maintains a high pressure of blood so that blood reaches all
parts of the body.
- A thick wall, consisting of muscle and elastic fibres, allows stretching
and recoiling of arteries to maintain blood flow.
- A thick wall accomodates blood with high pressure.
Some features of vein related to its functions:

- The wall is thinner and less muscular than arteries as veins carry blood at low pressure.
- Valves, as shown in Figure 16, prevent backflow of blood in veins.
- The large lumen allows blood to flow under low pressure.
- The thin wall allows the vessel to squeeze under the action of adjacent skeletal
muscles so that local pressure is set in veins.
Valves open
allowing blood Valves close to
to move up prevent blood from
flowing backward
Figure 16: Role of valves in veins
Features of capillary related to its function

- The one-cell thick wall of a capillary allows exchange of substances between
blood and surrounding cells
- There are small gaps between cells lining the capillary wall. This allows white blood
cells to squeeze through these gaps from blood into infected tissues.
12
Unit
B1
1
Pulse
At the beginning of this unit, the heart was introduced as the organ of the circulatory system
which pumps blood around the body. When the muscles of the heart contract, blood is pumped
out of the heart into arteries to all organs of the body.
A heart beat occurs every time the muscles of the heart contract.
When blood is pumped into an artery, its wall stretches and recoils to maintain the flow of blood
under high pressure. The stretching and recoiling of the artery walls is known as a pulse.
Each heart beat gives rise to a pulse.
ACTIVITY 1.6 - L
ocating a pulse
A pulse can be located at few specific sites in the body.
One is on the wrist, as shown in Figure 17. The pulse may be located
by placing two fingers (index and middle fingers) at the base of the
Figure 17
thumb in the region of the wrist. Then, press the two fingers slightly
until a pulse is felt.
Another is at the side of the neck, just under the jaw as shown in
Figure 18. The pulse is located by placing two fingers (index and
middle fingers) under the angle of the jaw using very light pressure.
Figure 18
WHAT I HAVE LEARNT
1. A pulse is the result of stretching and recoiling of an artery every time the heart pumps
blood in an artery.
2. A pulse may be felt at the wrist region or the neck region.
13
Unit
B11
Cardiovascular Diseases
We have discussed earlier in this unit about the components of the blood circulatory system.
Now you will explore some common diseases related to the blood circulatory system.
A person’s lifestyle may affect the proper functioning of both blood vessels and the heart. This
can lead to cardiovascular diseases, which are non-communicable diseases.
Some common examples of cardiovascular diseases are:
• Heart attack
If the artery which supplies blood to heart muscles is partially blocked as shown in
Figure 20, it will decrease supply of oxygen and nutrients to heart muscles. This may
lead to a heart attack.
• Stroke
If an artery supplying nutrients and oxygen to the brain is blocked, it may lead to
a stroke. This may cause paralysis of parts or whole body.
Fatty
deposit
Figure 19: Healthy artery Figure 20: Blocked artery
DID YOU KNOW…
Hypertension
This is a condition when blood pressure increases above
the normal range. It can damage the lining of blood vessels.
14
Unit
B1
1
Factors contributing to cardiovascular diseases

In Grade 8, you learnt about some factors that contribute to cardiovascular diseases. The main
causes of cardiovascular diseases and the preventive measures are summarised in Table 5.
Table 5
Cause of Cardiovascular
Explanation Preventive measures
diseases
• S alts cause hypertension

• Reduce salt
1. High intake of salt in diet which damages the lining
in the diet
of blood vessels.
• Reduce saturated
2. Diet with excess • F atty deposits block
fats including
saturated fats the arteries as shown
cholesterol in the
and cholesterol in Figure 20.
diet
• Eat healthy diet

3. Obesity • It puts strain on the heart.
• Exercise regularly
• T he heart muscles lose

its tone and becomes
4. Lack of exercise • Exercise regularly
less efficient in pumping
blood.
• N
icotine damages the • Stop cigarette
5. Smoking cigarettes
heart and the arteries. smoking
• I t tends to increase
the blood pressure • A
void the causes
6. Stress
that may damage the of stress
lining of blood vessels.
DID YOU KNOW…
Blood donation, which has become an important event in several educational institutions
including MIE, can save lives of people as blood is essential to help patients survive surgeries,
cancer treatment, chronic illnesses, and traumatic injuries.
15
Unit
B11
ACTIVITY 1.7
Figure 21 shows the number of deaths caused by heart attack in men and women per 100,000
people in a given population.
Number of deaths caused by heart attack
per 100,000 people
Figure 21: Variation in the number of deaths by heart attack over time
Observe the graphs carefully and then answer the following questions.
(a) (i) W
hat happened to the number of deaths between 1924 and 1936 in both men and
women?
Men: ________________________________________________________________
Women: _____________________________________________________________
(ii) S uggest two reasons to explain your observation in part (a)(i).

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(b) (i) Which group (men or women) had the highest number of death due to heart attack?
_____________________________________________________________________
_____________________________________________________________________
16
Unit
B1
1
(ii) S uggest two reasons to explain your answer in part (b)(i).

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(c)(i) Referring to Figure 21, identify the number of deaths in men in the year:
1972: _________________________________________________________________
1987: ________________________________________________________________
(ii) U
sing the answers of part (c)(i), calculate the percentage change in death from year
1972 to 1987. Show your working.
(iii) Suggest two reasons for the decrease in death from 1972 to 1987.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
WHAT I HAVE LEARNT
1. Cardiovascular diseases are diseases that affect the proper functioning of the heart and
the blood vessels (mainly arteries).
2. Two examples of cardiovascular diseases are heart attack and stroke.
3. The main factors that contribute to cardiovascular diseases are unhealthy diets, obesity,
lack of exercise, smoking cigarettes and stress.
17
Unit
B11
Summary of unit
1. The human blood circulatory system consists of the blood, the blood vessels and the heart, where
the heart pumps blood into blood vessels to all parts of the body.
2. Blood is composed of liquid plasma, red blood cells, white blood cells and platelets.
• Plasma consisting of water and dissolved substances, is involved in the transport of
substances in the body.
• Red blood cells carry oxygen throughout the body.
• White blood cells protect the body against diseases caused by germs.
• Platelets are small fragments of blood cells that help in blood clotting.
3. The 3 main types of blood vessels are the artery, capillary and vein.
• Arteries carry oxygenated blood away from the heart, under high pressure.
• V
eins carry deoxygenated blood away from tissues back to the heart,
under low pressure.
• Capillaries allow exchange of materials between blood and adjacent tissues.
4. A pulse, caused by stretching and recoiling of the artery wall, may be felt at the wrist or neck
region.
5. Cardiovascular diseases are the diseases of the heart and/ or blood vessels. Common examples
of cardiovascular diseases are heart attack and stroke.
6. Cardiovascular diseases have been associated with various casual factors, such as: diet with
high level of salts and saturated fats (including cholesterol), smoking cigarettes, lack of
physical activity and stress.
7. Some preventive measures of cardiovascular diseases are: choosing a healthy lifestyle in order
to reduce stress, avoid smoking cigarettes, reducing intake of fats/cholesterol and salt in diet
and regular exercise.
18
• Unit B1 • Blood Circulatory System
BLOOD CIRCULATORY
SYSTEM
Cardiovascular diseases
(non-communicable diseases)
• H
igh intake of salts
and saturated fats Consists of
in diet
Some causes
• Obesity
• Smoking cigarettes
• Lack of exercise
Heart
• Reduce fats Blood Blood Vessels
(muscular organ)
(especially saturated)
Prevention
and salt in diet
consists of such as function
• Regular exercise
Pumps blood
Common • Stroke around the body
examples • Heart attack
Blood cells Plasma Veins Capillaries Arteries
produces
types
consists of
• Deoxygenated
carry blood (except
Platelets ater and dissolved
W Heart beat Pulse
Red blood White pulmonary structure
(fragments of cells) substances such as
cells blood cells vein) function
nutrients, oxygen etc
• Blood towards felt
function heart • one-cell
With the following • Blood at low thick wall
adaptations pressure • small • At wrist
functions blood lumen • At neck regions
clotting
• S
ite of exchange
Disc-shape/ Ingest and • Large lumen between blood
Biconcave sides digest germs structure • Thick wall and adjacent • Small lumen
• Have valves tissues structure
• Thick wall
Produce antibodies to kill or help
Contain in destruction of germs
• oxygenated blood
haemoglobin
carry (except pulmonary artery)
• blood away from heart
1
To carry oxygen
B1
function
Unit
around body • blood at high pressure

No nucleus
19
when mature
Unit
B11
1. Match each term in Column A with its function in Column B.

Column A Column B
Blood carry blood away from the heart
Heart pumps blood
Arteries connect arteries and veins
Veins transports materials around the body
Capillaries carry blood back to the heart
2. Read carefully and state whether each statement is true or false.

