Suggested Answers To Practical Workbook: CH 7 Gas Exchange in Humans

New Senior Secondary Mastering Biology (Second Edition)
Practical Workbook for SBA 1B
Suggested answers to Practical Workbook

Ch 7 Gas exchange in humans
Practical 7.1 Examination of the mammalian breathing system

Questions (p. 7-2)
1
A Nose B Pharynx
C Epiglottis D Larynx
E Trachea F Bronchus
G Lung H Rib
I Intercostal muscle J Diaphragm
2
Nostrils  nasal cavity  pharynx 
larynx  trachea  bronchi 
bronchioles (in lungs)  air sacs (in lungs)
3 The air is moistened, warmed and cleaner.
4 It closes the entrance to the larynx during swallowing, thereby preventing choking.
5 It protects the lungs and the heart.
Practical 7.2 Examination of pig lungs

Results (p. 7-6)
1 Pink
2 There are two or three lobes in the left lung and four lobes in the right lung.
3 The trachea is hard. The lung tissue is soft and spongy.
 Oxford University Press 2014

-1-
4 The lungs increase in volume.
5 The piece of lung tissue floats in water.
Questions (p. 7-7)

1 It is because there are many capillaries in the lungs. The capillaries contain blood.
2 The trachea, but not the lung tissue, is supported by cartilages.
3 The lungs tissue floats in water because the air in the air sacs of the lungs gives the lung
tissue a low density.

-2-
Practical 7.3 Examination of mammalian air sacs

Results (p. 7-9)
Questions (p. 7-9)

Feature Adaptation
 Large in number  Provides a large surface area for

diffusion
 Thin walls (one-cell thick epithelium)  Reduces the diffusion distance
 Moist inner surfaces  Allows gases to dissolve in water film

for diffusion
 Lying close to capillaries  Reduces the diffusion distance
 Richly supplied with capillaries  Allows rapid transport of gases to and

(any 3) away from the air sacs, so that a steep
concentration gradient can be
maintained for diffusion
Practical 7.4 Comparison of the oxygen content of inhaled air
and exhaled air

Results (p. 7-11)
Type of air Time that the candle can burn (s)
Inhaled air 14
Exhaled air 10

-3-
Discussion (p. 7-11)

1 The time that the candle can burn inside the jar of exhaled air is shorter. It shows that
exhaled air contains less oxygen than inhaled air.
2 Some oxygen in the inhaled air diffuses from the air sacs into the blood during gas
exchange. Therefore, less oxygen is present in the exhaled air.
Conclusion (p. 7-11)

Exhaled air contains less oxygen than inhaled air.
Practical 7.5 Comparison of the carbon dioxide content of
inhaled air and exhaled air

Understanding procedure (p. 7-13)
1 Inhaled air
2 Exhaled air
Results (p. 7-13)

Type of air Colour of hydrogencarbonate indicator
Original colour Final colour
Inhaled air Red Red
Exhaled air Red Yellow

1 The hydrogencarbonate indicator in test tube B turns yellow while that in test tube A
remains red. It shows that exhaled air contains more carbon dioxide than inhaled air.
2 Some carbon dioxide diffuses from the blood to the air sacs during gas exchange.
Therefore, more carbon dioxide is present in the exhaled air.
3 Lime water. The lime water in test tube B turns milky while that in test tube A remains
clear.

-4-

Exhaled air contains more carbon dioxide than inhaled air.
Ch 8 Transport in humans
Practical 8.1 Examination of a blood smear

Results (p. 8-2)

-5-
Red blood cell White blood cell Blood platelet
Shape Biconcave disc shape Irregular shape Irregular shape
Relative Medium Large Small

size
Relative Abundant Rare Occasional

number
Questions (p. 8-3)

1 White blood cells are the largest. Blood platelets are the smallest.
2 Red blood cells are the most abundant. White blood cells are the least abundant.
3 There is less cytoplasm and therefore fewer haemoglobin molecules in the centre of a red
blood cell.
Practical 8.2 Examination of transverse sections of an artery and
a vein
Results (p. 8-5)
1

-6-
2
Artery Vein
Thickness of wall Thicker Thinner

(thicker / thinner)
Size of lumen Smaller Larger

(larger / smaller)
Questions (p. 8-6)

