Activity Book

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Practical 10.1
Demonstration of the occurrence of tra
Practical 10.2
Design an investigation of the distribut
Practical 10.3
Measurement of the rate of transpira
potometer

Practical 10.4
Measurement of the amount of water a
potometer
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Practical 10.5
Design an investigation of the effects
Practical 10.6
Examination of the structure of roots
Practical 10.7
Examination of the vascular tissues

Practical 10.8
Investigation of the plant tissue respo

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Activity 10.1 Water sucking competition

Exercise 10

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 10.1
Demonstration of the occurrence of transpiration
Questions
1 Why are the pots enclosed in plastic bags?
ANS:  To prevent the respiration of soil
organisms and the evaporation of
soil water from affecting the results.

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 10.1
Demonstration of the occurrence of transpiration
2 What does dry cobalt (II) chloride paper
test for?
ANS:  Water. (Water turns dry cobalt (II)
chloride paper from blue to pink.)

3 Identify any liquid present on the wall of

the bell jar.
ANS:  Water.
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 10.1
Demonstration of the occurrence of transpiration
4 Do you think the same results will be
obtained if plant A is placed in the dark
rather than in bright light? Explain.

ANS:  No. Little or no transpiration will

take place in plant A because the
stomata are only slightly open or
are even closed in the dark.
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 10.1
Demonstration of the occurrence of transpiration
Conclusion
What conclusion can you draw from this
practical?
ANS:  Water vapour is released from
plant A but not from plant B.
Therefore, transpiration takes
place in the aerial parts of the
plant.
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Propose a hypothesis
1 According to the above observation, which side
of the leaf loses water at a slower rate?
ANS:  The upper side of the leaf.

2a Try to propose some hypotheses.

ANS:  The upper side of the leaf has a
lower stomatal density. Home 9
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
2b Which hypothesis in a is the most
appropriate? State your reasons.
ANS:  The upper side of the leaf has a
lower stomatal density. It is because
the upper side of the leaf is directly
illuminated by sunlight. The smaller
number of stomata helps reduce
water loss by transpiration. 10
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Design an perform an experiment
1 How are you going to record and present
the results?
ANS:  (Answer varies with the design.)

2 How can you make sure that the results are

reliable?
ANS:  (Answer varies with Ss.)
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
3 What precautions should be taken?
ANS:  (Answer varies with the design.)

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Write an experimental report
Objective
ANS:  To compare the stomatal densities
of both sides of a leaf.

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Apparatus and materials
Method 1: 1 microscope slide with
a transparent grid
1 microscope
1 green leaf (e.g.
1 pair of forceps
Zebrina)
1 cover clip
distilled water
1 microscope slide Home 14
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf

Method 2:
1 pair of forceps
1 beaker of hot water
1 freshly-picked leaf from a terrestrial plant

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Procedure (Method 1)
1. Use a pair of forceps to peel off the lower
epidermis of a leaf. Put it on a slide.
2. Mount the epidermis with a drop of distilled
water.
3. Find a portion of the epidermis which fills the
microscope’s field of vision at X100
magnification. 16
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf

4. Count the number of stomata in the field of

vision.
5. Repeat 4 for 3 times and take the average
value.
6. Repeat 1 to 5 for the upper epidermis

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf

7. Use a slide with a transparent grid of a

stated grid size to estimate the dimension
of the field of vision.
8. Calculate the stomatal densities of the
upper and lower epidermis of the leaf.
number of stomata
stomatal density =
area of the microscope’s field
of vision (mm2) Home 18
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Procedure (Method 2)
1. Immerse a leaf from a terrestrial plant
quickly into a beaker of hot water.
2. Observe carefully and compare the
amount of bubbles coming out from each
side of the leaf.
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Results
Method 1:
Area of the Number Stomatal
microscope’s field of density
of vision at X100 stomata (number of
magnification (mm2) stomata/mm2)
Upper
epidermis
Lower
epidermis
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Method 2:
More bubbles come out from the underside
of the leaf.

