Objectives:

After performing this exercise, the students are expected to:

1. Learn and recognize the other forms of system that perform special functions.
2. Differentiate specialized stem from true plant roots.
3. Value the economic importance of specialized stems.

Materials:

ach group of students shall !ring the follo"ing:

1. #inger, dayap or pomelo stem "ith throrns, onion !ul!, stic$ plant, s%uash and
amplaya stems "ith tendrils, potato tu!er, $ang$ong plant, and "ater lily. &utha,
2. 'encil and coloring materials.

Procedures:

1. xamine the morphological structures of the specimen. #i(e the emphasis on their
special function as stem.
2. )dentify the specialized function performed !y each specimen.
3. *omplete the ta!le for this purpose.
+. Dra" the specialized stem on the spaces pro(ided for each category. *olor your
dra"ing.

Observation:

*omplete the ta!le for this purpose. Dra" the specialized stem and color.
SPECIMEN NATURE OF SPECIALIE!
STEM
SPECIALIE! FUNCTION
#inger ,hizome -ood storage
.ang$ong plant
Dyap/pomelo stem0thorn1
2nion
3tic$ plant
3%uash and ampalaya stem
'otato
&utha, stra"!erry, 4ermuda
3ugar cane

"enerali#ation:





$%
&uestion 'or Researc(:

1. Descri!e the follo"ing
a. ,hizomes


!. *orm


c. 4ul!


d. 3pines


e. 5endrils


f. 3tolon


g. 5u!er


2. #i(e the morphological and physiological definition of stem.









3. 6hat are stem crops7










$)

!ra*in+:

Dra" the specimen sho"ing the specialized stem.
,hizome 4uoyant
3pines *orm

$,

$-
5endrils 3tolon
5u!er 'hotosynthetic stem
,unners -ood storage
xercise no. 13

LEAF MORP.OLO"/

Leaf is the main food8ma$ing organs of almost all plants. 5he t"o main parts of the
leaf are the !lade and the petiole or leafstal$. 5he !lade is the flattened, expanded portion
of the leaf and is usually green in color !ecause of the presence of the many chloroplast
containing cells. 5he petiole is tu!ular structures that connects the !lade and the stem.
)nside the petiole are (ascular !undles, xylem and phloem that conduct the ra" materials
and food manufactured in the lea(es. 3ome leaf !lades are needle li$e, as in fine 0pinus1,
or scale li$e, as in cypress 0*upressures1. &ostly, food manufacture occurs in the !lades,
and much of this food goes through the phloem of the phloem of the petiole and to other
parts of the plant or in their fruits, roots, seeds, roots, seeds, stem, and e(en in the lea(es
themsel(es. 6ater and minerals mo(e into the !lade through the xylem of the petiole.

Variations in plant are highly (isi!le on their lea(es. Variation manifests on the leaf
size, shape, texture and color. Lea(es (ary in appearance among plants. &any are o(al,
!ut others are shaped li$e arro"heads, feathers, hands, hearts, or any num!er of other
o!9ects. :o"e(er, most lea(es can !e di(ided !y three groups according to their !asic
shape. 0114road lea(es are the type of lea(es that most plant ha(e. 5hese lea(es are fairly
"ide and flat. 'lants that ha(e such lea(es include maple and oa$ trees, pea plants, and
rose!ushes. 021;arro" lea(es are long and slender. ;arro" lea(es gro" on grasses.
#rasses include not only la"n grasses !ut also !arley, corn, oats, "heat, and other cereals
grasses. Lilies, onions, and certain other plants also ha(e narro" lea(es. 031;eedle lea(es
gro" on firs, pines, spruces, and many other cone8!earing trees and shru!s. ;eedle lea(es
resem!led short, thic$ se"ing needles. A fe" other $inds of cone8!earing plants
including certain cedars and 9unipers, ha(e scale8li$e lea(es.

