9B - Resource Booklet

Year 9 Science
9B – Plant Growth
9 Ba-1
Plant reactions
Name Class Date

1 Complete the sentences using some of the words in the box.
carbon dioxide cellulose chlorophyll energy

glucose light oxygen water
The raw materials for photosynthesis are and

. The sugar made by photosynthesis is
. gas is also produced. Photosynthesis needs
transferred by to
make it happen. This is trapped by a substance called .
2 Look at these pictures of trees.
a Which of the trees will release the most oxygen into the air?
b Which of the trees will release the most carbon dioxide into the air?
c Which process releases carbon dioxide? Tick () one.
 aerobic respiration  chemical reaction  absorption  photosynthesis
d Which of these is a raw material for that process? Tick () one.
 glucose  water  energy  carbon dioxide
3 The sequence below represents what happens in a chemical reaction.
A+BX+Y
a What is a diagram like this called?
b Which letters show the products of this reaction?

c In the space below, draw a similar diagram to show aerobic respiration.
4 Some pondweed is underwater in a well-lit beaker and is producing bubbles of a gas.

The amount of light is doubled but the pondweed does not produce any more bubbles of gas.
a What has happened to the rate of photosynthesis in the experiment?
b What is the most likely explanation for this? Tick () one.
 too little light  too little carbon dioxide  too little water  too much light
I can…
● explain what happens when plants photosynthesise and respire
● explain how the rate of photosynthesis can be affected.
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9 Ba-6
Discovering photosynthesis 2
In the seventeenth century, many people thought that plants sucked up soil from the ground to eat.
Jean-Baptiste van Helmont (1579–1644) did an experiment to show that this was wrong.
Van Helmont said that his experiment showed that a plant could not be made from earth because
the mass of the soil decreased only a little bit but the mass of the willow tree increased a lot.
He said that the extra mass of the tree must be made from water. In 1771, Joseph Priestley did an
experiment that showed that plants produced a gas in which a candle would burn. He called this
‘dephlogisticated air’ (dee-floj-jiss-tick-ay-ted).
In 1754, Charles Bonnet (1720–1793) had shown that bubbles were produced by leaves placed
underwater. He said that this was due to dissolved air in the water sticking to the leaves. However,
in 1779, Jan Ingenhousz (1730–1799) showed that leaves placed underwater produced bubbles of
‘dephlogisticated air’ but only when the Sun was shining. He also showed that only the green parts
of plants would do this.
Later in 1782, Jean Senebier (1742–1809) showed that ‘fixed air’ contained carbon dioxide and
that it was used up by the plant. During this time the idea that mass was conserved in reactions
was put forward. In 1804, Theodore de Saussure (1767–1845) found that the mass of carbon
dioxide used up by a plant was not enough to account for the increase in the mass of the plant.
Since the only other thing needed to keep the plant alive was water, he suggested that both
carbon dioxide and water were changed by the plant into new material.

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9 Ba-6
1 a The candle in Priestley’s experiment produced ‘fixed air’. What is the modern term for the
gas produced by the candle to make ‘fixed air’?
b Describe how we can easily detect ‘fixed air’ today.
c A process that happens in plants also produces ‘fixed air’. What is the name of this
process?
d Write out the word equation for this process.
2 a Write the word equation for photosynthesis.

b Which substances are the reactants?
c Which scientist showed that light was needed for photosynthesis to happen?
d What observation led him to develop this idea?
e Light can be a limiting factor in photosynthesis. What does this mean?
f How could you change Ingenhousz’s experiment to show that light can stop being a limiting
factor?
g Suggest two other limiting factors for photosynthesis.
3 a What is the modern word for the gas produced by the plant to make ‘dephlogisticated air’?
b Suggest how Ingenhousz may have collected a sample of ‘dephlogisticated air’.
c How do you think he showed that this was ‘dephlogisticated’ and not ‘fixed’ air?
4 a Do you think van Helmont was successful in what he set out to prove? Explain your answer.
b Explain why van Helmont’s conclusion was only half right.
c Van Helmont’s tree had a mass of 76.74 kg after 5 years. Why do you think that the total
mass of material produced by the plant was actually greater than this?
Optional extra
5 Find out about what contributions the following scientists made to the study of photosynthesis.
Write one sentence about each.
a Julius von Sachs (1832–1897)
b Emil Godlewski (1847–1930)
I can…
● extract relevant information from a text
● explain what happens when plants photosynthesise and respire

