PLANTSTRUCTURE

AQA GCSE Biology · Lessons 1–4
⬇ Student Booklet ⬇ Teacher Booklet

Key Terms — Plant Structure

All Terms

01
Organ
DefinitionA structure such as a stem, root or leaf that carries out a task the plant needs to survive. Plant organs are made up of groups of tissues.
02
Tissue
DefinitionA group of similar cells working together. A leaf is an organ made of several tissues.
03
Waxy cuticle
DefinitionThe waterproof layer on the outside of a leaf. It reduces water loss by evaporation.
04
Upper epidermis
DefinitionThe transparent top layer of a leaf, which lets light pass through to the palisade layer.
05
Palisade mesophyll
DefinitionTightly packed cells with many chloroplasts, near the top of the leaf so they absorb the most sunlight for photosynthesis.
06
Spongy mesophyll
DefinitionThe layer with air spaces, which allow gas exchange (diffusion of gases) to take place.
07
Lower epidermis
DefinitionThe bottom layer of a leaf. It contains the stomata, which are controlled by guard cells.
08
Stomata
DefinitionHoles in the lower epidermis that let gases diffuse in and out of the leaf. They are controlled by guard cells.
09
Guard cells
DefinitionCells that open and close the stomata to control gas exchange and water loss.
10
Xylem
DefinitionDead cells joined end to end with no end walls, strengthened with lignin. Xylem carries water and dissolved mineral ions up from the roots to the leaves, in one direction.
11
Phloem
DefinitionColumns of living cells with small pores in the end walls. Phloem carries dissolved sugars (sap) from the leaves to the rest of the plant, in both directions.
12
Lignin
DefinitionThe substance that strengthens the thick cell walls of xylem.
13
Transpiration
DefinitionThe loss of water vapour from a plant through the stomata, as it evaporates and diffuses out.
14
Transpiration stream
DefinitionThe constant movement of water through the xylem, from the roots up the stem to the leaves, where it evaporates.
15
Translocation
DefinitionThe transport of dissolved sugars (sap) from the leaves to the rest of the plant, through the phloem.
16
Stomatal density
DefinitionThe number of stomata per square millimetre (mm²) of leaf surface. Density = number ÷ area of the field of view.
17
Photosynthesis
DefinitionThe production of glucose by plants using light energy absorbed by chloroplasts: carbon dioxide + water → glucose + oxygen.
18
Producer
DefinitionAn organism, such as a plant or an alga, that makes its own food (glucose) by photosynthesis.
19
Chloroplast
DefinitionThe organelle in which photosynthesis takes place. It contains chlorophyll.
20
Chlorophyll
DefinitionThe green pigment inside chloroplasts. It absorbs the light energy needed for photosynthesis.
21
Endothermic reaction
DefinitionA reaction that absorbs energy from the surroundings. Photosynthesis is endothermic because it absorbs light energy.
22
Root hair cell
DefinitionA cell near the tip of a growing root, adapted to absorb water and mineral ions: a long hair for a large surface area, a large permanent vacuole to speed up osmosis, and many mitochondria for active transport. It has no chloroplasts because it gets no light.
23
Osmosis
DefinitionThe movement of water from a dilute to a more concentrated solution across a partially permeable membrane.
24
Active transport
DefinitionThe movement of substances against a concentration gradient, using energy from respiration. Roots absorb mineral ions this way.
25
Diffusion
DefinitionThe net movement of particles from a region of higher concentration to a region of lower concentration (down a concentration gradient).
26
Turgid / flaccid
DefinitionIn a hypotonic solution a plant cell takes in water by osmosis and becomes turgid; in a hypertonic solution it loses water and becomes flaccid (plasmolysed). In an isotonic solution there is no net movement of water.
27
Xerophyte
DefinitionA plant adapted to live in very dry conditions, such as a cactus.
28
Humidity
DefinitionThe amount of water vapour in the air. High humidity decreases transpiration because the concentration gradient is smaller.
29
Potometer
DefinitionApparatus that measures the water uptake of a leafy shoot, estimating the rate of transpiration from how far the air bubble moves.
30
Control trial
DefinitionA trial in which no factors are changed, used for comparison so you can see the effect of the factor you did change.

Lesson 1 · Plant Structure and Organisation

Do Now

Q1
Which three components do plant cells have that animal cells do not?
Model AnswerA cell wall, a permanent vacuole and chloroplasts.
Q2
What is the function of the cell wall?
Model AnswerIt strengthens and supports the cell (made of cellulose).
Q3
Where do plants get their energy from?
Model AnswerFrom light (the Sun), via photosynthesis.

Part 1 · The structure of a leaf

Read the passage and look at the diagram.

Plants are organisms made of organs including the stem, roots and leaves, which carry out the tasks a plant needs to survive. Plant organs are made up of groups of tissues.

The leaf is an organ made of several tissues: a waxy cuticle (reduces water loss); the upper epidermis (transparent, lets light through); the palisade mesophyll (tightly packed cells with many chloroplasts near the top, for the most light); the spongy mesophyll (air gaps for gas exchange); the lower epidermis (has stomata, controlled by guard cells); and veins (xylem and phloem) that transport substances.