1 Arteries have a thicker wall which allows the arteries to withstand high blood pressure.
Veins have a larger lumen to reduce resistance to blood flow.
2 There are valves in veins but not in arteries (except in pulmonary artery and aorta).
Practical 8.3 Examination of the capillary flow in a fish tail fin

Results (p. 8-8)
1
Observation
Diameter of capillaries Similar to the diameter of a red blood cell

(compared with that of red
blood cells)
Direction of blood flow One way

(one way / two way)

-7-
Questions (p. 8-9)

1 To provide a large surface area for diffusion of materials.
To provide a large total cross-sectional area for blood flow. Blood flows slowly in the
capillaries, allowing more time for exchange of materials.
2 White blood cells can change their shape, so they can move along the narrower
capillaries.
Practical 8.4 Dissection and examination of a pig heart

Results (p. 8-14)
1

-8-
2
Water run into What happens
venae cavae Water comes out from the pulmonary arteries.
pulmonary artery Water cannot enter and no water comes out from
any vessels.
pulmonary vein Water comes out from the aorta.
aorta Water cannot enter and no water comes out from

any vessels.
3
A Anterior vena cava B Right atrium
C Posterior vena cava D Tricuspid valve
E Right ventricle F Septum
G Pulmonary artery H Aorta
I Semilunar valve J Pulmonary vein
K Left atrium L Bicuspid valve
M Heart tendon N Left ventricle

-9-
Questions (p. 8-15)

1 When water is forced through the venae cavae and the pulmonary vein into the heart, it
enters the heart and comes out as in the normal circulation. However, when water is
forced through the pulmonary artery and the aorta, it cannot enter the heart because it is
stopped by the semilunar valves.
2 The muscular wall of the left ventricle is thicker than that of the right ventricle. It is
because the left ventricle has to provide a greater force to pump blood to all parts of the
body (except the lungs), whereas the right ventricle pumps blood for only a short
distance to the lungs.
3 The muscular wall of ventricles is thicker than that of the atria. It is because the
ventricles have to provide a greater force to pump blood to the lungs or other parts of the
body, whereas the atria only pump blood to the nearby ventricles.
4 The ventricles have a thick muscular wall that enables the heart to pump blood to all
parts of the body.
Valves are present to prevent backflow of blood.
Heart tendons are present to prevent the valves from being turned inside out when the
ventricles contract.
5 The septum prevents the oxygenated and deoxygenated blood from mixing. This ensures
the blood in aorta has a high oxygen content for the body cells.
Ch 9 Nutrition and gas exchange in plants
Practical 9.1 Design an investigation of the effects of different
minerals on plant growth

Aim (p. 9-2)
To study the effect of nitrogen / phosphorus / potassium / magnesium on plant growth.
Introduction (p. 9-2)

1 Problem
How does the deficiency of nitrogen / phosphorus / potassium / magnesium affect plant
growth?
2 Principle

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To study the effect of a particular mineral on plant growth, a nutrient solution deficient in
that mineral can be used. When seedlings grow in this solution, they show deficiency
symptoms that are characteristic for the absence of that mineral.
a Identification of variables
i Whether there is a particular mineral in the nutrient solution. Prepare a
complete nutrient solution and a nutrient solution deficient in a mineral being
investigated.
ii Appearance of the seedling.
iii Time for growing the seedlings, volume of nutrient solution used, temperature
of nutrient solution, etc.
b Control
Yes. It is used to confirm that symptoms appear in the seedlings are due to the
deficiency of a particular mineral.
c Assumptions
The seedlings in different set-ups are identical.
Materials and apparatus (p. 9-4)

Item Quantity
conical flask (250 cm3) 2
healthy seedlings of the same species and 6
similar size
air pump 1
rubber tubing
cotton wool
aluminium foil
complete nutrient solution
nitrogen-deficient nutrient solution
phosphorus-deficient nutrient solution
potassium-deficient nutrient solution
magnesium-deficient nutrient solution
(All the solutions contain a fungicide)
Procedure (p. 9-4)