9 Bb-1
Plant adaptations
Name Class Date

1 Draw lines to match the sentence beginnings with their correct endings.
Plants need water from the soil for … … it wilts.
The roots of a plant are spread out to … … absorb lots of light.
Leaves have a large surface area to … … photosynthesis.
If a plant does not get enough water … … through open stomata.
Photosynthesis happens in … … plant organs.
Carbon dioxide gets into leaves … … chloroplasts.
Roots, stems and leaves are all … … absorb lots of water.
2 These drawings show different sorts of plant cell. Write down their names and what they do.
Name of cell: Name of cell:
Function: Function:
Name of cell: Name of cell:
Function: Function:
I can…
● describe how leaves, roots and stems are adapted for their functions
● explain how substances enter and leave plants.

9 Bb-2
Thoughts about plants
Name Class Date

You will look at some displays of plants. Do not touch anything. Just look at the displays and
answer the questions below.
Blue flower or leaf

1 a What is in the flower or leaf to make it blue?
b How has this substance got into the flower or leaf?
c Why is the other flower or leaf not blue?
Different leaves
2 a What are some of the differences between the leaves?
b What do leaves do?
c Suggest why the leaves are different.
Roots
3 a Roots are an example of an organ. What is an organ?
b What do roots do?
c Suggest why a plant has so many roots.
Droopy plant
4 a What does this plant look like?
b Suggest why it looks like this.
Dead plant
5 a What does this plant look like?
b Suggest why it looks like this.
I can…
● make careful observations
● describe how leaves, roots and stems are adapted for their functions.

9Bb-3 Water flow
Your teacher may watch to see if you can:

● make accurate measurements.
Aim
To investigate the speed at which water travels up celery stems.
Hypothesis
The speed at which water travels up a celery stem depends on whether there are leaves.
Prediction
1 Describe how water is moved in a plant.
2 a Do you think water will move faster up a celery stem that has leaves or one that does not
have leaves?
b Why do you think this?
Method
Apparatus Food dye will stain
● celery stem without leaves ● celery stem with leaves your clothes.
● beaker of food dye ● stopclock ● ruler
A Place both celery stems in the beaker of dyed water. Put the beaker in a well-lit area.
Time 20 minutes.
B Remove both stems at the same time and break them open lengthways. Measure how far up
each stem the dye has reached.
Recording your results

3 Write your results in this table.
Time you left the stem in the Distance the dye travelled
dye (min) (cm)
stem with leaves
stem without leaves

9Bb-3 Water flow
Considering your results/conclusions

4 You can work out how fast the dye moved using this formula:
distance
speed =
time
Work out how fast the dye in each stem has moved in centimetres per minute. Show your
working in the space below:
Answers:
a Speed for the stem without leaves: cm/min
b Speed for the stem with leaves: cm/min
c Which stem did water travel the fastest in? .

5 Why do you think the dye moved faster in one stem than the other?
Evaluation
6 If your results (your evidence) can directly answer the question then it is valid. Is your
evidence valid?
7 Accuracy is about how detailed your measurements are.

a Is your evidence (question 3c) accurate enough to support your conclusion?
b How could you collect more accurate evidence?
8 Reliability is how sure you are that your results are correct. If you, or others doing the same
experiment, can get similar data then the data is more likely to be reliable.
a How reliable is your evidence?
b How could you collect more reliable evidence?
I can…
● evaluate my evidence
● describe how water is moved around a plant.

