Alwadi International School Biology Grade-9 6.plant Nutrition Notes

ALWADI INTERNATIONAL SCHOOL BIOLOGY GRADE-9 6.
PLANT NUTRITION NOTES
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ALWADI INTERNATIONAL SCHOOL BIOLOGY GRADE-9 6.PLANT NUTRITION NOTES
6.1 PHOTOSYNTHESIS
All living organisms including plants need food. They need it as a source of energy and to
build new cells and tissues as they grow. However, plants have the ability to produce
their own food from the raw materials around them by photosynthesis. Hence, plants
are called Autotrophs.
❖ Photosynthesis is defined as the process in which plants manufacture carbohydrates

from raw materials using energy from sunlight.
❖ It is the chemical reaction in which carbon dioxide and water are combined to form
glucose and oxygen using energy from sunlight, which is absorbed by chlorophyll
present in the chloroplasts in the leaves of green plants. Chlorophyll absorbs energy
from sunlight. Thus, the function of chlorophyll is to convert light energy to
chemical energy. The word and symbol equations for photosynthesis are given below:
1. Light energy coming from the sun is trapped by chlorophyll pigments in

chloroplasts present in the leaf cells. Chlorophyll absorbs light of all colours except
green. Hence, it appears green.
2. Carbon dioxide diffuses from the air into the leaf
down the concentration gradient through the
openings called stomata in the leaf.
3. Water is obtained from the soil. It is taken up by
root hairs through osmosis and moves across the
root into the xylem vessels.
4. Some of the oxygen produced in photosynthesis is
used inside the plant for respiration and the rest
diffuses out of the plant as a waste product.
5. The Glucose formed is used to manufacture other
useful compounds needed by the plant.
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6.2 LEAF STRUCTURE

Leaves are organs & it’s the place where photosynthesis occurs.
The figure on the right shows a dicot leaf.
Some plants have leaves with many small leaflets like leaf P shown
below, this increases the surface area for photosynthesis. In some
plants, leaves are modified into tendrils such as in climbing plants to
support their weak stems.
Most plant leaves have the following adaptations for photosynthesis.
ADAPTATION FUNCTION
• They have a large surface area to absorb more light.
Large surface
• There will be a larger number of stomata, so more gas
area
exchange, therefore more photosynthesis.
• Provide a short distance for carbon dioxide to diffuse in and

Thin leaves
oxygen to diffuse out.
• This pigment present in chloroplasts converts light energy

Chlorophyll
to chemical energy. It gives green colour to the leaves.
• Support the structure of the leaf and transport water,

Network of Veins
minerals & sugars to and from the cells in the leaf.
• These are small holes in the lower side of the leaf which
allow diffusion of oxygen and carbon dioxide.
Many stomata
• It allows water vapour to diffuse out. Guard cells control
the size of stomata.
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The figure shows two leaves of the same species.

Leaf A is larger and thicker than B.
Question: Which of the leaves will carry out
photosynthesis at a higher rate and why? …………..
……………………………………………………………….
INTERNAL STRUCTURE OF A DICOT LEAF
The figure below shows a drawing of the internal structure of a dicot leaf.
The figure below is a photomicrograph of the internal structure of a leaf. Label the parts.
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The table below describes various parts in a dicot leaf and their adaptations.
ADAPTATION FUNCTION
• The cuticle is a waxy, waterproof layer which cuts down the