1 Label two conical flasks A and B.

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2 Fill the flasks with equal volumes of the following nutrient solutions:
Flask Nutrient solution
A Complete nutrient solution
B Nutrient solution deficient in a particular mineral

(Depends on the mineral being investigated.)
3 Insert three seedlings into each flask with only the roots reaching the nutrient solution.
Use cotton wool to support the seedlings.
4 Wrap aluminium foil around each flask to prevent light from reaching the nutrient
solutions. Aerate the solution in each flask.
5 Observe and record the general appearance of the seedlings, such as their height, the
appearance of their shoots and roots, the number, size and colour of their leaves, etc.
6 Put the flasks in bright light. Refill with fresh nutrient solutions every week.
7 After 2 to 3 weeks, record the appearance of the seedlings again.
Results (p. 9-5)

(Results vary with the mineral being investigated.)
Conclusion (p. 9-5)

Plants need nitrogen / phosphorus / potassium / magnesium for healthy growth. The
deficiency of nitrogen / phosphorus / potassium / magnesium results in the development of
deficiency symptoms.
Practical 9.2 Examination of the structure of leaves

Results (p. 9-7)

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External features of a dicotyledonous leaf
Transverse section of a dicotyledonous leaf
Question (p. 9-8)

The leaf is broad and flat, providing a large surface area for gas exchange. The leaf is thin.
This reduces the diffusion distance of gases. There are many air spaces among the spongy
mesophyll cells. This allows gases to diffuse freely. There are stomata on the epidermis. This
allows gases to pass into and out of the leaves freely. Guard cells are present to control the
opening and closing of stomata. Therefore, the rate of gas exchange can be regulated.

- 13 -
Practical 9.3 Investigation of the effect of light intensity on gas
exchange in plants using hydrogencarbonate
indicator
Allow the leaves to trap the maximum amount of light for photosynthesis.
Results (p. 9-10)

Tube Light condition Final colour of
hydrogencarbonate indicator
A Bright light Deep purple
B Moderate light Light purple
C Dim light Red
D Dark Yellow

1 The results show that there is a net uptake of carbon dioxide by the leaves at high light
intensity and there is a net release of carbon dioxide by the leaves at low light intensity.
When light intensity is high, the rate of photosynthesis is higher than that of respiration.
More carbon dioxide is taken in for photosynthesis than is released in respiration.
When light intensity is low, the rate of photosynthesis is lower than that of respiration.
More carbon dioxide is released in respiration than is taken in for photosynthesis.
2 Put all the tubes in a water trough.

At high light intensity, there is a net uptake of carbon dioxide by a plant. At low light
intensity, there is a net release of carbon dioxide by a plant.

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Practical 9.4 Investigation of the effect of light intensity on gas
exchange in plants using a data logger

1 To provide Hydrilla with carbon dioxide for carrying out photosynthesis.
2 To prevent Hydrilla from being heated up by the bench lamp.
3 To allow the rate of photosynthesis to become steady.
Results (p. 9-15)

Light condition Minimum pressure Maximum pressure Change in pressure
(kPa) (kPa) (kPa)
Bright light 0.07 1.21 +1.14
Moderate light 0.06 0.82 +0.76
Dim light 0.03 0.51 +0.48
Dark –0.39 0.05 –0.44

1 The results show that there is a net release of oxygen by Hydrilla at high light intensity
and there is a net uptake of oxygen by Hydrilla at low light intensity.
When light intensity is high, the rate of photosynthesis is higher than that of respiration.
More oxygen is released in photosynthesis than is taken in for respiration.
When light intensity is low, the rate of photosynthesis is lower than that of respiration.
More oxygen is taken in for respiration than is released in photosynthesis.
2 Change the distance between the bench lamp and Hydrilla.
Extended question (p. 9-16)

The volume of oxygen released per unit time. Oxygen is produced as a by-product in
photosynthesis. The volume of oxygen released per unit time can act as an indicator of the
rate of photosynthesis.