T(e Part o' a Lea'

&ost lea(es ha(e t"o main parts: 011 5he !lade and 021 5he petiole, or leafstal$. 5he
lea(es of some $inds of plants also ha(e a third part called the stipules

5he !lade or lamina, is the !road, flat part of the leaf. 'hotosynthesis occurs in the
!lade, "hich has many green food8ma$ing cells. Leaf !lades differ from one another in
se(eral "ays. 5he chief differences are in: 011 3hapes 021 5ypes of edges,031 5ypes of
apexes 0+1 5ypes of !ases, 0<1 'atterns of the (eins, and 0=1 ;um!ers of !lades per leaf.

5he types of shapes are: linear, lanceolate, o!long, elliptical, o(ate, o(ate8cordate,
deltoid,
3upatulate, o!lanceolate, o!o(ate, o!cordate, ruminate, auriculate, hastate and peltate.

5he types of edges or margin are: entire, serrulate, serrate, dou!le serrate, dentate,
spinatedentate, crenulate, sinuate, scalloped, and or!icular.
5he types of apices are acuminate, acute, o!tuse, truncate, retuse, emarginated,
o!cordate, cuspidate, and macronate. $0
T12e o' venations: Netted and Parallel

5ypes of lea(es according to num!er of !lades per leaf: simple0one !lade per leaf1
and compound0se(eral leaflets per leaf1.

a. 5ypes of compound leaf: palmately compound and pinnately compound.

!. 5ype of pinnately compound: pinnate, pinnate trifoliate, !ipinate0dou!le compound1,
e(en pinnate, odd pinnate.

Objectives:

After performing this exercise the students are expected to:

1. ,ecognize the diffence forms of lea(es and their (ariation.

2. ,ealized the importance of lea(es to man$ind and the ecosystem.

3. Appreciate the importance of foliage to !eautification.

Materials:
1. Lea(es of the follo"ing specimen: !am!oo, u!e, rice, corn, s%uash, o$ra, coconut,
duhat, gua(a, caimito, camachile, papaya, camote, cassa(a, castor !ean,gumamela, atis,
saresa, guya!ano, acacia, achuete, onion, lang$a, narra, mahogany, ga!i, malunggay,
santan, !ottle!rush, neem tree, talisay, !ang$a8!ang$aan.

2. Lea(es of your choice.03>1

3. Lea(es assigned !y you instructor.03>1

Procedure:

1. 4ring at least thirty lea(es of lea(es of different plants a(aila!le in the campus or in
the students? respecti(e community. 4ring the specimen "hile still attached on the stem.

2. @sing the figures on a Appendix D8l, examine and classify your specimen !ase on the
shape, margin, apices, !ase, types of (enation, and num!er of !lade per leaf.

3. xamine each specimen and complete the ta!le as you classify them.

+. Dra" one specimen for each type of leaf form, apex, !ase and margin.
$3
Observations:
,ecord your data !y completing the ta!le as you classify the specimen.


$4
"enerali#ation:

S2eci5en Monocot6
!icot
7anation Si52le6
Co52ound
Arran+e5ent in
t(e ste5
S(a2e6
For5
Mar+in A2e8 9ase Petiol
1.
2.
3.
+.
<.
=.
A.
B.
C.
1>.
11.
12.
13.
1+.
1<.
1=.
1A.
1B.
1C.
2>.
21.
22.
23.
2+.
2<.
2=.
2A.
2B.
2C.
3>.
31.
32.
33.
3+.
3<.



&uestion 'or Researc(:

1. xplain "hy some plants ha(e red / yello" lea(es. Are they performing
photosynthesis too7


2. Differentiate monocot leaf.


3. 6hat are the ad(antages and disad(antages of !ig lea(es for the plant7


+. Descri!e / explain / illustrate or define:

a. 3tipules


!. Ligule


c. Auricle


d. 'arted


e. 'eltate


f. 3essile


g. 3piral
h. Dou!le compound


i. 'almately compound
CB

CC








1>>






1>1





1>2





1>3
xercise ;o. 1+
INTERNAL STRUCTURE OF T.E LEA7ES


5he leaf !lade has !oth an upper and lo"er epidermis, "hich form relati(ely
"aterproof layer !ecause of the cuticle present or the outer surfaces of the cells and the
lac$ of intercellular spaces. Cutin: a fatty material, is secreted !y the epidermal cells,
"hich are the guard cells. 4et"een each pore is a stomata. 5hese openings "hich may!e
present in !oth epidermal layers 0although usually more fre%uent or more numerous in
the lo"er epidermis in dicotyledonous plants1, pro(ide path"ays for gaseous exchange
!et"een intercellular spaces "ithin the leaf and the external atmosphere.

