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IGCSE · Cambridge (CIE) · 0654

Distinguish phloem transport from xylem transport

Identify sucrose and amino acids as phloem cargo, including transport to growing tissues.

Section B8.1 · Xylem and phloem

Xylem and phloem · Cambridge IGCSE 0654 · B8.1

Mapped to the named 0654 section using teaching from the corresponding single-science course. A 0654-specific review of every Core and Supplement objective is still in progress. Written practice is self-checked; it does not demonstrate supervised laboratory competence or award an official Cambridge grade.

Before you begin

  • Recall sugars, amino acids and mineral ions.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What are proteins assembled from?

What you will learn

  • Identify sucrose and amino acids in phloem
  • Choose tissue from the transported material
Sucrose and amino acids move in phloem between plant parts. The source and sink, rather than a fixed downward rule, determine the route.Phloem carries organicnutrientsSucrose + amino acidsOrganic nutrientsPhloemLong-distance transporttissueGrowing / storing organsUse or store arrivingnutrients
Sucrose and amino acids move in phloem between plant parts. The source and sink, rather than a fixed downward rule, determine the route.

Organic nutrients move between organs

Phloem transports sucrose and amino acids through a plant. Photosynthetic leaves can provide sugars to organs that need them for respiration, growth or storage. Roots need organic nutrients even though they also absorb water and mineral ions.

Amino acids contribute to protein synthesis in growing cells. They are not interchangeable with nitrate ions: nitrate is a mineral nutrient, whereas an amino acid is an organic molecule made by the plant.

Use the cargo as evidence

A stated movement of sucrose from a leaf to a growing root identifies phloem. A movement of water and dissolved magnesium ions from a root towards a leaf identifies xylem. Both tissues occur in vascular bundles, so finding a bundle alone does not distinguish them.

Do not define phloem as simply “downward transport”. In Extended work, source and sink explain the direction; leaves can supply both shoots above and roots below. The tissue is identified by its transport role rather than one fixed compass direction.

Sources for this lesson

Pause and explain

Which pair is transported in phloem?

Put the idea to work

Worked example

Which tissue carries amino acids to a growing shoot, and why are they useful there?

Show the worked solution
  1. Amino acids are organic nutrients carried in phloem.
  2. Growing cells use amino acids to make proteins.

Answer Phloem carries amino acids for protein synthesis in the growing shoot.

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Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Name the tissue for each: sucrose to a root; amino acids to a bud.

Give me a hint

Both materials are organic nutrients.

Compare my reasoning
  1. Identify sucrose transport as phloem.
  2. Apply the same tissue choice to amino acids.

Both use phloem. The substances are sucrose and amino acids respectively.

Look for these in your work

  • Name phloem twice
  • Keep the two substances distinct
2 · Independent

Correct “xylem carries nitrate and amino acids because both contain nitrogen”.

Give me a hint

Chemical composition alone does not select the tissue.

Compare my reasoning
  1. Nitrate ions move in the xylem water stream.
  2. Amino acids are transported in phloem.

Xylem carries nitrate ions; phloem carries amino acids. Sharing nitrogen does not make their transport pathways identical.

Look for these in your work

  • Separate the cargo
  • Explain why the original rule fails
3 · Transfer

A root receives sucrose while a leaf receives magnesium ions. Explain why both organs can depend on transport.

Give me a hint

State a material, route and use for each organ.

Compare my reasoning
  1. The root receives phloem sucrose that can support respiration or storage.
  2. The leaf receives xylem magnesium ions needed for chlorophyll.

The root receives organic nutrients through phloem, while the leaf receives water/mineral ions through xylem. These routes connect different needs.

Look for these in your work

  • Link root cargo to phloem
  • Link leaf mineral cargo to xylem

Common mistakes

  • Calling nitrate and amino acids the same substance.
  • Identifying every downward movement as phloem without checking its cargo.
Recall without your notes

What can you explain now?

Which pair is transported in phloem?

Compare with the explanation

Sucrose and amino acids

Both are organic nutrients transported in phloem.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Give one xylem cargo pair and one phloem cargo pair; do not use direction alone.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Sciences — Co-ordinated (Double)

Course scope and assessment

This 2028–2029 pathway maps all 152 detailed subject-content sections in the published 0654 syllabus to original teaching and staged practice. It adapts teaching from the related single-science pathways and excludes clear 0610-only topics such as classification systems, human excretion, tropic responses, food supply, population dynamics, detailed pollution and biotechnology. Some explanations may include wider single-science context. A 0654-specific objective-by-objective review, Core/Supplement audit, human subject-teacher review, supervised laboratory experience and cumulative assessment remain in progress. Written practice is self-checked and does not predict an official grade. The 2025–2027 syllabus has not been reconciled here; choose the 2028–2029 syllabus only.

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