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

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

3. 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.

4. Specialised cells 13/07/2019

5. 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

6. 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.

7. 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)

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

10. 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

11. 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.

12. 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.

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

14. 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.

15. 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

16. 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)

17. 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

18. 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 ?