(a) Blood is a red liquid which flows in blood vessels. ___________________
(b) Blood is made of plasma and cells only. ___________________
(c) Blood plasma represents about 45 % of the blood. ___________________
(d) The solid components of blood comprise red blood cells and platelets only. ___________________
END OF UNIT EXERCISES
(e) Red blood cells are more numerous than white blood cells in the human blood. __________________
(f) There is a large central nucleus in mature red blood cells. ___________________
(g) Haemoglobin carries oxygen in red blood cells. ___________________
(h) White blood cells recognise and kill germs. ___________________
(i) Antibodies are produced by red blood cells to kill germs. ___________________
(j) Platelets help in blood clotting. ___________________
3. Fill each blank with the appropriate term given below.

heart, arteries, veins, nutrients, carbon dioxide, capillaries, high, away, pumps
(a) Veins carry blood ___________________ from other organs back to the heart.
(b) Blood flows under ___________________ pressure in arteries.
(c) ___________________ leaves blood in capillaries to enter cells of adjacent tissues.
(d) The ___________________ , blood vessels and blood make up the blood circulatory system.
(e) Blood vessels that carry blood away from the heart are called ___________________ .
(f) The blood flowing in veins is rich in ___________________ .
(g) Blood moves from arteries to veins through tiny blood vessels known as ___________________ .
(h) Heart ___________________ blood throughout the body.
(i) Arteries branch off to form network of ___________________.
(j) Blood flows away from the heart in ___________________ .
20
Unit
B1
1
4. Fill in the blanks by choosing the appropriate term from the list below.
valves, wrist, glucose, cells, ingest, blood clotting, exchange
(a) Food substances such as ___________________ and amino acids are carried in the blood.
(b) White blood cells can ___________________ germs and digest them.
(c) Platelets are important in ___________________.
(d) Capillaries are tiny vessels consisting of a single layer of ___________________________ allowing
___________________ of substances between blood and adjacent tissues.
(e) ___________________ in veins allow blood to flow in one direction only.
(f) A pulse can be felt at the base of the ___________________.
5. Circle the correct answer.
(a) Which of the following is a yellowish solution making about 55 % of blood?

A. Cytoplasm B. Water C. Plasma D. Glucose
(b) Blood leaves the heart under ___________________ through the arteries.
A. Very low pressure B. Low pressure
C. High pressure D. No pressure
(c) The red pigment found in red blood cells is known as ________________ .
A. Haemoglobin B. Chlorophyll C. Antibody D. Iron
(d) Which of the following is involved in the destruction of germs?

A. Red blood cells B. Plasma
C. White blood cells D. Platelets
(e) Which of the following statements is true about the type of blood carried in arteries?
A. Blood rich in oxygen under high pressure
B. Blood rich in carbon dioxide under high pressure
C. Blood rich in oxygen under low pressure
D. Blood rich in carbon dioxide under low pressure
(f ) Which of the following statements is true about the heart?

A. It is a muscular organ pumping blood.
B. It is a hollow organ without any muscle tissue.
C. It is an organ that does not have right and left sides.
D. It is an organ that has no connections with any blood vessels.
21
Unit
B11
(g) Which of the following statements is true about blood vessels?

A. The diameter of the lumen of an artery is bigger than that of a vein.
B. The diameter of the lumen of a vein is bigger than that of an artery.
C. The diameter of capillaries is the largest compared to arteries.
D. The diameter of a lumen of capillary is larger than that of a vein.
(h) Cardiovascular diseases are the result of:

A. Regular exercise B. Diet rich in salts and fats
C. A healthy diet D. Stress-free lifestyle
6. Figure 1(a) is a section through an artery and Figure 1(b) through a vein.
A
D
B
C E
Figure 1(a) Figure 1(b)
(a) Label the parts A- E.
A _________________________________________________
B _________________________________________________
C _________________________________________________
D _________________________________________________
E _________________________________________________
(b) State two differences in structure between an artery and a vein.

1. _______________________________________________________________________
2. _______________________________________________________________________
(c) State how arteries and veins differ in their functions.

________________________________________________________________________
________________________________________________________________________
(d) Explain briefly how the structure of an artery helps in its function.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
22
Unit
B1
1
(e) Name a structure present in veins but not visible in Figure 1(b). State one function of the
structure.
Structure: __________________________________________________________________
Function: __________________________________________________________________
7. (a) What is the term used for non-communicable diseases related to the blood circulatory
system.
_______________________________________________________________________
(b) Give two examples of the disease you mentioned in part (a).
1. ______________________________________________________________________
2. ______________________________________________________________________
(c) List two factors that contribute to the disease given in part (a).

1. ______________________________________________________________________
2. ______________________________________________________________________
(d) How can you prevent the disease stated in part (a)?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(e) If an artery supplying blood to the muscles of the heart is partially blocked, how can it
affect the functioning of the heart?
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
8. (a) Define a pulse.

_______________________________________________________________________
_______________________________________________________________________
(b) Name two areas where you can locate a pulse in your body.
_______________________________________________________________________
_______________________________________________________________________
23
Unit
B11
(c) How is a pulse related to a heart beat?

_______________________________________________________________________
_______________________________________________________________________
9. Figure 2 shows a sample of blood as seen under the microscope. Observe carefully and
answer the following questions.
B
Figure 2: Blood Smear
(a) Which of the cells A, B or C is the red blood cell?

_______________________________________________________________________
(b) Give two reasons to support your answer in part (a).

_______________________________________________________________________
_______________________________________________________________________
(c) State two functions of white blood cells in our body.

1. ______________________________________________________________________
2. _____________________________________________________________________
(d) Suggest when the number of white blood cells may increase beyond normal amount
in the blood.
_______________________________________________________________________
_______________________________________________________________________
(e) When blood capillaries are damaged, platelets become active causing the formation of
blood clot. Give two reasons why blood clotting is important.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(f ) On Figure 2, indicate the blood plasma using the letter D.
24
Unit
B1
1
(g) Name three substances present in blood plasma.

1. ______________________________________________________________________
2. _____________________________________________________________________
3. ______________________________________________________________________
(h) Name another component of blood not shown in Figure 2 and state its function.
Blood component: __________________________________________________________
Function: __________________________________________________________________
10. Figure 3 shows part of the circulatory system.
A ________________

B ________________
________________ C
Blood coming
from heart
Blood going to
Figure 3 the heart
(a) Name the structures A, B and C on Figure 3.
(b) How does blood circulation in structure A differ from C?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(c) (i) State the function of structure B.

_____________________________________________________________________
_____________________________________________________________________
(ii) How is structure B adapted to its function?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(d) How does structure A allow blood to flow in one direction only?
_______________________________________________________________________
_______________________________________________________________________
25
Unit
B11
(e) Explain why the blood in structure C is under high pressure when it leaves the heart.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
11. Coronary heart disease develops when the coronary artery, shown in Figure 4, is blocked
by fatty materials. The coronary artery supplies blood to the heart muscles.
coronary
arteries
Figure 4: External structure of the heart
(a) Give two ways in which the heart is affected when fats are deposited on the inner wall of
coronary artery.
1. ____________________________________________________________________________
2. ____________________________________________________________________________
(b) Table 2 shows the percentage of people who died of coronary heart disease from 2012 to
2020 in Mauritius and Rodrigues.
26
Unit
B1
1
Table 2
Year Percentage death caused by coronary heart disease in

Mauritius Rodrigues
2012 19.1 12.7
2014 19.8 16.9
2016 11.5 15.4
2018 16.1 11.9
2020 11.5 12.1
Figure 5 shows a line graph of percentage death caused by coronary heart disease in Mauritius.
20
18

16
Mauritius
14
12
10
2012 2014 2016 2018 2020
Year
Figure 5: Death rate related to coronary diseases in Mauritius and Rodrigues
(i) Fill in the blank space to label the Y axis on Figure 5.
(ii) Using the information given in Table 2, complete Figure 5 by drawing a line graph showing
the changes in death rate in Rodrigues.
(c) (i) Calculate the percentage increase in death from year 2012 to 2014 in:
Mauritius.
____________________
Rodrigues
____________________
(ii) Suggest two reasons that could have caused the increase in death rate by coronary heart
diseases in both islands.
_______________________________________________________________________
_______________________________________________________________________
27
Unit
B11
(d) Explain the change in percentage death from 2018 to 2020 in Mauritius.
_______________________________________________________________________
_______________________________________________________________________
28
Food
Reproduction Unit
and NutrientsUnit
Unit
B2
1 2
Unit
Reproduction B2
Learning Outcomes
• Define reproduction as the process of producing new individuals of the same kind or
species
• State the importance of reproduction in living things
• Distinguish between the two modes of reproduction: sexual and asexual
• Identify, label and give the main function of the different parts of the male and female
reproductive systems in man
• Define sexually transmitted diseases (STDs) as diseases that are spread from an infected
to uninfected individual, through sexual contact
• List examples of sexually transmitted diseases such as HIV/AIDS and syphilis
• Interpret data from graphs related to sexually transmitted diseases
In Grade 7, you learnt about a few characteristics of living things. For example, living things
grow, move, feed, respire and excrete. Another characteristic of all living things is the ability to
reproduce.
Each and every organism can live only for a certain period of time. It may ultimately die of old age,
diseases, in accidents or killed for food by other organisms. To ensure the continuity of various
organisms on earth, new organisms must be produced. This process is called reproduction.
The pictures below show examples of the parents and their respective offspring(s) /young(s).
Parent Parent
Offspring
Offspring
Mauritian Kestrel
Giant Panda
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Reproduction is the production of new individuals of the same

kind or of the same species.
DICTIONARY CORNER
1. A species is a group of living organisms which can

reproduce among themselves producing fertile offspring(s).
2. Offspring is the young born of living organisms.
Now that you are aware that all organisms reproduce, suggest what may happen if organisms
stop reproducing.
_____________________________________________________________________________
_____________________________________________________________________________
ACTIVITY 2.1 - Identifying Ways of Reproducing
Through Activity 2.1, you will learn that organisms reproduce in different ways.
The pictures show different species. Observe and predict how these organisms reproduce.
The first example is done for you.
Dogs reproduce by giving birth.

_______________________________________________
_______________________________________________
_______________________________________________
_
30
Unit
Reproduction Unit
B2
1
Types of Reproduction
The two main types of reproduction through which organisms produce new individuals are:
(a) Asexual reproduction
(b) Sexual reproduction
Asexual reproduction
Asexual reproduction takes place in organisms such as bacteria, fungi (e.g. yeast) and amoeba.
Some plants can also carry out asexual reproduction.
Activities 2.2 and 2.3 will help you explore the process of asexual reproduction.
ACTIVITY 2.2 - Exploring Asexual Reproduction in Amoeba
Figure 1 represents the process of asexual reproduction in amoeba.