- 15 -

At high light intensity, there is a net release of oxygen by a plant. At low light intensity, there
is a net uptake of oxygen by a plant.
Ch 10 Transpiration, transport and support in plants
Practical 10.1 Demonstration of the occurrence of transpiration

To prevent the respiration of soil organisms and the evaporation of soil water from affecting
the results.
Results (p. 10-2)

Set-up Change on the inner wall Colour of cobalt(II) chloride paper
of the bell jar
Original colour Final colour
A A layer of moisture and Blue Pink

drops of liquid are formed.
B Remains clear. Not applicable Not applicable

1 Set-up A
2 The liquid is water. Transpiration takes place in the aerial part of the plant and water
vapour is released from it. The water vapour condenses into water when it touches the
cold inner surface of the bell jar.
Practical 10.2 Design an investigation of the relative abundance
of stomata on both sides of a leaf

Aim (p. 10-5)
To find out the relative abundance of stomata on both sides of a leaf.

- 16 -

1 Problem
What is the relative abundance of stomata on both sides of a leaf?
2 Principle
(Answer varies with the design.)
i (Answer varies with the design.)
ii (Answer varies with the design.)
iii (Answer varies with the design.)
b Control
No. The investigation aims to compare the abundance of stomata on the two sides of
a leaf.
c Assumptions
(Answer varies with the design.)

Method 1:
Item Quantity
beaker (250 cm3) 1
forceps 1 pair
hot water
potted plant with leafy shoots 1
Method 2:
Item Quantity
electronic balance 1
vaseline
Method 3:
Item Quantity
stop-watch 1

- 17 -
forceps 1 pair
dry cobalt(II) chloride paper
sticky tape
Procedure (p. 10-7)

Method 1:
1 Pick a leaf from a potted plant and immerse the leaf quickly into a beaker of hot water.
2 Observe carefully and compare the amount of bubbles coming out from each side of the
leaf.
Method 2:
1 Pick two leaves of similar size from a potted plant. Weigh the leaves with an electronic
balance.
2 Smear vaseline on the upper side of a leaf (A). Smear vaseline on the lower side of
another leaf (B).
3 Weigh the leaves again after one hour. Calculate and compare the percentage change in
weight of leaves A and B.
Method 3:
1 Pick a leaf from a potted plant. Use sticky tape to stick a piece of dry cobalt(II) chloride
paper to each side of the leaf.
2 Measure the time taken for the dry cobalt(II) chloride paper to reach the same colour as a
piece of moist cobalt(II) chloride paper.
Results (p. 10-8)

Method 1:
More bubbles come out from the lower side of the leaf.
Method 2:
The decrease in weight of the leaf with the upper side smeared with vaseline is larger than the
one with the lower side smeared with vaseline.
Method 3:
The dry cobalt(II) chloride paper on the lower side of the leaf changes to pink faster than the
one on the upper side.

1 The upper side of the leaf has fewer stomata. As the upper side is directly illuminated by

- 18 -
the sun, the temperature of the upper side is higher than that of the lower side. Fewer
stomata on the upper side helps reduce water loss due to transpiration.
2 (Answer varies with the design.)
3 (Answer varies with the design.)

The upper side of a dicotyledonous leaf has fewer stomata than the lower side.
Practical 10.3 Investigation of the stomatal density on the upper
and lower epidermis of a leaf

Stomata are not evenly distributed on the epidermis. Repeating the counting in different areas
and calculating the average ensures a more accurate result.
Results (p. 10-11)

Number of stomata Area of the Stomatal
microscopic density
Area 1 Area 2 Area 3 Average field of view (number of
(A1) (A2) (A3) (mm2) stomata/mm2)
Lower
(Results vary with Ss.)
epidermis
Upper
epidermis

1 The upper epidermis of the leaf has lower stomatal density. As the upper epidermis is
directly illuminated by the sun, the temperature of the upper epidermis is higher than that
of the lower epidermis. Lower stomatal density on the upper epidermis helps reduce
water loss due to transpiration.
2 Stomata are not evenly distributed on the upper and lower epidermis of the leaf.
3 Count the number of stomata in more areas of the epidermis.

- 19 -
Extended questions (p. 10-12)

a Stomatal densities on the upper and lower epidermis are similar as the upper and lower
epidermis of the leaf are exposed to more or less the same amount of sunlight.
b There are few or no stomata on the upper and lower epidermis. The leaves of submerged
plants are not covered with cuticle. Dissolved gases can diffuse directly into the leaves
through all surfaces.
c Stomata are present on the upper epidermis only as the lower epidermis is in contact with
water. Gas exchange takes place mainly through the stomata on the upper epidermis.