water lost by evaporation and protects against parasitic
Waxy cuticle
fungi.
• It is secreted by the upper epidermis.
• A single layer of cells that are transparent and contain no
Transparent upper
chloroplast allowing light to pass through.
Epidermis
• Act as barrier to disease-causing organisms.
• The main site of photosynthesis. Cells are columnar (quite
Palisade Layer with long) and packed with chloroplasts to trap light energy.
many chloroplasts • They receive carbon dioxide by diffusion from the air spaces in
the spongy mesophyll.
• These cells are more spherical and loosely/irregularly packed.
• They contain chloroplasts, but not as much as palisade cells.
Spongy Layer • Air spaces between the cells allow gaseous exchange of
carbon dioxide & oxygen between stomata and mesophyll cells
during photosynthesis.
• The vein contains the vascular tubes(xylem and phloem).
• The xylem brings water and mineral salts to the leaf for
Vein with vascular
photosynthesis.
tissues
• The phloem transport sugars and amino acids to all of the
plant.
• The lower epidermis contains a lot of tiny holes or pores called
stomata. These allow gases to diffuse in and out of the leaf.
Stomata in the • Each stoma is surrounded by a pair of guard cells. These can
lower Epidermis control whether the stoma is open or closed.
• Water vapour passes out during transpiration. Carbon dioxide
diffuses in and oxygen diffuses out during photosynthesis.
Lower
epidermis • This acts as a protective layer. Stomata are present in it.
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CHOMATOGRAPHY
The leaves of plants contain chlorophyll as well as other
pigments that are used in photosynthesis to trap light.
Some students investigated the pigments present in a
green leaf using chromatography.
The process of chromatography separates the pigments.
The more soluble the pigment the further it moves.
The steps were as follows:
1. By pressing the leaf using a metal disc the pigments from a green leaf were transferred
to a strip of chromatography. A green line was then visible on the paper as shown.
2. The strip of chromatography paper was lowered into the test-tube and was held using
a stopper at the top as shown in the figure.
Result: After 15 minutes the paper was removed from the test-tube and the result is as
shown. Three pigments can be seen separated onto the paper.
In another investigation a leaf was grinded with ethanol and the extract was obtained.
This extract was used in chromatography. This resulted in the separation of 4 pigments
from the leaf extract as shown in the figure below.
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ROLE OF STOMATA
❖ The stomata in a leaf affect the rate of photosynthesis when they open or close.
❖ When photosynthesis is taking place, carbon dioxide in the leaf is being used up and
it’s concentration fall so the stomata will open. Thus, when the rate of
photosynthesis is very high, the stomata will open, allowing carbon dioxide to
diffuse into leaf.
❖ When the light intensity falls, photosynthesis will slow down and the buildup of carbon
dioxide from respiration will make the stomata close.
❖ In this way, the stomata are regulated by the rate of photosynthesis.
❖ Therefore, the stomata are usually open during daylight and are closed at night.
❖ Changes in the turgor and shape of the guard cells can open or close the stomata.
• When potassium ions concentration increases in the guard cells, it lowers the water
potential. Hence, more water move in by osmosis raising the turgor pressure and the
cell expands.
• The cell wall next to the stomatal pore is thicker than the rest of the cell and is less
able to stretch.
• Although the whole guard cell expands, the thick inner wall cannot expand much.
This causes the guard cells to curve so that the stomatal pore between them is
opened.
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GAS EXCHANGE IN PLANTS
❖ Plants take in carbon dioxide for photosynthesis and produce oxygen. They take in
oxygen for respiration and produce carbon dioxide.
❖ During daylight hours, plants are photosynthesizing as well as respiring, so all the
carbon dioxide produced by respiration is used up in photosynthesis.
❖ This means the oxygen needed by respiration is provided by photosynthesis.
❖ However, when the rate of photosynthesis is faster than the rate of respiration, carbon
dioxide will be taken in and the excess oxygen given out.
The table below describes gas exchange in plants.
Conditions Day time/ Presence of bright Night/dark
light
Processes Photosynthesis and respiration Only respiration but no
both occur.
occurring photosynthesis
But Photosynthesis rate is
greater than respiration rate
Figure to
demonstrate
COMPENSATION POINT
❖ Plants only carry out photosynthesis in light. But respiration happens 24 hours a day.
❖ During the day they take in more carbon dioxide for photosynthesis than that
produced in respiration. It is important that carbon dioxide uptake during the day
is greater so that more food is made than that used at night. This allows surplus food
to be produced, so surplus energy is available and growth is possible.
❖ In the dark,the rate of respiration greatly exceeds, so they release more carbon dioxide.
❖ As the light intensity increases after dawn, there comes a point where the rates of
respiration and photosynthesis exactly balance one another and there is no net
uptake or loss of carbon dioxide or oxygen.
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❖ This is called the compensation point, and at this point the glucose consumed by
respiration is exactly balanced by the glucose produced during photosynthesis.
❖ The compensation point is the light intensity at which the rate of carbon dioxide
production during respiration is equal to the rate of carbon dioxide consumption
in photosynthesis. The sugar produced by photosynthesis exactly compensates for
the sugar broken down by respiration.
EXPERIMENT:
To demonstrate gas exchange in aquatic plant using hydrogen carbonate indicator.
Hydrogen carbonate indicator is used to indicate CO2 concentration in a solution. The
table below shows the colour change in the indicator at different concentrations of CO2.
Concentration of CO2 Hydrogen carbonate indicator colour