Amoeba is a unicellular organism usually found in water bodies such as ponds.
Cytoplasm
Nucleus
Parent cell New organisms
Figure 1: Asexual reproduction in amoeba
Study Figure 1 carefully and answer the questions below.
(a) State the number of parent cell(s) involved to produce new organisms.
_______________________________________________________________________
(b) Are the new organisms identical to the parent?
_______________________________________________________________________
(c) Are the new organisms identical to each other?
_______________________________________________________________________
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ACTIVITY 2.3 - Observing Asexual Reproduction in Yeast
Your teacher will show you a slide of living yeast cells under the microscope.
Materials needed: Yeast, sugar, microscope, microscope slide, coverslip, dropper,

thermometer.
Procedure used in preparing the slide:

1. Pour 125 cm3 of warm water of approximately 30-35oC into a beaker.
2. Then add 5 g of sugar and 5 g of yeast into the beaker and mix the content.
3. Using a dropper, transfer a drop of the mixture on a clean microscope slide and place
a coverslip over the drop.
4. Observe the mixture under the high power of a microscope.
Figure 2 shows how the yeast cells appear under the high power of a microscope immediately
after preparing the slide.
Figure 3 shows the yeast cells one hour later.
Immediately One hour later
Yeast cell
Figure 2 Figure 3
Refer to Figures 2 and 3 to answer the following questions.

(a) Fill the table below with
• The total number of yeast cells, irrespective of difference in size.
• A description of how the yeast cells appear.
Table 1
Figure 2 Figure 3
Number of yeast cells
Description of yeast cells
32
Unit
Reproduction Unit
B2
1
(b) Based on the observations recorded in Table 1, describe briefly how yeasts carry out
asexual reproduction.
_______________________________________________________________________
_______________________________________________________________________
Watch the Video on asexual reproduction in yeast

https://www.youtube.com/watch?v=GFEgB_ytDZY
Asexual Reproduction in Plants
Asexual reproduction in plants occurs when a part of the plant such as the root, stem or leaf
(but not seed) grows into a new plant.
One example is the strawberry plant as shown in Figure 4. The parent plant produces runners
which extend out of the soil. In contact with soil, a new plant is formed at the end of each
runner. The new plant is genetically identical to the parent plant.
Figure 4: Strawberry plants reproducing asexually
Another example of a plant that reproduces by asexual reproduction is the potato plant. In the
following activity, we will investigate asexual reproduction in potato plant.
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Unit
B21
ACTIVITY 2.4 - Investigating Asexual Reproduction in Potato Plant
You can work in groups for this experiment.
Materials needed: Fresh and sprouted potatoes, magnifying lens, tile, scalpel, water and a
pot with potting soil .
Instructions:
1. Using a magnifying glass, observe the scars or ‘eyes’ found on the fresh potato. Describe your
observation.
______________________________________________________________________________
2. Observe the sprouted potato and record your observation.

Figure 5 shows an example of a sprouted potato.
DICTIONARY CORNER
Tuber: a swollen underground stem
Figure 5: Potato tuber with sprouts
Observation:
______________________________________________________________________________
3. Cut the sprouted potato into several portions. Make sure that each potato piece has at least
one sprout.
4. Transfer the potato pieces in a pot of soil and water the pot regularly for few days.
5. Observe and record your findings on a daily basis. Describe your observations.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
34
Unit
Reproduction Unit
B2
1
Give two reasons to justify that potato plants reproduce by asexual reproduction.
1. ____________________________________________________________________________
______________________________________________________________________________
2. ____________________________________________________________________________
______________________________________________________________________________
WHAT I HAVE LEARNT
1. A single parent is involved in asexual reproduction.

2. There are different types of asexual reproduction. For example:
• An amoeba divides equally to form two new individuals.
• A parent yeast cell gives rise to small buds that eventually separate and
mature into new yeast cells.
• Strawberry plants can reproduce asexually using runners.
• Potato plants reproduce asexually using tubers (stem swellings). A potato
tuber has many ‘eyes’ which form sprouts. Each sprout may then develop
into a new plant which is genetically identical to the parent plant.
3. Offsprings produced during asexual reproduction are genetically identical to
each other and to the parent.
DICTIONARY CORNER
Genetically identical means having

the same genes and hence the same
features.
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Unit
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Sexual Reproduction
Now that you understand the process of asexual reproduction, let us learn about sexual
reproduction.
Figure 6 shows a cat family.
Figure 6: A cat family
Study Figure 6 carefully and answer the following questions.
(a) How many parents do you see in Figure 6? ____________________________
(b) Are the offsprings identical to each other? ____________________________
(c) Are the offsprings identical to their parents? ____________________________
(d) Suggest the type of reproduction involved in mammals such as cats.

_______________________________________________________________________
Two parents are involved in sexual reproduction and offspring(s) produced

are neither identical to the parents nor to each other.
WHAT I HAVE LEARNT
1. Two parents are involved in sexual reproduction.

2. Offsprings produced during sexual reproduction are neither genetically identical
to the parents nor to each other.
36
Unit
Reproduction Unit
B2
1
ACTIVITY 2.5 - Comparing Sexual and Asexual Reproduction
Based on what you have learnt earlier in this chapter, complete Table 2 to compare and contrast
between asexual and sexual reproduction.
Table 2
Asexual Sexual
Number of parent(s) involved
Are new organisms formed

identical to each other?
Are new organisms formed
identical to their parents?
Sexual Reproduction in Humans

The two main stages of sexual reproduction in humans are gamete formation and fertilisation.
Gamete formation
Gametes are specialised sex cells produced by the male and female reproductive systems.
Testes are the male reproductive organs which produce the male sex cells. Ovaries are the
female organs in which the female sex cells are produced. The male sex cells are called sperms
and the female sex cells are called eggs or ova (singular: ovum).
You will learn about the reproductive systems in Activities 2.6 and 2.7.
Fertilisation
During sexual intercourse, the male gametes are released into the female reproductive tract. A
sperm cell then fuses with an egg/ovum by the process of fertilisation producing a fertilised
egg called a zygote. The zygote then develops into an embryo which eventually develops into
a foetus, as shown in Figure 7.
Foetus
Figure 7: Sexual reproduction in humans
WHAT I HAVE LEARNT
Sexual reproduction involves the production and fusion of sex cells called gametes.
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Unit
B21
The Human Reproductive Systems
In the previous section, you have learnt that in sexual reproduction, gametes are required to form
new individuals. Activities 2.6 and 2.7 will help you identify the organs that are responsible for
the production of gametes and other related organs that form part of the reproductive systems.
The Male Reproductive System
ACTIVITY 2.6 - Identifying the parts of the male reproductive system
Figure 8 shows the front view of the male reproductive system. The function of each part of the
system is summarised in the same diagram.
Urinary bladder
Seminal vesicle It is a tube that

Sperm duct carries sperms
to the urethra.
Prostrate gland
It is a tube that carries urine
Urethra or semen (contains sperms)
to the outside of the body.
Penis
Testis It is the organ producing
It is an organ that releases
sperms.
sperms in the vagina of the
female reproductive system
during sexual intercourse. It is a sac-like structure
Scrotum that holds the testis
outside the body.
Figure 8: Front view of the male reproductive system
Study Figure 8 carefully and answer the following questions.
(a) Name the organ that produces the male gametes.

___________________________________________________________________________
(b) Name two other organs that form part of the male reproductive system.
___________________________________________________________________________
DID YOU KNOW…
During sexual intercourse, an adult male releases about 250 million sperms.
38
Unit
Reproduction Unit
B2
1
(c) Figure 9 shows the side view of the male reproductive system. Refer to Figure 8 to label
the structures by filling the blank boxes.
Urinary bladder
Figure 9: Side view of the male reproductive system
The Female Reproductive System
ACTIVITY 2.7 - Identifying the parts of the female reproductive system
Figure 10 shows the front view of the female reproductive system with the functions of the
different parts.
It is the place where

ferlilisation occurs.
Oviduct
Ovary It is the place where

Uterus the foetus grows and
It produces eggs. develops.
Cervix It is the place where sperms

It separates the uterus Vagina are released during sexual
from the vagina. intercourse.
It is also the birth canal.
Figure 10: Front view of the female reproductive system
DICTIONARY CORNER Foetus is an unborn baby of a mammal.
39
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Observe Figure 10 carefully and answer the following questions.
(a) Name the organ that produces the female gametes.

________________________________________________________________________
(b) Name two other organs that form part of the female reproductive system.
________________________________________________________________________
(c) Figure 11 shows the side view of the female reproductive system. Refer to Figure 10 to
label the structures by filling the blank boxes.
Figure 11: Side view of the female reproductive system
DID YOU KNOW…
Girls are born with approximately one million immature egg cells in each ovary,
but very few reach maturity. Each cell is about 20 times larger than a sperm.
WHAT I HAVE LEARNT
• Sperm is the male gamete and egg/ovum is the female gamete.

• Male gametes are produced in testes and female gametes in the ovary.
• The male reproductive system consists of testes, sperm duct, seminal vesicles, prostate gland,
urethra and penis.
• The female reproductive system consists of ovary, oviduct, uterus, cervix and vagina.
40
Unit
Reproduction Unit
B2
1
Sexually Transmitted Diseases (STDs)
In Grade 8, you learnt about diseases. Some are communicable and others are non-
communicable. Use your knowledge acquired in Grade 8 to answer these questions:
(a) Distinguish between communicable and non-communicable diseases.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(b) Give three examples of

(i) Communicable diseases: __________________________________________
(ii) Non-communicable diseases: __________________________________________
(c) Name the germs responsible for causing the diseases mentioned in part (b)(i).
_______________________________________________________________________
Some of the existing communicable diseases are also classified as sexually transmitted
diseases (STDs). Infectious diseases that are transmitted through sexual contacts are
called sexually transmitted diseases. Some examples of STDs are HIV/AIDS, syphilis
and gonorrhea.
FURTHER READING
AIDS
AIDS stands for Acquired Immune Deficiency Syndrome. It is caused by HIV (Human
immunodeficiency Virus) which attacks specific white blood cells in the human body.
Consequently, the immune (defense) system becomes weak and is unable to fight
other diseases, termed opportunistic diseases, caused by other microorganisms.
Though an infected person does not show signs and symptoms during the first
stage of the infection, they can still transmit the virus to another person.
There is no vaccine available against HIV/AIDS and no known cure so far.
How is HIV/AIDS transmitted?

