Series editor: Marlene Grey-Tomlinson
Workbook
Derek McMonagle
Section A: Working like a scientist 4 Section B: Exploring Biology 26 B1 Diffusion and osmosis 26 B2 Transport in humans 35 B3 Transport in plants 46 B4 Sensitivity and coordination 57 B5 Sexual reproduction and birth control 70 Section C: Exploring Chemistry 82 C1 Introduction to chemistry 82 C2 Chemical bonding, formulae and equations 90 C3 Acids and alkalis 108 Section D: Exploring Physics 126 D1 Measuring length and related quantities 126 D2 Static electricity 133 D3 Current electricity 143 D4 Magnetism 162 D5 Thermal physics 172 Contents
B B3 Transport in plants (cont.)
a) Carefully examine the diagram in Fig B 3.1 and label the parts identified as A–F.
b) Complete the table below.
Part of plantMain function of part
Carries out photosynthesis
Carries out sexual reproduction
48 12
A B C D E F A B C D E F
[6 marks] FIG B 3.1
[4 marks]
Root
Stem
14
Use the diagrams in Fig B 3.2 to answer the questions that follow.
a) Identify the types of roots seen. [2 marks] Plant X: Plant Y:
b) i. Which plant could be pulled from the soil easily?
ii. Give a reason for your response to question (i) above. [2 marks]
Carefully examine the diagrams in Fig B 3.3, which show cross-sections of different parts of a plant, and answer the questions that follow.
Diagram 1Diagram 2
49 13
FIG B 3.2
plant X
plant Y
[1 mark]
W X Y Z
FIG B 3.3
B B3 Transport in plants (cont.)
a) i. Which parts of the plant do Diagrams 1 and 2 represent?
Diagram 1:
Diagram 2:
ii. Identify the areas labelled W–Z.
b) Describe the functions of the structures identified in (a)(ii).
[2 marks]
[2 marks]
[2 marks]
15 Tyler placed a young plant with white flowers in a vase of water with blue food colouring, as shown in Fig B 3.4. He left the plant for 24 hours before making new observations. plant
water containing blue dye
FIG B 3.4
50
W
X Y Z
a) What would the colour of the flower be after 24 hours?
[1 mark]
b) Explain your answer to part (a).
16 a) Describe the process of transpiration.
[3 marks]
[2 marks]
b) Describe TWO ways in which transpiration is beneficial to the plant.
[2 marks]
c) i. Chelsea needs to find out if plants lose water through the leaves. Describe a simple test that she could use to prove this.
[2 marks]
ii. What could Chelsea use to prove that the result obtained above is due to water? Describe the colour changes.
[2 marks]
51
The diagram below shows a photometer. It is an instrument used to measure the rate at which leaves lose water by transpiration.
• the reservoir is opened to allow water to flow into the capillary tube
• when the air bubble is pushed to the right-hand end of the scale the reservoir is closed
• when the apparatus is left to stand the air bubble slowly moves to the left as water is lost through the leaves of the branch
• the time is measured for the air bubble to pass between two points on the scale which are shown as ‘start’ and ‘end’ on the diagram
Condition1st reading / s2nd reading / s3rd reading / sMean / s Cool, still air147152154 Warm still air 7780 80 Cool moving air 5756 61 Warm moving air 2224 20
53 18
FIG B 3.6
reservoir endstart
leafy branch
scale
capillary tube air bubble water
beaker
In order to operate the instrument:
The table below shows the results of an experiment in which the amount of time for the air bubble to pass between the points was recorded under different conditions. Three readings were taken under each condition.
B B3 Transport in plants (cont.)
a) Calculate the mean values for the different conditions and write them in the table.
[4 marks]
b) Using the mean values, draw a bar graph to represent the data.
[2 marks]
c) Under which conditions was the rate of transpiration:
i) slowest;
ii) fastest?
[2 marks]
d) Suggest why the rate of transpiration was different under the conditions you chose in part c).
[2 marks]
54