9
Adaptations for
Bb-4 photosynthesis
Water is needed to fill up the cells of plants, to help the plants stand up straight. Water also carries
dissolved mineral salts. Roots take in the water. Roots have many branches, which means that
they can hold a plant firmly in the ground. This also gives them a large surface area to take in
water from a large volume of soil quickly. The stem is strong to support the leaves and contains
many hollow tubes to carry the water to the leaves. Leaves have small holes called stomata and
gases move in and out of the leaf through these (e.g. carbon dioxide for photosynthesis). Leaves
have a large surface area to collect lots of light.
1 In the passage, underline three phrases that describe a process for which water is needed.
2 Parts of roots contain root hair tissue. Draw a box around the sentence in the passage that best
describes why.
3 a What is gas exchange?
b In the passage, circle one chemical substance that takes part in gas exchange in a plant.
c In what plant organ does gas exchange mainly occur?
d Give one way in which this organ is adapted for gas exchange.
4 a The cells that carry out most photosynthesis are

shown in the drawing. How are they adapted to
their function?
b Apart from their cells, explain one other way in which leaves are adapted for
photosynthesis.
5 Describe the route that water takes into and out of a plant.
I can…

9 Bb-5
Water loss
Sunjit and Tara were investigating which of two types of

plant lost more water. They took four plants of each type
(A and B) and put them next to each other in a ‘growth
cabinet’. This cabinet provides the plants with light and
keeps the temperature constant. After 24 hours they took
the plants out of the cabinet and measured their masses.
The table shows their results.
Mass of type A Mass of type A Mass of type B Mass of type B

plants at start (g) plants at end (g) plants at start (g) plants at end (g)
750 749 777 772
680 679 656 655
721 680 706 703
735 733 711 709
Sunjit and Tara each then processed the data in different ways and wrote different conclusions.
Sunjit has written:
Plants of type A lose water faster than those of type B. The evidence supports this
conclusion because the mean mass of the water lost by the A plants was more than the
mean mass of water lost by the B plants.
Tara has written:
Plants of type B lose water faster than those of type A. The evidence supports this
conclusion because the mean mass of the water lost by the B plants was more than the
mean mass of water lost by the A plants (ignoring the strange reading).
1 How do plants lose water?
2 a List the dependent and independent variables in this investigation.
b All the other variables need to be controlled (kept the same). Choose one of these variables
and describe how it could be better controlled.
3 a Work out the mean mass of water lost for each type of plant.
b Why do you use the mean mass of water lost rather than just the mean mass of the plants?
4 What is actually being measured is the loss of mass, not the loss of water. What assumption
has been made?
5 a How has Sunjit processed the data? Write out Sunjit’s working.
b How has Tara processed the data? Write out Tara’s working.
c Which conclusion do you think is the better? Explain your reasoning.
d How would plotting the mass lost on a scatter graph help Sunjit to draw a conclusion?
I can…
● explain how data has been manipulated to draw different conclusions
● identify variables
● describe how water is lost from a plant.

9 Bb-6
Leaves and roots
1 The drawing shows a slice through part of a root.

a What is a cell like the one labelled ‘X’ called?
b What is its function?
c Explain how it is adapted to its function.
Use the term ‘surface area’ in your answer.
d What is the function of xylem vessels?
e How are they adapted to this function?
2 The drawing on the right

shows a slice though a leaf.
The box contains some words
and phrases to help you
answer the questions that
follow.
air space chloroplast condensation cuticle diffusion evaporation

exchange freezing guard cell melting palisade cell spongy cell
stoma sublimation
a What are the names of the parts labelled A–G?

b Water vapour is lost from leaves. Arrow P shows water vapour leaving a cell. By what
process does this happen?
c Arrow Q shows water vapour escaping from the leaf. By what process does this happen?
d As the water vapour is lost, other gases leave and enter the leaf. What is this swapping of
substances like this called?
3 Explain how cells of type G are adapted to their function.
4 Explain each of these observations in terms of adaptations for photosynthesis:
a Leaves have a large surface area.
b Leaves are thin.
c Leaves on a plant often grow in such a way that they do not shade one another.
d Stomata are shut at night.
5 Why do plants wilt?
I can…