• Through sexual contact with an infected person
• Through contaminated needles used for ear piercing and tattooing
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tinU Reproduction
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B21
• Sharing of contaminated needles among drug users

• Transfusion of infected blood
• From infected mother to baby
How can HIV/AIDS be prevented?

• Use condom during sexual intercourse
• Avoid sexual intercourse with several partners
• Do not use contaminated needles
• Educate the public about HIV/AIDS transmission and prevention
ACTIVITY 2.8 - Interpreting data on HIV/AIDS
According to UNAIDS, approximately 38.4 million people worldwide were living with HIV/AIDS
in 2021. The causative agent is a virus termed HIV.
The annual number of HIV/AIDS cases reported in the Republic of Mauritius among Mauritians
aged 15 - 24 for the period of 2009 to 2017 is given in Table 3.
Table 3
Year of detection Number of cases of HIV/AIDs in the

age group 15-24
2009 86
2011 59
2013 55
2015 51
2017 80
42
Unit
Reproduction Unit
B2
1
Study the table carefully and answer the following questions.
(a) Using the data given in Table 3, plot a line graph on the grid provided as Figure 12.
Number
of cases of
HIV/AIDS
90
85
80
75
70
65
60
55
50

2009 2011 2013 2015 2017 2019
Year of infection
Figure 12
(b) Describe the trend of reported HIV/ AIDS cases in Mauritius from the year 2009 to 2017.
___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(c) Table 3 and Figure 12 show that for a particular year, the number of infected cases was
low. It has been reported that this was due to appropriate preventive measures taken at
national level.
(i) State the year that recorded the lowest number of HIV/AIDS cases.
______________________________________________________________________
(ii) Suggest two preventive measures that may have contributed to the low number of
infected cases.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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WHAT I HAVE LEARNT
• Sexually transmitted diseases (STDs) are diseases that are transmitted during sexual contact.
• Some examples of STDs include HIV/ AIDS, syphilis and gonorrhea.
• STDs are caused by microorganisms such as viruses, bacteria and fungi. Syphilis is caused by a
particular type of bacteria while AIDS is caused by a virus called HIV.
• Some preventive measures regarding spread of HIV/ AIDS are:-
a) Use protection (e.g. condom) during sexual intercourse
b) Avoid multiple sex partners
c) Increase awareness through sex education at school
Summary of unit
1. Reproduction is the process of producing new individuals of the same kind or species.
2. Reproduction helps in the continuity of the species so that it does not become extinct.
3. There are two main types of reproduction: asexual and sexual.
• In asexual reproduction, a single parent is involved in producing genetically identical
offspring(s). There is no fusion of gametes.
• In sexual reproduction, male and female parents are involved in producing genetically
dissimilar offsprings. There is fusion of gametes.
4. The testes and the ovaries are the reproductive organs involved in producing male and female
gametes respectively.
5. Male and female gametes fuse to form a zygote through the process of fertilisation. The zygote
eventually develops into a new individual.
6. Sexually transmitted diseases (STDs) are diseases that are spread from an infected to a non-
infected individuals through sexual contact. STDs are caused by microorganisms.
7. Some examples of STDs are HIV/AIDS, syphilis and gonorrhea.
44
• Unit B2 • Reproduction
REPRODUCTION
two modes
Human Reproductive System Sexually Transmitted Diseases
examples
Asexual Sexual
HIV AIDS
involves involves Male Female Syphilis
Consists of Consists of
Sperms Ovum Gonorrhea
• Two parents (Male gametes) (Female gametes)
• Single parent
of different sexes
• No gamete
• Gamete formation Testes produce Ovaries produce
formation
• Fertilization which
• No fertilisation
is the fusion of male
and female gametes Sperm duct Oviduct
Seminal vesicle
Uterus
and Prostate gland
Urethra Cervix
Penis Vagina
1
B2
Reproduction Unit
Unit
45
tinU Reproduction
Unit
B21
Multiple choice questions
1. Sperms are produced in the____________ .

A. Penis
B. Testis
C. Sperm duct
D. Urethra
2. The diagram shows the side view of the female reproductive system.
Which of the following correctly identify the parts of 1, 2, 3 and 4?
1 2 3 4
A Ovary Oviduct Vagina Uterus
B Ovary Oviduct Uterus Vagina
C Oviduct Ovary Uterus Vagina
D Oviduct Ovary Vagina Uterus
3. What is a gamete?
A. A male or a female sex cell
B. A baby
C. The lining of the oviduct
D. The testis
46
Unit
Reproduction Unit
B2
1
4. Which of the following is not part of the female reproductive system?

A. Ovary B. Vagina C. Sperm duct D. Uterus
5. The organ which produces the female gametes is the ____________

A. Vagina B. Ovary C. Uterus D. Oviduct
6. The female sex cell is known as the ___________

A. Ovum B. Sperm C. Ovary D. Uterus
7. AIDS is best prevented by ____________

A. Regular exercise
B. Healthy food
C. Safe and responsible sexual behaviour
D. Drinking a lot of water

8. Which statement is true of asexual reproduction?
A. Two types of gametes are produced
B. Two parents are required
C. New organisms are identical to each other
D. New organisms are different from each other
9. The diagram shows spider plantlets.
Spider Plantlet
State the type of reproduction shown by the plant and the number of parents needed.
Types of reproduction Number of parent(s)
A asexual 1
B asexual 2
C sexual 1
D sexual 2
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10. Which of the following example is a sexually transmitted disease?

A. Syphilis
B. Lung cancer
C. Fever
D Diabetes
Section B
1. Figure 1 shows the male reproductive system.
D__________________
__________________A
__________________B E__________________
__________________C F__________________
Figure 1
(a) Label the parts A to F on Figure 1.
(b) Name the structure that produces sperms.

___________________________________________________________________________
2. (a) State two differences between asexual and sexual reproduction.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(b) Give 2 examples of organisms that reproduce asexually.

___________________________________________________________________________
___________________________________________________________________________
3. Write down whether the following statements are True or False.
a) Syphilis is an example of sexually transmitted disease. __________________

b) Testes are organs found in the female reproductive system. __________________
48
Unit
Reproduction Unit
B2
1
c) Ovary, oviduct, uterus, cervix and vagina form parts of the female reproductive system.
__________________
d) Asexual reproduction involves only one parent. __________________
e) Sperm is a motile cell. __________________
4. Figure 2 shows the female reproductive system. Use the words provided to label the different
parts on the diagram.
cervix ovary vagina uterus oviduct

Figure 2
5. Match column A with the appropriate description in column B.
Column A Column B
Ovary the organs which produce sperms in males
specialised cell for reproduction which can

Asexual reproduction
either be an egg or a sperm
Gamete the organ which produces eggs in females
the formation of a new individuals from a

Sexual reproduction
single organism
formation of new individuals involving parents
Testes
of different sexes
6. Put a tick [ ] or a cross [ ] in each box to show the mode of reproduction of the
different organisms given in the table below. An example has been done for you.
Organisms Mode of Reproduction

Asexual Sexual
Humans
Yeast
Spider Plant
Dog
Amoeba
Pink pigeon
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7. (a) Figure 3 shows a sprouting potato tuber. Each sprout can develop into a new plant.
Figure 3
(i) State the mode of reproduction used by potato.

___________________________________________________________________________

(ii) Referring to Figure 3, give one reason for your answer of (a) (i).
___________________________________________________________________________

(b) (i) Make a large drawing of the potato shown in Figure 3. Label one ‘eye’.

(ii) Measure, in millimetres, the width of the potato tuber in your drawing.
Width of potato tuber drawn = ____________________ mm

(iii) Measure, in millimetres, the width of the potato tuber in Figure 3.
Width of potato tuber in Figure 3 = ____________________ mm

(iv) Calculate the magnification of your drawing as compared to the potato tuber in Figure 3.
Show your working.
Magnification of drawing = ______________________
50
Unit
Reproduction Unit
B2
1
8. Table 1 shows the number of reported cases of sexually transmitted diseases in Mauritius
in the year 2010 and 2016.
Table 1
Year
Sexually transmitted diseases
2010 2016
Syphilis 132 1087
Gonorrhea 5 56
(a) What is a sexually transmitted disease?

_______________________________________________________________________
(b) Name another example of STDs .

_______________________________________________________________________
(c) Draw a bar chart to represent the number of cases of syphilis and gonorrhea for the year
2010 and 2016.
Number of cases
1200
1000
800
600
400
200
0 Years
2010 2016
(d) Use the data from Table 1 to calculate the increase in the number of syphilis cases from
year 2010 to 2016.
_______________________________________
(e) Suggest one reason for the increase in the number of syphilis cases in the year 2016
among youngsters.
_______________________________________________________________________
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52
Measurement
Biodiversity Unit
in Science Unit
B2
1
Unit
Biodiversity B3
Learning Outcomes

• Demonstrate simple understanding of biodiversity and its importance
• Use quadrats to estimate and record the number of species in a given ecosystem
• Show an awareness that biodiversity is affected by natural calamities such as cyclones
and droughts
• List the human activities (deforestation, pollution, degradation of habitat, invasive alien
species) that affect biodiversity
In Grade 7, you learnt that the ecosystem comprises living and non-living things.
The living organisms interact with each other and with their non-living environment. A few
examples of such interactions are (i) animals feeding on plants and other animals, (ii) forests
providing habitats for animals and (iii) plants obtaining carbon dioxide from the atmosphere
for photosynthesis.
In this unit, you will learn about biodiversity and its importance. You will also explore how
human activities affect biodiversity and the different ways to reduce its negative effects.
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Biodiversity
Planet Earth comprises a large variety of living organisms such as plants, animals, bacteria,
protista (e.g. Amoeba) and fungi (e.g. Mushroom). Mauritius and its other outer islands, though
small, have a diverse flora and fauna due to its location, age, origin, isolation and varied
topography. Below are examples of some local organisms.
Yellow Fody Butterfly fish Geckos
Rodrigues Aldabra Giant Tortoise Rodrigues Café Marron Trochetia boutoniana
Activities 3.1 and 3.2 will allow you to understand the meaning of biodiversity.
ACTIVITY 3.1 - Defining biodiversity
Figure 1 shows organisms of different

species found in a quadrat. In Grade 7,
you learnt that quadrats are used to
count and estimate the number of
plants and slow-moving animals in a
habitat. A quadrat is usually a square
made of wire, wood or plastic pipe.