Fig 1.1 — A cross-section of a leaf and its tissues.
Fig 1.1 — A cross-section of a leaf and its tissues.

Questions — The structure of a leaf

Q1
Name three tissues found in a leaf. (3 marks)
Model AnswerAny three of: waxy cuticle, upper epidermis, palisade mesophyll, spongy mesophyll, lower epidermis, vein (xylem/phloem).
Q2
What does the waxy cuticle do? (1 mark)
Model AnswerIt reduces water loss by evaporation.
Q3
What does the upper epidermis do? (1 mark)
Model AnswerIt is transparent, letting light pass through to the palisade layer.
Q4
What does the palisade mesophyll do, and why is it near the top of the leaf? (2 marks)
Model AnswerIt has many chloroplasts for photosynthesis; it is near the top to absorb the most sunlight.
Q5
What does the spongy mesophyll do? (2 marks)
Model AnswerIts air spaces allow gas exchange (diffusion of gases) to take place.
Q6
What are stomata? (1 mark)
Model AnswerHoles in the lower epidermis that let gases diffuse in and out (controlled by guard cells).

Part 2 · Xylem and phloem

Read the passage and look at the diagram.

Plants have two transport systems made of two tissues. Xylem transports water and dissolved mineral ions from the roots up to the leaves (transpiration). Xylem is made of dead cells joined end to end with no end walls and strengthened with lignin; water moves up in one direction.

Phloem transports dissolved sugars (sap) from the leaves to the rest of the plant (translocation). Phloem is made of columns of living cells with small pores in the end walls, and sugars move in both directions. Glucose is needed all over the plant for respiration, to build cellulose and other molecules, or to be stored as starch.

Fig 1.2 — Xylem carries water up; phloem carries sugars both ways.
Fig 1.2 — Xylem carries water up; phloem carries sugars both ways.

Questions — Xylem and phloem

Q7
Compare the structure and function of xylem and phloem. (4 marks)
Model AnswerXylem: dead cells with no end walls, strengthened with lignin, carries water/ions up from roots to leaves (transpiration). Phloem: living cells with pores in end walls, carries dissolved sugars both ways (translocation).
Q8
Name two uses of glucose in plants. (2 marks)
Model AnswerAny two of: respiration (energy), building cellulose for cell walls, making amino/fatty acids for growth, storage as starch.
Q9
Explain why glucose must be transported around the plant. (3 marks)
Model AnswerGlucose is made in the leaves but is needed by every part of the plant - for respiration, growth and storage - so it must be moved to where it is used.
Q10
What is transpiration? (1 mark)
Model AnswerThe transport of water and mineral ions from the roots to the leaves through the xylem.

Part 3 · Observing stomata

Read the method and the calculation.

Scientists count stomata to investigate their distribution, recording the density per square millimetre (mm²). The microscope's field of view is known.

Fig 1.3 — Stomata seen in one circular field of view under the microscope.
Fig 1.3 — Stomata seen in one circular field of view under the microscope.

If the field of view has a diameter of 0.40 mm, the radius is 0.20 mm, so the area of the field of view is:

area = pi x r x r = 3.14 x 0.2 x 0.2 = 0.13 mm²

If 12 stomata are counted in that field of view, the density is:

density = 120.13 = 92 stomata per mm²

Method

  1. Paint the surface of the leaf with clear nail varnish.
  2. Allow to dry.
  3. Peel off the nail varnish with forceps / sellotape.
  4. Place on a dry microscope slide and count the stomata.
  5. Repeat and calculate a mean.
  6. Calculate the area of the field of view.
  7. Calculate the stomatal density.
Fig 1.4 — Making a nail-varnish impression of the leaf surface, step by step.
Fig 1.4 — Making a nail-varnish impression of the leaf surface, step by step.

Questions — Observing stomata

Q11
What are guard cells for? (2 marks)
Model AnswerThey open and close the stomata to control gas exchange (and water loss).
Q12
Calculate the area of the field of view if the radius is 0.20 mm. (2 marks)
Model Answer
Worked Answer (VESSU)
V
field of view diameter = 0.40 mm
radius r = 0.20 mm
area = ?
E
area = pi x r x r
S
= 3.14 x 0.2 x 0.2
S
= 0.13
U
mm²
Answer: 0.13 mm²
Q13
Calculate the stomatal density if 12 stomata are counted in a 0.13 mm² field of view. (2 marks)
Model Answer
Worked Answer (VESSU)
V
stomata counted = 12
area of field of view = 0.13 mm²
density = ?
E
density = number / area
S
= 12 / 0.13
S
= 120.13 = 92
U
stomata per mm²
Answer: 92 stomata per mm²
Q14
Describe the nail-varnish method for viewing stomata. (3 marks)
Model AnswerPaint the leaf with clear nail varnish, let it dry, peel it off with forceps, place it on a slide and count the stomata under a microscope.
Q15
Why should you repeat the count and find a mean? (1 mark)
Model AnswerTo improve reliability and reduce the effect of anomalies.

