Chapter 1

Photosynthesis and plant growth

What's it all about?

There are approximately 391 o00 different
species of plants. The forests that they create
cover over 30% of our planet.
Plants come in all shapes and sizes - from

giant sequoia trees (pictured here) that reach

over 8o m high, to tiny Wolffia plants that are
less than 2 mm tall. Whatever the size, all
plants grow by making their own food using
photosynthesis.

You will learn about:

What plants need, in order to photosynthesise
What happens to the products of photosynthesis
How plants use different minerals to help them grow
You will build your skills in
Planning investigations based on previous
knowledge and research
Making sufficient measurements to reduce error
and make results reliable
Interpreting and explaining results using scientific
knowledge and understanding

Analysing sources of secondary data and deciding

whether to use these or first-hand evidence
Comparing results and methods used by others
Chapter 1.Topic 1 Learning outcomes
To model photosynthesis,
The photosynthesis U5ng a word equation
Io learm about different
types of variables
equation f o tearn aboul repeatability
and reliability
doing tr1al
To learn about
runs

Starting point
shouldknowthat. You should be able to.
Plants use carbon dioxide and water to produce Correctly identify the variables involved in an
glucose and oxygen in photosynthesis investigation
Light is essential for photosynthesis Select the appropriate apparatus to use for an
investigation
Piant ieaves allow gases to move in and out Collect results and present them in a table or
graph

Key terms
hotosynthesis makes food
**.**********.

carbohydrate: compound
living plants need water and carbon dioxide as made from carbon,
actants to make food by photosynthesis. The food they hydrogen and oxygen.
make is glucose, which is a type of sugar (a small soluble
glucose: sugar that is
ohydrate). The other product of photosynthesis is an important source of
gen. energy made by digesting
hotosynthesis happens in chloroplasts, which trap carbohydrates (in animals)
energy from light to power the process. We can represent and by photosynthesis (in
photosynthesis using this word equation: plants).
carbon dioxide + water > glucose +oxygen photosynthesis: chermical
reaction inside chloroplasts
The oxygen passes out of a leaf by diffusion and into the air
in plant cells, which uses
or water around the plant. energy from light, carbon
When photosynthesis is occurring, the glucose is converted dioxide arnd water to
into a large insoluble carbohydrate called starch. When it produce oxygen and glucose
is dark, the starch is turned back into soluble sugars and sugar)
transported to different parts of the plant. The plant uses product the new substance
the sugars to make all the substances it needs, including
produced in a chemical
storage materials. In potato plants, for example, the sugars
reaction.
are used to make starch again, which isstored in the
potatoes. A plant's biomass is the mass of all the compounds reactant: substance that
in a plant that it has made. changes in a chemical
reaction to form a product/
products.

The photosynthesis equation

 Activity 1.1:Investigating theeffectoflight on cressseedlings
Do plants need light to grow? You have 20 cress seedlings (tiny cress plants). Plan an
investigation to answer this question.
When you are planning an investigation, it is important to think about the variables
involved. There are three different types:
The independent variable is the variable that you change in an investigation.
The dependent variable is the variable that you measure.
Control variables are the things that you keep the same in every experiment, to be
sure that they do not affect the dependent variable. There are usually many different
controf variables.

In this activity ou will learn how to produce a formal plan for an investigation. Follow
these steps.
A1 Aim Write an aim for your investigation - this should be one sentence stating what you

are ryi f i n d out.

A2edicion. itte what will happen in your investigation and explain your prediction
s , itific knowledge.
A3 Aafatietthe items to use for the investigation.
A4arate:the independent, dependent and control variables for yourinvestigation.
AS Mth 7te a step-by-step method explaining howto use the apparatus and
colecth: evidence that you need to answer the question. Safety precautions should
e me :0ned.
A6 Resuits Cieariy record your observations (for example, in a table).

Key termns

biomass: mass of all

the compounds in an
organism, which it has
made.

chloroplast. green part

of a plant cell where
photosynthesis happens,
to make glucose using
energy from light.
diffusion: overall
movement of a substance
from an area where it
is in high concentration
1.1 If you want to see the effect of light on to an area where it is
cress seedlings, you must
always use the same type of cress plants and give them the same volume in lower concentration.
of water- these control variables.
are
Diffusion does not require
energy to be added.