Figure 1: Organisms in a quadrat (not drawn to scale)

54
Biodiversity Unit
Unit
B3
1
Refer to Figure 1 to answer the following questions.

(a) How many different species can you identify in Figure 1? ___________________________
Recall from Unit 2

A species is a group of living organisms
which can reproduce among themselves
producing fertile offspring(s).
(b) With the help of your teacher, name the different species identified in Figure 1.
________________________________________________________________________
________________________________________________________________________
(c) Count the number of each species present in the quadrat and record your answers in
Table 1 below. One has been completed for you.
Table 1: Type and number of organisms in a defined area
Type of organism Species name Number
Flowering plant Dandelion 8
Through Activity 3.1, you have learnt that different types of organisms co-exist in a given area.
In fact, biodiversity refers to the variety of species and their respective numbers found in
a defined area.
Through Activity 3.2, you will learn how quadrats may be used to count the number of organisms
in a defined area.
ACTIVITY 3.2 - Estimating the number of living organisms in a defined

area using a quadrat
The number of organisms present in an ecosystem can be very high and thus difficult to count.
Through Activity 3.2, you will learn to estimate the number of organisms found in a defined
area by a sampling exercise using quadrats.
Materials you will need (per group): Four wooden sticks or plastic pipes, adhesive tape,
metre rule.
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Procedure:
1. Organise yourselves in groups of five.
2. Use the wooden sticks or plastic pipes and the adhesive tape to construct a quadrat of size
1m x 1m as shown in Figure 2.
Quadrat
Figure 2: Quadrat
3. Use a metre rule to delimit a working area at a selected site with the help of your teacher.
The site can be a forest, the seashore, a riverbank or a garden in your schoolyard.
4. Calculate the area of the selected region.
5. Each group will randomly throw a quadrat in the selected area.
6. Observe, identify and count the number of each type of organism present in the quadrat.
Record the information in the table below.
7. Compare your table with that of the other groups to verify your observations and calculate
the average number of each type of organism present in the 1m x 1m quadrat.
Species Group 1 Group 2 Group 3 Group 4 Group 5 Average
8. Using the answers of step 4 and 7, estimate the number of the different organisms present
in the selected area. Show your working.
56
Biodiversity Unit
Unit
B3
1
Referring to the table, what can you deduce about the number and types of organisms in
the selected area?
__________________________________________________________________________
__________________________________________________________________________
WHAT I HAVE LEARNT
• Biodiversity is the variety of species and their respective numbers found in a defined area.
• Quadrats are used to estimate the number of organisms such as plants, algae and slow-
moving organisms like snails and slugs in a defined area.
• It is difficult to count all organisms in an ecosystem as some organisms are present
in very large numbers.
• Biologists use samples to estimate the number of organisms in a habitat.
Importance of Biodiversity
Biodiversity is very important for the well-being of planet Earth. You will now learn how
biodiversity is important to us and to the environment.
1. Provision of resources
Some examples of resources provided by the biodiversity are given below:
• Biodiversity provides food for humans and animals. Some common examples are fruits,
cocoa, nuts, spices, meat and fish.
• A wide variety of plants, animals and fungi are used as medicines. For instance, the leaf
infusion of Ayapana is used for indigestion, diarrhea, and vomiting. Another example is the
Madagascar periwinkle (commonly known as Saponaire), which is used to make anticancer
drug.
Ayapana Madagascar periwinkle

• Biodiversity also provides us with industrial materials such as oil, fibres, dyes, rubber, timber
and paper.
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Unit Biodiversity
B31
Latex (rubber) tree Timber
2. Ecological Benefits
Biodiversity provides various ecological benefits which maintain the balance of the ecosystem.
A few examples are:
• Plants and algae regulate the composition of oxygen and carbon dioxide
in the atmosphere.
• Roots of plants help to prevent soil erosion.
• Microorganisms in the soil help to decompose dead organisms and waste matter.
This contributes to make the soil fertile.
3. Socio-economic benefits
A few socio-economic benefits of biodiversity are:

• It enhances recreational activities like bird watching,
fishing, trekking etc.
• It provides opportunities for education and research.
• It is used to promote ecotourism.
Factors Affecting Biodiversity
As you have learnt in the previous section,

biodiversity is important for the balance of
ecosystems. Unfortunately, biodiversity of
Earth is declining at an alarming rate and
may lead to the extinction of many species.
The Dodo and the Solitaire are well-known
examples of extinct birds in Mauritius
and Rodrigues Islands respectively. The
disruption in biodiversity affects the balance
The Dodo The Solitaire
of the whole ecosystem.
58
Biodiversity Unit
Unit
B3
1
You will now learn how biodiversity is affected by natural causes and human activities.
1. Natural calamities
Natural calamities negatively impact on biodiversity by causing habitat loss and death of
organisms.
List a few examples of natural disasters that may reduce biodiversity.
__________________________________________________________________________
__________________________________________________________________________
DID YOU KNOW…
The extinction of the dinosaur was due to natural causes.

Scientists think it was due to an impact of an asteroid
or a massive volcano.
2. Human activities
Human beings remain one of the major threats to biodiversity on our planet.
In the next section, you will learn about the impact of human activities on biodiversity.
Pre-session task:
Watch the video on:
https://www.smithsonianmag.com/videos/category/
science/why-should-humans-care-about-biodiversity-loss/
It is an introductory video on the effect of humans on the environment.
Impact of Human Activities on Biodiversity

Some human activities that negatively affect biodiversity are:
• Deforestation
• Pollution
• Overexploitation of resources
• Introduction of invasive alien species
DID YOU KNOW…
Between the years 1900 to 2022, the world

population has increased from 1.5 to 7.97
billion.
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Unit Biodiversity
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Summary of unit
1. Biodiversity is the wide variety and number of organisms found in a defined area.
2. Quadrats are used to estimate the number of plants and slow-moving animals
in a habitat.
3. Biodiversity has a variety of important functions such as (i) the provision of resources
such as food, medicines and raw materials for industries (ii) maintaining the balance
of ecosystems and (iii) providing services for recreation, research and ecotourism.
4. Biodiversity can be affected by natural calamities (e.g. cyclones, drought, and floods)
and human activities such as deforestation, pollution and overexploitation of natural
resources and introduction of invasive alien species.
Recommended Web Links:

• http://www.mauritian-wildlife.org/application/
• https://www.wwf.org.uk
• https://www.iucnredlist.org
• http://www.ecofriendlykids.co.uk/biodiversitynature.html
• https://www.youtube.com/watch?v=0nH3SDhcqXo
• https://kids.nationalgeographic.com/explore/science/declincing-biodiversity/
60
• Unit B3 • Biodiversity
BIODIVERSITY defined as
The number of different types

Sampling techniques can be estimated by of organisms and their abundance
in a unit of environment.
using
threatened by
Quadrats
provides
Natural factors Human factors
examples include
Introduction of
Cyclones
invasive species
Ecological Socio-economic
Resources
benefits benefits Over exploitation
Earthquakes
of resources
such as
Volcanic
Food pollution
eruption
Timber Deforestation
Industrial resources
such as fibres
medicinal
drugs
Biodiversity
1
B3
Unit
Unit
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Unit Biodiversity
B31
Section A: Multiple choice questions
1. The variety of organisms on Earth is known as ______________________

A. Biodiversity B. Ecosystem
C. Habitat D. Population
2. Which of the following is not a resource obtained from biodiversity?

A. Food B. Fibres C. Medicines D. Plastic
3. Which of the following organism cannot be counted using the quadrat technique?
A. Butterfly B. Slug C. Snail D Trochetia
4. One example of human activity that affects biodiversity is

A. Cyclone B. Deforestation C. Flood D. Volcanic eruptions
5. The diagram below represents a human activity.
How does this activity contribute to global warming?

A. There will be less carbon dioxide absorbed.
B. There will be less oxygen absorbed.
C. There will be less shade from trees.
D. The soil will become dry.
6. Which activity will more likely lead to the extinction of species?

A. Conservation B. Pollution
C. Captive breeding D. Setting up of nature reserves
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Biodiversity Unit
Unit
B3
1
Section B:
1. State whether the following statements are true or false.
(a) One example of endemic plant in Mauritius is the chinese guava. ________________
(b) Biodiversity maintains the stability of ecosystems. ________________
(c) Enforcing laws helps to conserve biodiversity. ________________
(d) Biodiversity provides resources such as food and medecines. ________________
(e) Biodiversity is not affected by cyclones. ________________
(f ) Invasive alien species affect the natural biodiversity. ________________
2. Figure 1 shows the forest status of specific parts of the world in 2013.
Observe the figure carefully and answer the questions that follow.
World Forest Status 2013

Declining Forests
Stable Forests
Growing forests
Source: UN FAO (2016)
Figure 1
(a) List two reasons why people clear forest.