Exam-style questions

Q1
This question is about organisation in living organisms. Which is a plant tissue (flower / leaf / phloem / root)? (1 mark)
Mark SchemePhloem.
Q2
The diagram shows a section through a plant leaf. (3 marks)
Q2 — The diagram shows a section through a plant leaf.
(a) Use words from the box to name two tissues in the leaf that transport substances around the plant (epidermis / mesophyll / phloem / xylem).(b) (i) Gases diffuse between the leaf and the surrounding air. What is diffusion?
Mark Scheme(a) Xylem and phloem.(b) (i) The net movement of particles from a region of higher concentration to a region of lower concentration (down a concentration gradient).
Q3
Leaves are made from layers of cells. The diagram shows a section through part of a leaf. (2 marks)
Q3 — Leaves are made from layers of cells. The diagram shows a section through part of a leaf.
(a) (i) Which word describes layer A (tissue / organ / cell)?(ii) Which word describes a whole leaf (organ / tissue / organism)?
Mark Scheme(a) (i) Tissue.(ii) Organ.
Q4
The diagram shows a cross-section of a plant root. The transport tissues are labelled. (3 marks)
Q4 — The diagram shows a cross-section of a plant root. The transport tissues are labelled.
(a) (i) What is tissue A (cuticle / epidermis / xylem)?(ii) Name two substances transported by tissue A.
Mark Scheme(a) (i) Xylem.(ii) Water and dissolved mineral ions.
Q5
Plants have leaves which contain guard cells and palisade cells. Explain how each of these kinds of cell assists photosynthesis. (4 marks)(a) Guard cells.(b) Palisade cells.
Mark Scheme(a) Guard cells open (and close) the stomata to let carbon dioxide diffuse into the leaf for photosynthesis (and control water loss).(b) Palisade cells are packed with chloroplasts near the top of the leaf, so they absorb the most light for photosynthesis.
Q6
Plants lose water vapour from their leaves, mostly through the stomata. Student X counted the stomata on the lower surface of a leaf. The diagram shows part of the grid that student X saw under the microscope; the area of one square is 1/25 mm². (2 marks)
Q6 — Plants lose water vapour from their leaves, mostly through the stomata. Student X counted the stomata on the lower surface of a leaf. The diagram shows part of the grid that student X saw under the microscope; the area of one square is 1/25 mm².
(i) Complete the calculation to estimate the number of stomata per mm² on the lower surface of this leaf.
Mark SchemeCount the stomata in one 1/25 mm² square, then multiply by 25 to get the number per mm². For example, 2 stomata in the square: 2 × 25 = 50 stomata per mm².

Lesson 2 · Photosynthesis and Plant Adaptations

Do Now

Q1
Name the leaf layer where most photosynthesis happens.
Model AnswerThe palisade mesophyll.
Q2
How is that tissue adapted for this function?
Model AnswerIt has many chloroplasts and is near the top to absorb the most light.
Q3
Which structures help gas exchange in leaves?
Model AnswerThe stomata (and guard cells).

Part 1 · The photosynthesis reaction

Read the passage and look at the diagram.

Plants and algae are producers - they make their own food (glucose) by photosynthesis. Photosynthesis uses light energy to convert carbon dioxide and water into glucose and oxygen. Water is absorbed through the roots and carbon dioxide diffuses into the leaves through the stomata; oxygen is a by-product that diffuses out.

Equation
carbon dioxide + water → glucose + oxygen
6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂
Etymology
Photo - Latin word for light
Synthesis - to make
Photosynthesis
The production of glucose by plants using light energy absorbed by chloroplasts.
Examples
Plants carry out more photosynthesis in the summer, when the days are longer.
Non examples
Humans photosynthesise.
Fig 2.1 — Photosynthesis: the inputs (light, carbon dioxide, water) and outputs (sugar, oxygen).
Fig 2.1 — Photosynthesis: the inputs (light, carbon dioxide, water) and outputs (sugar, oxygen).

Photosynthesis takes place in chloroplasts, which contain the green pigment chlorophyll. Chlorophyll absorbs the light energy needed.

Fig 2.2 — A plant cell; photosynthesis takes place in its chloroplasts.
Fig 2.2 — A plant cell; photosynthesis takes place in its chloroplasts.
Fig 2.3 — Endothermic reactions take energy in; exothermic reactions give energy out.
Fig 2.3 — Endothermic reactions take energy in; exothermic reactions give energy out.

Photosynthesis is an endothermic reaction because it absorbs energy (light) from the surroundings.

Questions — The photosynthesis reaction

Q1
What is the word equation for photosynthesis? (2 marks)
Model Answercarbon dioxide + water -> glucose + oxygen.
Q2
How does oxygen leave the plant? (1 mark)
Model AnswerIt diffuses out through the stomata.
Q3
Where does photosynthesis take place in a plant cell? (1 mark)
Model AnswerIn the chloroplasts.
Q4
What is the green pigment found in the chloroplast? (1 mark)
Model AnswerChlorophyll.
Q5
What is the function of this green pigment? (1 mark)
Model AnswerIt absorbs the light energy needed for photosynthesis.
Q6
Why is photosynthesis an endothermic reaction? (2 marks)
Model AnswerBecause it absorbs energy (light) from the surroundings.
Q7
What are plants and algae called because they make their own food? (1 mark)
Model AnswerProducers.
Q8
Give the balanced symbol equation for photosynthesis. (1 mark)
Model Answer6CO2 + 6H2O -> C6H12O6 + 6O2.