High Orange /Yellow
Normal (Atmospheric level) Red
Low Purple
Method:
1. Take 2 clean test tubes.

2. Put 2 cm3 hydrogen carbonate indicator (cherry-red) in each tube.
3. Add aquatic plants (green algae balls) in these tubes. Use the same species of algae.
4. Cover one tube with black paper/aluminum foil and keep the other as it is.
5. Place both of them near a light source for a fixed period of time of 30 min.
6. Keep the intensity of light, temperature, concentration and volume of hydrogen
carbonate indicator and the time of the experiment the same in each.
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Observation:
IN THE DARK
(covered with black paper) IN LIGHT
START POINT
paper removed for (near a lamp)
photograph
• Normal CO2 • Respiration occurs but • Both processes occur, but more
• Indicator colour not photosynthesis photosynthesis than respiration
remains red. • Indicator turns yellow • Indicator turns purple as less
because more CO2 is CO2 is present as it is being
produced in respiration removed for use in
photosynthesis.
Results and conclusion: The experiment proves that gas exchange occur in plants, and
that in photosynthesis they use carbon dioxide and release oxygen, and in respiration they
use oxygen and release carbon dioxide. Respiration occurs day and night in plants but
photosynthesis occurs only during daytime or when there is a source of light.
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USE AND STORAGE OF GLUCOSE FORMED IN PHOTOSYNTHESIS.
1. Used in respiration: The sugar can be used to provide energy. It is broken down by
respiration to carbon dioxide and water, and the energy released is used in other
chemical reactions. Ex: To absorb ions by active transport.
2. Stored as starch:
• Glucose is a very soluble and reactive substance. It may dissolve in the cytoplasm
and increase the concentration within the mesophyll cells of the leaf. This could
disturb the osmotic balance between the cells.
• Starch is a relatively insoluble compound and does not alter the osmotic potential of
the cell; therefore glucose is stored as starch.
• Starch is stored in special organelles, called amyloplasts found in stems or roots or
in storage organs called tubers such as potatoes.
• The starch, however, is steadily broken down to sucrose and this soluble sugar is
transported out of the cell to all parts of the plant that do not photosynthesize, like the
growing buds, the ripening fruits, the roots and the underground storage organs.
3. Formation of cell walls: By joining hundreds of glucose molecules, long chains of
cellulose are formed which are used to build cell walls. Lignin found in the xylem is
also produced using glucose.
4. Formation of cell membranes: Plants can also convert glucose into fats/oils for
storage in seeds or to be used in the formation of cell membranes.
5. Formation of proteins or enzymes: Amino acids are made by combining nitrogen
and sulfur which are absorbed as nitrates and sulfates respectively from the soil.
Amino acids are joined to make proteins which form enzymes & cytoplasm in the cell.
6. Formation of other molecules: DNA is formed by addition of phosphorus which is
taken up as phosphates (PO4). DNA consists of a pentose sugar. Chlorophyll molecule
is formed by addition of magnesium (Mg). This is also obtained from salts in the soil.
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EXPERIMENT-1: To investigate if starch is formed after photosynthesis.