Photosynthesis and plant growth

 Energy and photosynthesis
1
Key terms
During photosynthesis, of the energy from light
some
is stored in glucose molecules.
Any process in which the chlorophyll green
products of a reaction store more energy than the reactants
Substance in chloroplasts
is endothermic.
that captures light,
Plants use energy from light to produce their own food and to get energy for

so we call them producers. When animals (consumers) eat photosynthesis.

plants, the energy stored in the plants' biomass is passed to
the animal. In this way energy transfers along a food chain.
consumers: organisms
that feed on other
organismns.
a) Describe what photosynthesis is. endothermic: when
b) Explain why photosynthesis is an endothermic a chemical reaction
reaction. requires energy.
c)Where does the energy for this process comne producers: organisms
that produce their own
from?
food. For example plants
Explain how a caterpillar gets all the energy it needs use light energy to
trom eating leaves. produce their own food.

where does photosynthesis happen?

ihotosynthesis happens inside leaf cells in a green plant
gure 1.3). Energy from light reaching the leaf is absorbed
a green substance called chlorophyll, which is found
nside chloroplasts.

starch
grains

1.2 Electron micrograph of a chloroplast, showing starch grains.

The photosynthesis equation

 waterproof cuticle

layer of epidermis
cells protects the leaf

tubes layer of palisade cells,

tormed from which contain many
chloroplasts for photosynthesis
xylemcells,
which carry layer of spongy cells,
water which have irregular
vein
shapes that create air
other tubes
spaces between them (to let
carry other
gases move easily)
substances pairs of guard cells create
around the
a stoma (hole) between
plant them to allow substances in
and out of the leaf

1.3A section through part ofa leaf.

Key terms
Where in a plant does photosynthesis happen? ********************* *******************

guard cell: cell that helps

.ook at figure 1.3.
form a stoma in a leaf to
a) What do you notice about the numbers of allow gases in and out.
chloroplasts in palisade layer cells and in spongy
stoma: hole in a leaf to
ayer cells?
allow gases in and out,
cells adapted in
b) Explair: why these plant are formed between twvo
this way. guard cells the plural is
-

stomata.

1.4 Cells in the leaves of a pondweed plant (left) and cells from an onion
(right), seen using a light microscope (magnification x1000).
Activity 1.2: Comparing onion cells and pondweed cells
Are all plant cells the same? Look carefully at figure 1.4- this shows cells froma
pondweed plant and from an onion using a light microscope.
A1 Describe one similarity between the two types of cells.
A2 a) Describe one structure you can see in the pondweed cells, but not in the onion cells.
b) What do you think these structures are? Explain your answer.

t e s i s and plant growth

 1
A3 What conclusion can you make from this about how these cells are adapted to their
functions?
A4 If you have a microscope available try making some slides to observe cells yourself.

For the onion slide, carefully remove a piece of skin from an onion and put it
on a slide with a drop of water, cover it with a coverslip and view it.
For the pondweed, put a single leaf on a slide with a drop ofwater, cover it with
a coverslip and view it. A single leaf may be just two cells thick.

AS Draw some sketches of each type of cell and label their parts.

Plants need water

Plants absorb all the water they need from the soil, through epidermal
cell
their roots. Root hair cells are specialised cells that have a
large surface area, so that they can absorb water quickly root hair

(figure 1.5). vacuole

Gas exchange nucleus

root
Plants have to take in carbon dioxide to use for epidermal
photosynthesis and they release oxygen as a product. cells
The gases move in and out of leaves by diffusion. 1.5 Part of a plant root
showing a root hair
Leaves have tiny holes called stomata, which allow gases to
(magnification x 1000).
move in and out. Figure 1.3 shows a stoma in
of a leaf, surrounded by two specialised guard cells. Carbon
the bottom
dioxide diffuses into the leaf and then into the plant cells,
where it is used in photosynthesis. The oxygen produced
diffuses out of the cells into the air spaces and out of the
stomata.

Guard cells can change shape to open and close the stomata.
This allows the leaf to control the movement of gases and
water loss through the stomata. In many plants, there are
more stomata on the underside of each leaf than on the top.
Water evaporates inside the leaf, and the water vapour is
then lost from the leaf by diffusion through the stomata.

guard cells in figure 1.6?

