SHS

General Biology 2
Quarter 4: Week 3 – Module 1 C
P rocesses in Plants and Animals
(Regulation of Fluids, Chemical and
Nervous Control)
General Biology 2

Grade 11/12 Quarter 4: Week 3 Module 1C: Processes in Plants and

Animals (Regulation of Body Fluids, Chemical and Nervous Control)

First Edition, 2021

Copyright © 2021
La Union Schools Division

Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Emilia V. Vizcarra, MT-I

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

1
 Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Rominel S. Sobremonte , Ed.D, EPS in Charge of

Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

Target

The presence of life on earth is primarily focused on unique roles and processes.
There are many vital processes that are necessary for the body to stay stable and to
ensure the proper functioning of the body organ system, all of which are essential
for life.

In order to establish and maintain their complex organization and structure,

organisms must obtain, transform, and transport matter and energy, eliminate
waste products, and coordinate their internal activities.

. In your previous lessons, you learned about transport or circulation in plants and
animals. This is an important life process for organisms to survive.

This module will provide you with concepts and activities that will help you
understand regulation of fluids in organisms.

After going through this module, you are expected to:

Compare and contrast the following processes in plants and animals:

reproduction, development, nutrition, gas exchange, transport/ circulation,
regulation of body fluids, chemical and nervous control, immune systems,
and sensory and motor mechanisms (STEM_BIO11/12-IVa-h-1)
At the end of the lesson, the learners will be able to

1. define and explain osmoregulation;

2. describe different types of animals based on the osmolarity of their
body;
3. describe movements of fluids in relation to the environment;
4. describe animal excretory systems;
5. characterize the mammalian urinary system and the role of nephrons;
and
6. analyze the role of the kidneys in the body’s acid-base balance.

Before going on, check how much you know about this topic. Answer the
pretest on the next page in a separate sheet of paper.

3
 Lesso Regulatio
n n of Body
1 Fluids

Pretest: Read each question carefully then select the correct answer from
the given choices.

1. Which of the following is regulated through osmosis?

A. food B. energy C. oxygen D. water

2. From the urinary bladder, where will urine go?

A. ureter B. urethra C. uterus D. vesicle

3. What waste product of the body is removed from the skin?

A. air B. carbon dioxide C. salt D. urea

4. What is the major osmoregulatory hormone of the human body?

A. kidney B. liver C. rectum D. skin

5. What control/s the amount of water vapor that comes out of plants?
A. chloroplast B. guard cells C.mesophyll D.palisade

Jumpstart

All animals (and plants) need to regulate body fluids. Failure to do so leads to
hydration or dehydration of the tissue cells with fatal consequences. Body fluids
are liquids that originates from inside the bodies of organisms. They include fluids
that are excreted or secreted from the body.

For you to be more engaged in the lesson, do the following activity. Have
fun and good luck!

4
Activity 1. Mystery of the Moisture
Directions: Perform this activity.

Procedure:
Get a potted plant then cover the plant entirely with a transparent plastic. Leave
the plant for an hour then observe the inner side of the plastic that you used to
cover the plant.

Observation/s:___________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Where did the moisture come from? __________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Discover

Osmoregulation is control of the osmotic pressure of body fluids of an organism to

preserve the homeostasis of the body's water content; that is, it regulates the fluid
equilibrium and the concentration of electrolytes (salts in solution) to prevent the
fluids from being too diluted or too concentrated.

Types of Osmoregulation

Osmoconformers
Osmoconformers are species that attempt to balance the osmolarity of
their bodies with their surroundings. In other words, these species sustain
the same osmotic pressure within the body as outside the body. They adhere
by active or passive means. Most aquatic invertebrates, such as starfish,
jellyfish and lobsters, are osmoconformers.

Osmoregulators

5
 Osmoregulators are species that actively control their osmotic
pressure, regardless of the external environment. Many vertebrates,
including humans, are osmoregulatory. Many freshwater fish are also known
to be osmoregulatory.