The stomatal density on the upper epidermis of a dicotyledonous leaf is lower than that on the
lower epidermis.
Practical 10.4 Measurement of the rate of transpiration using a
bubble potometer
To prevent air bubbles from entering the xylem vessels of the plant and blocking water
uptake.
Results (p. 10-15)

Reading 1 Reading 2 Reading 3 Average
Distance travelled
by the air bubble
(cm)
Time period (min)

(Results vary with Ss.)
Rate of movement
of the air bubble
(cm/min)

- 20 -

1 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.
2 No. The rate of movement of the air bubble indicates the rate of water uptake.
3 The amount of water absorbed is equal to the amount of water lost due to transpiration.
4 The movement of the air bubble may be affected by the friction between the air bubble
and the inner wall of the capillary tube.
Practical 10.5 Measurement of the amount of water absorbed
and lost by a plant using a weight potometer

To prevent the evaporation of water in the burette from affecting the results.
Results (p. 10-17)
Water level in the burette (cm3) Weight of the entire set-up (g)
Initial reading (Results vary with Ss.)
Final reading
(Answer varies with Ss. The amount of water

Amount of water absorbed =
absorbed is the difference between the water levels
in the burette before and after the practical.)
=
(Answer varies with Ss. The amount of water lost
Amount of water lost =
is the difference between the weights of the whole
set-up before and after the practical.)
=

1 The amount of water absorbed is slightly greater than the amount of water lost. It is
because some of the absorbed water is used in photosynthesis, growth and other
metabolic activities.

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2 Water may be present on the leafy shoot when the plant is removed from water after
cutting.
3 Blot the plant with tissue paper before making measurement.
Practical 10.6 Design an investigation of the effects of
environmental factors on the rate of transpiration

Aim (p. 10-20)
To study the effect of light intensity / temperature / wind speed / relative humidity on the rate
of transpiration of a plant.

1 Problem
How does light intensity / temperature / wind speed / relative humidity affect the rate of
transpiration of a plant?
2 Principle
A potometer can be used to measure the rate of transpiration of a plant. By comparing
the rate of transpiration of the plant under a certain condition (depending on the factor
being investigated) and under normal conditions (as a control), the effect of an
environmental factor on the rate of transpiration can be found.
i (Answer varies with the environmental factor being investigated.)
ii (Answer varies with the environmental factor being investigated.)
iii (Answer varies with the environmental factor being investigated.)
b Control
Yes. It is used to confirm that the environmental factor being investigated is the
only factor that affects the rate of transpiration.
c Assumptions
The amount of water absorbed by the plant is equal to the amount of water lost due
to transpiration.

- 22 -

Item Quantity
3
pipette (1 cm ) 1
stand 1
clamp 2
scalpel 1
glass tubing
rubber tubing
bench lamp 1
heater 1
dehumidifier 1
fan 1
plant with leafy shoots 1
Procedure (p. 10-22)

1 Set up a U-shaped potometer as shown on the right. Put
it in the laboratory with normal conditions.
2 Allow five minutes for equilibration.
3 Adjust the water levels in the glass tubing and the
pipette to the same level by raising or lowering the two
arms of the U-shaped potometer.
4 Record the initial water level in the pipette.
5 Record the water level again after a certain period of
time (e.g. 15 minutes).
6 Readjust the water level and repeat steps 3 to 5 to get
two more readings.
7 Calculate the rate of water uptake of the plant under
normal conditions.
8 Depending on the environmental factor being
investigated, put the U-shaped potometer in one of the
following places:
Light intensity – near a bench lamp
Temperature – near a heater
Relative humidity – near a dehumidifier
Air movement – near a fan
9 Repeat steps 2 to 6. Calculate the rate of water uptake of
the plant.

- 23 -
Results (p. 10-23)

(Results vary with the environmental factor being investigated.)