___________________________________________________________________
___________________________________________________________________
(b) Identify two countries where the area under forests are declining.
___________________________________________________________________
(c) What are the possible causes of the decline in area under forests?
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
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Unit Biodiversity
B31
3. Mauritius has a rich biodiversity with many endemic species.

One endemic bird of our island is the Mauritius Kestrel. It is
the only remaining bird of prey in Mauritius.
Its current population is only 400 individuals. It lives in forests

and feeds on insects, geckos and small birds. Figure 2 shows
a picture of the Mauritius Kestrel.
Figure 2
(a) What is meant by the term biodiversity?

___________________________________________________________________
___________________________________________________________________
(b) Give two human activities, which have caused the population of the Mauritius Kestrel
to decline.
___________________________________________________________________
___________________________________________________________________
4. Victor, a student of Grade 9 lives near the rocky shore of Albion and wants to explore the
biodiversity of this particular ecosystem. He decides to use quadrats to find the different
types of organisms and their respective numbers. He randomly lays out five quadrats in a
defined area. The following organisms are identified in the rocky shore ecosystem.
Limpets Sea urchin Sea snails
Figure 3 shows the area where the five quadrats were placed.
64
Biodiversity Unit
Unit
B3
1
Quadrat 1
Quadrat 2
Quadrat 3
Key:
Sea snail
Sea urchin
Quadrat 4 Quadrat 5 Limpet

Figure 3: Quadrat sampling on a rocky shore
(a) Suggest why the student used five quadrats for his sampling rather than one.
___________________________________________________________________
___________________________________________________________________
(b) (i) Count the number of limpets, sea urchins and sea snails in each quadrat
and record in the Table 1 below.
Table 1
Type of Number of organisms in each quadrat

organisms Quadrat 1 Quadrat 2 Quadrat 3 Quadrat 4 Quadrat 5 Mean
Limpet
Sea snail
Sea urchin
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Unit Biodiversity
B31
(c) (i) Using the information in Table 1, construct a bar chart of the mean number of
each organism per quadrat.
Mean number
of organism
per
quadrat
0
Organisms
(ii) State a relevant conclusion about the mean number of limpets, sea snails and sea
urchins on the rocky shore.
___________________________________________________________________
___________________________________________________________________
(d) Give one way the student can improve his investigation to get a better estimation of the
number of limpets, sea snails and sea urchins on the rocky shore.
______________________________________________________________________
______________________________________________________________________
66
Measurement
NutritionininScience Unit
Plants Unit
B4
1
Unit
Nutrition in Plants B4
Learning Outcomes
• State that photosynthesis is the process through which green plants manufacture their
food
• Write down the word equation for photosynthesis
• Describe briefly how a leaf is adapted for photosynthesis
• List the factors that are essential for photosynthesis to take place
• Conduct simple laboratory experiments to show the importance of these factors for
photosynthesis
In Grade 7, you have studied the different characteristics of living organisms. One of them is
nutrition. You learnt that animals obtain their food by feeding on other organisms while plants
can make their own food through a process known as photosynthesis.
In this unit, you will learn more about photosynthesis.
The Process of Photosynthesis

Figure 1 represents the process
of photosynthesis.
Figure 1: Photosynthesis
67
Unit Nutrition in Plants
B4
If you observe Figure 1 carefully, you will see that the plant exposed to sunlight is taking carbon
dioxide from the atmosphere and water from the soil.
During photosynthesis, light energy from the sun is mainly trapped by pigments known as
chlorophyll. The light is used to convert carbon dioxide and water into food (glucose) and oxygen.
Based on Figure 1, complete the word equation below to represent the process of photosynthesis.
sunlight
Carbon dioxide + ________________ Glucose + ________________
chlorophyll
Photosynthesis is the process through which green plants make their food using
carbon dioxide and water in the presence of sunlight and chlorophyll. Oxygen is also
produced in the process.
Adaptations of a Leaf for Photosynthesis
The leaf is the main site for photosynthesis in plants. Through Activities 4.1 to 4.3, you will
explore how leaves are adapted for the process of photosynthesis.
Adaptation 1: Surface area
ACTIVITY 4.1 - Investigating how surface area of leaf is an adaptation

for photosynthesis
Figure 2 shows the different parts of a strawberry plant.
D
B
Figure 2
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Nutrition in Plants Unit
Unit
B4
1
Observe Figure 2 carefully and answer the following questions:
(a) Name parts A, B, C and D.
A _____________________________________
B _____________________________________
C _____________________________________
D _____________________________________
(b) Calculate the approximate surface area of parts A and C, enclosed within the yellow
boxes in Figure 2.
Approximate Surface Area of part A Approximate Surface Area of part C
The total leaf area exposed to light may be estimated by multiplying

the exposed mean area of a leaf by the number of leaves present in
the plant.
(c) (i) State which part of the strawberry plant has the largest surface area exposed to light.
________________________________________________________________________
(ii) How can you relate your answer of part (i) to photosynthesis?
________________________________________________________________________
________________________________________________________________________
Most leaves are broad and flat, providing large surface area to maximise the absorption of
sunlight for photosynthesis.
Figure 3
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B4
WHAT I HAVE LEARNT
• Leaves provide large surface area to maximise the absorption of light.

• Thus, leaves are adapted for the process of photosynthesis.
Adaptation 2: Network of Veins in a Leaf

Cells in leaves need water in order to carry out photosynthesis. Water is absorbed from the soil
by roots and transported through stem to the leaves.
Through Activity 4.2, you will observe the network of veins which transports water.
ACTIVITY 4.2 - Observing the network of veins in a leaf
Materials needed:
• Leaves, beaker, sodium carbonate, forceps, paper towel, bunsen burner and brush.
In this activity, you will remove the soft tissues of the leaf in order to observe the veins. This
activity can be carried out as follows:
(a) Collect a variety of fresh leaves from your school compound or your garden.
(b) Place the leaves you want to use into a beaker.
(c) Add 500 cm3 of water to the beaker, followed by 30 g of sodium carbonate.
(d) Boil the content for about 30 minutes or until the leaves soften.
(e) Remove the leaves from the solution using a pair of forceps.
(f ) Set the leaves onto a paper towel and gently brush the leaf pulp away.
(g) Rinse the leaves in fresh water and allow it to dry.
You will obtain the skeleton of a leaf as shown in Figure 4. It shows the network of veins present
in a leaf.
A:
B:
C:
D:
Figure 4
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Unit
B4
1
Using the following words, label parts A, B, C and D in Figure 4 above.
Midrib, leaf apex, leaf margin, network of veins
The midrib is the central large vein which subdivides into tiny veins that run through the leaf.
The veins consist of:
(a) Xylem, and

(b) Phloem
Xylem vessels carry water and minerals from the roots through the stem to the leaves of the plant.
Once in the leaves, water leaves the veins and enters the cells that are carrying out photosynthesis.
Phloem carry food, in the form of sugar (sucrose), from the leaves to all other parts of the plant
during the day.
WHAT I HAVE LEARNT
• Another adaptation of leaves for photosynthesis is the presence of a network of small

veins which transports water to the cells of leaves which carry out photosynthesis.
Adaptation 3: Presence of stomata (singular– stoma)

After learning how a leaf is adapted to receive sunlight and water, you will now learn how the
leaf obtains carbon dioxide from the atmosphere.
Through Activity 4.3, you will learn about the presence of pores (stomata) in a leaf.
ACTIVITY 4.3 - Identifying the presence of pores in a leaf
Materials needed:
• Freshly plucked dicot leaf, beaker, Bunsen burner, tripods, water, pair of forceps.
Procedure:
(a) Heat a beaker containing water on a Bunsen flame until

boiling.
(b) Remove the beaker from the flame and immediately dip
a freshly plucked leaf into the hot water using a pair of
forceps, as shown in Figure 5.
Figure 5
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B4
(a) Observe the leaf carefully and write down your observations.
________________________________________________________________________
________________________________________________________________________
(b) Extending from your observations in part (a), suggest how a leaf obtains CO2 from the
atmosphere.
________________________________________________________________________
________________________________________________________________________
The pores can open and close. They open in the presence of light, that is during the day, to allow
gas exchange, as indicated in Figure 6. Carbon dioxide molecules enter the leaf through the
stomata and are used by leaf cells carrying out photosynthesis. The oxygen molecules which
are produced during the process of photosynthesis, diffuse out of leaves through the stomata.
vapour
Note: Water vapour also

diffuses out of leaves
through stomata, during
the day.
Figure 6: Gas Exchange through Stomata
Adaptation 4: Presence of Chlorophyll

Figure 7 shows that photosynthetic leaf cells, as seen under the microscope, consist of
chloroplasts which contain green pigments called chlorophyll. The green pigment absorbs
light energy which is used during photosynthesis to convert carbon dioxide and water into
glucose and oxygen.
Figure 7: Photomicrograph of photosynthetic cells
72
Unit
B4
1
WHAT I HAVE LEARNT
• Small air bubbles are formed on the surface of the leaf when placed in hot water. This
shows that leaves have small pores.
• As air moves out of the small pores (stomata) when placed in hot water, small bubbles are
formed on the surface of the leaf.
• Carbon dioxide moves from the atmosphere into the leaves through the small pores called
stomata.
• So far, you have learnt that leaves are adapted for the process of photosynthesis as follows:
- Leaves have a large surface area to maximise absorption of light.
- Leaves have a midrib and network of veins comprising xylem which carry water
to photosynthetic cells.
- Leaves have stomata for gaseous exchange, especially allowing carbon dioxide
to move into leaves during the day.
- Leaves have chlorophyll which traps light.
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B4
Factors essential for photosynthesis

