Plant structure and function
Aug. 4, 2005
Summary
In the lab exercise regarding plant structure and function, we examined slides containing the different kinds of roots (monocot, dicot). We labeled the parts and pointed out the different roles of each in the plant structure. Also, we examined monocot stems and dicot stems in order to familiarize ourselves with its external and internal structures. We sketched and labeled the parts of the stem and looked closely at the positions of each part. In the last part of the lab, we classified leaves into different kinds according to their leaf venation, bases of leaves, and apices of leaves. As an additional exercise, we sketched 20 animals and classified them according to phylum and class. We were also able to discover the scientific and common names of the animals. Overall, the exercises we did enabled us to familiarize ourselves with plant structure thus, gaining a better understanding for plant life and its importance.
Abbreviatons
LPO- Low power objective
HPO- High power objective
Introduction
How do plants resist being uprooted during typhoons? How do they absorb water? The answer lies on a particular plant structure, which is called the root. Basically, a monocot and a dicot root differ but also have common parts like the xylem and the phloem. Through examining the roots using the light microscope, the students would hopefully be able to understand how the root is designed to perform its vital functions. A root tip basically has 4 main regions, the root cap, the meristematic region, the region of cell elongation, and the region of cell differentiation. These parts are all essential for a root to function properly, thus further stressing its importance in t...
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...icot stem. Label and sketch its parts. Take note of the position of the vascular bundle.
Step 6
Examine a young woody dicot stem. Compare it with the young herbaceous dicot stem. What changes occurred? Label and sketch its parts.
Step 7
Examine an old, woody dicot stem. Sketch and label its parts. Compare the structure with the other dicot stems( young herbaceous and young woody).
Step 8
Examine a leaf cross section. Sketch and label its parts. Take note of the position of xylem and phloem and the other parts of the plant leaf.
Step 9
Examine the different kinds of leaves. Classify each according to the kind of leaf blades, kinds of leaf veins, Phyllotaxy, and leaf blade morphology.
Step 10
Get three leaves. Enumerate their classification according to form of leaves, base of leaves and apices of leaves.
Results
Refer to data sheet
I am going to identify the plants in each area and count them. I will
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how strong and wise the tree is by all the patterns and age marks on the tree. Rings are features that can tell
stems of Ivy, one from the part of the garden that is exposed to lots
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After distributing the seeds, place two or three fertilizer pellets into each quadrant, followed by another layer of dirt. Finish by watering quadrants. After 2-3 weeks, count the parent generation number of trichomes and record. Then, choose 25% of the hairiest plants out of the P1 population and replant their seeds following the same directions earlier on. When plants are grown, follow the same steps and count trichomes and record. Compare both sets of P1 data to F1 data to determine if evolution took
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Activities: Classroom Activities in Plant Biotechnology. The American Phytopathological Society, n.d. Web. 5 April, 2014.
By doing this experiment, I can know the physical and chemical properties of these samples. After I get my results about the physical and chemical properties of these samples, I can compare my results with the information given by the past student and identify the 5 unknown samples, finding out which sample is which substance. Hypothesis = ==
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Hypothesis: To observe cells located in an onion root tip and identify which stage of cell division the cells are in.
own roots (not just the plant kind), this meant they needed a structure that was different than
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