Osmoregulation in Different Organisms

Osmoregulation in Plants
Plants use stomata on the lower side of their leaves to control water loss. Plants
developing in hydrated soils compensate for water depletion by transpiration by
absorbing more water from the soil. Plants that thrive in semi-arid areas retain
water in the vacuoles and have dense, fleshy cuticles to avoid lack of water.

Osmoregulation in Freshwater Fish

Freshwater fish are hypertonic to the surrounding environment, which means

that the concentration of salt in their blood is greater than that of the surrounding
water. They consume a regulated volume of water through the mouth and
membranes of the gill. Because of this ingestion of water, they create huge volumes
of urine in which a lot of salt is lost. Salt is supplemented by mitochondrial-rich
cells in the gills. These cells absorb salt from the surrounding water into the blood.

Osmoregulation in Marine Fish

Compared to freshwater fish, marine fish have the opposite problem. They have a
greater percentage of water in their blood than the environment. As a
consequence, there is a tendency to lose water and to absorb salt. To solve this
problem, marine fish drink vast volumes of water and limit urination. Other extra
energy consumption often occurs when these species constantly need to remove
salt from the body (through the gills).

Osmoregulation in Bacteria
Bacteria use a transport system to capture electrolytes as the osmolarity
surrounding them increases. Osmotic stress stimulates certain genes in bacteria
that synthesize osmoprotectants.

Osmoregulation in Higher Forms of Animals

Animals have a well-developed excretory mechanism that helps to retain the
water lost from the body, while preserving osmotic pressure.

Osmoregulation in Humans
The kidneys are the primary organ responsible for osmoregulation
in humans. Water, amino acids and glucose are reabsorbed by the
kidneys. When the
body's water
content is high, a
significant volume
of hypotonic urine
is released. When
the water level is
low, it absorbs
water and produces

6
 low levels of hypertonic urine. Thus, the kidneys regulate the body's
electrolytic
equilibrium. Figure1.Osmoregulation in Human
Source:https://commons.
wikimedia.org/wiki/File:
Binary_Fission_2.svg

Aldosterone, angiotensin II, and antidiuretic hormones control the process of

absorption. Any water and electrolytes are often lost by sweating.
Osmoreceptors in the brain hypothalamus regulate the thirst and
secretion of ADH. ADH opens the water channels of aquaporins that
cause the water to flow. As a result, the kidneys begin to absorb water
until the pituitary gland begins producing ADH.

Nitrogen Waste

Nitrogen waste is the result of protein synthesis. Amino groups are separated from
amino acids prior to the conversion of the energy. NH 2 (amino group) is mixed with
hydrogen ion (proton) to form ammonia (NH 3). Ammonia is very harmful and is
typically excreted directly from marine organisms. Terrestrial animals usually need
to conserve water. Ammonia is converted to urea, a substance that the body can
handle at higher concentrations than ammonia. Birds and insects secrete uric acid
that they waste a lot of energy but no water loss. Amphibians and rodents secrete
the urea they form in their liver. Amino groups are transformed into ammonia and,
in turn, is turned into urea, dumped into blood and concentrated in the kidneys.

Excretory Systems

The excretory system controls the chemical makeup of body fluids by eliminating
metabolic waste and maintaining sufficient quantities of water, salts and nutrients.
Components of the vertebrate organ include the kidneys, liver, lungs, and skin.

Functions of the Excretory system 1.

Collect water and filter body fluids.
2. Remove and concentrate waste products from body fluids and return other
substances to body fluids as necessary for homeostasis.
3. Eliminate excretory products from the body.