5 How many can you see

6 In what ways do gases move into and out of the

leaf? 1.6 A student put a thin layer of
clear nail varnish on the underside
List the three resources that plants need from their of a leaf, let it dry, then peeled
environment for photosynthesis. Where do they get off the layer and viewed it with
a microscope. The peeled layer
these from?
shows the shapes of the cells on
(8 In a living plant, why might some stomata be closed the leaf surface (magnification
and some open? x1000).

The photosynthesis equation 7

 can affect the rate (speed) of
1.3:Investigating how light
ymehes1s
more energy from light? Stage 8. In
when there is
photosynthesis happen faster Ihe gas relighted a glowing splint
releasing bubbles of a gas.
yot observed pondweed which is a product of photosynthesis.
that pondweed releases oxygen gas,
howng
the same result, we can be more
siire

times and always get

We
cdo an experiment many
result because it is repeatable.
We say that
on the
tiat 1he result is correct. MWe can rely
repatable results are reliable. whether the intensity
how you could investigate
Usng ihis knowiedge suggest
n c w e e d aftects the rate
of photosynthesis. You have e
(brightness) of shining n the
light stopwatch. You
ie f veter, a lamp, a metre ruleand a
access
to some pondweerl, set-up might look similar to figure 1.7.
ightchoose other apoarat

tusles pondweed
desk lan Key terms
******

stoo'natch
anomalous: result that
is very different from
beaker
what you expect based
on other results, perhaps
because you made a
10
,
mistake while recording it
Iet Fle
or something unexpected
1.7 Experiment to investigate how liyht titetntty arects the rate of
happened.
photosynthesis in pondweed.
reliable: results that
will be the same if the
A1 List aim, the apparatus to be used, any safety
an
precautions necessary, the variables and describe the experiment were to be
method for this experiment. (You can use repeated.
If your
1.1 Activity
to help.) experiment set-up is different from repeatable: results that
figure 1.7, draw a labelled diagram of i will be the same each
A2 Use the experiment in some trial time they are taken,
runs to work out:
what range of distances to when the same method
try
and equipment are used.
how long the plant should be left at a new
intensity before making any measurements. light
A3 Repeat your recordings three times with
the
each distance.
Explain why you should do this.lamp at
A4 Carry out
your planned
record your results in a investigation.
Collect and
suitable table.
AS Calculate the
mean of the
distance.
In your recordings for each
results that are calculations, do not include any
A6 Write a
anomalous (do not fit the
conclusion to explain your pattern).
your scientific knowledge and observations using
photosynthesis. understanding of
8
Photosynthesis and plant growth
Giant flower grows to
nearly 1 m widel
Rafflesia has no leaves, stem or roots. It does not need these
organs because it does not
have to make its own food or
absorb water from the soil. It is a parasite, which means
that it grows on another
plant (the host) and takes all the nutrients it needs from this
plant. The Rafflesia arnoldii plant produces the world's largest flower. This plant grows
in the rainforests of
Malaysia and Indonesia. People have found single flowers that are
90 cm wide with masses of
up to 11 kg. Rafflesia flowers give outa really bad smell,
which attracts insects to pollinate them
(see Chapter 9.2).

1.8 Rafflesia arnoldii.

eyfacts:
Photosynthesis can be modelled using a word equation:
carbon dioxide glucose + oxygen
+ water >

Photosynthesis requires energy from light. Inside

chloroplasts, chlorophyll traps some energy from light.
Gases (such as carbon dioxide, oxygen and water
vapour) diffuse in and out of open stomata.

Check your skills progress:

I candesign an investigation and write a clear plan
describing how I am going to carry it out
I can make sufficient measurements to reduce error and
make my results repeatable and reliable.
I candecide on the dependent, independent and control
variables in an investigation.
I can use trial runs to work out how to do a successful
investigation.

The photosynthesis equation 9

 Learning outcomes

Ghapter 1.Topic2
To explain the importance of
water and mineral salts for
Water a n d m i n e r a l plant growth
To describe how water
mineral salts and sugarsare
transported in a plant
.To describe the importance
of some elements found in
mineral salts

You should be able to...