4et"een the epidermal layers is parenchyma tissue, the mesophyl, "hich is usually
arranged in t"o layers in dicotyledonous plants. 5he layer !eneath the upper epidermis is
the 2alisade la1er, "hich consist cylindrical cells "hose long axes are right angles to the
epidermis, although usually, only one layer of the cells is present, this is influenced !y
en(ironmental conditions, and many lea(es "hen expose to the sun tend to ha(e palisade
layer se(eral cells thic$ness. 4et"een the palisade layer and the lo"er epidermis is a
mass loosely arrange irregular shaped cells that comprise the s2on+1 la1er;
All cells of the mesophyll contain numerous chloroplast. 5he intercellular spaces of the
t"o layers form a continuous path"ay through "hich molecule or "ater molecules may
diffuse from atmosphere to cells !y "ay of stomata, or (ice (ersa.

xtending throughout the mesophyll are stands of (ascular tissue, the leaf (eins, "hich
ramify and interconnect, forming net"or$ "ithin the leaf. *ollechyma is often present on
one or more !oth sides of the larger (eins, and this pro(ides some mechanical support to
the lea(es. 5he num!er of (eins and their profuse !ranching ensure that the location of
the many leaf cells is the (icinity of some (ascular tissue. 5hese cells of the !undle
sheath are elongated, parallel "ith the course of the (ascular !undles and extended to the
end, completely enclosing the terminal tracheids. )t is %uite li$ely that the !undle sheath
is concerned "ith conduction:
1>+

Objectives:
After performing this exercises, the students are expected to:

1. Learned the internal structures of the lea(es.
2. @nderstand ho" the leaf components and its arrangements "or$ during
photosynthesis and exchange gases.
3. ,ealized the impotence of lea(es to man$ind and the ecosystem.
&aterials:
1. 'repared slide of cross section of a monocot leaf and a dicot leaf.
2. &icrosecope
3. pencil and coloring materials
Procedures:
-ocus the entire upper and lo"er epidermis of a monocot and dicot leaf under lo"
po"er o!9ecti(e 0L'21. 5a$e note the palsade and spongy arrangement of cells in the
upper and lo"er epidermis respecti(ely. 5o ha(e full (ie", mo(e the slide to sidethe
entire o!9ect.
Dra" and la!el the parts of internal structure of the leaf as you o!ser(e it in the
microscope.

Observation:

Dra", la!el and color the internal structures of a dicot and monocot leaf.

"enerali#ations:




%<0


&uestions 'or Researc(:
1. Differentiate the internal structures of a dicot and monocot leaf.


2. #i(e the relationship of palisade layer 0cell arrangement1 to photosynthesis and
the spongy layer to exchange of gases.


3. Descri!e and the gi(e importance of the follo"ing:
a. 'alisade layer


!. 3pongy layer

c. #uard cell


d. 3tomates


e. &esophyll


f. *hloroplast





1>=

!ra*in+:


