Plant organs, xylem and phloem

Grade 9 Science Worksheet

Circle the best answer.

1. Read this first

   Card (textbook facts)

   group	what it does
   P	forms the outer layer of the root and reaches out as root hairs
   Q	stores photosynthetic products such as starch
   R	carries water and minerals up toward the stem

2. 1.

   Bo reads a card about three groups of cells in a root. Which tissue is group P?

   • Vascular tissue, which carries water and minerals up
   • Ground tissue, which takes in food from the soil
   • Dermal tissue, which covers and protects the root
   • Phloem, which stores starch in the root
3. 2.

   Esme reads a card about three groups of cells in a stem. Which tissue is group Q, and what does it carry?

   • Xylem, which carries water and minerals up
   • Phloem, which carries sugar from the leaves
   • Phloem, which carries water and minerals up
   • Ground tissue, which stores sugar for the stem

4. Map of a young plant (model, not to scale)

   Four boxes, the growing shoot tip, the top leaf, a lower leaf and the roots. An arrow marked sugar runs from the top leaf to the growing shoot tip. An arrow marked sugar runs from the lower leaf to the roots. Both sugar arrows run inside the phloem.

5. 3.

   Luz reads a map of a young plant. The top leaf makes sugar in the light. Where does its sugar usually go?

   • Nowhere, because the top leaf keeps the sugar it makes
   • Up to the shoot tip, because the xylem carries sugar up
   • Up to the growing shoot tip, the nearest sink
   • Down to the roots, because phloem carries sugar down
6. 4.

   “Model of a bean plant developing seeds (model, not to scale):” Pia reads a model of a bean plant that is developing seeds in pods. Which statement about the plant's sugar is correct?

   • Sugar from the roots flows to the developing seeds, which are sources
   • Sugar flows to the roots, because phloem carries sugar down to them
   • Sugar from the leaves flows to the developing seeds, which are sinks
   • Sugar from the soil flows to the developing seeds through the xylem
7. 5.

   The leaf is a source and the root is a sink. Tala reads a card of model data on the sap in one phloem tube. Which statement does the card support?

   • The root has the most sugar in its sap, because roots make sugar
   • The sugar level falls from the leaf, a source, toward the root, a sink
   • The sugar level is the same at the leaf and the root
   • The sugar level rises from the leaf toward the root

8. Model data card

   plant	stomata	water lost in 90 minutes (g)	carbon dioxide taken in (relative units)
   Plant A	open	2.4	12
   Plant B	closed	0.3	1
   Plant C	half open	1.2	6

9. 6.

   Noah reads a model data card about three matching plants. Which statement does the card support?

   • Plant C took in more carbon dioxide than Plant A did
   • Open stomata raise the water lost but leave the carbon dioxide taken in unchanged
   • The more open the stomata, the more water lost and carbon dioxide taken in
   • Plant B lost the most water but took in the least carbon dioxide
10. 7.

    Zee reads a graph of model data on dyed water in two celery stalks. Which statement does the graph support?

    • At minute 30 the dye was 4.5 cm higher in the stalk with leaves
    • At minute 30 the dye was 4.5 cm higher in the stalk without leaves
    • At minute 30 the dye was 6 cm higher in the stalk with leaves
    • The stalk with leaves moved the dye faster because its cells pump harder

11. Use this

    Investigation card (model data). Question: does the brightness of light change how much water a plant gives off? Changed: the brightness of the light on three matching bean plants (dark, dim or bright). Measured: the water that collects in a clear bag around the leaves of each plant, in mL, after 2 hours. Kept the same: the size of the plants, the bags and the room temperature. Results table: Light | Water collected (mL): dark | 1; dim | 3; bright | 7.

12. 8.

    Jun's class reads an investigation card about water given off by plants. What did the class change on purpose?

    • The size of the bags
    • The brightness of the light
    • The temperature of the room
    • The water collected in the bag

13. Use this

    Investigation card (model data). Question: does the number of leaves on a cut stem change how much water the stem takes up? Changed: the number of leaves on each cut stem (2, 4 or 6). Measured: the drop in the water level of each jar, in mL, after 1 day. Kept the same: the size of the stems, the jars, the starting water, a thin layer of oil on the water and the room. Results table: Leaves | Water level drop (mL): 2 | 3; 4 | 6; 6 | 9.

14. 9.

    Milo's class reads an investigation card about cut stems in jars. What did the class measure?

    • The starting amount of water
    • The drop in the water level of each jar
    • The number of leaves on each cut stem
    • The size of each jar

15. Use this

    Investigation card (model data). Question: does the lower surface of a leaf have more stomata than the upper surface? Changed: which surface of the leaf is counted, upper or lower. Measured: the number of stomata counted in one view under a microscope. Kept the same: the leaf, the size of the view and the microscope setting. Results table: Surface | Stomata counted: upper | 12; lower | 48.

16. 10.

    Ren's class reads an investigation card about stomata. Which change would make the test unfair?

    • Counting the upper surface first and the lower surface second
    • Using one microscope setting for both surfaces
    • Counting the lower surface in a larger view than the upper surface
    • Writing both counts in the same results table