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
Analysis and discussion
1 Which side of the leaf has fewer stomata? Suggest
reason(s) for such distribution of stomata.

ANS:  The upper side of the leaf has fewer

stomata. The upper side is directly
illuminated by sunlight. Fewer stomata
on the upper side can reduce water
loss by transpiration. 22
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
2 Based on your reason(s) in 1, deduce and explain
the stomatal densities of both sides of a
monocotyledonous leaf which usually grows in
an upright position.

ANS:  Stomatal densities of both sides of a

monocotyledonous leaf are about the
same because both sides are exposed
to more or less the same amount of
sunlight. Back
23
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
3 In submerged plants, diffusion of gases takes
place all over the leaf surface because they
have thin or no cuticle. What do you think
about the distribution of stomata in these
plants?
ANS:  Stomata are absent as they are
not necessary.
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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
4 What do you think about the distribution of
stomata in floating plants?
ANS:  Stomata are present only on the
upper side which is in contact
with the air.

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf
5 What are the possible sources of errors in this
experiment? Suggest ways for improvement.
ANS:  (Answer varies with the design.)

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 10.2
Design an investigation of the distribution of
stomata on both sides of a leaf

Conclusion
ANS:  The upper side of the leaf has
fewer stomata than the underside.

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 10.3
Measurement of the rate of transpiration using a
bubble potometer
Questions
1 Why is it necessary to cut the leafy shoot and
fit it into the potometer under water?

ANS:  To prevent air bubbles from

entering the xylem vessels of the
plant and blocking water uptake.

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 10.3
Measurement of the rate of transpiration using a
bubble potometer
2 Explain the movement of the air bubble in
the capillary tube.
ANS:  When the plant transpires and
absorbs water, water is drawn from
the capillary tube. The air bubble
therefore moves towards the shoot
along the tube.
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 10.3
Measurement of the rate of transpiration using a
bubble potometer
3 Is the rate of movement of the air bubble a
direct measurement of the rate of transpiration?
If not, what does it indicate?
ANS:  No. The rate of movement of the air
bubble indicates the rate of water
uptake.

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 10.3
Measurement of the rate of transpiration using a
bubble potometer
4 What assumption is made in using the bubble
potometer to measure the rate of transpiration?
ANS:  The water absorbed is to replace
an equal amount of water lost by
transpiration.

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 10.3
Measurement of the rate of transpiration using a
bubble potometer
5 State the limitations of the bubble potometer
for measuring the rate of transpiration in a
whole plant.
ANS:  It measures the rate of water
uptake, rather than the rate of
transpiration. It is too small to
include the whole root system of a
plant. Home 32
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 10.3
Measurement of the rate of transpiration using a
bubble potometer
6 What is the possible source of error in this
experiment?
ANS:  The movement of the air bubble
may be affected by the friction
between the air bubble and the wall
of the capillary tube.

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 10.4
Measurement of the amount of water absorbed
and lost by a plant using a weight potometer
Questions
1 Why is a layer of oil added to the water surface
in the burette?
ANS:  To prevent evaporation of water in
the burette which will affect the
results.

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 10.4
Measurement of the amount of water absorbed
and lost by a plant using a weight potometer
2 Calculate the amount of water absorbed
and the rate of water uptake by the plant.
ANS:  (Answer varies with Ss. The amount
of water absorbed is the difference
between the water levels in the
burette before and after the
practical.)
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 10.4
Measurement of the amount of water absorbed
and lost by a plant using a weight potometer
3 Calculate the amount of water lost and the
rate of water loss by the plant.
ANS:  (Answer varies with Ss. The amount
of water lost is the difference
between the weights of the whole
set-up before and after the practical.)