Invertebrate Excretory Organs

Many invertebrates, such as flatworms, use nephridium as an excretory organ
(Figure 2). At the end of each blind nephridium tube, there is a ciliated flame cell. If
the fluid moves into the tubule, the solutes are reabsorbed and transferred to the
body fluids. For insects, body fluids are drained into the Malphigian tubules by
osmosis leading to high amounts of potassium within the tubule. Body fluids flow
back into the body, nitrogenous wastes empty into the insect's intestine. Water is
being reabsorbed and waste is being expelled from the insect (Figure 3).
Figure 2. Excretory Organ of
Flatworms Source:
https://www2.estrellamountain.edu/fa

7
culty/farabee/biobk/BioBookEXCRET. Source:
html https://www2.estrellamountain.edu/fa
culty/farabee/biobk/BioBookEXCRET.
html
The Human Excretory System
Figure 3. Excretory Organ of Ant
The urinary system consists of the kidneys, ureters, bladder, and urethra. The
nepron is the functional unit of the kidney. Waste is filtered from the blood and
stored as urine in each kidney. Urine leaves the kidneys by ureters and stored in
the bladder. The bladder can distend to store urine that eventually leaves through
the urethra.

The Nephron

The nephron consists of a cup-shaped capsule containing capillaries and

glomerulus and a long renal tube. Blood flows through the kidney through
the renal artery, which flows through the capillaries associated with the
glomerulus. Arterial pressure allows water and blood solutes to filter into the
capsule.

The nephron has three functions:

1.Glomerular filtration of water and solutes from the blood.

2.Tubular reabsorption of water and conserved molecules back into the
blood.
3.Tubular secretion of ions and other waste products from surrounding
capillaries into the distal tubule.

Nephrons filter 125 ml of body fluid per minute; filtering the entire body
fluid component 16 times each day. In a 24 hour period nephrons produce
180 liters of filtrate, of which 178.5 liters are reabsorbed. The remaining 1.5
liters forms urine.

Urine Production

1. Filtration in the glomerulus and nephron capsule.

2. Reabsorption in the proximal tubule.
3. Tubular secretion in the Loop of Henle.

Components of The Nephron

• Glomerulus: mechanically filters blood

• Bowman's Capsule: mechanically filters blood

8
 • Proximal Convoluted Tubule: Reabsorbs 75% of the water, salts, glucose,
and amino acids
• Loop of Henle: Countercurrent exchange, which maintains the concentration
gradient
• Distal Convoluted Tubule: Tubular secretion of H ions, potassium, and
certain drugs.

Figure 2. The Kidney and the Nephron

Source: https://commons.wikimedia.org/wiki/File:2612_Blood_
Flow_in_the_Kidneys.jpg

Kidneys perform a number of homeostatic functions:

1. Maintain volume of extracellular fluid

2. Maintain ionic balance in extracellular fluid
3. Maintain pH and osmotic concentration of the extracellular fluid.
4. Excrete toxic metabolic by-products such as urea, ammonia, and uric acid.
\

Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

9
Enrichment Activity 1
In your own words, define the term osmoregulation. From what you have learned,
why would it be important for living things to be able to osmoregulate their bodies?

Excellent (5-4) Good (3-2) Needs Improvement (1)

Content Correctness and Correctness and Correctness and
quantity of quantity of quantity of information
information is very information is is poor
good good
Organization Information is Information is Information is poorly
and wellorganized and is organized and has organized and has
grammar free of grammatical few grammatical several grammatical m
mistake mistakes mistakes

Enrichment Activity 2
Complete the table below to distinguish regulation of body fluids in plants and
animals.
Plant Fish Human
Main structure for excretion 1. 2. 3.
Fluid waste excreted 4. 5. 6.

Great job! You have understood the lesson. Are

you now ready to summarize?

Deepen

At this point, you are now ready to apply the concepts of osmoregulation. Create a
plant-planter setup where there is a continuous supply of water to the plant. Select
an appropriate plant species for this. Take a picture of the setup and send this to
your teacher.

Lesson Chemical and

Nervous Control
2

10
Pretest: Read each question carefully then select the correct answer from
the given choices.

1. What system coordinates and controls the activities of the body?

A. organ B. endocrine C. muscular D. nervous

2. Which of these is part of the central nervous system?

A. effector B. receptor cells C. sensory neuron D. spinal cord

3. Which hormone is usually found in fruits?

A. abscisic acid B. auxin C. cytokinin D. gibberellin

4. What hormone is produced by the pancreas?

A. estrogen B. glucagon C. insulin D. melatonin

5. What is the main organ of the nervous system?

Jumpstart

A. brain B. nerves C. sensory organ D. spinal cord

All living organisms respond and react to changes in the environment around
them. Changes in the environment to which organisms respond and react are
called stimuli such as light, heat, cold, sound, smell, touch, etc.