STEPS REASON
1. Heat a leaf in boiling To break the cell membrane and make cells permeable
water to iodine solution.
2. Heat the leaf in hot To remove chlorophyll from leaf, as it will mask the
ethanol clear observation of any colour change. Ethanol
dissolves cell membranes and chloroplast
membranes.
3. Wash with hot/cold water To rinse the leaf and soften it.
4. Spread onto a white tile To observe the presence of starch which is indicated
and add iodine solution. by the appearance of the blue/black colour.
Safety precautions:
✓ Wear goggles and use a test tube holder.

✓ Keep the mouth of test tube away from you
while doing step 2 to avoid alcohol
splashing.
✓ Heat the ethanol using a hot water bath
and not directly on a bunsen burner, as
ethanol boils at 78o C and is flammable.
Experiment-2: To investigate that chlorophyll is necessary in photosynthesis.
1. Take a healthy plant with variegated leaves. Variegated leaves

have green parts (where the cells contain chlorophyll) and
white parts (where there is no chlorophyll).
2. Destarch the plant by keeping it in the dark for several hours.
3. After destarching, leave the plant in sunlight for 3-4 hours.
The plant will photosynthesize.
4. Test one of the leaves for starch using iodine solution.
Note:
It is not possible to remove chlorophyll from a leaf without killing it, so a variegated
leaf, is used in the experiment.
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Results and Conclusion: Only the parts that were

green turn blue-black with iodine solution, showing
the importance of chlorophyll in photosynthesis.
Control: The green parts with chlorophyll will be

the control for the experiment.
✓ Destarching the plant ensures that all the stored starch is used up to make sure
that the starch to be tested is formed during the experiment.
✓ Potted plants are destarched by leaving them in a dark cupboard for a few days.
In the darkness, any starch in the leaves will be changed to sugar and carried
away from the leaves to other parts of the plant.
✓ For plants in the open, the experiment is set up the day before the test. During the
night, most of the starch will be removed from the leaves.
EXPERIMENT-3: To investigate that light is necessary in photosynthesis.

1. Take a healthy potted plant with large sized leaves.
2. Destarch it by keeping it in the dark for a few days.
3. On one leaf, fix a black card or aluminium foil, as shown in the figure below and
keep the plant in sunlight for 3-4 hours.
4. Test one of the leaves for starch using iodine solution.
Control: The part of the leaf exposed to sunlight will be the control for the experiment.
Any uncovered leaf from the same plant can also be taken as control.
Results and Conclusion: Only the uncovered parts of the leaf become blue-black with
iodine solution, showing the importance of light in photosynthesis
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EXPERIMENT-4: To investigate how varying light intensity affects the rate of

photosynthesis.
1. A pond plant is placed in an inverted funnel and placed in a beaker with water. A
boiling tube is placed over the funnel. The source of light used is a movable lamp.
2. A glass tank containing water is placed between the lamp and the apparatus to act as
a heat filter. This prevents an increase in temperature.
3. At first, keep the lamp at a distance of 50 cm. This can be measured using a ruler.
Leave for five minutes for the pondweed to acclimatize/adjust to the light intensity.
4. As the plant photosynthesize, oxygen bubbles are produced which collect at the top.
This creates an empty space at the top of the boiling tube. Measure the length of the
empty space with the help of a ruler.
5. Now move the lamp closer and keep at a distance of 40cm (light intensity is
increased). Leave for five minutes again and measure the length of the empty space.
6. Repeat the steps above by moving the lamp closer by a 10 cm interval every time
and measure the length of the empty space each time.
7. The size of the pondweed/number of leaves in the pondweed, the volume of water used
and its temperature & the concentration of CO2 must be kept constant.
Results and Conclusion: As the light intensity increases (lamp moved nearer) the
number of oxygen bubbles formed per minute also increase so the space created by
the oxygen at the top also increases, but after a limit the number of oxygen bubbles
made per minute remains constant.
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EXPERIMENT-5: To investigate how temperature affects the rate of photosynthesis.