5he internal structures of monocot leaf

5he internal structures of dicot leaf

1>A
xercise ;o. 1<
SPECIALIE! LEA7ES
Aside from food ma$ing, some lea(es ha(e special functions. 3uch specialized
lea(es are used for 011protection, 021storage, 031support, 0+1attraction, 0<1a!sorptions,
0=1reproduction, and 0A1 added photosynthesis.
Protective leaves include !ud scales, pric$les, and spinesD !ud scales are specialized
lea(es that protect the young, unde(eloped tissues of the !ud. 'ric$les and spines are
sharp leaf structures that protect the plant from !eing eaten.
Stora+e leaves most plant store food in their roots or stems. 4ut some plants ha(e special
lea(es that hold extra food. 2nion and tulips !ul!s, for example, consist mainly short, fat
storage lea(es called !ul! scales. &any plants that gro" in dry places ha(e tic$ lea(es
that store "ater.
Su22ort 5endrils are slender, "hipli$e structures that help clim!ing plants in place. 5hey
"rap around t"igs, "ires and other solid o!9ects. Among many clim!ing plants,
specialized lea(es ser(e as tendrils. -or example, clim!ing garden peas ha(e compound
lea(es in "hich the upper leaflets are threadli$e tendrils.
9racts gro" 9ust !elo" the !lossoms of certain plants. &ost !racts are smaller in shape
than a plants regular lea(es. A fe" $inds of plants, such as poinsettia, !ougain(illea and
musaendas ha(e large, sho"y !racts. 5hese !racts loo$ li$e part of the flo"er , !ut
actually they are not.
Insert=Ca2turin+ Leaves6 Absor2tion *arni(orous 0meat Eeating1 plants, such as the
4utter"orth, pitcher plant, sunde" and (enus?s8flytrap ha(e lea(es that capture insects
although they also ha(e features that attract, trap, and then digest insects. A plant "ith
insect8capturing lea(es gro" in "etlands, "here the soil contains little nitrogen. 5hey
o!tain this necessary nutrients from the capture insects.
Additional photosynthesis. 'hotosynthesis is primary function "hich occurs in the !lades.
:o"e(er, some lea(es de(elop leaf li$e petioles or stipules that increase the food ma$ing
process.
,eproduction 3ome plants reproduce through lea(es. Ad(entitious roots de(elp in their
margin as in the case of $ata$ata$a. :o"e(er, other produce roots at the petiole of leaf
cuttings, such as african
1>B
Objectives:
After performing this exercise, the students expected to:
1. learn other function of lea(es aside from photosynthesis and transpirationD
2. determine and descri!e the specialized lea(es performing special
functionsD
3. propagate plants !y leaf cuttings.

Materials:
1. Dili"ari", 3a!ila, #arden peas, 'oinsettia, !ougain(illea, Dona aurora,
'itcher plant, %uiapo, "ater lily, .ata$ata$a, pomelo.
2. 2ther plants aside !y your instructor.

Procedures:
1. xamine each specimen and o!ser(e the lea(es "ith conspicuous
appearance.
2. *omplete the ta!le for this purpose.
3. Dra" and color the specimens.

Observations:
SPECIMEN LEAF
MO!IFICATION
SPECIALIE!
FUNTION
PART MO!IFIE!









%<$
Activities 'or Researc(:
1. Descri!e (arious types to modified lea(es.


2. xplain the importance of modified lea(es for the plants.


3. Descri!e pitcher plants


+. Define / xplain the follo"ing:


a. specialized lea(es


!. thorns


c. tendrils


d. poc$et lea(es







%%<

!ra*in+s:


"arden 2eas Poinsettia6 bou+ainvillea !ona aurora


%%%

Pitc(er 2lant &uia2o6 *ater lil1


>ata?ata su(a


112
xercise ;o. 1=
FLO@ER MORP.OLO"/
-lo"ers contain the reproducti(e parts of flo"ering plants. -lo"ers de(elop from
!uds along the stem plant. 3ome $inds of plants produce only one flo"er, !ut others gro"
many large clusters of flo"er. 3till others, such as santan and daisies, ha(e many tiny
lea(es from a single, flo"erli$e head.
&ost flo"er ha(e four main parts: 011 the calyx,021 the corolla,031 the stamens, and
0+1 the pistils.

5he enlarge portion of the flo"er stal$, to "hich the (arious flo"er parts are attached,
is called the recepta!le. 5he sepals and petals are not directly concern "ith reproduction
and are accessory parts of the flo"ers, "hile the essential parts are the stamens and the
pistils.
As the flo"er !ud enlarges and unfolds the outermost "horl parts the sepals, open out
to expose the more sho"y, colored part the petals. 5he sepals are ussualy green and
leafli$e and ser(e to protect the more delicate tissues that are de(eloping "ithin the !udD
the sepals are collecti(ely are term the calyx. )n many plants there are glandular
nectarines at the !ase of the petal. 5he s"eet li%uid secreted !y these nectarines is called
nectar. 5he petals collecti(ely are term the corolla, "hile the term perianth refers to !oth
sepals and petals.
5he androecium is made up of the stamens, each consistingof a slender filaments 0or
stal$1 and an enlarge portion called the anther. 6ithin the anther the pollen grains are
formedD the s"ollen, sac li$e portions are actually micro sporangia.