9 Bc-1
Plant products
Name Class Date
1 a Complete the diagram to show the things that plants use glucose for.
b What other substances do plants need in order to make amino acids?
c Where does the plant get these other substances from?
2 Which solution can you use to test for starch? Tick () one.
 Biuret solution  copper sulfate solution
 iodine solution  starch solution
3 In order to germinate, a seed needs water, oxygen and warmth.

a Why does a seed need oxygen?
b Why does a seed need warmth? Tick () the best answer.
 Enzymes work faster when it’s warmer.  Photosynthesis happens when it’s warm.
 Respiration is slower when it’s warmer.  Seeds prefer being warm.
c Why does a seed need water? Tick () the best answer.
 Water is needed for respiration.  Water is needed for photosynthesis.
 It allows molecules to move more easily.  Water carries oxygen to the seed.
4 What are enzymes made of? Tick () one.

 proteins  starch  cellulose
 water  lipids  nitrates
I can…
● explain how and why plants make different substances
● recall and explain the resources needed for germination.

9 Bc-4
What’s in food?
Name Class Date

1 The drawings show some foods that are grown in the UK.
a What material, produced by photosynthesis, is
used to make all the material in the foods?
b Starch is one of these materials. Circle the

food that contains the most starch.
c What does the plant use this starch for?
d How would you test this food to see if it

contained a lot of starch?
e Name two other substances that you would expect to find in all these foods and suggest
what they are used for.
Substance 1:
Use:
Substance 2:
Use:
2 a We also eat seeds. However, if a seed is allowed to germinate, it requires oxygen.
What process does it need oxygen for?
b Why does a seed also need warmth? Tick () the best answer.
 to speed up photosynthesis  to speed enzymes up
 to slow down photosynthesis  to slow enzymes down
c What other resource from the environment does a germinating seed require?
I can…
● explain how and why plants make different substances
● recall and explain the resources needed for germination.

9 Bd-1
Growing crops
Name Class Date

1 Use some of the words in the box to complete the following sentences.
biofuel biomass broken decomposers fertiliser fungicides

glucose greenhouses herbicides insecticides machinery materials
mineral nitrates pests plant starch sugar varieties yield
Farmers want to get as much (useful crop) as cheaply as possible.

To do this, they use to get things done quickly. Farmers around the
world try to kill because these organisms reduce the supply of food
to humans. Such organisms include plants, animals and fungi. kill
weeds. kill insect pests.
Farmers often plant the of crops that give the most yield. They also
add salts to their crops in the form of or
manure. Important salts contain potassium, phosphates and .
2 a Why are plant varieties cross-bred? Tick () the best answer.
 so that the plants can be bred  so that they do not become extinct
 to produce varieties with specific  to produce varieties that can be used to
combinations of characteristics make certain types of buns and cakes
b A plant breeder wants to breed a variety of wheat that is short but gives as much yield as
possible. Which of the two varieties of wheat (A–E) should be bred together?
c Variety B has been selectively bred from variety A. Suggest why this has been done.
d Describe how this has been done. Write three or four bullet points.
I can…
● describe how pests and human populations alter food supply
● explain ways in which farmers boost food production
● explain some ways in which plant varieties are created.

9 Bd-2
Duckweed and fertilisers
Name Class Date
Your teacher may watch to see if you can:

● work accurately and carefully.
Prediction
1 a Look at the fertilisers you have been given and the method below. Then predict which
fertiliser will be the best.
b Explain you reasons for making this prediction.
Method
Apparatus Wear eye protection.
● Petri dishes (or beakers) ● different fertilisers Wash your hands
well after this
● distilled water ● duckweed ● labels experiment.
● measuring cylinder ● paintbrush or wire loop
A Half-fill the Petri dishes (or beakers) with distilled water.

B Label each dish or beaker with what you are going to add to it. You are not going to add any
fertiliser to one of them.
C Add 1 cm3 of one of each of the fertilisers to the correct beakers.
D Use a wire loop or paintbrush to add 20 duckweed plants to each beaker.
E Count the total number of leaves in each beaker.
F Place all the beakers in a warm, light place. Look at them again in 2 weeks’ time.
G Label the drawings below to show what you have done.