Part 2 · Leaf adaptations

Read the table of leaf adaptations.

Leaves are adapted for photosynthesis. The table shows how the plant is adapted:

AdaptationBenefit
Leaves are broad, flat and thinA large surface area for light to fall on, and a short diffusion distance for gases - so photosynthesis happens fast.
Guard cells and stomataOpen and close the stomata to regulate gas exchange and let gases move in and out.
ChlorophyllAbsorbs light so photosynthesis can occur.

Questions — Leaf adaptations

Q9
Why are stomata an adaptation for photosynthesis? (1 mark)
Model AnswerThey let carbon dioxide diffuse into the leaf (and oxygen out).
Q10
Where does the water come from for photosynthesis in the leaf cells? (1 mark)
Model AnswerIt is absorbed by the roots and carried up to the leaf in the xylem.
Q11
What is the function of the guard cells and stomata? (2 marks)
Model AnswerThey open and close to regulate gas exchange (and water loss).
Q12
Why are leaves broad and thin? (2 marks)
Model AnswerTo give a large surface area for light to fall on and a short diffusion distance for gases.
Q13
What does chlorophyll do? (1 mark)
Model AnswerIt absorbs light so photosynthesis can occur.
Q14
Name three ways a leaf is adapted for photosynthesis. (3 marks)
Model AnswerBroad/flat/thin (large surface area, short diffusion distance); guard cells and stomata for gas exchange; chlorophyll to absorb light.

Part 3 · Root hair cells

Read the passage and look at the diagram.

Roots absorb water (a reactant in photosynthesis) and dissolved mineral ions. Root hair cells, found near the tips of growing roots, are adapted to take up water and mineral ions efficiently.

Root hair cells have three main adaptations

  1. They greatly increase the surface area available for water and ions to move into the cell.
  2. They have a large permanent vacuole that speeds up the movement of water into the cell by osmosis.
  3. They have many mitochondria that provide the energy needed for the active transport of mineral ions into the cell.

Root hair cells have no chloroplasts because they are underground and get no light for photosynthesis.

Fig 2.4 — A root hair cell is adapted for absorbing water and ions.
Fig 2.4 — A root hair cell is adapted for absorbing water and ions.

Questions — Root hair cells

Q15
How are root hair cells adapted for their function? (3 marks)
Model AnswerA long hair (large surface area); a large permanent vacuole (speeds up osmosis); and many mitochondria (energy for active transport of ions).
Q16
Why don't root hair cells contain chloroplasts? (1 mark)
Model AnswerThey are underground, so they get no light for photosynthesis.
Q17
What two things do roots absorb? (2 marks)
Model AnswerWater (by osmosis) and dissolved mineral ions (by active transport).
Q18
How does the root hair shape increase uptake? (2 marks)
Model AnswerIt greatly increases the surface area available for water and ions to move into the cell.
Q19
Why do root hair cells have many mitochondria? (2 marks)
Model AnswerTo provide the energy needed for the active transport of mineral ions into the cell.