)n the central portion of the flo"er is the pistil, consisting of the stigma a the tip, an
elongated style, and the !ul!ous o(ary of the !ase. 'ollen lands on the stigma, the pollen
tu!e gro"ing through the inter(ening tissues into the o(ary, "hich contain the o(ule. 5he
seed is enclosed "ithin the o(ary and latter structures de(elops into the fruits of the
flo"ering plants. 5he pistil is composed of one carpels in the garden pea 0'isum1,
"hereas a compound pistil consist of t"o or more fused carpels, in the lily. 5he pistils
collecti(ely are termed, the gynoecium.
An incomplete flo"er lac$ or more of the floral organs. An imperfect flo"er lac$s of
one essential organ 0pistil or an anther1. -lo"ers may!e staminate, as the tassel flo"ers of
corn that form ears lo"er do"n on the stem. Fea mays produces !oth $inds of flo"ers are
om the same plant, a monoecius condition. A plant such as papaya is dioecious, !ecause
staminate and pisillate flo"ers are produced on separate plant of that species.
-lo"er cluster are called inflorescences. 5his may differ in he num!er of flo"er
!orne, the se%uence of the flo"er maturation, the length of flo"er stal$, the num!er and
arrangement of the floral !ranches or peduncles.
113
5he t"o main $inds of inflorescence are indeterminate and determinate. )n the
indeterminate inflorescence, !uds are produced and flo"er from the !ottom to the top of
the stem. 5hus, the lo"er flo"ers on the stem are older than the upper ones. )n another
type of indeterminate inflorescence, the flat8topped inflorescence, all the flo"ers are at
a!out the same le(el. )n this type, the outer flo"ers are older than the inner ones.
)ndeterminate inflorescences include the raceme,corym!, um!el, head, panicle, and
spi$e. )n a raceme, each flo"er is on a short stal$ called a pedicel. 5he lily of the (alley
and snapdragon ha(e racemes. 5he outer flo"ers ha(e longer pedicles than the inner
flo"ers. 5he um!el also is flat8topped, and its pedicleare all attached at the same point.
'lants "ith um!els include the carrots and the dill. 'lants "ith heads, such as the thistle
and sunflo"er ha(e many small nonpediceled flo"ers tightly pac$ed on the spanded top
of the stem. 5he panicle is li$e the raceme except the pedicels !ranch, as in oats and
many grasses. 3pi$es to racemes except the flo"er lac$ pedicels.
)n the determinate inflorescence or cyme, the !ud at the tip of the stem de(elops into a
flo"er, stopping the gro"th of that stem. Additional flo"ers can de(elop only on side
!ranches. 5he central flo"ers of each inflorescence is the oldest.
A third $ind of inflorescence is the thyrse, this is a mixed arrangement "ith the main
stem indeterminate and the side !ranches determinate.
Objectives:
After performing this exercise, the students are expected to:
1. Learn and recognize the !asic and accessory parts of a flo"er.
2. *lassify flo"ers of different plant species.
3. ,ealize the importance of flo"ers to plant propagation, landscaping and
decoration.
Materials:
1. ,azor !lade, dissecting set, hand lens.
2. -lo"er of the follo"ing specimen: acacia, gumamela, orchids, euphor!ia,
!ougain(illea, saresa, cadna de amor, sampaguita, gladiola, sunflo"er, rice,
9asmine, !anana, $aturay, s%uash, rose, gua(a, !ottle !rush, mayana,
3. -lo"ers in the campus.
Procedures:
1. #roup the specimen into t"o, simple, and compound flo"er.
2. #roup the students into <82>.
3. ach group "ill classify fi(e 0<1 inflorescence and 01>1 simple flo"ers, !y ans"ering
the ta!le for this purpose.
+. "ith the use of dissecting set, expose and examine carefully the internal plants.
<. -ill up the ta!le !elo".
=. Dra" and la!el the parts of a typical complete flo"er.
11+
"enerali#ation:
3peci
men
ssential
parts
Accessor
y parts
3exuality 3ymmetry #ender *omposition
'
i
s
t
i
l