9 Bd-2
Duckweed and fertilisers
Recording your results

2 Write your results in this table.
Beaker
Number
of leaves
at start
Number
of leaves
at end
Increase
in number
of leaves
Anything
else you
noticed
about the
duckweed
after
2 weeks
Considering your results/Conclusions

3 a Which fertiliser was best?
b Do your results agree with your prediction?
c If not, try to explain why you got the results you did.
Evaluation
4 a What was your independent variable?
b What was your dependent variable?
c Suggest another dependent variable you could have used.
5 What was the point of using the beaker without any fertiliser in it?
I can…
● identify variables in an investigation
● explain the use of a control.

9
Growing and
Bd-5 breeding plants
Name Class Date

1 Why are different varieties of plants cross-bred? Tick () the best answer.
 to produce varieties with useful new  to breed plants that are bigger than
combinations of characteristics others
 to prevent the plants reproducing sexually  to make sure that plants produce seeds
2 The drawings show two varieties of flower, X and Y.
a In the space between the drawings, draw what the offspring might look like if you cross-bred
these two flowers.
b Which features of variety X has your cross-bred plant inherited?
c Which feature or features of variety Y has your cross-bred plant inherited?
3 Variety Y (above) was selectively bred from variety Z (on the right).
Describe how this was done.
4 a Suggest one way in which humans can reduce food supply for other humans.
b Suggest one other way in which human food supplies can be reduced.
c Suggest one way that this problem can be tackled.
5 Which of these minerals do plants need a lot of? Tick () three.
 nitrates  protein  amino acids
 manure  potassium  phosphorus
I can…
● describe how pests and human populations alter food supply

9 Bd-6
Breeding plants
1 Look at this list of characteristics of tomato plants.

They produce big tomatoes. Plants are resistant to disease.
Plants will not die in temperatures below 4 °C. Tomatoes are juicy.
Plants produce lots of tomatoes. Tomatoes are very tasty.
Tomatoes are bright red. Tomatoes grow in clumps of four.
Tomatoes stay fresh for 6 days. The plants have small leaves.
a List the three characteristics that you think are the most important to shoppers in a
supermarket. Explain your choices.
b List the three characteristics that you think are the most important to farmers.
Explain your choices.
c Imagine you are a plant breeder. Write down three characteristics from the list that you
would like your new variety of tomatoes to have. Explain your choices.
2 a To breed plants, a plant breeder takes pollen grains from one flower and puts them onto
the stigma of another. What is the name of this process?
b Explain why this process is important for the farming of some foods.
c Are the pollen grains the male or the female gametes?
d Once on the stigma, a pollen grain grows a tube down towards an egg cell, which is
contained in an ovule. The nucleus from the pollen grain goes into the egg cell. What is
the name of this process?
3 The drawings show two flowers. Flower A is a normal flower and flower B has had pollen
added to its stigma by a plant breeder.
a The breeder has put a plastic bag around the flower. Suggest why.
b The anthers have been removed. These make pollen grains. Suggest why removing them
is a good idea.
I can…

9 Be-3
Farming for wildlife
The cards below describe some problems caused by farming and some possible solutions.
Group the cards so that each problem is explained and a possible solution is suggested.
A B C
D
Farmers run over the nests
This causes water animals, of birds that make nests in
such as fish, to die. fields in some areas of
the country.
The farmer leaves a strip

Hedges and trees are
around the edge of the field
This kills the chicks. removed to make it easier for
that is not sprayed with
machinery to move around.
chemicals.
Animals need to run across

large areas of open country in The farmer is encouraged
This kills insects that are not
order to move from wood to or paid to plant hedges to
harmful to the crops and are
wood to find food and mates. re-connect areas of woodland
useful food for other animals.
This makes them easy targets back together.
for predators.
The farmer makes sure that

only the right amounts of
Fertilisers wash into rivers and Insecticides get sprayed
fertiliser are applied, and
lakes and pollute them. onto hedges.
fertiliser is not applied if it
is about to rain.
Encourage the farmer to

leave an area in the middle of
the field where machinery
doesn’t go.
I can…
● recognise the advantages and disadvantages of different farming methods.