1. Arrange the setup using an aquatic plant as shown in the figure.
2. Keep light intensity the same by keeping the lamp at a fixed position.
3. Concentration of CO2 should be constant by adding a fixed amount of sodium
hydrogen carbonate.
4. Maintain a temperature of 25o C. Count the number of bubbles after 5 minutes.
5. Increase the temperature by 5 degrees every ten minutes. This can be done with the
help of a hot plate which is placed below the setup and is thermostatically controlled.
6. Count the number of bubbles released at each temperature.
Results and Conclusion: As the temperature increases the number of oxygen bubbles
formed per minute also increase, but after a limit, the number of oxygen bubbles
started to decrease and finally the release of oxygen stops. We can conclude that rate of
photosynthesis increases with increase in temperature until the optimum temperature.
After that the rate of photosynthesis decreases and will finally stop because the enzymes
will get denatured.
Error: The exact number of bubbles of oxygen produced cannot be counted. Moreover,
every bubble will not be of the same size, so the results will not be reliable.
Improvement: Measure the volume of oxygen produced at each temperature by a

graduated syringe.
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EXPERIMENT-6: To investigate that carbon dioxide is necessary in photosynthesis.
1. Take two healthy potted plants and destarch them by placing them in the dark for a
few days.
2. Place a container of sodium hydrogen carbonate on the soil of one plant. It adds
carbon dioxide to the environment.
3. Place a container of sodium hydroxide on the soil of the second plant. It removes
carbon dioxide from the environment. This will serve as a control.
4. Cover both plants with a glass jar and leave them in the sun for several hours.
5. Pluck a leaf from each plant and perform the starch test on each leaf.
Results and Conclusion:

The leaf from the plant with sodium hydrogen carbonate tests positive for starch test
indicating that carbon dioxide is necessary in photosynthesis while the other leaf will give
a negative result: brown colour.
Precaution: The class jar must be kept airtight especially in setup B, to prevent any
carbon dioxide in the air from entering the jar.
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EXPERIMENT-7: To investigate how varying concentrations of CO2 affect the rate of

photosynthesis.
1. To set this up, remove the plunger from the 20 cm3 syringe and place two or three
pieces of pondweed, with freshly cut stems facing upwards, into the syringe barrel.
Hold a finger over the end of the capillary tube and fill the syringe with distilled water.
2. Replace the plunger, turn the apparatus upside
down and push the plunger to the 20 cm3
mark, making sure that no air is trapped.
3. Arrange the apparatus as shown in the figure on
the right and move the syringe barrel until the
meniscus is near the top of the graduations on
the ruler. The bulb should be at a fixed
distance from the syringe, e.g. 10 cm.
4. Switch on the lamp and measure the distance
the meniscus moves over 3 minutes.
5. Repeat the procedure by changing the
concentration of CO2 by adding different
amounts of sodium hydrogen carbonate
(NaHCO3) every 10 minutes followed by counting the number of bubbles released each
time. NaHCO3 releases carbon dioxide when dissolved in water.
Results and Conclusion: As the concentration of CO2 increases the number of
oxygen bubbles formed per minute also increase, but after a limit the number of
oxygen bubbles made per minute remained constant. We can conclude that rate of
photosynthesis increases with increase in concentration of CO2 but after a certain limit; it
remains constant even if concentration of CO2 is increased.
Effect of CO2 concentration on the rate of

photosynthesis can be investigated using
the setup shown in the figure.
Different amounts of NaHCO3 are used to

change CO2 concentration and the number
of oxygen bubbles given off at each
concentration is counted.
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LIMITING FACTORS OF PHOTOSYNTHESIS