For you to be more engaged in the lesson, do the following activity. Have fun and
good luck!

11
Activity 1: Muller Lyer Illusion Directions:
Try this optical illusion with items you can find around your home. Find two sticks
of identical length; you might use uncooked spaghetti pasta if you have
some. Otherwise, broom sticks, chopsticks and other sticks could work too.

If you’re working with spaghetti pasta, lay the two pieces down a few inches
apart. Take another piece and break it in half. Use it to create “arrows” on
the ends of your long piece of spaghetti. On one piece of spaghetti, add the
arrow points so they lead inward, and on the other, create the points so lead
outward.

What do you notice? Do the lengths of the sticks still appear to be the same?
Probably not! Find out why in the video with this
link:
https://www.brainfacts.org/for-educators/for-the-classroom/2021/
mullerlyer-illusion-010621

Discover

Along with the nervous system, the endocrine system coordinates the activities of
the body to maintain homeostasis during rest and exercise. Nervous and endocrine
systems both work together to initiate and regulate activity, and all physiological
processes include movement. Similarly, there are hormones in plants that respond
and react to the changes in the environment.

Coordination in Plants

Coordination refers to orderly functioning of different but interrelated parts

to carry out one or more activities smoothly. Since the nervous system doesn’t exist
in plants, they use a chemical system. Plants coordinate their behavior against

12
environmental changes with the aid of hormones. Plants have a number of
hormones that allow them to coordinate growth and environmental response. These
are the chemical compounds which are released by stimulated cells. Hormones are
diffused around the cell.
The following hormones are present in plants:
• Auxins – synthesized at the tip of the stem and help in plant growth
by elongating the cell.
• Gibberellins- concerned with the growth of the stem, seed
germination, and flowering.
• Cytokinins – present in the areas of cell division as in fruits and
seeds. Also helps in the opening of stomata.
• Abscisic acid- inhibits the growth of many parts and responsive for
the closure of stomata.

The hormones in plants known as Phytohormones coordinate their

behavior by affecting their growth. The growth movements in plants are
either directional or nondirectional.

Directional Movements
Directional changes are called tropic movements. Tropic movements are
the one which occurs in the direction of the stimulus. Positive
phototropism is responding by bending towards the sunlight which can
be seen in shoots. Roots exhibit negative phototropism by bending away
from the light and show positive geotropism by growing towards the
ground. Chemotropism is a movement of growth in plants in response to
the chemical stimulus like the growth of pollen tubes towards ovules.

Nondirectional Movements
Nondirectional movements are called nastic response and concerned to
movements of plant parts. Nastic movements are independent of growth,
and plant cells have to change their shape for this movement to occur.
These changes take place in the opposite direction to the stimulus.

Control and Coordination in Animals

Nervous system and the hormonal system are two important aspects of
control and coordination in animals.

The Nervous System

Neurons are the functional and structural unit of the nervous system. The main
function of these neurons is to receive the external stimuli and then send it to the
brain, so that the brain in turn can read those signals and direct them to the
necessary parts of the body to take proper action. The transfer of messages takes
place through electrical impulses which move throughout the body through nerve
fibers.

The Neuron

13
 The unique structure of neurons makes them specialized for receiving and
transmitting electrical impulses throughout the body. Neurons are supported
by glial cells, which surround, protect, and insulate them.
All neurons have several features in common, including a cell body, dendrites, and
an axon. These structures are important for transmitting neural impulses,
electrical signals that allow neurons to communicate with one another.
Synapse in between neurons contain neurotransmitters that facilitate the
transmission of an impulse.