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 10.4
Measurement of the amount of water absorbed
and lost by a plant using a weight potometer
4 Assume 1 cm3 of water weighs 1 g, compare the
amount of water absorbed and lost by the plant.
Give an explanation for any difference between
the two parameters.
ANS:  The amount of water lost is slightly less
than the amount of water absorbed. It
is because some of the absorbed water
is used in photosynthesis and other
metabolic activities. 37
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 10.4
Measurement of the amount of water absorbed
and lost by a plant using a weight potometer
5 Based on your answer in 4, does the rate of
water uptake equal to the rate of transpiration?
ANS:  No. As some water remains in the
plant, the rate of water uptake is
slightly higher than the rate of
transpiration.

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 10.4
Measurement of the amount of water absorbed
and lost by a plant using a weight potometer
Conclusion
What conclusion about the amount of water
absorbed and lost by the plant can you draw
from this practical?

ANS:  The amount of water lost is slightly

less than the amount of water
absorbed by the plant.
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Design and perform an experiment
1 Which environmental factor are you going
to investigate?
ANS:  Light intensity, temperature,
humidity or air movement, etc.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
2 How are you going to provide the
environmental condition in 1?
ANS:  Light intensity: use a bench lamp. /
Temperature: use a heater. /
Humidity: put the potometer in a
room without air-conditioning. /
Air movement: use a blowing fan.
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
3 What are the controlled variables in this
experiment?
ANS:  The parameters and conditions
other than the one being
investigated.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
4 What is the independent variable in this
experiment?
ANS:  The environmental factor being
investigated.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
5 What is the dependent variable in this
experiment?
ANS:  The weight of water lost as shown in
the weight potometer, the distance
travelled by the air bubble in a given
time in the bubble potometer, etc.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
6 What is the control in this experiment?
ANS:  The potometer that is put in a
laboratory with normal conditions.

7 How are you going to record and present

the results?
ANS:  (Answer varies with Ss.)
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
8 How can you obtain faster results?
ANS:  Blot dry the leaves if they are wet.
Use a shoot with more leaves.
Use a capillary tube with a narrower
bore in the bubble potometer.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
9 How can you make sure that the results are
reliable?
ANS:  Allow a few minutes for the shoot
to equilibrate before taking any
readings or ignore the first few
readings.Take the average of
several readings under the same
condition. Home 47
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
10 What precautions should be taken?
ANS:  Cut the leafy shoot and fit it into
the potometer under water to
prevent air bubbles from entering
the xylem vessels of the plant and
blocking water uptake.
(To be continued.)
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
…… continued from previous page
Seal off all connections of the potometer with
vaseline to ensure no leakage of water.
Do not allow the air bubble in the bubble
potometer to reach the end of the shoot.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Write an experimental report
Objective
ANS:  (Answer varies with Ss.).

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Apparatus and materials
2 pipettes (1cm3) 4 clamps
2 glass tubings 1 wash bottle with water
2 rubber tubings 1 scalpel
2 restort stands 1 plant with leafy shoots

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Procedure
1. Set up the
apparatus as
shown.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
2. Put the U-shaped potometer in one of the
following places, depending on the
environment factor being investigated:
Light intensity – near a bench lamp
Temperature – near a heater
Humidity – in a room without air conditioning
Air movement – near a blowing fan Home 53
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration

3. Put another U-shaped potometer in a

laboratory with normal conditions to act as
the control.
4. Allow 5 minutes for equilibration.
5. Adjust the water levels in the glass tubing
and the pipette to the same level by raising
or lowering the 2 arms of the U-shaped
potometer. Home 54
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration

6. Record the initial water level in the pipette.

7. Record the water level again after a certain
time (e.g. 15minutes).
8. Readjust the water levels and repeat with 2
more readings.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Result
Amount of water
Rate of water uptake
Condition absorbed in 15 minutes
(cm3/min)
(cm3)

Under an
environmental
condition being
investigated
In a laboratory with
normal conditions
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Analysis and discussion
1a Higher light intensity
ANS:  Stomata open wider at higher light
intensity, therefore the rate of
transpiration increases. Higher light
intensity also increases the
temperature which in turn increases
the rate of transpiration. 57Home

