Chapter 11: Transport in Plants

1. An investigation into osmosis using potato cells was carried out. Cylinders of potato were cut,
dried and weighed. They were placed in test tubes containing solutions of different glucose
concentration. After 1 hour, the potato cylinders were removed, dried with tissue and reweighed.
The results are shown in the table.

Glucose Starting mass of Finishing mass of Start mass – Percentage

concentration / potato cylinder / potato cylinder / finish mass / g change in mass /
mol dm-3 g g %
0.0 12.5 14.3
0.2 11.8 13.2
0.4 12.1 11.9
0.6 12.6 11.1
0.8 11.9 8.5
1.0 12.2 7.8

(a)(i) Calculate the change in mass of each potato cylinder using the equation:

change ∈mass=start mass−finish mass

Write your answers in the table.

(ii) Calculate the percentage change in mass of the potato cylinders using the equation:

( start mass−finish mass)

percentage change ∈mass= ×100
start mass
Write your answers in the table. Some values will be positive (increases in mass) and some will be
negative (decreases in mass).

(iii) Explain why the percentage change in mass was calculated.

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(iv) Explain why the potato cylinders were dried before being weighed.

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(b)(i) Plot a graph to show the effects of changing the glucose concentration on the percentage
change in mass of the potato cylinders. Join the points with straight lines

(ii) Use the graph to determine the glucose concentration of the potato cells.

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(iii) With reference to osmosis, explain why some of the potato cylinders gained mass and some lost
mass.

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2.(a) Define the terms osmosis.

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(b) The diagrams show some onion cells. One set of cells was placed in distilled water and the other
in a concentrated glucose solution.

(i) Label the following structures on both diagrams:

nucleus, cell wall, cytoplasm, cell membrane

(ii) Complete the table by writing in A or B.

Feature of cells Diagram A or diagram B

the cells are plasmolysed
the cells are turgid
the cells are flaccid
there has been a net increase of water into the cells
there has been a net loss of water from the cells
the cells had been placed in concentrated glucose solution
the cells had been placed in distilled water
the cells began with a lower water potential than the solution
the cells began with a higher water potential than the solution

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(c) In Norway, electricity is being generated by using freshwater from rivers and saltwater from the
sea. A simple version of the method used is shown in the diagram.

Use the information in the diagram and your knowledge of osmosis to explain how force is
generated to move the electricity generator.

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4. A student investigated the loss of water from leaves.

They measured the surface areas of four leaves before placing petroleum jelly on different surfaces.

Leaf A: no petroleum jelly

Leaf B: petroleum jelly on upper surface

Leaf C: petroleum jelly on lower surface

Leaf D: petroleum jelly on both surfaces

The leaves were hung from string for 24 hours after which they were reweighed.

The results are shown in the table.

Leaf Surface area / cm2 Start mass /g Finish mass / g Change in mass / g Rate of water loss / g
per cm2 per hour
A 12 2.2 0.9
B 14 2.5 1.4
C 11 2.0 1.6
D 13 2.4 2.2

(a)(i) Calculate the change in mass of each leaf and write your answers in the table.

(ii) Calculate the rate of water loss from each leaf by using the equation:

change ∈mass( g)
Rate of water loss=
surface area ( cm ) ×time(hr )
2

(b) Suggest three factors that would need to be controlled.

1. .………………………………………………

2. .………………………………………………

3. .………………………………………………

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The student compared the upper and lower epidermis of the leaf using a microscope and drew
diagrams of both surfaces. The diagrams are shown below.

(c)(i) Label a stoma and a guard cell on the diagrams.

(ii) Use the student’s diagrams to explain why leaves A, B, C and D lost water at different rates.

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5. The diagram shows a simple potometer which can be used to measure the transpiration of plants.

(a) Explain what is meant by the term transpiration.

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The potometer was used to investigate the effect of humidity on the rate of transpiration of the
leafy shoot at two different wind speeds. The results are shown in the table.

relative humidity / arbitrary rate of transpiration / mm3 min-1

units low wind speed high wind speed
5 32 42
10 27 42
15 22 41
20 17 35
25 12 28
30 7 15
35 3 8

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(b)(i) Explain how the potometer could be used to measure the rate of transpiration.

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(ii) Plot a graph to show the effect of relative humidity and wind speed on the rate of transpiration.

(iii) Compare the effect of wind speed on the rate of transpiration at a low wind speed with high
wind speed.

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(iv) Explain the results of the investigation.

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(c)(i) Explain why the volume of water lost by transpiration may not be the same as the volume of
water drawn up the capillary tube.

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(ii) Explain what would happen to the rate of transpiration if the investigation were carried out at a
higher temperature.

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(iii) Explain what would happen to the rate of transpiration if the investigation were carried out at a
lower light intensity.

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