Neurons are specialized, depending on their required functions:

• Sensory neurons carry impulses from sense organs, such as the eyes
or ears.
• Motor neurons carry impulses to muscles and glands.
• Interneurons transfer signals between sensory and motor neurons, as
well as in between other interneurons.

Figure 2. The Neuron Source:

https://commons.wikimedia.org/wiki/File:Neuron.svg

Parts of the Nervous System

The nervous system is made up of two parts: the central nervous system (CNS) and
the peripheral nervous system (PNS).

The CNS is made of the brain and spinal cord. Commands to the body originate in
the brain and the spinal cord connects the brain with the rest of the nerves in the
body.

The Brain

The brain is an organ that is made up of a large mass of nerve tissue that is
protected within the skull. It plays a role in just about every major body system.

Some of its main functions include:

• processing sensory information

14
 • regulating blood pressure and breathing
• releasing hormones

Figure 2. The Human Brain

Source https://pixy.org/4223695/

Cerebrum
The cerebrum is the largest part of the brain. It’s divided into two halves, called
hemispheres. The two hemispheres are separated by a groove called the
interhemispheric fissure. It’s also called the longitudinal fissure.
Each hemisphere of the cerebrum is divided into broad regions called lobes. Each
lobe is associated with different functions:
• Frontal lobes. The frontal lobes are the largest of the lobes. As indicated by
their name, they’re located in the front part of the brain. They coordinate
highlevel behaviors, such as motor skills, problem solving, judgment,
planning, and attention. The frontal lobes also manage emotions and
impulse control.
• Parietal lobes. The parietal lobes are located behind the frontal lobes.
They’re involved in organizing and interpreting sensory information from
other parts of the brain.

15
 • Temporal lobes. The temporal lobes are located on either side of the head
on the same level as the ears. They coordinate specific functions, including
visual memory (such as facial recognition), verbal memory (such as
understanding language), and interpreting the emotions and reactions of
others.
• Occipital lobes. The occipital lobes are located in the back of the brain.
They’re heavily involved in the ability to read and recognize printed words,
along with other aspects of vision.

Cerebellum
The cerebellum is located in the back of the brain, just below the occipital lobes.
It’s involved with fine motor skills, which refers to the coordination of smaller, or
finer, movements, especially those involving the hands and feet. It also helps the
body maintain its posture, equilibrium, and balance.

Diencephalon
The diencephalon is located at the base of the brain. It contains the:
• thalamus
• epithalamus
• hypothalamus
The thalamus acts as a kind of relay station for signals coming into the brain. It’s
also involved in consciousness, sleep, and memory.
The epithalamus serves as a connection between the limbic system and other parts
of the brain. The limbic system is a part of the brain that’s involved with emotion,
long-term memory, and behavior.
The hypothalamus helps maintain homeostasis. This refers to the balance of all
bodily functions. It does this by:
• maintaining daily physiological cycles, such as the sleep-wake cycle
• controlling appetite
• regulating body temperature
• controlling the producing and release of hormones

Brain stem
The brain stem is located in front of the cerebellum and connects to the spinal cord.
It consists of three major parts:
• Midbrain. The midbrain helps control eye movement and processes visual
and auditory information.
• Pons. This is the largest part of the brain stem. It’s located below the
midbrain. It’s a group of nerves that help connect different parts of the brain.
The pons also contains the start of some of the cranial nerves. These nerves
are involved in facial movements and transmitting sensory information.
• Medulla oblongata. The medulla oblongata is the lowest part of the brain. It
acts as the control center for the function of the heart and lungs. It helps
regulate many important functions, including breathing, sneezing, and
swallowing.

The PNS can be broken down into two parts:

16
 • The somatic nervous system (SNS) regulates voluntary activities such as
muscular movement. It also controls reflexes, such as pulling your hand
away from the hot surface of a stove.
• The autonomic nervous system (ANS) regulates activities that are not under
conscious control and has two divisions that are opposite of one another: the
sympathetic and parasympathetic nervous systems. The sympathetic
nervous system prepares the body for “fight-or-flight” responses, while the
parasympathetic nervous system is active during restful periods.

