Specialised cells 13/07/2019 Kept in dark Kept in light

Use hydrogencarbonate indicator solution to investigate the effect of gas exchange of an aquatic plant kept in the light and in the dark

Hydrogencarbonate Indicator Decreasing CO2 in indicator Increasing CO2 in indicator Atmospheric CO2 level Hydrogencarbonate indicator is used to measure carbon dioxide levels in aquatic systems. It is red in equilibrium with atmospheric air. It becomes more orange/yellow with increased carbon dioxide levels. It changes from red through magenta to deep purple as carbon dioxide is removed.

Specialised cells 13/07/2019

Root hair cells Root Hair Cell Structure: Large surface area to absorb lots of water Thin cell wall to allow water to pass through easily Doesn’t contain any chloroplasts unlike all other plant cells Function: Absorbs minerals and water from soil

Palisade Cell Palisade Cell Structure: Found in the top of a leaf Tall and has a large surface area to catch as much sunlight as possible Packed with chloroplasts to absorb sunlight Function: to carry out photosynthesis to help make plant food.

Xylem Structure Long thin, arranged end to end to form tubes Thickened with bands or spirals of cellulose and waterproof lignin Cells lack end walls, cytoplasm, nucleus Function: Transport water and mineral ions Support for stem (lignin make it waterproof)

In a vascular bundle in a stem the phloem is on the outside and the xylem is on the inside.

Root hair practical assessment___/15 Lab practice No physical contact No raised voices Clear desks Sharing of equipment Use of 4B’s ____/5 Microscope skills Hold microscope by arm Start with lowest magnification Focus correctly Correctly prepared slides No broken coverslips ____/5 Drawing Sharp Pencil One clear outline To scale Magnification used Over ¼ of a page. ____/5

Hold by arm Start lowest magnification Use coarse focus then fine focus Move up to next magnification Exceptionally careful with cover slips-if they break tell me DO NOT try to pick up pieces.

Prepare a root hair slide Take a small piece of garlic root and place on microscope slide Carefully “squash” between two microscope slide. Place cover slip View under microscope (smallest magnification first) Drawing Sharp Pencil One clear outline To scale Magnification used Over ¼ of a page.

Plants making food Starter, Write this title on a piece of A4 card. Draw one glucose molecule Label the atoms (grey is carbon)

Plants making food Aims- To understand how a plant turns glucose and minerals into the foods it needs to live 5-7 To make a list of which mineral salts a plant needs and what would happen if the plant did not get these.

To understand how a plant turns glucose and minerals into the foods it needs to live. Aerobic respiration for energy C6H12O6 + 6O2 --> 6CO2 + 6H2O Fats, re-arrange the oxygen, hydrogen and carbon into a new molecule. Starch, long chain of glucose joined together Cellulose, long chains of glucose with cross links so structure is rigid

Use page 36. Draw a diagram to explain how glucose AND mineral salts are turned into the substances a plant needs (4) Write next to each substance WHAT the plant uses it for (5) Give the equation for respiration (6) DESCRIBE the structure of each molecule (6) Explain how its structure is suited to its purpose (7) Can you find any links between respiration and photosynthesis ? Which reaction NEEDS energy and which reaction RELEASES energy (7)

Use page 38- INDPENDEPNT SKILLS/RESOURCEFULNESS To make a list of which mineral salts a plant needs and what would happen if the plant did not get these. MINERAL SALT WHY A PLANT NEEDS IT WHAT HAPPENS IF A PLANT DOES NOT GET ENOUGH NITRATE TO MAKE PROTIENS POOR GROWTH

Testing for starch Starter What is starch made from ? What does a plant need to make starch ? How could you stop a plant making starch ?