Exam-style questions

Q1
Plants can photosynthesise. (6 marks)(a) Complete the word equation for photosynthesis: ______ + ______ -> glucose + ______.(b) Light is needed for photosynthesis. Name the green pigment that absorbs light for photosynthesis.(c) Plants need carbon dioxide, water and energy for photosynthesis. Complete the sentences: carbon dioxide is obtained from the ______; plant roots obtain water from the ______; the energy for photosynthesis is from the ______.(d) Root hair cells do not contain chloroplasts. Suggest one reason why.
Mark Scheme(a) carbon dioxide + water -> glucose + oxygen.(b) Chlorophyll.(c) air (atmosphere); soil; Sun (light).(d) They are underground, so they receive no light for photosynthesis.
Q2
Diagram 2 shows a section through a plant leaf. Describe the structure of the leaf and the functions of the tissues in the leaf. You should use the names of the tissues in your answer. (6 marks)
Q2 — Diagram 2 shows a section through a plant leaf. Describe the structure of the leaf and the functions of the tissues in the leaf. You should use the names of the tissues in your answer.
Mark SchemeWaxy cuticle reduces water loss; upper epidermis is transparent to let light through; palisade mesophyll has many chloroplasts for photosynthesis; spongy mesophyll has air spaces for gas exchange; lower epidermis has stomata (with guard cells) for gas exchange; veins contain xylem and phloem to transport substances around the plant.
Q3
This question is about photosynthesis. (4 marks)(a) What are the two products of photosynthesis (carbon dioxide / chlorophyll / glucose / oxygen / water)?(b) Which is the correct balanced equation for photosynthesis (C6H12O6 + 6O2 -> 6CO2 + 6H2O / O2 + H2O -> C6H12O6 + CO2 / 6CO2 + 6H2O -> C6H12O6 + 6O2 / 6O2 + 6CO2 -> 6H2O + C6H12O6)?(c) What type of reaction is photosynthesis (aerobic / endothermic / exothermic / oxidation)?
Mark Scheme(a) Glucose and oxygen.(b) 6CO2 + 6H2O -> C6H12O6 + 6O2.(c) Endothermic.
Q4
The table shows the concentrations of three mineral ions in the roots of a plant and in the water in the surrounding soil. (7 marks)
Mineral ionConcentration in plant root (mmol/kg)Concentration in soil (mmol/kg)
Calcium1202.0
Magnesium803.1
Potassium2501.2
(a) (i) The plant roots could not have absorbed these mineral ions by diffusion. Explain why.(ii) Name the process by which the plant roots absorb mineral ions.(b) How do the following features help the plant absorb mineral ions from the soil?(i) A plant root has thousands of root hairs.(ii) A root hair cell contains many mitochondria.(iii) Many of the cells in the root store starch.
Mark Scheme(a) (i) The ions are more concentrated in the root than in the soil, so they must move against the concentration gradient - diffusion only moves substances down a gradient.(ii) Active transport.(b) (i) They give a very large surface area for absorption.(ii) They release energy (from respiration) for the active transport of ions.(iii) Starch is a store of glucose/energy for the plant.
Challenge
The diagram shows a single-celled alga which lives in fresh water. (8 marks)
Challenge — The diagram shows a single-celled alga which lives in fresh water.
(a) Which part of the cell labelled above:(i) traps light for photosynthesis?(ii) is made of cellulose?(b) In the freshwater environment water enters the algal cell.(i) What is the name of the process by which water moves into cells?(ii) Give the reason why the algal cell does not burst.(c) (i) Complete the word equation for photosynthesis: water + ______ -> ______ + oxygen.(ii) The flagellum helps the cell to move through water. Scientists think the flagellum and the light-sensitive spot work together to increase photosynthesis. Suggest how this might happen.
Mark Scheme(a) (i) Chloroplast.(ii) Cell wall.(b) (i) Osmosis.(ii) It has a strong cell wall, which resists the pressure so the cell does not burst.(c) (i) water + carbon dioxide -> glucose + oxygen.(ii) The light-sensitive spot detects where the light is brightest and the flagellum moves the cell towards the light, so it absorbs more light and photosynthesises faster.

Lesson 3 · Transpiration - Water Transport in Plants

Do Now

Q1
State the balanced symbol equation for photosynthesis.
Model Answer6CO2 + 6H2O -> C6H12O6 + 6O2.
Q2
Define osmosis.
Model AnswerThe movement of water from a dilute to a more concentrated solution across a partially permeable membrane.
Q3
Through which structures do plants lose water?
Model AnswerThe stomata.
Q4
What is happening to the plant cell in each solution (hypotonic, isotonic and hypertonic)?
Model AnswerHypotonic: the cell takes in water by osmosis and becomes turgid. Isotonic: there is no net movement of water. Hypertonic: the cell loses water by osmosis and becomes flaccid (plasmolysed).
 — A plant cell in hypotonic, isotonic and hypertonic solutions.
A plant cell in hypotonic, isotonic and hypertonic solutions.

Part 1 · Transpiration and the transpiration stream

Read the passage and look at the diagram.

For a plant to photosynthesise it needs carbon dioxide, which enters through the stomata - so the stomata must be open. But when they are open, plants lose water vapour through them as it evaporates and leaves by diffusion. This loss of water vapour is called transpiration.

fig 3 stomata openclosed
Fig 3.1 — Water moves up the xylem and evaporates from the leaves.
Fig 3.1 — Water moves up the xylem and evaporates from the leaves.

The transpiration stream is the constant movement of water through the xylem, from the roots up the stem to the leaves, where it evaporates through the stomata. Increasing the rate of photosynthesis increases the rate of transpiration.

Questions — Transpiration and the transpiration stream

Q1
Define 'transpiration'. (2 marks)
Model AnswerThe loss of water vapour from a plant through the stomata, as it evaporates and diffuses out.
Q2
Describe the transpiration stream. (2 marks)
Model AnswerThe constant movement of water through the xylem, from the roots up the stem to the leaves, where it evaporates.
Q3
Increasing the rate of photosynthesis will (increase / decrease) the rate of transpiration. (1 mark)
Model AnswerIncrease.
Q4
Why do plants lose water through the stomata? (2 marks)
Model AnswerThe stomata must open to let carbon dioxide in for photosynthesis, but water vapour escapes while they are open.
Q5
Through which structures do plants lose most water? (1 mark)
Model AnswerThe stomata.
Q6
What happens to the water at the leaves during transpiration? (2 marks)
Model AnswerIt evaporates from the cell surfaces and diffuses out through the stomata.

Part 2 · Desert plant adaptations

Read about how desert plants are adapted, and look at the diagram.

Plants such as cacti that live in deserts (xerophytes) have special adaptations to reduce water loss by transpiration:

  • Thick, waxy skin to reduce evaporation of water and to reflect heat.
  • Large, fleshy stems to store water.
  • Thorns or thin, spiky leaves to reduce the surface area for water loss.
  • Fewer stomata to reduce evaporation of water.
  • Stomata that open at night, when it is cooler, to reduce evaporation of water.
  • Deep roots to reach water far underground, or long shallow roots to cover a large area and absorb more water.
Fig 3.2 — A cactus is adapted to survive in hot, dry conditions.
Fig 3.2 — A cactus is adapted to survive in hot, dry conditions.

