Plant organs, xylem and phloem

Grade 9 Science Worksheet

Circle the best answer.

1. Read this first

   Use this

   Card (textbook facts), 3 rows. Columns: group, what it does. P, covers the outside of the leaf and controls gas exchange. Q, carries water, minerals and sugars through the leaf. R, is where photosynthesis happens and supports the veins.

2. 1.

   Ari reads a card about three groups of cells in a leaf. Which tissue is group Q?

   • Dermal tissue, which covers and protects the leaf
   • Vascular tissue, which carries the three materials
   • Ground tissue, which is the site of photosynthesis
   • Xylem, which carries the sugars to the leaf

3. 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

4. 2.

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

   • Phloem, which stores starch in the root
   • Ground tissue, which takes in food from the soil
   • Vascular tissue, which carries water and minerals up
   • Dermal tissue, which covers and protects the root
5. 3.

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

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

6. 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.

7. 4.

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

   • Down to the roots, because phloem carries sugar down
   • Up to the shoot tip, because the xylem carries sugar up
   • Up to the growing shoot tip, the nearest sink
   • Nowhere, because the top leaf keeps the sugar it makes
8. 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 sugar level falls from the leaf, a source, toward the root, a sink
   • The sugar level rises from the leaf toward the root
   • The root has the most sugar in its sap, because roots make sugar
   • The sugar level is the same at the leaf and the root

9. 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

10. 6.

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

    • Open stomata raise the water lost but leave the carbon dioxide taken in unchanged
    • Plant C took in more carbon dioxide than Plant A did
    • Plant B lost the most water but took in the least carbon dioxide
    • The more open the stomata, the more water lost and carbon dioxide taken in
11. 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 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
    • At minute 30 the dye was 4.5 cm higher in the stalk with leaves

12. 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.

13. 8.

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

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

14. 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.

15. 9.

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

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

16. 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.

17. 10.

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

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