• A limiting factor is defined as something present in the environment in a short supply
that it restricts life processes.
• Three factors limit the rate of photosynthesis: light intensity, carbon dioxide
concentration and temperature.
• In any given situation any one of these factors may become a limiting factor.
• Unlike light intensity and CO2 concentration, an increase in temperature is harmful for
the plant.
Effect of temperature on the rate of photosynthesis
• Photosynthesis is also limited by the

temperature.
• If it gets too cold, the rate of photosynthesis
will decrease as enzyme activity is low.
• Plants cannot photosynthesis if it gets too hot
either as the enzymes controlling it will get
denatured. Therefore, an optimum
temperature is required for photosynthesis
beyond which the rate of photosynthesis
decreases and eventually becomes zero.
Effect of light intensity on the rate of photosynthesis
• Without enough light, a plant cannot

photosynthesize very well, even if there is
plenty of water and carbon dioxide.
• As you increase the light intensity the
rate of photosynthesis will increase, but
after a certain limit the rate will become
steady/constant as something else is a
limiting factor, e.g. temperature or carbon
dioxide concentration.
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Effect of concentration of carbon dioxide on the rate of photosynthesis

• Photosynthesis is also limited by the concentration of carbon dioxide in the air.
• Even if there is plenty of light, a plant
cannot photosynthesize if there is
insufficient carbon dioxide.
• Increasing the concentration of carbon
dioxide will increase the rate of
photosynthesis but then the rate will
become steady/constant, as
something else is a limiting factor, e.g.
temperature or light intensity.
A scientist investigated the effect of light intensity on

the rate of photosynthesis in leaves at two different
concentrations of carbon dioxide, A and B.
• At first a constant concentration of CO2-140 ppm
was maintained (A), and light intensity was
increased. As shown in the graph, as light intensity
increased, the rate of photosynthesis first increased
then it remained constant.
• Then the concentration of CO2 was increased to 1000 ppm (B). This time the rate of
photosynthesis further increased as the light intensity was increased. It might level of
and remain constant at light intensities higher than those shown in the graph.
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CONTROLLING LIMITING FACTORS IN GLASSHOUSES/GREENHOUSES FOR

MAXIMISING GROWTH
❖ Farmers can use their knowledge of factors limiting the rate of photosynthesis to
increase crop yields. This can be achieved in greenhouses, where the conditions are
more easily controlled than in the environment outside.
❖ In greenhouses, however, the additional cost of providing extra lighting, heat and
carbon dioxide should be cost effective and must not exceed the additional income it
generates for the farmer.
1. Temperature: Sunlight provides some heat but thermostatically regulated heaters

provide greater control. If temperatures become too high, shading may be necessary in
the summer. The temperature in a glasshouse can be kept at the optimum level using
a heating system on very cold, winter days. This artificial heating allows
photosynthesis to continue at an increased rate even on cold days.
2. Light: The use of artificial light allows photosynthesis to continue at night beyond
daylight hours when sunlight is unavailable and also during dull, mild, winter days.
Artificial lights provide a higher-than-normal light intensity.
3. Carbon dioxide: The use of additional carbon dioxide released by respiration of the
plants growing inside the greenhouse also allows photosynthesis to continue at an
increased rate.
4. Paraffin lamps: They increase the rate of photosynthesis because burning paraffin
produces carbon dioxide as well as the light and heat generated from the lamps.
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5. Humidity: Ventilation (by the use of windows) allows some control of the humidity and
also the temperature.
6. Computer controlled sensors can be used to provide information about factors such
as water, humidity, temperature, carbon dioxide concentration etc. so any changes are
easily corrected.
7. Ventilators: These can be opened to allow carbon dioxide to enter during the day &
allow oxygen to enter at night. When opened they allow water vapour to escape and
thus prevent the air from becoming too humid thereby reducing chances of fungal
diseases. Ventilators allow fresh air to move in and decrease temperature on hot days,
so plants are not overheated.
By using a combination of these techniques, the horticulturalist can produce early crops
and maximize photosynthetic yield.
HYDROPONICS: Plants can be cultivated in nutrient solutions as shown in the