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
1b Higher temperature
ANS:  Higher temperature increases the
rate of evaporation from the water
film on the cell surfaces and the
diffusion rate of water vapour out
of the stomata. It also lowers the
relative humidity of the air. Hence,
the rate of transpiration increases.
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
1c Higher relative humidity
ANS:  Higher relative humidity in the
surrounding air decreases the
concentration gradient of water
vapour between the air spaces in
the leaves and the atmosphere.
Hence, water vapour diffuses out of
the leaves slower and the rate of
59 Home

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
1d Greater air movement
ANS:  Greater air movement helps remove
water vapour that has diffused out
of the stomata. This increases the
concentration gradient of water
vapour between the air spaces in
the leaves and the atmosphere.
(To be continued.)
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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
…… continued from previous page
Hence, water vapour diffuses out of the
leaves faster and the rate of transpiration
increases.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
2 What are the possible sources of errors in this
experiment? Suggest ways for improvement.
ANS:  Changing of one environmental
condition may have changed
another,
(To be continued.)

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
…… continued from previous page
e.g. the use of the heater to increase the
temperature may also have lowered the
relative humidity in the surrounding air.
Fluctuation in environmental conditions, e.g.
temperature.

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 10.5
Design an investigation of the effects of
environmental factors on the rate of transpiration
Conclusion
ANS:  The rate of transpiration increases
at higher light intensity / higher
temperature / lower relative
humidity/ when there is greater air
movement.

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 10.6
Examination of the structure of roots
Questions
1 Which structure of the root is responsible
for the absorption of water and minerals?
ANS:  Root hair.

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 10.6
Examination of the structure of roots
2 Explain how the structure of the root is adapted
to the absorption of water and minerals.
ANS:  The epidermal cells are not
covered by cuticle and thus water
can easily pass into them.
Numerous root branches and root
hairs provide a large surface area
for absorption.
(To be continued.) 66
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 10.6
Examination of the structure of roots
…… continued from previous page
The root hairs are very small structures and
can easily grow between the soil particles
and absorb the water and minerals around
them. Xylem transports the water and
minerals away and maintains a steep water
potential gradient between the root and the
soil.
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 10.7
Examination of the vascular tissues in a young
dicotyledonous stem
Questions
1 What are the functions of the xylem and
the phloem?
ANS:  Xylem transports water and
minerals in the plant.
Phloem transports organic
nutrients in the plant.
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 10.7
Examination of the vascular tissues in a young
dicotyledonous stem
2 How does the distribution of the vascular
tissues in the young dicotyledonous stem
differ from that in the root and the leaf?
ANS:  The vascular tissues in the stem,
the root and the leaf are found on
the periphery, at the centre and in
the mid-rib vein respectively.
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 10.8
Investigation of the plant tissue responsible
for water transport
Questions
1 Are the tissues stained red in the root, stem
and leaf the same? What are these tissues?
ANS:  Yes. The xylem.

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 10.8
Investigation of the plant tissue responsible
for water transport
2 Suggest ways to speed up the absorption and
transport of the eosin solution in the plant.
ANS:  Put the plant near a blowing fan.
Put the plant in bright light or near a
bench lamp.Put the plant near a
heater. Put the plant in a desiccator.
Blot dry the leaves.
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 10.8
Investigation of the plant tissue responsible
for water transport
Conclusion
What conclusion can you draw from this
practical?
ANS:  The xylem is the main tissue
responsible for water transport in
the herbaceous plant.

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Activity 10.1
Water sucking competition
Questions
1 How does water go from the glass to your
mouth?
ANS:  By the suctional force produced
by the mouth, the water moves
up from the glass to the mouth
through the long drinking straw.

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Activity 10.1
Water sucking competition
2 Is it easier to drink with a long drinking
straw or a short one?
ANS:  A short drinking straw

3 What will happen if there is a break in the

drinking straws?
ANS:  Water will not reach the mouth.

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Activity 10.1
Water sucking competition
4 Some structures in flowering plants are
similar to the drinking straws in this
activity. What are they?
ANS:  The xylem vessels.