Questions — Desert plant adaptations

Q7
Explain two adaptations of plants that live in hot, dry climates. (4 marks)
Model AnswerAny two, explained: thick waxy skin reduces evaporation; fleshy stems store water; spiky leaves reduce surface area for water loss; fewer stomata reduce evaporation; stomata open at night when cooler; deep/wide roots absorb more water.
Q8
Why is having fewer stomata an adaptation to living in the desert? (2 marks)
Model AnswerFewer stomata mean less surface for water vapour to escape, so less water is lost by transpiration.
Q9
What is a xerophyte? (1 mark)
Model AnswerA plant adapted to live in very dry conditions.
Q10
How does a waxy cuticle help a desert plant? (1 mark)
Model AnswerIt reduces water loss by evaporation (and reflects heat).
Q11
How do fleshy stems help a desert plant? (1 mark)
Model AnswerThey store water.
Q12
Why do some desert plants open their stomata at night? (1 mark)
Model AnswerIt is cooler at night, so less water evaporates.
Q13
How do thin, spiky leaves reduce water loss? (2 marks)
Model AnswerThey have a small surface area, so less water can evaporate from them.
Q14
How do deep roots help a desert plant? (1 mark)
Model AnswerThey reach water deep underground.
Q15
How do long, shallow roots help? (2 marks)
Model AnswerThey cover a large surface area near the surface to absorb as much water as possible (e.g. after rain).
Q16
Why is reflecting heat useful for a desert plant? (1 mark)
Model AnswerIt keeps the plant cooler, reducing evaporation of water.

Exam-style questions

Q1
Draw a ring around the correct answer to complete the sentence. A plant loses water from its leaves by a process called (distillation / respiration / transpiration). (1 mark)
Mark SchemeTranspiration.
Q2
Transpiration occurs mainly in the leaves of a plant. (3 marks)(a) (i) What is transpiration?(ii) Through which part of a leaf does most transpiration occur?
Mark Scheme(a) (i) The loss of water vapour from a plant as it evaporates and diffuses out (through the leaves).(ii) The stomata.
Q3
What is meant by the transpiration stream? (3 marks)
Mark SchemeThe constant movement of water from the roots, up the stem through the xylem, to the leaves, where it evaporates (and diffuses out through the stomata).
Q4
Some students set up the apparatus shown. The balances show the same mass at the start of the investigation. After 24 hours the mass of flask B was the same but the mass of flask A had changed. (4 marks)
Q4 — Some students set up the apparatus shown. The balances show the same mass at the start of the investigation. After 24 hours the mass of flask B was the same but the mass of flask A had changed.
(i) Describe and explain the change to the mass of flask A.(ii) Why did the students need to set up flask B?
Mark Scheme(i) Flask A decreased in mass because the plant took up water and lost it as water vapour by transpiration through its leaves.(ii) Flask B is a control (no plant), so it shows the water loss in A was due to the plant and not evaporation from the flask itself.
Q5
The diagram shows the desert plant, Fredolia. Describe and explain three adaptations of Fredolia, which you can see in the diagram, that help it to survive in dry conditions. (3 marks)
Q5 — The diagram shows the desert plant, Fredolia. Describe and explain three adaptations of Fredolia, which you can see in the diagram, that help it to survive in dry conditions.
Mark SchemeAny three, e.g.: very long/deep roots reach water deep underground; wide-spreading roots cover a large area to absorb as much water as possible (e.g. after rain); small/few leaves reduce the surface area for water loss by transpiration.
Challenge
The table gives information about a geranium plant (grows in UK gardens) and a cactus plant (grows in hot deserts). Using only information in the table, explain how the cactus is better adapted for living in hot, dry conditions. (4 marks)
FeatureGeraniumCactus
Thickness of waxy cuticle (micrometres)515
Total leaf surface area (cm²)1800150
Water-storage tissue in stem (%)5085
Number of stomata per mm²5913
Time of day when stomata opendaylightat night
Horizontal spread of roots (m)0.25
Mark SchemeThe cactus has a thicker waxy cuticle and far fewer stomata (less water lost by evaporation), a much smaller leaf surface area (less surface for water loss), more water-storage tissue (stores water), stomata that open at night when it is cooler (less evaporation), and a much wider root spread (absorbs more water) - all reducing water loss and increasing water uptake.

Lesson 4 · Factors Affecting Transpiration

Do Now

Q1
What is transpiration?
Model AnswerThe loss of water vapour from a plant through the stomata.
Q2
Give two adaptations of xerophytes.
Model AnswerAny two of: thick waxy cuticle, fleshy stem, spiky leaves, fewer stomata, deep roots.
Q3
What is the name of the apparatus used to measure transpiration rate?
Model AnswerA potometer.

Part 1 · Factors affecting transpiration rate

Read the sentence, then study the table.