apparatus, rather than in the soil. This method of cultivation is called hydroponics. Plants
grown this way are healthier and produce a higher yield.
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6.3 MINERAL REQUIREMENTS
❖ Plants need to take in a number of elements to stay alive. The most important ones
include: carbon, hydrogen &oxygen.
❖ In addition to these three elements, plants need a number of minerals for healthy
growth. They are absorbed through the roots by active transport as the mineral ions
are dissolved in the soil water.
❖ If any mineral element is deficient in the soil, then the plants may show deficiency
symptoms.
Two important mineral ions needed by plants and their uses are given in the table:
MINERAL USE/IMPORTANCE DEFICIENCY SYMPTOMS
1. NITRATE
2. MAGNESIUM
❖ The mineral elements needed by plants are absorbed from the soil in the form of
salts which usually come originally from rocks, broken down to form the soil.
❖ They are continually being taken up from the soil by plants or washed out of the soil
by rain. They are replaced partly from the dead remains of plants and animals. When
these organisms die and their bodies decay, the salts are released back into soil.
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❖ In arable farming, the ground is ploughed and whatever is grown is removed. There are
no dead plants left to decay and replace the mineral salts. The farmer must replace
them by spreading animal manure, sewage sludge or artificial fertilisers in measured
quantities over the land.
❖ Three manufactured fertilisers in common use are ammonium nitrate, superphosphate
and compound NPK.
DEMONSTRATION OF THE IMPORTANCE OF DIFFERENT MINERAL ELEMENTS
❖ It is possible to demonstrate the importance of the various
mineral elements by growing plants in water cultures.
❖ A water culture is a solution containing the mineral salts
which provide all the necessary elements for healthy growth
as shown in the figure on the right.
❖ In an investigation four wheat seedlings-W, X, Y, Z were
placed in test-tubes containing water cultures. Each setup
had different conditions as shown in the figure below.
Results:
W Seedling with nitrates and magnesium show normal growth. This is the control.
X In the absence of nitrogen plants shows little growth with small, pale leaves.
Y In the absence of magnesium plants show yellow leaves with poor growth.
Z In absence of both minerals there is hardly any growth in the seedlings
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PAST PAPERS QUESTION LIST

Year Paper-1 Paper-2 Paper-3 Paper-6
Jun-01 11,13 - - -
Nov-01 12,13 8 - -
Jun-02 11 - - -
Nov-02 5,13,14 - - -
Jun-03 9,14,19 - - 4
Nov-03 4 4 7b -
Jun-04 6,14,20 3cI - -
Nov-04 5,6,13,14 4a,b,c - 4b
Jun-05 - - 1a,b -
Nov-05 - 4,8 - -
Jun-06 5,8,13,20 - 5bIII -
Nov-06 - 8 5a,b,d -
Jun-07 13 - 4a -
Nov-07 36 6a,b 5/31 2
Jun-08 - 4 - -
Nov-08 15 - - -
Jun-09 4,13,20 6,9aI - -
Nov-09 1,12,13 - 3/31,3/32,6d/32 -
Jun-10 4,6 - 2/31,3/32 -
Nov-10 4 4/21 - 3c/62,3bI
Jun-11 7,15 7/22 5abd/31,6b,c/32 3c/61
Nov-11 5,15,21 7/21 4d/33 -
Jun-12 2 3/22 3/33 1e/61
Nov-12 1,10,12,13,21 4/31 1abe/61,2ac/63
Jun-13 7,14,21 6b,c/32,2/33
Nov-13 12/11 12a,b/21, 6b,c,d/33
7abc/23
Nov-14 1/13 8/22 1a/32,1c,5/33
June-15 13 2/31, 2/32
Nov-15 2/22 1/32
Year Paper 1 Paper 3
June 16 12,13/11;12,13/12; 12,13/13 1d/31;2a,b,d/32
March 16 11,12/12; 7a,b,c/32
Nov-16 9-11/11,12,13 4/33;9/32
June 17 8,9,10/11; 8,9,10/12; 8,9,10/13 9/31;6c/32;
March 17 6,10/12 6/32
Nov-17 12/11,12,13 5/31;5/32;7/33
June-18 11/11;12;13 9/31;2/32;2/33
June 19 10, 11/11,12,13 4/31
Nov 19 10,11/11,12,13 5b,c/32
Year Paper 2 Paper 4 Paper 6
June 16 12,13/21 6/41
Feb-march 16 12,13/22 4c/42;5/43 2/62
Nov-16 9-11/21,22,23 6/43
June 17 8,9,10/21;8,9,10,11/23 6b,c,d,e/41 2/62
Feb-march 17 6,10/22 4a/42
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Nov-17 11/22
June-18 11/21,22 3/43 2b/62
June 19 10,11/21,22,23 2/41,42,43
Nov 19 10,11/21,22,23 --
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Alwadi International School Biology Grade-9 6.plant Nutrition Notes