The Endocrine System

(Hormone System)

All the actions

of coordination and control
cannot be performed by the
nervous system alone. This is
because the electrical impulses
which are used by the nervous
system for transmitting
information cannot be accessed

Like the nervous system, the endocrine system is a regulatory system.

However, instead of using electrical impulses for signaling, it
produces and uses chemical signals called hormones, which travel through the
bloodstream and control the actions of cells and organs.

Figure 3. The Endocrine System

Source: https://commons.wikimedia.org/wiki/
File:1801_The_Endocrine_System.jpg

Common Hormones and Glands

Hormone Gland Role

Thyroid hormone Thyroid Regulates metabolism
Adrenaline Adrenal gland Involved in “fight or flight” response
(Epinephrine)

17
 Cortisol Adrenal gland Involved in “fight or flight” response,
regulates metabolism and immune system
Estrogen Ovaries Sexual and reproductive development
Testosterone Testes Sexual and reproductive development
Insulin Pancreas Blood sugar regulation, fat storage
Glucagon Pancreas Blood sugar regulation
Adrenocorticotropic Pituitary gland Targets the adrenal gland to produce
hormone(ACTH) cortisol
Follicle Stimulating Pituitary gland Targets the ovaries for the growth of egg
Hormone cell or testes for the production of sperm
cells
Luteinizing hormone Pituitary gland Targets the ovaries to release egg from the
ovary or testes to make testosterone
Growth Hormone Pituitary gland Targets muscles and bones
Oxytocin Pituitary gland Targets the uterus for contraction during
childbirth and mammary glands for
lactation
Prolactin Pituitary gland Targets the function of the mammary
gland for lactation
Thyroid-stimulating Pituitary gland Targets the function of the thyroid gland
hormone to produce thyroxine and triiodothyronine
Vasopressin Pituitary gland Targets the kidneys to maintain osmolality
(antidiuretic
hormone)
The pituitary gland is a pea-sized gland that is housed in a bone structure (sella
turcica) at the base of the brain. The sella turcica protects the pituitary, but allows
very little room for expansion.
The pituitary gland controls the function of most other endocrine glands and is
therefore sometimes referred to as the master gland. In contrast, the pituitary is
primarily regulated by the hypothalamus, an area of the brain that lies just above
the pituitary.

Although both the endocrine system and the nervous system are both
regulatory, there are a few fundamental differences. For one, the endocrine system
uses chemical signaling (hormones, produced by glands) while the nervous system
uses electrical signaling (neural impulses). The signal transmission of the nervous
system is fast because neurons are interconnected, but the functions are more
shortlived. Signal transmission in the endocrine system is slow, since hormones
must

18
travel through the bloodstream, but the responses tend to last longer.

Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Enrichment Activity 1.
Directions: Create a concept map showing the structures of the nervous system.

Exemplary 4 Exceeds Adequately Below Standard

Standard 3 Meets Standard 1
2
Organization Well organized Thoughtfully Somewhat Confusing
Logical format organized organized

Content, No Few Some Many

Concepts and misconceptions misconceptions misconceptions misconceptions
Terminology / are evident are evident are evident
errors evident
Connections All words are Most words are Some words are Most words are
and accurately accurately accurately not connected
Knowledge of connected connected connected
the
Relationships
among
Concepts
Enrichment Activity 2.

Distinguish how plants and animals respond to changes in the environment. Give
one specific example for each.

Rubric
Excellent (5-4) Good (3-2) Needs Improvement
(1)
Content All distinguishing Some Few distinguishing
features are distinguishing features are
included features are not included
included
Example The examples for Only one example is Both examples are
both plant and correct incorrect
animal are correct

19
 Great job! You have understood the lesson. Are
you now ready to summarize?

Deepen

At this point, you are now ready to apply the concepts you learned on
chemical and nervous control to keeping a healthier life.

According to a 2019 global survey, there are over 400 million people worldwide are
diagnosed with diabetes. In the Philippines, 1 out of 14 Filipino adults lives with
diabetes. The International Diabetes Federation (IDF), as of May 2020, has reported
that the total cases of diabetes in adults in the country are at 3.9 million.