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Exercise 10
Multiple-choice questions
Question No. Answer Question Answer
No.
1 D 6
A
2 D 7 B
3 A 8 D
4
D 9
B
5
B 10
C

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Exercise 10
Structured questions
1a Name parts A to D.
ANS:  A: Root hair cell (1m)
B: Xylem vessel (1m)
C: Spongy mesophyll (1m)
D: Guard cell (1m)

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Exercise 10
1b Explain how water enters cell A.
ANS:  As the water potential of the soil
water is usually higher than that of
the cytoplasm of cell A (1m), water
enters cell A by osmosis through
the differentially permeable
membrane (1m).

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Exercise 10
1c i What is transpiration?
ANS:  Transpiration is the loss of water
vapour from the plant surface due
to evaporation. (1m)

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Exercise 10
1c ii What are the importance of transpiration
to plants?
ANS: Transpiration provides a cooling
effect to the plants (1m). It also helps
in the absorption and transport of
water and minerals (1m).

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Exercise 10
2a How can the air bubble be adjusted to
position 0?
ANS:  Open the tap of the reservoir
slowly to let the water push the air
bubble to the right hand side (1m).
Close the tap when the air bubble
reaches the position 0 (1m).

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Exercise 10
2b What precaution should be taken in this
investigation?
ANS:  Seal off all connections with
vaseline to ensure no leakage of
water. (1m)

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Exercise 10
2c i Calculate the transpiration rates, in units
of mm h-1, under different temperatures
in the table below.
Temperature Transpiration
(oC) rate (mm h-1)
15 40
20 56
25 84
30 100
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Exercise 10
2c ii Plot the results in ci as a graph.

• Correct title (1m)

• Correct labelling
of axes (1m+1m)
• Correct scale of
axes (0.5m+0.5m)
• Correct curve
(1m)

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Exercise 10
2d What can you conclude from the experiment?
ANS:  The transpiration rate increases
with temperature. (1m)

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 Exercise 10
2e A student claims that this experimental set-up
cannot truly measure the transpiration rate of a
plant. Is he / she right? Give your reasons.
ANS:  He / she is right (1m). It is because
this experiment can only measure
the volume of water that absorbed
by the plant (1m). However, some
water absorbed is used in
photosynthesis and growth (1m).
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Exercise 10
2f i Design an investigation that can measure
the transpiration rate of a plant more
accurately.
ANS:  Prepare a weight potometer as
follows: cut a leafy shoot from a plant
and fit it into a conical flask with a
rubber stopper (1m). Open up the
rubber stopper a little bit and remove
small amount of water from the flask
(1m). (To be continued.)
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Exercise 10
…… continued from previous page
Add a thin layer of oil on the water surface in
the flask (1m). Put the apparatus on a weight
balance and record the loss of weight over a
period of time (1m).

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 Exercise 10
2f ii State any precautions needed in your
investigation.
ANS:  Cut the leafy shoot under water
(1m) and seal off all connections
with vaseline to ensure no leakage
of water (1m).

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 Exercise 10
3a What will happen to the part of stem just
above the steamed part after a week? Explain
your answer.
ANS:  This part will become swollen (1m).
It is because the hot steam kills the
phloem (1m) and make the organic
nutrients accumulate in the upper
part of the stem (1m).

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Exercise 10
3b What will happen to the plant finally?
ANS:  Since the organic nutrients cannot
be passed down to the lower part
of the plant (1m), the root cells will
die first (1m). As the roots can no
longer absorb water, the whole
plant dies eventually (1m).

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 Exercise 10
3c Suggest another method that can produce
the same result in a.
ANS:  Remove a ring of bark containing
phloem (1m), leaving the xylem
vessels intact with the stem (1m).

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 Exercise 10
3d i What is the transported form of sugar in
plants?
ANS:  Sucrose (1m)

3d ii Explain its significance.

ANS:  Sucrose is soluble in water for
easy transport. (1m) Sucrose will
not be consumed when travelling
along phloem.(1m) Home 93
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