Make observations during practical investigations
photosynthesis suitable table
Record results in a
watei
Piants use different types
made irom
Piants have organs
of cels
membrane, a
cei! vwell, ce!l
Plant cells have a have
and ,toplasm (some
nucleus, a vacuoie
chloroplasts

Key terms
dwate
Why do plan ************************
. ******

of the reactants in cell sap: liquid inside

Remember that water is one
vacuoles in plant cells
-

photosynthesis:
it is mainly water, with
+ water > glucose + Oxygen
carbon dioxide mineral salts
sugars and
constant supply of
water for dissolved.
So plant cells need a essential part of
Water is also an
photosynthesis to happen. the total turgid: something
that is
it forms up to 95% of
a plant and, in some plants, swollen and stiff. A plant
often rely on
mass. Plants do not
have a skeleton, and so it is tull
cell is turgid when
water for support.
of water and so becomes
their vacuoles, as cell sap.
Plant cells store a lot of water in swollen and stiff.
it is slightly
If a cell contains the correct amount of water, wilt: when a plant
When a plant cell
swollen and stiff. We say that it is turgid.
becomes limp and the
is turgid, the water in the vacuole and cytoplasm pushes
from leaves begin to droop.
outwards. The rigid plant cell wall stops the cell
bursting. push out against each other, this gives the
As cells
plant support. This means that the plant stays upright.
If a plant cell loses too much water, the vacuole shrinks
and the cell membrane pulls away from the cell wall. The
cells become or flaccid (figure
bendy When
a 1.9). plant's
cells are flaccid they do not push out against each other
and so the plant loses support. When this happens, many
plants wilt (figure 1.10).

10 Photosynthesis and plant growth

turgid flaccid
12
plant cell plant cell

vacuole
with cell sap

cytoplasm

cell wall-

cell membrane
1.10 A wilted plant.
1.9 Turgid and flaccid plant cells.

Give two reasons why a plant needs water

What word would you use to describe a plant cell full

of water?

What happens to a plant if it does not get enough

water?

Movement of water in a plant

Water enters a plant through its roots. It travels in one Key termms
direction only - from the roots to the leaves. *************** ******* ***********

evaporation: when a
Vater is carried in long tubes made of chains of xylem cells,
packed end to end. As the xylem cells become specialised, liquid becomes a gas.

the walls between them disappear. This leaves xylem cell: plant cell
they die and
hollow tubes called xylem vessels. that is adapted to form
hollow tubes to transport
Water travels to the leaves in xylem vessels. At the end of a
water
xylem vessel in a leaf, water moves into the leaf cells. Water
in the leaf
passes from the leaf cells into the air spaces
vapour (gas) then diffuses out
by evaporation. The water
through the stomata.

The movement of water through a plant (in through the

roots and out through the leaves) is called transpiration
(figure 1.11). The speed of water movement through
the plant depends on the conditions around the plant.
If the weather is windy, dry and warm, transpiration
happens quickly. On a still, damp, cold day, transpiration
is very slow.

Water and mineral salts 11

 water

water
water

water
/water
vate
Waer xylem transpiration
st d water

hair
Mater
water
water

1.11 Transpiraticn.

Movement ant
that are raai ii the oaves need to be transported Key term
Sugars and to
The are used for energy
******* *********************************.

to all paris of the :'ri

3s starch). Dissolved sugars phloem cell: plant cell
make other s u b s t a c s (such
the piär through
chains of living that is adapted to form
m o v e up and doWi
living tubes to transport
phloem cells (see Chapter 2). sugars and other
water in a plant. Substances.
Name the vess:ls that carry

that water takes from the soil

Describe the path
through a plant.

Give three factors that affect

the speed of
transpiration.

Plants that live in deserts need to reduce

the amount
(7 two plant
of water they lose from their leaves. Suggest
of water loss.
adaptations that reduce this amount

Activity 14: Investigating the rate of transpiration

How could you measure how fast transpiration happens?
the rate of transpiration in
a
1.12 shows apparatus that can be used to measure
Figure lost from the plant, a bubble
plant. The apparatus is called a 'potometer'. As water is
moves along the scale. The distance that the bubble moves allows you to work out how
much water has moved through the plant. The more water that moves through the plan
in a certain time, the faster transpiration is happening

12 Photosynthesis and plant growth

 1a
Nabi wanted to investigate the effect of air movement on
transpiration. He set up a potometer like the one in figure 1.12.
He decided to use a fan set at different distances from the potometer
to change the amount of air movement. Nabi decided to measure
how far the bubble moved up the capillary tube in 5 minutes for
rubber
each fan distance. tubing
A1 How would you find out what range of fan distances to use?
capillary
A2 Name the independent and dependent variables in the tube

investigation. bubble in
A3 Can you give three control variables for this investigation? water

A4 How many times should Nabi repeat his investigation at each

distance? Why?
Nabi collected his results and calculated the means. These are shown water

in the table.
1.12 A potometer' is
Distance of fan Mean distance used to measure the
moved by air bubble rate of transpiration.
from plant (cm)
(mm)
5 12

9 5

11

13

A5 What happens to the distance the air bubble moves as the fan gets further away?