1 a Higher light intensity causes the stomata to open wider. The cross-sectional area for
the diffusion of water vapour from the leaves increases. Water vapour in the air
space diffuses out more rapidly through the stomata. Hence, the rate of transpiration
increases.
b Wind blows away the water vapour around stomata. This helps maintain a steep
concentration gradient of water vapour between the air space in the leaves and the
surrounding air. The rate of diffusion and therefore the rate of transpiration
increases in windy conditions.
c Lower relative humidity in the surrounding air increases the concentration gradient
of water vapour between the air space in the leaves and the surrounding air. Hence,
more water vapour diffuses out of the leaves through the stomata and the rate of
transpiration increases.
d Higher temperature increases the rate of evaporation of water from the surfaces of
mesophyll cells and the diffusion rate of water vapour out of the stomata. Hence,
the rate of transpiration increases.
2 Changing of one environmental condition may have changed another, e.g. the use of the
bench lamp to increase the light intensity may also have increased the temperature of the
surrounding air.
3 When investigating the effect of light intensity, put a beaker of water in front of the plant
to prevent the plant from being heated up by the bench lamp.

The rate of transpiration increases at higher light intensity / higher temperature / lower
relative humidity / in windy conditions.

- 24 -
Practical 10.7 Design an investigation of the effect of leaf
surface area on the rate of transpiration

Aim (p. 10-26)
To study the effect of leaf surface area on the rate of transpiration.

1 Problem
How does the leaf surface area affect the rate of transpiration of mung bean seedlings?
2 Principle
When a plant carries out transpiration, a transpiration pull is created to pull water up the
xylem vessels from the roots. If the roots are put in a dye solution, the dye will be taken
up by the plant and drawn up the xylem vessels in the stem. By measuring the rise of the
dye in the stem in a fixed period of time, the rate of transpiration can be determined.
i The leaf surface area. It can be changed by removing the leaves or covering the
leaves with vaseline.
ii The rate of transpiration. It can be determined by the rise of dye in the stem in
a fixed period of time.
iii Time for the seedlings to take up the dye, air temperature, light intensity, etc.
b Control
No. The investigation aims to study the rates of transpiration of mung bean
seedlings with different leaf surface areas.
c Assumptions
The amount of water absorbed by the seedlings is equal to the amount of water lost
due to transpiration. / The xylem vessels in the seedlings are not blocked. / The
abundance of stomata on all leaves is the same. / All stomata are open to the same
extent.

Item Quantity

- 25 -
microscope 1
microscope slide 4
cover slip 4
forceps 1 pair
Petri dish 4
beaker (250 cm3) 4
boiling tube 4
white tile 1
paint brush 1
disposable gloves 1 pair
ruler 1
carrot block 4
razor blade 1
graph paper 1
vaseline
dilute eosin solution
seedling of the same species at similar 4
stage of growth (e.g. mung bean)
Procedure (p. 10-28)

1 Remove the roots from four seedlings under water. Put the seedlings in a beaker of water.
2 Measure the length of the shoot of each seedling from its tip to the cut end.
3 Immerse the cut end of the shoot of a seedling in a beaker of eosin solution. Wait for a
certain period of time (e.g. 5 minutes) to allow the eosin solution to reach a reasonable
height in the stem.
4 Remove the shoot from the eosin solution and rinse it with water.
5 Cut a transverse section of the shoot at a certain distance from the cut end. Observe the
section with a microscope. Note any tissue stained red.
6 Repeat step 5 until a section without staining is obtained. Measure the length of the
remaining shoot.
7 Outline the leaves of the seedling on a piece of graph paper. Count the number of squares
within the outline to find out the total surface area of the leaves of the seedling.
8 Calculate the transpiration rate of the seedling using the equation below:
Transpiration rate
= Original length of the shoot (cm) – Length of the remaining shoot
(cm)
Time (min)
9 Repeat steps 3 to 8 using seedlings with different numbers of leaves smeared with
vaseline.

- 26 -
Results (p. 10-29)

Seedling Total leaf surface area Rise of eosin solution Transpiration rate
(cm2) (cm) (cm/min)
2 (Results vary with Ss.)

1 The rate of transpiration increases with an increase in leaf surface area.
2 Water may be present on the leaves of the seedlings when the seedlings are removed
from water after cutting.
3 Blot the leaves of the seedlings with tissue paper after cutting their roots under water.