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Alwadi International School Biology Grade-9 6.plant Nutrition Notes

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ALWADI INTERNATIONAL SCHOOL BIOLOGY GRADE-9 6.

PLANT NUTRITION NOTES

❖ Photosynthesis is defined as the process in which plants manufacture carbohydrates

1. Light energy coming from the sun is trapped by chlorophyll pigments in

6.2 LEAF STRUCTURE

Most plant leaves have the following adaptations for photosynthesis.

• Provide a short distance for carbon dioxide to diffuse in and

• This pigment present in chloroplasts converts light energy

• Support the structure of the leaf and transport water,

The figure shows two leaves of the same species.

INTERNAL STRUCTURE OF A DICOT LEAF

• The cuticle is a waxy, waterproof layer which cuts down the

GAS EXCHANGE IN PLANTS

Concentration of CO2 Hydrogen carbonate indicator colour

1. Take 2 clean test tubes.

USE AND STORAGE OF GLUCOSE FORMED IN PHOTOSYNTHESIS.

EXPERIMENT-1: To investigate if starch is formed after photosynthesis.

✓ Wear goggles and use a test tube holder.

Experiment-2: To investigate that chlorophyll is necessary in photosynthesis.

1. Take a healthy plant with variegated leaves. Variegated leaves

Results and Conclusion: Only the parts that were

Control: The green parts with chlorophyll will be

EXPERIMENT-3: To investigate that light is necessary in photosynthesis.

EXPERIMENT-4: To investigate how varying light intensity affects the rate of

EXPERIMENT-5: To investigate how temperature affects the rate of photosynthesis.

Improvement: Measure the volume of oxygen produced at each temperature by a

EXPERIMENT-6: To investigate that carbon dioxide is necessary in photosynthesis.

Results and Conclusion:

EXPERIMENT-7: To investigate how varying concentrations of CO2 affect the rate of

Effect of CO2 concentration on the rate of

Different amounts of NaHCO3 are used to

LIMITING FACTORS OF PHOTOSYNTHESIS

Effect of temperature on the rate of photosynthesis

• Photosynthesis is also limited by the

Effect of light intensity on the rate of photosynthesis

• Without enough light, a plant cannot

Effect of concentration of carbon dioxide on the rate of photosynthesis

A scientist investigated the effect of light intensity on

CONTROLLING LIMITING FACTORS IN GLASSHOUSES/GREENHOUSES FOR

1. Temperature: Sunlight provides some heat but thermostatically regulated heaters

HYDROPONICS: Plants can be cultivated in nutrient solutions as shown in the

6.3 MINERAL REQUIREMENTS

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