Chapter 10: Plants and Food

Textbook pages
135–151

Chapter overview
This chapter covers all aspects of plant nutrition including photosynthesis, the structure of leaves,
gas exchange and mineral ions. There are three practicals listed in the specification that students
should experience.

What to expect
Specification areas covered:
2.18 understand the process of photosynthesis and its importance in the conversion of light energy
to chemical energy

2.19 know the word equation and the balanced chemical symbol equation for photosynthesis

2.20 understand how varying carbon dioxide concentration, light intensity and temperature affect
the rate of photosynthesis

2.21 describe the structure of the leaf and explain how it is adapted for photosynthesis

2.22 understand that plants require mineral ions for growth, and that magnesium ions are needed
for chlorophyll and nitrate ions are needed for amino acids

2.23 practical: investigate photosynthesis, showing the evolution of oxygen from a water plant, the
production of starch and the requirements of light, carbon dioxide and chlorophyll

2.40B understand the role of diffusion in gas exchange

2.41B understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and
photosynthesis

2.42B understand how the structure of the leaf is adapted for gas exchange

2.43B describe the role of stomata in gas exchange

2.44B understand how respiration continues during the day and night, but that the net exchange of
carbon dioxide and oxygen depends on the intensity of light

2.45B practical: investigate the effect of light on net gas exchange from a leaf, using hydrogen-
carbonate indicator

This is a lengthy chapter with a lot of content to cover. There are many practicals that can be carried
out and there are many questions on data analysis that can be considered. Homework tasks can
include: completing practical write-ups, answering worksheet questions and experimental planning.
There is some crossover with the food tests from Topic 1 (starch test) and the relationship between
respiration and photosynthesis should be considered. The leaf structure can be covered in this
chapter and revisited when covering water transport in plants.

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Teaching notes
 A good starting point is to show students plants with green leaves and consider the factors
that they need to make food. The word and chemical equations should be given to students
and then the sources of light, carbon dioxide and water considered.
 Students could carry out simple chromatography of leaf pigments and explain why plants are
green in terms of absorption of red and blue light and reflection / transmission of green. The
idea of absorption and action spectra can be considered by giving students the data from
Engelmann’s experiment on algae. If it is possible to produce a spectrum, chlorophyll extract
can be placed into the light to demonstrate the absorption of red and blue light.
 Students should observe or carry out experiments to demonstrate the need for carbon
dioxide, chlorophyll and light by removing factors and testing the leaves for starch (see
practical).
 Pondweed such as Elodea or Cabomba can be used to observe the effect of changing light
intensity on the rate of photosynthesis. Students can plan investigations into the effect of
changing carbon dioxide concentration and temperature.
 Oxygen from a piece of pondweed could be collected for several days and then used to light
a burning splint.
 The law of limiting factors should be considered. Students could be given a range of graphs
showing the effects of changing light intensity at different temperatures and carbon dioxide
levels. They could work in groups to identify limiting factors at different light intensities.
Different types of graph can be discussed such as plotting oxygen release or uptake at
different light intensities.
 The effect of limiting factors on crop growth can be discussed by looking at different
scenarios, such as the need for artificial lighting in greenhouse during winter and why crops
die when heated in winter at a low light intensity.
 A large diagram of a cross section of a leaf can be given to students who then label the layers
and identify the adaptions to ensure efficient photosynthesis and gas exchange. The
structure of the leaf should be considered along with the equation for photosynthesis
(adaptations of palisade cells and transparent epidermis to trap light energy, stomata and
spongy mesophyll adaptations for effective diffusion of carbon dioxide and oxygen, xylem to
transport water and phloem to remove sucrose).
 The presence of stomata on the lower surface can be demonstrated by making nail varnish
peels to compare upper and lower surface or placing cobalt chloride paper on both sides of
the leaf. Plunging a leaf into boiling water will demonstrate the presence of stomata on the
lower surface – as the gas in the leaf heats up, it expands and bubbles emerge from the
lower surface.
 Activity 2 is a useful practical to draw together gas exchange, photosynthesis and
respiration. Students should be given the equations for photosynthesis and respiration and
they should use them when analysing the results (see practicals).
 Students should be shown photographs of plants with mineral ion deficiencies. Water
cultures that are short of mineral ions can be set up (see practicals).
 There is some overlap with Chapter 15 which considers how to maximise crop growth. The
use of greenhouses, fertilisers and pest control may be considered as part of this topic.
Students can be given a large diagram (poster) of a greenhouse and asked to design it to
maximise crop growth considering factors such as: light source, ventilation, carbon dioxide
source, mineral ion source, pest control, humidity control and temperature control. They
should annotate their diagrams with reasons for each piece of equipment.