9 Be-5
Farm food web
Name Class Date

1 A farmer grows wheat, potatoes and sugar beet. A
food web found on the farm is shown on the right.
a The farmer sprays the potatoes in May to kill
aphids. What sort of substance are they
sprayed with?
b Suggest one problem that this spray could

cause.
c A friend has suggested that the farmer uses ladybirds instead of the spray. Explain how this
idea would work.
d The slugs are all killed. Explain the effect this may have on the population of hedgehogs on
the farm.
e The farmer has planted different crops rather than just one. Suggest a reason for this.
2 The farmer wants to chop down a wood and turn it into fields.
a Why do you think the farmer wants to do this?
b Suggest a reason why people in the local area might be against the farmer creating new fields.
3 a The diagram shows part of the carbon cycle. Fill in the missing words.
b What would happen to carbon dioxide levels in the air if the number of animals decreased?
I can…
● use models to explain changes in an ecosystem
● recognise the advantages and disadvantages of different farming methods.

9 Ba-4
Name Class Date

The cartoons show a number of different scientists and what they found out about photosynthesis.
1 Cut out the cartoons and place them in the order of when you think these scientists had
their ideas.
2 Use library books or the internet to:
a check your order
b find out one further piece of information about each scientist.
I can…
● explain what happens when plants photosynthesise.

9B Word Sheets
9Ba – On a farm
Word Pronunciation Meaning
criteria cry-teer-ee-a A set of standards by which to judge things.
organic farming Producing foods without the use of lots of
artificial chemical substances.
9Ba – Reactions in plants

aerobic respiration air-O-bick A type of respiration in which oxygen is used to release
energy from substances, such as glucose.
chlorophyll klor-O-fill The green substance found inside chloroplasts. It traps
energy transferred by light.
chloroplast klor-O-plast A green disc containing chlorophyll, found in plant cells.
Where the plant makes food, using photosynthesis.
glucose An important sugar, which is used as a reactant in
respiration. It is also a product of photosynthesis.
limiting factor A variable that prevents the rate (speed) of a process
from becoming any faster.
phloem tissue/vessel flow-em Tube made of living phloem cells that transports
dissolved substances (e.g. sugars) around the plant.
photosynthesis fO-tow-sinth-e-sis A process that plants use to make their own food.
It needs light to work.
product A new substance made in a chemical reaction. In a
word equation, products are written on the right side,
after the arrow.
rate The rate at which something happens is its speed.
raw material A substance used to make other substances.
reactant A substance that takes part in a chemical reaction. In a
word equation, reactants are written on the left side,
before the arrow.

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9B Word Sheets
9Bb – Plant adaptations

adaptation add-app-tay-shun The features that something has to enable it to do a
certain job or survive in a particular place.
cuticle cyou-tick-ul The waxy covering on the outside of many leaves.
diffusion diff-you-zshun When particles spread and mix with each other without
anything moving them.
epidermis cell Cell that forms tissue covering the surface of an organ.
gas exchange When one gas is swapped for another.
guard cell One of a pair of cells that help to open and close
a stoma.
mineral/mineral salt A compound containing an important element
(e.g. calcium) that is needed in small quantities for
health. Plants get their mineral salts from the soil,
animals get them from food.
palisade cell Tall cell found in leaves that contains many
chloroplasts.
root hair cell Cell found in plant roots that has a large surface area to
get water out of the ground quickly.
stoma stO-ma A tiny hole in a leaf through which gases can diffuse
into and out of the leaf. Plural is stomata.
surface area The total area of all the surfaces of a three-
dimensional object.
wilting When a plant droops because it has too little water.
xylem tissue/vessel zy-lem Tube that carries water (and dissolved mineral salts) in
plants. It is found in stems and roots and is made of
xylem cells.
9Bc – Plant products

amino acid Substance used to make proteins.
cellulose sell-you-lOhs A strong plant material used to make cell walls.
fat A substance that is often used to store energy.
germination jer-min-ay-shun When a seed starts to grow.
lipid Fats (and oils) are part of a large group of similar
substances called lipids.
nitrate ny-trait Mineral salt needed by plants to make proteins.
oil A liquid fat.
phloem tissue/vessel flow-em Tube made of living phloem cells that transports
dissolved substances (e.g. sugars) around the plant.
polymer A substance made up of very long molecules
containing repeating groups of atoms.
starch A type of insoluble carbohydrate found in plants. The
glucose made in photosynthesis is used to make
starch.