A
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t
h
e
r

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e

1
2
3
+
<
=
A
B
C
1>
11
12
13
1+
1<
1=
%%0
&uestion 'or researc(
1. xplain "hy aall complete flo"er is a perfect flo"er, !ut not all perfect flo"ers
are complete flo"er.
2. #i(e fi(e examples of irregular flo"ersD complete flo"ers and imperfect flo"ers
3. 6hy are petals colorful7
+. Descri!e or define the follo"ing:
a. 3imple flo"er
!. *ompound flo"er
c. 'erianth
d. #ynoecium
e. Androecium
f. 'ollen tu!e
g. 3tyle
11=
!ra*in+:
Co52lete Flo*er Irre+ular 'lo*er
!eter5inate in'lorescence indeter5inate in'lorescence
%%4
E8ercise No; %4
FRUIT CLASSIFICTION
-ruit, the seed8!earing structure of flo"ering plant, de(elops from the o(aries of the
flo"ers. An o(ary is hallo" structure near the !ase of a flo"er. )t may gold one seed or
more depending on the species of the plant. 4ased on this description, eggplant patola
and s%uash are all fruits. &ost nuts are actually fruits, so are the edi!le portion of such
(egeta!les as s%uash, upo, and patola.
5he "all of an o(ary of a mature fruit "here the seed is fully de(elop, has three
layers. 5he outer layer is called the exocarp, the middle layer is $no"n as the mesocarp,
and the inner layer is the endocarp. 5he three layers together are called the pericarp.
-ruits may !e grouped into t"o main groups: 011 simple fruits and 021compound fruits. A
simple fruit de(elop from a single o(ary, and compound fruits de(elops from t"o or
more o(aries.
3imple fruits are !y far the largest group of fruits. 5hey are di(ided into t"o types,
depending on "hether their pericarp is fleshly or dry. -leshy simple fruits include most of
the seed !earing structures that are commonly called fruits. 5here are three main $inds of
these fruits: 011 !arriers, 021 drupes, 031 pomes.
4arriers ha(e an entirely fleshy pericarp. 4otanists classify !ananas, !lue !erries,
grapes, green pepper, mus$melons, oranges, tomatoes, and "atermelons as !erries. 3ome
!erries, including "atermelons and mus$melons ha(e a hard rind. 3uch fruits are called
pepos. 2ther !erries including the citrus fruits ha(e a leathery rind. 5hey are called
hesperidiums. ,asp !erries, stra"!erry and most of other fruits commonly name as
!erries are actually compound fruits.
Drupes ha(e an exocarp that forms a thin s$in. 5he endocarp de(elops into a stone
or pit, "hile the mesocarp is fleshy. 3uch fruits includes apricots, cherries, peaches, and
plums.

'omes are fleshy fruits "ith a paper li$e core. Apples and pears are pomes.
Dry simple fruits include the pods of the !ean plant, the mil$"eed, the pea plant and
the locust treeD the grains of the corn, rice, and "heat plants: and nuts. 4otanists regard
nuts as single8seed fruits "ith a hard pericarp called a shell. 5he seed is the edi!le part. A
corns, chest nuts and hazelnuts are true nuts. 4ut many so called nuts are classed
other"ise !y !otanists. -or example almonds are the seed of drupes.
11C

Observation:
-ill up the o!ser(ation that !est descri!e the fruit.
S2eci5en Si52le Co52ound Edible
Portion
Perdicar2
Fles(1 !r1
A++re+ate Multi2le
!e(iscent Inde(iscent
9
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1
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Activities and Researc(:

1. Differentiate fruits from (egeta!les.
2. xplain "hy some fruits ha(e no seeds
3. xplain "hy fruits are important part of human diet.
+. ;ame at least fi(e 0<1 $no"n for there (itamins and minerals.
<. Define/ xplain the follo"ing:
a. 'ericarp
!. 2(ule
c. 3eeds
d. parthenocarpic fruit
121
!ra*in+s:
3imple fruit
*ompound fruit
122
!ra*: color and identi'1 t(e s2eci5en; "ive t(eir En+lis( and scienti'ic na5es;
%),
%)-
%)0
E8ercise No; %B
STRUCTURE SEE!S
3eeds is the specialized part of the plant that produced a ne" plant. )t contains an
em!ryo 0partly de(eloped plant1 that consist immature root and stem. A seed also a
supply of stored food and protecti(e co(ering.