Carbon dioxide, light and chlorophyll are some of the factors that are essential for photosynthesis
to take place. Before investigating the importance of these factors, let’s learn how we test if a
plant has carried out photosynthesis.
Testing the presence of starch in a leaf
As you learnt earlier, glucose is produced in the leaves during photosynthesis. Excess glucose is
converted into starch for storage. Thus, the presence of starch in a leaf shows that photosynthesis
has taken place.
ACTIVITY 4.4 - Testing the presence of starch in a leaf
Materials needed:
• Soft green leaves (such as balsam leaves), iodine solution, dropper, ethanol, boiling tube,
beaker, glass rod, forceps, water, white tile, bunsen burner
Procedure:
1. Place a freshly plucked leaf, which has been exposed to

sunlight, into boiling water in a beaker as shown in Fig 8. Leave
it for about one minute.
Why do we leave the leaf in boiling water for one minute?
___________________________________________________
___________________________________________________
2. Using forceps, remove the leaf and put it

in a boiling tube.
Figure 8
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Unit
B4
1
3. Add enough ethanol to cover the leaf in the boiling tube as shown in Figure 9. The Bunsen
burner flame should be put off.
Let the leaf stand in the water bath for approximately 3 minutes.
Safety precautions:
Alcohol is very flammable, so it should not Hot water
be heated directly over a Bunsen flame.
Alcohol
Complete the questions below based on your observations.Leaf

Wire
gauze
(a) Observe and record the colour of the leaf.
Tripod
_____________________________
Figure 9
(b) What is the colour of the ethanol?
____________________________
(c) Suggest why the leaf was placed in alcohol.
_______________________________________________________________________
_______________________________________________________________________
4. Remove the leaf from ethanol.
Is the leaf brittle or soft to touch? _____________________________
5. Wash the leaf in warm water to remove ethanol from the surface of the leaf and to soften it.
6. Spread out the leaf on a white tile and cover it with iodine solution as shown in Figure 10.
(a) What do you observe?
_______________________________________________________________________
white tile
(b) What can you conclude from your observation?
_______________________________________________________
_______________________________________________________
Figure 10
WHAT I HAVE LEARNT
• Glucose produced during photosynthesis is converted to starch for storage.

• The blue black colour indicates presence of starch in a leaf.
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B4
Now let’s investigate through Activities 4.5 to 4.6, how CO2, light and chlorophyll are essential
for photosynthesis.
ACTIVITY 4.5 - I nvestigating the importance of light

for photosynthesis
Materials needed:
• potted plants, beaker of water at 800C – 1000C, dropper, forceps, iodine solution,
2
ethanol, black hood and a light source.
Cover with
black hood
Plant A Plant B
Figure 11
Note: Plant A is the control experiment as it has all the conditions needed for photosynthesis
and is used for comparison.
Procedure:
1. Destarch the two potted plants by placing them in complete darkness for approximately
48 hours.
2. Remove the potted plant A from darkness and expose it to sunlight for 2 hours.
Place the second potted plant B in darkness (under a black hood), as shown in Figure 11.
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Unit
B4
1
3. Collect a leaf from each plant and test the leaves for the presence of starch as described
in Activity 4.4.
(a) Record your observations for both leaves in Table 1.

Table 1
Leaf Observations
(b) What can you conclude from this investigation?

_______________________________________________________________________
_______________________________________________________________________
ACTIVITY 4.6 - Investigating the importance of carbon dioxide

for photosynthesis
Materials needed:
Retort stand, 2 conical flasks fitted with a rubber bung, 1 potted plant (geranium or balsam), 2
boiling tubes, glass marker pen, beaker of water at 80oC – 100oC, 2 petridishes, dropper, forceps
or glass rod, iodine solution, ethanol, potassium hydroxide solution.
Sunlight
Twig (of a plant)
Leaf A Leaf B
Potassium Hydroxide
water
Figure 12
Procedure:
1. A potted plant is destarched by placing it in complete darkness for 48 hours.
2. Leaf A, still attached to the plant, is inserted in a conical flask containing

potassium hydroxide, as shown in Figure 12.
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B4
3. Leaf B is enclosed within another conical flask containing water as shown in Figure 12.
4. The plant is left in sunlight for 2 hours
5. Then leaves A and B are removed from the plant and tested for the presence of starch as
described in Activity 4.4.
Safety precautions:
Safety Precaution: Care should be taken when handling
potassium hydroxide as it is corrosive.
The results obtained by carrying out starch test on both leaves A and B, are shown in
Figure 13.
Leaf A Leaf B
Figure 13
Based on the above, answer the following questions.
(a) State the purpose of potassium hydroxide in the conical flask A.
_______________________________________________________________________
(b) State the role of leaf B in this investigation.
_______________________________________________________________________
(c) Name one factor, which is absent in the conical flask A.
_______________________________________________________________________
(d) Name the factors present in the conical flask B which are needed for photosynthesis.
_______________________________________________________________________
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Unit
B4
1
(e) Why does leaf B become blue black when tested for the presence of starch?
_______________________________________________________________________
(f) What can you conclude from this experiment?
_______________________________________________________________________
ACTIVITY 4.7 - Investigating the importance of chlorophyll

for photosynthesis
Materials needed:
• A variegated potted plant, boiling tube, glass marker pen, beaker of water at 800C – 1000C,
petridish, dropper, forceps or glass rod, iodine solution, ethanol.
Note: A variegated leaf, as shown in Figure 14, is one which has patches of green (where
chlorophyll is present) and white or yellow parts (where green chlorophyll is absent).

Variegated leaf
Figure 14 : A variegated plant
Procedure:
1. Place the variegated plant in darkness for 48 hours to destarch it.
2. Remove the potted plant from darkness and expose it to sunlight for 2 hours.
3. Pluck a leaf from the plant and draw the leaf to show the distribution of the green
and non-green parts.
79
B4
4. Test the leaf for the presence of starch as described in Activity 4.4.
(a) Draw the leaf after iodine solution has been added to show the parts that have become
blue-black.
(b) What can you conclude from your observation?

_______________________________________________________________________
WHAT I HAVE LEARNT
For photosynthesis to occur:

• Leaves must be exposed to light/sunlight.
• Plants need carbon dioxide.
• Chlorophyll must be present in leaf cells.
FIND OUT
Recommended Website links
1. https://www.bbc.com/bitesize/guides/zyk8msg/revision/1
2. https://www.bbc.com/bitesize/guides/z9pjrwx/revision/8
3. https://www.activewild.com/what-is-photosynthesis-for-kids/
4. https://photosynthesiseducation.com/photosynthesis-for-kids/
5. http://people.eku.edu/ritchisong/378_diffusion.htm
80
Unit
B4
1
Summary of unit
• The process through which green plants make their food is called photosynthesis.
• Light, chlorophyll, water and carbon dioxide are the factors needed for photosynthesis
to take place.
• Glucose and oxygen are the products of photosynthesis.
• The word equation for photosynthesis is:
Light
Carbon dioxide + Water Glucose + Oxygen
Chlorophyll
• Large surface area, network of veins, presence of chlorophyll and presence of stomata
are adaptations of leaves for photosynthesis.
• Carbon dioxide, light and chlorophyll are some of the factors that are essential for
photosynthesis to take place.
81
82
B4
Unit
• Unit B4 • Nutrition in Plants
Carbon dioxide + water Light Food + Oxygen

PHOTOSYNTHESIS
Chlorophyll
Nutrition in Plants
Main site for

Raw materials Products
Photosynthesis
• Upper and lower epidermis

Leaf consists of Oxygen Glucose (Food)
• Palisade mesophyll layer/ Water Carbon dioxide
tissue
• Spongy mesophyll layer/ Converted to stored as
tissue moves through
• Vascular bundles moves into Excess moves out
Adaptations Sucrose Starch
of leaf via
Stomata test
Roots
Stomata Transported
has has has has Use iodine
through
solution
phloem
into leaves
Vascular bundles Large surface Then transported
Chlorophyll Stomata by diffusion
(veins) area in xylem gives
Iodine remains
Blue black colour
function function function To leaves brown/yellow colour
(starch present)
(starch absent)
Traps light Allow exchange Traps maximum

energy of gases sunlight
Unit
B4
1
Section A: Multiple choice Questions

Circle the correct answer.
1. The process through which green plants produce glucose is known as ________________.
A. Respiration B. Reproduction C. Photosynthesis D. Excretion
2. The pigment responsible for absorption of light in plants is called _________________.
A. Chlorophyll B. Stoma C. Xylem D. Phloem
3. The diagram below shows gas exchange in a plant exposed to sunlight.
Sunlight

gas A
gas B
Identify gas A and gas B.
Gas A Gas B
A. Oxygen Carbon dioxide
B. Carbon dioxide Oxygen
C. Water vapour Carbon dioxide
D. Water vapour Oxygen
4. Which option correctly gives the raw materials and the by-product of the process
of photosynthesis?
raw materials by-product
A. Carbon dioxide and chlorophyll Oxygen
B. Carbon dioxide and water Oxygen
C. Oxygen and chlorophyll Carbon dioxide
D. Oxygen and water Carbon dioxide
83
B4
5. Which one is an adaptation of leaves for photosynthesis?
A. It has chlorophyll B. It is very thick
C. It has tiny hairs D. It has a small surface area
6. How does oxygen move out of the leaf?

