Worksheet

2.1a Starting point activity

Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................

1. Label as many parts of the plant and flower below as you can.

2. Add any extra detail that you know about any part. The sepal has been done for you as an example.

3. Why is the wind so important for some flowering plants?

Cambridge Lower Secondary Biology

Stage 9

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 Worksheet
2.1b(1) Flower dissection
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................

You are going to dissect a flower.

Equipment: Plant, scissors, forceps, hand lens, plain paper, sticky tape, scalpel, Student’s Book and/or
secondary sources.

I am dissecting a ……………………………………………………………
A Using the forceps carefully remove the sepals and petals
from one side of the flower and stick them on your paper.
Label them.
B Draw the inside of the flower in the box on the right and
label the parts.
C Carefully remove the stamen from your flower, inspect
them with a hand lens to see if you can see any pollen,
stick them on your sheet and label them.

Ask your teacher to help you slice through

the ovary.
D Slice through the ovary and look very carefully with a hand
lens to see if you can see any ovules. Stick both parts of
the ovary onto your sheet and label them.
E Draw the different parts of your flower in the box below. Add any extra detail that you could see using your
hand lens. Label each part.
Cambridge Lower Secondary Biology
Stage 9

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 Worksheet
2.1b(2) Parts of the flower
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................

1. Label the parts of this flower.

2. Which structures of a flower make up the female carpel?

3. Which structures make up the male stamen?

4. Which part of the flower contains the female gamete(s)?

Cambridge Lower Secondary Biology

5. Where is pollen made?

Stage 9

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 Worksheet Self-pollination vs
2.1d cross-pollination
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................
You will need to use the Student’s Book and other sources, such as the internet or other reference books, to help
you complete these questions.

1. What is pollination?

2. a. Describe self-pollination.

b. Give three examples of plants which use self-pollination.

3. a. Describe cross-pollination.

b. Give three examples of plants which use cross-pollination.

Cambridge Lower Secondary Biology

4. Fill in the table below to show the advantages and disadvantages of self-pollination compared with cross-
pollination. Try and give as many points as you can for each.

Self-pollination Cross-pollination

Advantages

Disadvantages
Stage 9

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 Worksheet Wind- and insect-pollinated
2.1e flowers
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................
Which method of pollination does each plant use?

Make some notes in the box below each image to give your reasons for your decisions.

Foxtail grass Oak tree Cherry tree

Lemon tree Silver birch Tulip flowers

Cambridge Lower Secondary Biology

Stage 9

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 Worksheet
2.1f(1) From pollination to fertilisation
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................
Use information from the Student’s Book and other sources to help you explain what happens after pollination to
allow fertilisation to take place.
You should break this process down to give a step-by-step account of what happens, starting with the pollen
landing on the stigma and ending with fertilisation. Add detail to the carpel on the diagram of the flower and give
a written explanation below each image.

What is happening: What is happening:

What is happening:
Cambridge Lower Secondary Biology

What is happening: What is happening: What is happening:

Stage 9

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 Worksheet
2.1f(2) Observing pollen tube growth
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................

Apparatus
Slide(s)
Microscope
Light source
Stamen from a flower
Pollen culture solution
Sucrose solution
Measuring cylinder
Boiling tube
Forceps
Pipette
Mounted needle

Aim
You are going to observe the growth of pollen tubes.

Method
A Measure 5 cm3 of pollen culture solution using the measuring cylinder and pour it into a test tube.
B Measure 5 cm3 of sucrose solution and add it to the test tube containing the pollen culture solution. Mix
carefully.
C Using a pipette, place a drop of the culture/sucrose solution onto the centre of a clean slide.
D Carefully remove a stamen from the flower using the forceps and hold the anther over the top of the drop on
the slide.

Cambridge Lower Secondary Biology

E Using the mounted needle, rub the surface of the anther to cause some of the pollen to fall onto the drop on
the slide.
F Leave the slide for approximately 30 minutes.
G Being very careful that the drop of solution and pollen does not run off the slide, place the slide on the
microscope stage and observe using the highest power.

Analysis
Make labelled drawings of your observations.
Stage 9

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 Worksheet
2.2a Starting point activity
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................
This is a dandelion that is ready to disperse its seeds.

1. What are some different ways in which plants disperse their seeds?
Cambridge Lower Secondary Biology

2. Why do plants disperse their seeds as far as possible?

Stage 9

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 Worksheet
2.2b Seeds
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................
1. Look at the images below. What are they all examples of?

2. What do all of these items have in common?

3. Apart from appearance, what are the differences between these items?
Cambridge Lower Secondary Biology
Stage 9

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 Worksheet
2.2c(1) How do I disperse my seeds?
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................

Each of the images below shows fruits that are ready to disperse their seeds. For each species, predict how you
think the seeds will be dispersed. Once you have completed your prediction, use secondary sources to find out
how each plant does disperse their seeds and what special adaptations they have to allow this to happen.

Gorse Maple

Prediction: Prediction:

Research: Research:

Mangrove Cherry
Cambridge Lower Secondary Biology

Prediction: Prediction:

Research: Research:
Stage 9

10 © HarperCollinsPublishers 2018
 Worksheet Investigating seed adaptations for
2.2c(2) wind dispersal
Name: ......................................................................................................
Class: ......................................................................................................
Date: .......................................................................................................
In this activity you are going to investigate the adaptations of fruits that rely upon the wind to disperse their seeds.
You can investigate:
– number of wings
– area of the wings
– mass of the seed.

To start this activity, you need to know how to make a model fruit with a seed:
1. Draw two rectangles of 2 cm x 10 cm on a piece of plain paper.
2. Cut the rectangles out. These are your ‘wings’.
3. Place the wings one on top of the other. Fasten the strips together using a paper clip at one end. The paper
clip represents your seed.
4. Curl each wing outwards (away from the other one) by dragging a ruler up the paper from the paper clip to
the end. You should end up with a model that looks like the one below.

If you are going to investigate the number of wings, you simply add more ‘wings’. To investigate area, you
increase or decrease the area of your rectangles and to investigate the mass of the seed you can add more
paper clips. Remember that you must only ever change one variable.

Cambridge Lower Secondary Biology

You need to consider how you are going to test which of your seeds is the ‘best’. This could be by dropping your
fruits from a certain height and seeing how long they take to reach the ground, or you could investigate how far
away from the start point they travel when dropped. It is up to you what you measure but you must just ensure
that it is the same for each fruit.
Stage 9

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