3eeds de(elop from structures called o(ules, "hich are in the flo"ers or in the cones
of a plant. 3eeds are di(ided into to t"o main groups, enclosed seed and na$ed seed.
nclosed seed are produce !y angiosperms. 5heir o(ules are enclosed !y an o(ary
structures "ithin the flo"er. As the seed ripens, the o(aries enlarge and form a fruit,
"hich pro(ide protection or the de(eloping seed. ;a$ed seeds are produced !y
gymnosperms. 5rees and shru!s produce o(ule in the upper surface of the scales form
their cones. #ymnosperms has no o(aries, the reasons "hy their seed are not enclosed
during de(elopment. :o"e(er, the scales of the cones close "hen the seeds are ripen and
it pro(ide protection for the seeds at the same time.
3eeds consist of three parts: 011 the em!ryo, 021 the food storage tissue, and 031 the
seed coat. 5he em!ryo is the part of seed from "hich the mature plants de(elops. )t
contains the parts that de(elop into the primary root to gro", then the stem and the first
lea(es of the ne" plant. 5he em!ryo has one or more specialized leafli$e structures called
cotyledons. Angiosperms ha(e either one or t"o cotyledons. 5hose "ith one cotyledons
are called monocotyledon or monocots. Angiosperms "ith t"o cotyledons are called
dicotyledon or dicots. #ymnosperms ha(e t"o to eight cotyledons. 5he cotyledons
a!sor! and digest food from the food storage tissue of the seed. )n angiosperm seed, this
tissue is called the endosperm. 5he cotyledons of some dicotyledonous seeds %uic$ly
a!sor!s all the food in the endosperm. 5he cotyledon then store the food that the em!ryo
needs for gro"th. )n gymnosperm seeds, food is stored in tissue called the
megagametophyte. 5he sead coat ca(ers the em!ryo and the food storage tissue and
proects them from in9ury, insects, and loss of "ater. 3eed coat range from thin, delicate
layers of tissue to thic$ though co(erings;
Objectives:
After performing this exercise, the students are expected to:
1. Learn the different parts of seedD
2. *ompare and contrast the monocot and dicot seedD
3. ,ecognized the structures of seeds of different plantsD
+. ,ealized the importance of seed for the sur(i(al of man$indD
Materials:
1. 3eeds monocot plant, corn or rice.
2. 3eeds of dicot plant, mongo or s%uash.
3. 3eeds of common fruits, (egeta!les and ornamental plants.
12=
Procedures:

)nternal &orphology

1. 3oa$ the mongo and corn seeds in clean "ater o(ernight.
2. 'repare a median section of pre(iously soa$ed corn grain. )mmerse the cut surfaces
in iodine solution. 5he endosperm, "hich contain starch, react "ith the iodine
solution "hereas the em!ryo does not.
Dra" the cut surfaces of corn seed, differentiating the em!ryo from the endosperm.
La!el the parts of the em!ryo. La!el also the fused pericarp and seed coat.
3. After soa$ing, select a mongo seed "ith partially ruptured seed coat. ,emo(e the
seed coat, lea(ing !ehind the entire em!ryo. *arefully split "ide open the t"o
cotyledons to expose the em!ryonic axis. Dra" a gro"ing mongo seed.
xternal &orphology

+. 'ut in one container the seed assigned to each mem!er of the group. *lassify the
seeds "hether dicot or monocot. )dentify the plant from its seed.
<. Dra" each specimen.
Observation:
1. Dra" gro"ing monocot and dicot seed. *olor and la!el the parts.
*orn seed &ongo seed
12A
2. Dra" and identify each seed specimen. 6rite the scientific name.
12B
12C
13>
"enerali#ation:
&uestion 'or Researc(:

a. xplain "hy the endosperm, "hich contains starch, reacts "ith the iodine
solution "hereas the em!ryo does not.
!. xplain h" do plant disperse. #i(e the different methods of seed dispersal.
c. xplain the methods that hasten up germination of "ax coated seeds, atis,
for example.
d. Descri!e / explain / illustrate or define:
i. micropyle
ii. hillum
iii. plumule
i(. cotyledon
i(. hypocotyls
(. radicle
(ii. epicotyl