Your task is to prepare a brochure that contains health tips for someone suffering
from diabetes.

Rubric
Excellent (5-4) Good (3-2) Needs Improvement (1)
Content Use of facts and Use of facts and The brochure has
quantity of quantity of limited information
information is very information is good
good
Organization Information is Information is Information is poorly
and wellorganized and is organized and has organized and has
grammar free of grammatical few grammatical several grammatical m
mistake mistakes Mistakes

Formatting Very attractive Attractive Dull

Gauge

Directions: Read carefully each question and select the correct answer from the
given choices. Use separate sheet of paper for your answers. Write the letter only.

1. What is the basic functional unit of the kidney?

A. cortex B. neuron C. nephron D. ureter

20
2. What are the three types of nitrogenous waste?
A. urea, excess water, ammonia B. urea, uric acid, ammonia
C. salt, uric acid, urea. D. solutes, uric acid, ammonia

3. What excretory organs do insects have?

A. Kidneys B. Nephridia
C. Malphigian tubules D. Photonephridia

4. What is the cup-shaped structure at the beginning of each nephron?

A. Bowman’s capsule B. Distal tubule
C. Loop of Henle D. Peritubular capillaries

5. What tube carries the urine to the bladder?

A. Loop of Henle B. convoluted tubule C. urethra D. ureter

6. Osmoregulation is the regulation of___________?

A. heat B. glucose C. nutrients D. water

7. What structure controls the opening of stomata?

A. chloroplast B. guard cells C. mesophyll D. palisade

8. Which of the following is incorrectly matched?

A. kidney : human B. Malphigian tubules : insect
C. stoma : plant D. Nephridia : bacteria

9. What is the primary nitrogen-containing compound excreted by our

kidneys?
A. ammonia B. nitrite C. urea D. uric acid

10. Which of the following systems regulate the other organ systems to maintain
homeostasis?
A. digestive and respiratory B. muscular and endocrine
C. digestive and urinary D. nervous and endocrine

11. Which system regulates the volume range of body functions through the
release of hormones?
A. endocrine B. excretory C. nervous D. respiratory

12. What is the other term of adrenaline?

A. epinephrine B. insulin C. norepinephrine D. prolactin

13. Which of the following may occur if there is undersecretion of insulin by the
pancreas?

21
 A. There is a decrease of glucose in the blood.
B. There is an increase of glucose in the blood.
C. Glycogen can be broken down into glucose.
D. Glucose can be converted into glycogen and is stored in the liver.

14. What plant hormone promotes seed germination?

A. abscisic acid B. auxin C. cytokinin D. gibberellin

15.Where are neurotransmitters found?

A. axon B. dendrite C. neuron body D. synapse

22
References
Printed Materials:

Dela Peña, Renato Jr., Gracilla, Daniel and Pangilinan, Christian. 2016. General
Biology. Pasay City: JFS Publishing Services

Website:
“Osmoregulation”. 2021. Accessed at https://byjus.com/biology/osmoregulation/

“The Excretory System”. Accessed at

https://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookEXCRET.html

“Control and Coordination: Plants and Animals”. Accessed at

https://chhattisgarh.pscnotes.com/cgpcs-mains-updated-notes-2019/cgpcsmains-
paper-iv-gs-ii/cgpsc-mains-paper-iv-science/control-andcoordinationplants-and-
animals/

“Overview of the Pituitary Gland”. Accessed at

https://www.msdmanuals.com/home/hormonal-and-metabolicdisorders/
pituitary-gland-disorders/overview-of-the-pituitary-gland

“The Nervous and Endocrine Review”. Accessed at

https://www.khanacademy.org/science/high-school-biology/hs-human-
bodysystems/hs-the-nervous-and-endocrine-systems/a/hs-the-nervous-and-
endocrinesystemsreview#:~:text=Although%20both%20the%20endocrine
%20system,electrical%20sig naling%20(neural%20impulses).

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