9B Word Sheets
9Bd – Growing crops

competition com-pet-ish-un There is competition between organisms that need the
same things as each other. We say that they compete
for those things.
cross-breeding When sexual reproduction occurs between different
varieties or breeds.
decomposer An organism that feeds on dead organisms or animal
wastes, causing them to decay.
fungicide fung-giss-ide Pesticide that kills fungi.
herbicide herb-iss-ide Pesticide that kills plants. Also called a weedkiller.
insecticide in-sect-iss-ide Pesticide that kills insects.
pest Any organism that damages a crop.
pesticide pest-iss-ide Chemical substance that kills pests.
selective breeding When humans choose an organism that has a certain
characteristic and breed more of these organisms,
often making that chosen characteristic more and
more obvious.
selective (herbicide) A herbicide that only kills certain types of plants.
variety A group of plants that has different characteristics from
other plants of the same species.
weedkiller Another name for a herbicide.
yield The amount of useful product that is obtained from

a crop.
9Bd – Protecting wild plants (STEM)

endemic Belonging to a certain area, and only naturally found in
that area.
9Be – Farming problems

algae Types of protoctists that can photosynthesise.
carbon cycle A model used to show how carbon compounds are
recycled in an ecosystem.
eutrophication When a body of water contains excessive levels of
nutrients (e.g. nitrates from fertilisers).
global warming Increased warming of the Earth’s surface as a result of
increased amounts of carbon dioxide and other
greenhouse gases in the air.
persistent A chemical substance that does not get broken down in
nature very quickly is persistent. It stays around for a
long time.
sustainable Developing the things humans need, without destroying
development habitats and ecosystems.

9B Word Sheets
9Be – Bias and validity (WS)

bias bye-as A shift away from a correct meaning or value.
random When there is an equal chance for one event occurring
as there is for any other events in the same set.
systematic error sis-tem-at-ick An error that is the same for all readings, such as when
forgetting to zero a balance before using it to measure
a series of masses.
valid Something is valid if it is doing what it is supposed to
do. A measurement is valid if it measures what it is
supposed to measure. A valid conclusion is drawn only
from the data that the conclusion is supposed to be
drawn from.

9B Summary Sheets
Photosynthesis
Photosynthesis is a series of chemical reactions that we can summarise using a word
equation. Energy and chlorophyll are needed for it to happen. The energy is transferred by
light (usually from the Sun) and becomes stored in glucose.
energy from light

carbon dioxide + water glucose + oxygen
chlorophyll
6CO2 + 6H2O C6H12O6 + 6O2
Getting water
Water is taken out of the soil by the
roots. Roots are adapted to their
function by being branched and spread
out to help them to absorb water from a
large volume of soil. They also have root
hair cells, which have a large surface
area to help them absorb water quickly.
The water flows up xylem vessels
(made of hollow cells) to the leaf.
Water is also needed because mineral salts are dissolved in it. For instance, plants need nitrates
to make proteins and magnesium salts are needed to make chlorophyll. Water also stops plants
wilting by filling up their cells, and it can keep their leaves cool.
Getting carbon dioxide

Air, containing carbon dioxide,
diffuses into leaves through
stomata. Leaves are thin so
that the carbon dioxide does not
need to go far before reaching
the cells that need it. Increasing
the amount of carbon dioxide
around a plant can often speed
up photosynthesis.
Diffusion and gas exchange is

faster at higher temperatures and
when there is a greater difference
between the concentration of a gas
inside and outside of a leaf.
Getting light
Many leaves are wide so that they have a large surface area to trap as much light as possible.
They are also arranged so that they do not shade one another.
Most photosynthesis happens in the palisade cells, which are found near the upper surface of
leaves. Palisade cells are packed with chloroplasts. Chloroplasts contain chlorophyll, a green
chemical that absorbs energy transferred by light and uses it to power photosynthesis. Increasing
the amount of light can often speed up photosynthesis.