The rate of transpiration increases with an increase in leaf surface area.
Practical 10.8 Examination of the structure of roots

Results (p. 10-32)
External features of a young dicotyledonous root

- 27 -
Transverse section of a young dicotyledonous root
Questions (p. 10-33)

1 Root hair. It provides a large surface area for absorption of water and minerals.
2 Numerous root branches and root hairs provide a large surface area for the absorption of
water and minerals.
The epidermis consists of one layer of thin-walled cells only. It is not covered with
cuticle and thus permeable to water. Water and minerals can easily pass through the
epidermis into the root.
Long and fine root hairs can easily grow between soil particles. They are in close contact
with soil particles. This helps absorb water and minerals around them.

- 28 -
Practical 10.9 Examination of the vascular tissues of a young
dicotyledonous plant
Results (p. 10-38)
Transverse section of a young dicotyledonous stem
Transverse section of a young dicotyledonous root
Transverse section of a young dicotyledonous leaf
Questions (p. 10-39)

1 Xylem transports water and minerals.
Phloem transports organic nutrients.

- 29 -
2 The vascular tissues in the stem, the root and the leaf are found on the periphery, at the
centre and in the veins respectively.
Practical 10.10 Investigation of the plant tissue responsible for
water transport
Results (p. 10-41)
Transverse section of the stem of a herbaceous plant
Transverse section of the root of a herbaceous plant
Transverse section of the leaf of a herbaceous plant

- 30 -

1 Yes. The xylem.
2 Put the plant near a fan. / Put the plant in bright light or near a bench lamp. / Put the
plant near a heater. / Put the plant near a dehumidifier. (any 2)

- 31 -

Suggested Answers To Practical Workbook: CH 7 Gas Exchange in Humans

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New Senior Secondary Mastering Biology (Second Edition)

Practical Workbook for SBA 1B

Suggested answers to Practical Workbook

Practical 7.1 Examination of the mammalian breathing system

I Intercostal muscle J Diaphragm

larynx  trachea  bronchi 

bronchioles (in lungs)  air sacs (in lungs)

3 The air is moistened, warmed and cleaner.

5 It protects the lungs and the heart.

Practical 7.2 Examination of pig lungs

3 The trachea is hard. The lung tissue is soft and spongy.

 Oxford University Press 2014

4 The lungs increase in volume.

5 The piece of lung tissue floats in water.

Questions (p. 7-7)

2 The trachea, but not the lung tissue, is supported by cartilages.

 Oxford University Press 2014

Practical 7.3 Examination of mammalian air sacs

Questions (p. 7-9)

 Large in number  Provides a large surface area for

 Moist inner surfaces  Allows gases to dissolve in water film

 Richly supplied with capillaries  Allows rapid transport of gases to and

Practical 7.4 Comparison of the oxygen content of inhaled air

and exhaled air

 Oxford University Press 2014

Discussion (p. 7-11)

Conclusion (p. 7-11)

Practical 7.5 Comparison of the carbon dioxide content of

inhaled air and exhaled air

Results (p. 7-13)

Original colour Final colour

Inhaled air Red Red

Exhaled air Red Yellow

Discussion (p. 7-14)

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Conclusion (p. 7-14)

Practical 8.1 Examination of a blood smear

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Red blood cell White blood cell Blood platelet

Shape Biconcave disc shape Irregular shape Irregular shape

Relative Medium Large Small

Relative Abundant Rare Occasional

Questions (p. 8-3)

Practical 8.2 Examination of transverse sections of an artery and

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Thickness of wall Thicker Thinner

Size of lumen Smaller Larger

Questions (p. 8-6)

Practical 8.3 Examination of the capillary flow in a fish tail fin

Diameter of capillaries Similar to the diameter of a red blood cell

Direction of blood flow One way

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Questions (p. 8-9)

Practical 8.4 Dissection and examination of a pig heart

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venae cavae Water comes out from the pulmonary arteries.

pulmonary vein Water comes out from the aorta.

aorta Water cannot enter and no water comes out from

C Posterior vena cava D Tricuspid valve

E Right ventricle F Septum

G Pulmonary artery H Aorta

I Semilunar valve J Pulmonary vein

K Left atrium L Bicuspid valve