A Write a conclusion for Nab's investigation, about how air movement affects the rate
of transpiration.
A7 Explain why changing the air movement around the plant affects transpiration.

Mineral salts and healthy plant growth

Piants need many different mineral salts to grow healthily,
and to produce flowers, fruits and seeds. Mineral salts
are dissolved in water in the soil and they enter a plant
through its roots. Different plants need different minerals in
different quantities, but there are some that all plants need.

If plants do not get the elements that they need from

mineral salts, they have deficiency symptoms. Some
examples are shown in the table.

Water and mineral salts 13

 Element (needed from Why does the plant need What happens if the plant
mineral salts) this? does not get this?
Nitrogen (from nitrate salts) To make proteins so that the Reduced plant growth
plant can grow and repair itself

Phosphorus (from For respiration and growth Reduced plant growth

phosphate salts)
Potassium (from potassium To help plants absorb and The edges of leaves turn
salts) transport water brown
Magnesium (from To make chlorophyll The plant turns yellow because it
magnesium salts) cannot make chlorophyll

What two types of substance do plants absorb

through their roots?

Howmagnesium?
could you tell if a plant is not getting enough

What do plants need nitrogen for?

Activity 1.5: Investigating minerals and plant growth

Thema wanted to investigate how different minerals affect the growth of plants. She
used duckweed plants, which grow on water.

duckweed
plants fioating

culture
solution

1.13

Thema wanted to test how well plants grew in the absence of each of the following element
nitrogen, potassium, magnesium and phosphorus. She set up six jars, half filling them with
water and then adding nutrients to each to form a culture solution, as described below.
Jar 1: water only (a control, to see what happens to the plants when none of the minera
are present)
Jar 2: water, potassium, magnesium, phosphorus (no nitrogen)
Jar 3: water, nitrates, magnesium, phosphorus (no potassium)

14 Photosynthesis and plant growth

 12
Jar 4: water, nitrates, potassium, phosphorus (no magnesium)
Jar 5: water, nitrates, potassium,
magnesium (no phosphorus)
Jar 6: water, nitrates, potassium, magnesium, phosphorus
Thema put 10 duckweed plants in each jar and then left them for four weeks. Each week
Thema collected evidence about the jars, including the area of the water surface covered
by plants, root length and colour of the plants.
A1 Explain why Thema put many plants in each jar, rather than just one plant.
A2 What would you predict the plants in each jar to look like after four weeks?
A3 What could Thema do to check that the results she collects are accurate?
A4 Thema used a report from a group of scientists to check her results.

If Thema's results differ from those highlighted in the report, which do you think she
should trust and what should she do?

illion Acr
Perfmam

sunlight

light energy
water vapour
diffuses from
plant leaves
ota roPlan
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oxygen Contalns Plat Food Supptements PLIUSHumate
Humic Acid and Medina Soil Activatur
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photosynthesis 12%
carbon moves around the| 2%Chelated Capper
plant in phloem
dioxide h e t a t e d iroa
tubes anganes Cated Magans
hotyhdenu (Mo)..

uuc Acid
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www Ww AquaSadilam
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ONE QUART (95L) NET WEIGHT 25 L3S. (1.13Kg9

Un cuarto de gaión (946mi) Peso Neto 2.5 lbras (1.3N0
water and dissolved
mineral salts enter
plant roots and move
towards leaves in
1.15 This fertiliser contains
xylemvessels
nitrogen, phosphoric acid and
potassium hydroxide.
1.14 A summary of how substances move around a plant.

Sometimes soil does not contain enough mineral salts to

support the healthy growth of all the plants rooted in it.
To overcome this, farmers and gardeners often add 'plant
food' or fertilisers to the soil. These contain mineral salts
such as nitrates, phosphates and potassium compounds. The
elements in these mineral salts help the plants to grow and
produce good quality flowers, fruits and seeds.