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Possible misunderstandings
 Many students think that photosynthesis releases carbon dioxide gas. Collecting oxygen
from pondweed and testing it with a burning splint will help to demonstrate that oxygen is
released.
 Many students think that plants only respire in the dark and so this should be emphasised
when carrying out Activity 2.

Differentiation
 For extension, students could consider the two stages of photosynthesis (light dependent
and light independent). They could investigate modern glasshouse designs that are used in
market gardening. When investigating the effect of light intensity on photosynthesis rate,
students could plan the experiment before carrying it out.
 Less-able students could make leaf models and posters. When planning and analysing
practicals, they should be given more scaffolding to help them identify variables. It is often
useful to chant the equation for photosynthesis in class as a group.

Practicals

Practi cals listed in the textbook

Acti vity 1: Testi ng leaves for starch

This is a straightforward practical and it can be carried out as either a demonstration or class
practical. Students can investigate the need for chlorophyll by using a plant with variegated leaves,
such as a geranium, foil can be placed around a leaf to demonstrate the need for light and a leaf
placed in a bag containing soda lime to remove carbon dioxide (this is best done as a
demonstration). This experiment is an excellent opportunity to explain the importance of control
experiments for comparison and reinforces the starch–iodine test. It is important to use destarched
plants (placed in the dark for 24 hours) and when the experiment is set up, the plants should be
placed in bright light for at least 24 hours. It is important to remove as much chlorophyll as possible
and soften the leaf with water before adding iodine solution.

Activity 2: Investigating the effect of light on gas exchange in a leaf

This practical is an excellent opportunity to bring together gas exchange and the effect of light on
photosynthesis rate. The experiment will need to be left for at least 1 hour and it is important that
the bungs are fitted tightly. An alternative that often works well is placing pondweed such as Elodea
or Cabomba directly into the bicarbonate indicator solution. Less-able students will need help
structuring the conclusion (writing frames or gap fills could be used) and it is best tackled if students
are given:

o the colour changes of the indicator solution linked to the change in carbon dioxide
concentration
o the equations for respiration and photosynthesis
o a conclusion broken up into four sections, one for each tube. For each, they state
the colour change, whether carbon dioxide concentration increases, decreases or
stays the same and the rates of photosynthesis and respiration.

A common misconception is that in the light, the increased oxygen causes the indicator to turn red /
purple – students need to be clear that carbon dioxide concentration affects the colour of the
indicator.

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Activity 3: Measuring the rate of photosynthesis using pondweed

This practical offers an excellent opportunity for experimental planning. More-able students can plan
the investigation before the practical; students who find it more challenging could follow the
practical method and then plan investigations into changing the temperature or carbon dioxide
concentrations. Students should be encouraged to think of reliable methods for changing and
measuring variables.

Elodea and Cabomba are two aquatic plants that work well. The plants should be illuminated in cold
water before the experiment and a small amount of sodium hydrogen carbonate added to the water
to prevent carbon dioxide limiting the rate. The stem should be cut at an angle and can be recut if
few bubbles are emerging. The length of time that students need to count bubbles for can be varied
depending on the bubble rate – if bubble rate is rapid, bubbles can be counted for less time. If
bubble rate is too rapid to count, students can place pencil marks on a piece of paper and then count
them when finished. Students should be encouraged to consider experimental limitations, such as
the lack of heat shield or the difference in bubble size during the experiment and then suggest
improvements.

When analysing data, students could convert the distance of the lamp into light intensity. If this is
required, students should place the lamp at distances of: 135mm, 148mm, 165mm, 191mm, 233mm
and 330mm. These distances represent 6a.u., 5a.u., 4a.u., 3a.u. 2a.u. and 1a.u., respectively,
because light intensity is inversely proportional to the distance squared.

Additi onal practi cals

 Simple chromatography of plant pigments extracted from leaves such as grass, spinach or
nettles. Leaves must be fresh. If sufficient extract is made and a prism is available, the
extract can be placed into a light spectrum to demonstrate the absorption of red and blue
light.
 Demonstrating the production of oxygen by collecting oxygen gas from pondweed using a
test tube and inverted funnel. The oxygen should relight a glowing splint.
 Plant cuttings (such as from Tradescantia) can be placed into water cultures that lack a
mineral ion (page 145). Students could observe this and record the reasons for aeration and
placing foil around the flask. This will need to be prepared several weeks or months in
advance of obtaining the data.
 An alternative method for observing the effect of changing light intensity, carbon dioxide
concentration and temperature is to use a straw to cut discs from spinach leaves. The leaves
are then placed inside a 10cm3 syringe and the syringe filled with sodium hydrogen
carbonate solution. Air is removed from the leaves by placing a finger over the nozzle and
pulling the plunger hard. The time taken for the leaves to float to the surface of the solution
in the syringe can be measured under different conditions.

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