A. Evaporation B. Transpiration C. Respiration D. Diffusion
7. Glucose produced during photosynthesis is converted into _______________ for storage.
A. Protein B. Genes C. Starch D. Cellulose
8.
A student carries out an experiment
to find out which gas is released during Sunlight
photosynthesis. He sets up the apparatus

using an aquatic plant as shown Gas
in the diagram.
Which gas is collected in the inverted

test-tube? Pond water
A. Carbon monoxide B. Hydrogen
C. Oxygen D. Sulfur dioxide
Aquatic plant
9. ____________________ contains the green pigment chlorophyll.
A. Chloroplast B. Vacuole C. Nucleus D. Cell wall
84
Unit
B4
1
Section B
1. Fill in the blanks by choosing the appropriate answer from the list below.
membrane, iodine, variegated, surface area
(a) A leaf is tested for starch using _________________ solution.
(b) A
________________ leaf has green regions where there is chlorophyll and white or
yellow regions where chlorophyll is absent.
(c) The leaves have large _________________ to trap light.
2. Match each leaf feature given in Column A with the description in Column B.
COLUMN A COLUMN B
Large surface area Carry water and food

Chlorophyll Main photosynthetic cells in leaf
Veins Maximise sunlight absorption
Stomata Pigment absorbing light energy
Palisade cells Openings in leaf allowing movement of gases
3. State whether the following is true or false.
(a) The reactants of photosynthesis are glucose and oxygen. ________________
(b) Photosynthesis occurs in the nucleus of plant cells. ________________
(c ) Photosynthesis uses sunlight to make sugar. ________________
(d) A variegated leaf has unequal distribution of chlorophyll. ________________
(e) Potassium hydroxide is used to absorb carbon dioxide from the air. ________________
4. Answer the following questions.
(a) List the essential factors for photosynthesis to take place.
1_______________ 2_______________ 3 _______________ 4_________________
(b) State the function of chlorophyll.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
85
B4
(c ) What are the final products of photosynthesis?
1. _____________________________________________________________________
2. _____________________________________________________________________
(d) Write down a word equation to represent the process of photosynthesis.
_______________________________________________________________________
(e) State the function of stomata.
_______________________________________________________________________
_______________________________________________________________________
(f) State one importance of the carbohydrate (sugar) formed by photosynthesis to the .
plant.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. The diagram below illustrates the different steps (A, B, C and D) carried out when testing a
leaf for the presence of starch.
A B C D
ethanol
Iodine solution
warm white tile

bunsen burner water
Figure 1
86
Unit
B4
1
(a) Referring to Figure 2, describe steps A, B, C and D.

A …………………………………………………………………………………………
…………………………………………………………………………………………
B …………………………………………………………………………………………
…………………………………………………………………………………………
C …………………………………………………………………………………………
…………………………………………………………………………………………
D …………………………………………………………………………………………
…………………………………………………………………………………………
(b) Why are the steps A and B carried out?

Step A: ________________________________________________________________

______________________________________________________________________
Step B: ________________________________________________________________
______________________________________________________________________
(c) How will the leaf appear after step B?

______________________________________________________________________
(d) What is the purpose of step C?

______________________________________________________________________
(e) What would you observe after step D if starch is present in the leaf?
______________________________________________________________________
6. The leaf below has been treated to show that sunlight is necessary for photosynthesis.
Sunlight
Green leaf
Black paper
Figure 2
A plant was left in darkness for 48 hours before placing the black paper strips
on the surfaces of one of the leaves, as shown in Figure 2.
87
B4
(a) Explain why the leaf was partly covered with black paper strips?
______________________________________________________________________
(b) Why was the plant kept in darkness for 48 hours?
______________________________________________________________________
(c ) After exposing the plant to sunlight for a few hours, the partly covered leaf was
removed and tested for starch. Draw the leaf in the box below to show your
observation.
(d) Write a conclusion based on the drawing given in part (c).

______________________________________________________________________
______________________________________________________________________
88
Unit
B4
1
7. A student carried out an experiment to investigate if plants need light to manufacture glucose
which is then stored as starch.
The diagram shows what the student did.
Plant removed from cupboard

and aluminium foil placed on
one of the leaves
Green part of leaf

Variegated potted Aluminium foil
plant placed in dark
White part of leaf
cupboard for 2 days
Stage 1
Stage 2
Plant kept

Leaf after testing for starch in sunlight
for 6 hours
A Stage 3
B Foil removed
and leaf tested
C for starch
Stage 4
Stage 5
Figure 3
(a) Why was the potted plant kept in a dark cupboard for 2 days?
______________________________________________________________________
(b) Why did the student cover part of the leaf with aluminium foil?
______________________________________________________________________
(c) Stage 5 of Figure 3 shows three areas on the leaf indicated as: A, B and C.
(i) Write down the expected colours of these areas after testing for starch
A ____________________ B _____________________ C ______________________
(ii) What can you conclude from your answer of part (c)(i)?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
89
B4
8. An experiment was carried out to investigate the conditions essential for photosynthesis. Three
plants of similar size and of the same species were placed in a dark cupboard for 48 hours.
A leaf from each plant was removed and tested for starch.
The plants were then watered and set up as shown in Figure 4.
Each glass container was illuminated for a few hours.
Sunlight
aluminium foil
glass
container
potassium potassium
water
hydroxide hydroxide
A B C
Figure 4
(a) When the leaves from the plants were tested for starch at the start of the investigation,
all gave a yellow-brown colour with iodine solution.
Explain why.
______________________________________________________________________
______________________________________________________________________
(b) Why was potassium hydroxide used?
______________________________________________________________________
______________________________________________________________________
(c) What factor(s) necessary for photosynthesis were absent in:

(i) vessel B?
____________________________________________________________________
(ii) vessel C?
____________________________________________________________________
____________________________________________________________________
90
Unit
B4
1
(d) After leaving the plants for few hours in sunlight, leaves from plants A, B and C were
once more tested for starch with iodine solution.
(i) Write down the observations you would obtain for the following leaves:
Leaf A _______________________
Leaf B _______________________
Leaf C _______________________
(ii) Account for your observations in part (d) (i)
Leaf A
____________________________________________________________________

____________________________________________________________________
Leaf B
____________________________________________________________________
____________________________________________________________________
Leaf C
____________________________________________________________________
____________________________________________________________________
9. Lisa investigated how light intensity affects photosynthesis in a piece of pondweed. She
set up the apparatus as shown in Figure 5.
boiling tube clamped in position

lamp
water
pondweed weighed with paper clip
0 10 20 30 40 50 60 70 80 90 cm
metre rule
Figure 5
91
B4
Lisa counted the number of bubbles given off from the pondweed in one minute. She then
changed the light intensity by varying the distance of the plant from the lamp and repeated
her measurement.
The results are shown in Table 1.

Table 1
Distance from lamp (cm) Number of bubbles evolved in one minute

10 101
20 100
30 99
40 95
50 85
60 105
70 62
80 50
90 34
(a) Name the gas which bubbled off from the pondweed.
_______________________________________________________________________
(b) Using Table 1 state the distance, in cm, at which the light intensity was
(i) Lowest
_____________________________________________________________________
(ii) Highest
_____________________________________________________________________
(c) (i) Circle the result recorded on Table 1 that does not fit the pattern.
_____________________________________________________________________
92
Unit
B4
1
(ii) Use the grid to draw a line graph of the results recorded in Table 1. Do not plot the
result, that you have encircled in Table 1.

Distance from lamp (cm)
(d) (i) Use your graph to describe the changes in the number of bubbles released when the
distance of pondweed from the lamp was decreased.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(ii)
What can you deduce about the effect of the light intensity on the rate of
photosynthesis in the pondweed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
93
© Mauritius Institute of Education (2023)
ISBN: 978-99949-75-31-0

Biology Grade 9 - Review 2023

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BIOLOGY

Mauritius Institute of Education

Ministry of Education, Tertiary Education,

BIOLOGY TEXTBOOK DEVELOPMENT PANEL

MAURITIUS INSTITUTE OF EDUCATION

The Grade 9 biology textbook panel wishes to thank:

GRADE 9 BIOLOGY TEXTBOOK REVIEW PANEL

Mr Mohun Cyparsade - Overall Coordinator, Associate Professor, MIE

© Mauritius Institute of Education - 2023

As in all curriculum endeavours, a number of contributors have been involved in

The textbook is conceptualised in such a way that it includes a number of

Additionally, the activities seek to develop in students the necessary skills,

The textbook includes important features that support effective assessment.

It is sincerely hoped that the textbook helps motivate learners, stimulates

Dr (Mrs) Sarojiny Saddul-Hauzaree

Biology: UNITS B1-B4

At the end of this unit, you should be able to:

Blood Circulatory System

Blood circulatory system

Blood Blood vessels Heart

Figure 1: Main components of human blood

Figure 2: External structure of the human heart

ACTIVITY 1.1 - Locating the position of the heart

By following the instructions and answering the questions

1. Observe carefully your teacher who will show the chest

1. Describe the type of movement you feel in your chest.

2. Draw the exact location of the heart in Figure 3.

3. Discuss and predict what are represented by the blue and

WHAT I HAVE LEARNT

Plasma (about 55%)

White blood cells

Red blood cells

Figure 4: Composition of blood

Blood cells and platelets

Red Blood Cells (RBCs)

ACTIVITY 1.2 - Examining blood under a microscope

Red blood Red blood

Diameter of a red blood cell in your drawing = ___________________ mm

3. Measure and record the diameter of a red blood cell in Figure 6.

Diameter of a red blood cell in Figure 6 = ___________________ mm

Diameter of your drawing

Magnification of the drawing = ___________________

Flattened (concave) shape

Figure 7: Cross section of a red blood cell

Figure 8: Cross section of a typical animal cell

Observe the diagrams in Figures 7 and 8 to answer the following questions.

Table 1: Comparison between a RBC and a typical animal cell

Features Typical animal cell Red blood cell

WHAT I HAVE LEARNT

White Blood Cells (WBCs)

Figures 9 and 10 show two different types of WBCs.

How white blood cells kill germs?

DID YOU KNOW…

Antibodies are proteins that can bind to

ACTIVITY 1.4 - Exploring the importance of platelets in the body

Ronaldo falls while playing football and injures his knee.

Figure 11: Ronaldo

What happened to Ronaldo can be explained as follows:

1. While playing, he fell on his knees and was injured.

• S alts cause hypertension

• T he heart muscles lose

(ii) S uggest two reasons to explain your observation in part (a)(i).

(ii) S uggest two reasons to explain your answer in part (b)(i).