9B Summary Sheets
Aerobic respiration
Plant cells release the energy stored in glucose using aerobic respiration (another series of
chemical reactions):
glucose + oxygen  carbon dioxide + water (+ energy)
C6H12O6 + 6O2 → 6CO2 + 6H2O (+ energy)
The energy released from glucose is transferred to molecules of ATP, which store energy for a cell
until it is needed. All living cells need energy and so all living cells respire. Aerobic respiration
happens all the time, but photosynthesis can only happen when there is light.
Uses of glucose
Glucose is a type of sugar. It is used for three things:
● respiration to release energy
● making other substances that act as stores of energy (e.g. starch), which can be turned back
into glucose for respiration when needed
● making new materials for growth, e.g. cellulose (for cell walls), lipids (e.g. for cell membranes)
and proteins (e.g. for enzymes).
New substances made by a plant are carried around the plant in phloem vessels.
Farming
Modern farming methods can damage habitats. Developing the things we need, without destroying
habitats is called sustainable development.
What is done Why it is done Problems this causes

land is cleared of hedges and to create more land for crops and Destroys habitats. Lack of roots
trees make it easier for machinery to can cause soil erosion.
move around
pesticides (e.g. herbicides, to kill pests that compete with or Can kill useful organisms as well
insecticides) are used harm the crops as pests. Damages food webs.
fertilisers are used they contain mineral salts that Can wash into streams and rivers
help plants to grow and increase and cause pollution so that the
the yield organisms in the water die.
varieties varieties of plants are chosen that The planting of huge areas of a
produce the highest yield single variety reduces
biodiversity.
Breeding varieties
Farmers and plant breeders may choose or ‘select’ a plant with certain characteristics.
This organism is then used to breed from. The offspring that have the best of these characteristics
are then bred from again. This is called selective breeding and is how many varieties are created.
Sometimes two different varieties are bred together to try to produce offspring with characteristics
from both varieties. This is called cross-breeding.

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Year 9 Science

Name Class Date

carbon dioxide cellulose chlorophyll energy

The raw materials for photosynthesis are and

b Which letters show the products of this reaction?

4 Some pondweed is underwater in a well-lit beaker and is producing bubbles of a gas.

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2 a Write the word equation for photosynthesis.

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Name Class Date

Plants need water from the soil for … … it wilts.

The roots of a plant are spread out to … … absorb lots of light.

Leaves have a large surface area to … … photosynthesis.

If a plant does not get enough water … … through open stomata.

Photosynthesis happens in … … plant organs.

Carbon dioxide gets into leaves … … chloroplasts.

Roots, stems and leaves are all … … absorb lots of water.

Name of cell: Name of cell:

Name of cell: Name of cell:

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Name Class Date

Blue flower or leaf

c Why is the other flower or leaf not blue?

b What do leaves do?

c Suggest why the leaves are different.

b What do roots do?

c Suggest why a plant has so many roots.

b Suggest why it looks like this.

b Suggest why it looks like this.

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Your teacher may watch to see if you can:

b Why do you think this?

Recording your results

stem without leaves

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Considering your results/conclusions

b Speed for the stem with leaves: cm/min

c Which stem did water travel the fastest in? .

7 Accuracy is about how detailed your measurements are.

b How could you collect more accurate evidence?

b How could you collect more reliable evidence?

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3 a What is gas exchange?

c In what plant organ does gas exchange mainly occur?

4 a The cells that carry out most photosynthesis are

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Sunjit and Tara were investigating which of two types of

Mass of type A Mass of type A Mass of type B Mass of type B

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1 The drawing shows a slice through part of a root.

2 The drawing on the right

air space chloroplast condensation cuticle diffusion evaporation

a What are the names of the parts labelled A–G?

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Name Class Date

b What other substances do plants need in order to make amino acids?

c Where does the plant get these other substances from?

3 In order to germinate, a seed needs water, oxygen and warmth.