Water and mineral salts

 What type of compound is often found in fertilisers
to supply nitrogen to plants?

12 In figure 1.15, which are the most important

elements?

What can gardeners add to their soil to help their

plants to grow?

14 Suggest one advantage and one disadvantage for

farmers using fertilisers to grow crops.

Mineral salts from natural fertiliser

This farmer in Hlokozi, South Africa, is
cow manure on her field to
spreading decomposing
help her crops to grow. Manure is a
free resource for the farmer because she
raises cows on her farm.
It is usually rich in mineral salts
plants, such
containing important elements for
as nitrogen and phosphorus.

1.16

Key facts: Check your skills

Plants progress:
water for photosynthesis and
use
for support.
I can plan an
investigation to gather
reliable data.
Water is carried from the roots to the
I can use the data
leaves of a plant in xylem vessels. gathered in an
investigation to make a conclusion, and
The movement of water through a explain my findings using my scientific
plant is called
transpiration. knowledge and understanding.
Sugars, which are made in the leaves,
are
transported around the plant
through phloem cells.
Plants need many
in minerals
elements contained
including nitrogen,
-

phosphorus, potassium and

magnesium -for healthy growth.

16
Photosynthesis and plant growth
 End of chapter review
Quick questions
1. Which two substances in the list
below does a plant need for
a oxygen
photosynthesis? 12]

b carbon dioxide

Cwater

d glucose

2. What gas does a plant make as a product of photosynthesis?

3. Where in the
plant in figure 1.17 does most photosynthesis take place?
Choose one letter.

A 3

1.17

4. Why do plants need nitrogen?

a To make sugars

b To make proteins
cTo make fats
d For respiration
5. What word would you use to describe a plant cell that had lost lots of water,
so that the cell membrane had started to pull away from the cell wall? [11
6. What chemical reaction happens continuously in plant cells to release energy?
 Connect your understanding
7. (a) Where in a plant cell would you find chlorophyl1?

(b) Describe the function of chlorophyll.

(c) Name the element from mineral salts that a plant needs
to make chlorophyll.
(d) How would a plant appear if the element you named in part c were
not present in the soil around its roots?
8. (a) Describe the movement of gases into and out of a plant.
(2
the glucose that it makes in
(b) Give two ways in which a plant uses

photosynthesis. (2
9. Use figure 1.18 to help you answer the following questions.

0000
O0 00
palisade
o0
ayer

spongy
layer
air space

stoma-

guardcell
1.18

(a) Describe how cells in the palisade layer are adapted for photosynthesis. 21
(b) Explain the function of the guard cells. [21

(c) Where do plant cells store most of their water?

18 Photosynthesis and plant growth

10. Figure 1.19 is a photo taken using a high powered microscope. It shows a croS
section through the root of a broad bean
plant.

1.19

(a) Name structure A.

(b) Describe how A is adapted for its function.

(C)Suggest what structure B could be. 11
(d) Describe the function of B.
11. (a) VWhat is the term used to describe the movement of water through a plant? [1]
(b) Making sure that you include the keywords below, describe the
journey that water makes from the soil through a plant.

evaporate root stem leaf xylem stomata diffusion

allenge questions
2. Mira wanted to find out whether plants need water to grow. She numbered two
dishes, 1 and 2, and put some cotton wool in the bottom of both of them. Then
she put five seedlings on the cotton wool in each dish. Mira recorded the
height
of each seedling at the start of the investigation.

Mira put both dishes near a window and added some water to dish 1. She did not
add water to dish 2. Mira continued to add water to dish 1 every day, but did not
give dish 2 any water.

One week later, Mira recorded the length of each seedling again. Her results are
shown in the tables below.

Dish 1 Dish 2
Seedling Height at Height after Seedling Height at Height after
start (mm) 1 week (mm) start (mm) 1 week (mm)
10 32 10 15
9 34 10 14
3 11 15 12 16
10 33 4 11 16
5 12 35 5 9 12

End of chapter review 19

(a) Look at the tables. Are there any results that are anomalous (do not fit
the pattern)?
increase for
(b) Removing any anomalous results, work out the mean height
the cress seedlings in dish 1, and for the seedlings in dish 2. (2]
(c) height increase of the cress
Draw a bargraph to show the average
seedlings in dish 1 and dish 2. 41
(d) Using your graph, write a conclusion for Mira's investigation. [2