Transpiration is the evaporation of water through the stomata, and several environmental factors affect its rate:

Environmental factorEffectExplanation
High temperatureIncreases rateThe water particles gain kinetic energy, so they evaporate faster and more easily from the leaf surface.
High light intensityIncreases rateMore photosynthesis happens, so the stomata open to let in carbon dioxide; this makes more space for water to evaporate (and bright light usually means higher temperatures too).
Low humidityIncreases rateThere is little water vapour in the air around the leaf, so the water concentration gradient is steep and evaporation is faster.
High wind speedIncreases rateMoving air removes water vapour, reducing the humidity around the leaf and keeping the concentration gradient steep, so evaporation is faster.

Questions — Factors affecting transpiration rate

Q1
How does a high temperature affect transpiration? (2 marks)
Model AnswerIt increases the rate - the water particles gain kinetic energy and evaporate faster.
Q2
How does high light intensity affect transpiration? (2 marks)
Model AnswerIt increases the rate - more photosynthesis means the stomata are open, so more water can evaporate.
Q3
What is transpiration? (1 mark)
Model AnswerThe evaporation of water through the stomata.
Q4
What replaces the water lost at the leaves? (1 mark)
Model AnswerWater absorbed by the roots, drawn up in the transpiration stream.
Q5
Why does high temperature speed up evaporation from the leaf? (2 marks)
Model AnswerHigher temperature gives the water particles more kinetic energy, so they evaporate faster and more easily.
Q6
Why does opening the stomata for photosynthesis increase transpiration? (2 marks)
Model AnswerOpen stomata also let water vapour escape, so more water evaporates from the leaf.
Q7
How does low humidity affect the rate of transpiration? (1 mark)
Model AnswerIt increases it.
Q8
Why does low humidity increase transpiration? (2 marks)
Model AnswerThere is little water vapour in the air, so the concentration gradient between the leaf and the air is steep, speeding up evaporation.
Q9
How does strong wind affect transpiration? (1 mark)
Model AnswerIt increases it.
Q10
Why does wind increase transpiration? (2 marks)
Model AnswerMoving air removes water vapour from around the leaf, keeping the concentration gradient steep so evaporation is faster.
Q11
What is humidity? (1 mark)
Model AnswerThe amount of water vapour in the air.
Q12
Does high humidity increase or decrease transpiration? (1 mark)
Model AnswerIt decreases it (a smaller concentration gradient slows evaporation).
Q13
How does wind change the concentration gradient around a leaf? (2 marks)
Model AnswerIt blows away the water vapour, lowering the humidity and making the gradient between leaf and air steeper.

Part 2 · Measuring transpiration rate

Read about how transpiration rate is measured.

There are many ways to investigate the effect of different factors on the rate of transpiration in plants:

Two common methods

  1. Weighing the mass of the plant before and after, in different conditions.
  2. Using a potometer, which measures the water taken up by the shoot.
Fig 4.1 — A potometer estimates transpiration from how far the air bubble moves.
Fig 4.1 — A potometer estimates transpiration from how far the air bubble moves.

To measure the effect of the different factors, you can create different conditions around the leaves of the shoot:

Fig 4.2 — Different conditions can be created around the leaf to test each factor.
Fig 4.2 — Different conditions can be created around the leaf to test each factor.

You can only change one factor at a time; all the others must be controlled (kept the same) so that you know only the factor you changed had an effect. You should also do a control trial, where no factors are changed, so you can compare your results and see the effect of the factor on the rate.

Questions — Measuring transpiration rate

Q14
Name two ways to measure transpiration. (2 marks)
Model AnswerWeighing the plant before and after, or using a potometer.
Q15
What is a potometer? (1 mark)
Model AnswerApparatus that measures the water uptake of a leafy shoot.
Q16
Why should you change only one factor at a time? (2 marks)
Model AnswerSo you know that any change in the rate was caused by the factor you changed (a fair test).
Q17
Why include a control trial? (2 marks)
Model AnswerTo compare against, so you can see the effect of the factor you changed.
Q18
Water moved 5 mm along a potometer tube of cross-section 0.8 mm² in 10 minutes. Calculate the volume of water taken up per minute. (3 marks)
Model Answer
Worked Answer (VESSU)
V
water moved = 7.5 - 2.5 = 5 mm
tube cross-section = 0.8 mm²
volume per minute = ?
E
volume per min = (distance x area) / time
S
= (5 x 0.8) / 10
S
= 410 = 0.4
U
mm³ per minute
Answer: 0.4 mm³ per minute

