Answers to Workbook exercises

Unit 1 Plants
Exercise 1.1 Variegated leaves
1 chlorophyll
2 Chlorophyll absorbs energy from sunlight. Without chlorophyll, the leaf cells will
not be able to photosynthesise and make glucose. Without glucose, they will not be
able to make starch.
3 This is to break down the cell membranes in the leaf, allowing the iodine solution to
get to the starch.
4 This is to remove the chlorophyll from the leaf, making it easier to see any colour
changes when iodine solution is added.
5

white

blue-black

6 starch

Exercise 1.2 Fertilisers

1 4 tonnes per hectare
2 50% of 4 tonnes is 2 tonnes.
So a 50% increase in yield would give a total yield of 4 + 2 = 6 tonnes.
Reading from the graph, the amount of fertiliser needed to give a yield of 6 tonnes
is 40 kg/ha.
3 Adding more than 60 kg/ha gives only a very small increase in yield. It is likely that
the cost of the extra fertiliser would outweigh the small increase in income from
selling the grain.
4 The wheat plants use the nitrate to make proteins. The proteins can be used to make
new cells, some of which will be used to produce the grains.
5 In a different place, there might be a different amount of nitrate in the soil before
the fertiliser is added. There might be a lack of other minerals in the soil. The soil
might be better or worse at holding water. There might be more shade in one place
than another. The temperature might be different.

Exercise 1.3 How temperature affects water loss

1 She wanted to make sure that any water that was lost came from the plants and not
from the soil.
2 The results chart should:
have clearly ruled columns and rows
have headings for the mass in the three different pots (either rows or columns),
with the unit g
have headings for the 8 days, such as Day 1, Day 2 and so on; or Time / days
have the correct readings written in each cell in the table.

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 Answers to Workbook exercises: Unit 1

3 The anomalous result is the reading of 861 g for plant B.

4 The line graph should:
have time in days on the x-axis and mass in grams on the y-axis
have suitable scales on both axes, using most of the graph paper and going up in
even, sensible intervals
have full labels, with units, on both axes
have each point plotted accurately, for each of the three pots
have three lines carefully drawn, one for each pot
have each line labelled to show which pot it represents.
5 Plant B:
mass on day 1 = 893 g
mass on day 8 = 761 g
therefore loss of mass over 7 days was 893 761 = 132 g
therefore the mean loss of mass per day was 132 7 = 19 g per day.
Plant C:
mass on day 1 = 842 g
mass on day 8 = 618 g
therefore loss of mass over 7 days was 842 618 = 224 g
therefore the mean loss of mass per day was 224 7 = 32 g per day.
6 The results show that higher temperatures increase the rate of loss of mass. The loss
in mass is due to water loss. Higher temperatures increase the rate at which water
evaporates into the air spaces in the leaf. They also increase the rate at which water
vapour diffuses out of the leaves into the air.

Exercise 1.4 Comparing two flowers

Answers will depend on the flowers that the student is using. Look for clear
statements in each cell of the table. Comparable points should be opposite each
other.

Exercise 1.6 Flowers and reproduction

Flowers are organs that are involved in sexual reproduction. Many flowers have
both male and female parts.
The male parts of the flower are the anthers, where pollen grains are produced.
The pollen grains contain the male gametes.
The stigma, style and ovaries are the female parts of the flower. Each ovary contains
at least one ovule, which contains the female gametes.
Pollination is the transfer of pollen grains from the anthers to a stigma. This
is often done by insects, which are attracted to the flower by its brightly coloured
petals or by its scent. The flower often produces a sugary fluid called nectar,
which insects like to eat. As the insects push into the flower to get this sweet fluid,
they accidentally pick up pollen grains from the anthers. When they visit another
flower, they may rub some of the pollen grains onto the stigma.
After pollination, a tube grows out of a pollen grain. The tube grows down, through
the style, to an ovule. The male gametes travel down the tube. When a male
gamete fuses with a female gamete inside an ovule, a zygote is produced. The
zygote eventually becomes an embryo. The ovule becomes a seed.

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 Answers to Workbook exercises: Unit 1

Exercise 1.7 Crossword

1 2 3
d i s p e r s e
o t
4 5 6
s e e d p l a
7
m f o l r
8
b p e t a l i c
r r l n h
9 10 11
z y g o t e e a m n
12
o i n i t r a t e
13
l a i g c
14
s i n o n t
15
f e r t i l i s a t i o n e a
r i e h s r
u g r e i
16
i m r o v u l e
t a m

Copyright Cambridge University Press 2013 Cambridge Checkpoint Science 9 3