Exam-style questions

Q1
A potometer is a piece of apparatus that can be used to measure water uptake by a leafy shoot. Figure 1 shows a potometer. Students measured the water taken up by a shoot in a classroom; as water was taken up, the level in the capillary tube went down. They recorded the level every 2 minutes for 10 minutes (Table 1). The cross-section of the capillary tube was 0.8 mm². (5 marks)
Q1 — A potometer is a piece of apparatus that can be used to measure water uptake by a leafy shoot. Figure 1 shows a potometer. Students measured the water taken up by a shoot in a classroom; as water was taken up, the level in the capillary tube went down. They recorded the level every 2 minutes for 10 minutes (Table 1). The cross-section of the capillary tube was 0.8 mm².
Time in minutes0246810
Level of water in capillary tube (mm)2.53.64.45.46.57.5
(a) (i) Complete the calculation to find the volume of water taken up by the shoot, in mm³ per minute.(ii) The students repeated the investigation with a fan blowing air over the leafy shoot. Suggest how the results would be different and give a reason for your answer.
Mark Scheme(a) (i) Distance moved = 7.5 - 2.5 = 5 mm; volume in 10 min = 5 x 0.8 = 4 mm³; per minute = 0.4 mm³.(a) (ii) Water would be taken up faster, because the moving air removes water vapour from around the leaf, keeping the concentration gradient steep and increasing the rate of transpiration.
Mark Scheme (VESSU)
V
water moved = 7.5 - 2.5 = 5 mm
tube cross-section = 0.8 mm²
volume per minute = ?
E
volume per min = (distance x area) / time
S
= (5 x 0.8) / 10
S
= 410 = 0.4
U
mm³ per minute
Answer: 0.4 mm³ per minute
Q2
Some students used the apparatus shown to measure the rate of water uptake by a plant cutting, in three different conditions: no wind at 15C, no wind at 25C, and wind at 25C. For each experiment they recorded the movement of the air bubble along the scale. (6 marks)
Q2 — Some students used the apparatus shown to measure the rate of water uptake by a plant cutting, in three different conditions: no wind at 15C, no wind at 25C, and wind at 25C. For each experiment they recorded the movement of the air bubble along the scale.
Q2 — Some students used the apparatus shown to measure the rate of water uptake by a plant cutting, in three different conditions: no wind at 15C, no wind at 25C, and wind at 25C. For each experiment they recorded the movement of the air bubble along the scale.
ConditionsLetter (A, B or C)
No wind at 15C
No wind at 25C
Wind at 25C
(a) (i) Name the two variables the students chose to change in these experiments.(ii) It was important to use the same plant cutting each time to make these experiments fair. Explain why.(b) The graph shows the students' results. Which line, A, B or C, shows the results for each of the three conditions?(c) Water is lost from the leaves of the plant cutting. Name this process (distillation / respiration / transpiration).
Mark Scheme(a) (i) Temperature and wind (air movement).(ii) Different cuttings would have different numbers of leaves/stomata and sizes, which would affect the rate; using the same cutting keeps it a fair test.(b) No wind at 15C = C; no wind at 25C = B; wind at 25C = A (the fastest uptake gives the steepest line).(c) Transpiration.
Q3
Students investigated the effect of different conditions on water loss from leaves (Figure 1). They used the same size plant shoot in each of four flasks A-D, recorded the mass of the flask and shoot at the start and after 2 hours, and left each flask in the conditions shown in Table 1. (8 marks)
Q3 — Students investigated the effect of different conditions on water loss from leaves (Figure 1). They used the same size plant shoot in each of four flasks A-D, recorded the mass of the flask and shoot at the start and after 2 hours, and left each flask in the conditions shown in Table 1.
FlaskTemperature (C)Fan or no fan
A20No fan
B20Fan
C35No fan
D35Fan
FlaskConditionsMass at start (g)Mass after 2 h (g)Water lost in 2 h (g)
A20C, no fan150.0148.11.9
B20C, fan152.0148.53.5
C35C, no fan149.0145.93.1
D35C, fan150.0145.5
Q3 — Students investigated the effect of different conditions on water loss from leaves (Figure 1). They used the same size plant shoot in each of four flasks A-D, recorded the mass of the flask and shoot at the start and after 2 hours, and left each flask in the conditions shown in Table 1.
(i) Suggest why the students used cotton wool in each flask.(ii) The use of the same size of plant shoot made the investigation a fair test. Explain why.(iii) Table 2 shows the students' results. What mass of water was lost by the plant shoot in flask D?(iv) Suggest what conclusion can be made about the effect of temperature on water loss.(v) Suggest what conclusion can be made about the effect of the fan on water loss.(c) The students carried out another experiment at 20C with no fan, using the apparatus in Figure 2 (a plastic bag tied around the shoot).(i) What mass of water would be lost from the plant shoot in 2 hours (0.3 g / 1.9 g / 3.9 g)?(ii) Give a reason for your answer.
Mark Scheme(i) To stop water evaporating directly from the flask, so only water lost through the plant is measured.(ii) A bigger shoot would have more leaves/stomata and lose more water, so using the same size keeps it a fair test (only the conditions differ).(iii) 150.0 - 145.5 = 4.5 g.(iv) Higher temperature increases water loss.(v) The fan increases water loss.(c) (i) 0.3 g.(ii) The sealed plastic bag traps the water vapour, so the air around the leaves becomes humid and very little net water is lost.
Mark Scheme (VESSU)
V
mass at start = 150.0 g
mass after 2 hours = 145.5 g
mass of water lost = ?
E
mass lost = start - end
S
= 150.0 - 145.5
S
= 4.5
U
grams
Answer: 4.5 g
05:00
Space = start/pause · Esc = exit
00:00:00
Esc = exit