131
xercise ;o. 1C
P.OTOS/NT.ESIS
During the second meta!olic stage of photosynthesis $no"n as *22 or *al(in
cycle, the car!ohydrate "hich are synthesized are meta!olized into a sugar or
starch. 3ucrose is synthesized in the systole "hile starch meta!olism occurs in the
chloroplast. Variegated *oleusp. 0mayana1 lea(es suita!le for this exercise "hich
aim to demonstrate the necessity of chloroplast in photosynthesis. 5he region of the
!lades to"ards the midri! is yello" to cream since it is deficient in chlorophyll,
"hile the rest of the !lade is solid green as it contains chlorophyll in chloroplastids.
5he iodine test for the presence of starch is used to determined "hether the
photosynthesis is ta$ing place.
Objective:
After performing this exercise, the students are expected to:
1. Demonstrate the necessity of some factors in photosynthesis,
2. Learn the factors affecting the rate of photosynthesisD
3. ,ealized the relationship of sunlight and pigment in photosynthesisD
+. Appreciate the role played !y photosynthesis in food production for
man$indD
Materials:
1. &ayana 0;ote: potted (ariegated 0green and creamy1 mayana to !e used
this exercise must ha(e !een exposed under !right light for at least
se(eral hours !efore the start of the exercise1.,
2. 4ean seed, 0 ;ote: !ean seed must !e germinated 2 "ee$s !efore the
conduct of this exercise. .eep the potted !ean plant in the dar$ or in the
!ig !o>x and co(er it "ith a dar$ cloth.1
3. hydrilla
+. 'apaya lea(es
<. *olored pencils, forceps, test tu!e, 'etri dish, "ater !ath, dropper, paper
clip, car!on paper !ea$er, chromatographic paper, cor$ stopper
=. 1>> ml. ethanol, sol(ent containing C<G parts petroleum ether and <
parts acetone
A. )odine reagent, a%ueous solution of potassium iodide
'rocedure:
1. *hlorophyll
1. 5a$e a leaf from the plant and ma$e a s$etch and indicate the color
(ariegation. @se a colored pencil. 2n the other hand, shading or stippling
can !e done instead the color.
2. :old the petiole "ith forceps and immerse the leaf !oiling "ater until some
pigments are extracted. &a$e a second s$etch of the same leaf.
3. 'ut a leaf in a test tu!e containing C<G ethanol and place the test tu!e in a
"arm "ater !ath until other pigments are extracted.
+. &a$e a third s$etch of the leaf then put in a 'etri dish and put drops of
iodine reagent on the leaf to test presence of starch.
<. &a$e a fourth s$etch of the leaf. ;ote the region gi(ing a positi(e result to
starch test.
2. Light
A
1. 0;ote: !ean seed must !e germinated 2 "ee$s !efore the conduct of this
exercise. .eep a potted !ean plant in the dar$ or in a !ig !ox and co(er it
"ith a dar$ cloth1
2. After +B8A2 hours co(er and clip one or t"o lea(es "ith car!on paper. 2ther
lea(es must !e left unco(ered.
3. 5hen expose the plant under light condition for <81> hours.
+. Detach one co(ered leaf and one unco(ered leaf. *hoose lea(es "hich
approximately of the same size and test for the presence of starch.
<. 'ut the leaf separately in 2 test tu!e containing C<G ethanol and place the
test tu!es in "arm "ater !ath until pigment are extracted.
=. "hen the lea(es !leach, remo(e the test tu!e and place each leaf in a 'etri
dish and using a dropper, apply dilute solution of iodine in an a%ueous
solution of potassium iodide on the leaf.
4
1. )mmerse a healthy hydrilla shoot "ith its cut end to"ards the open end of the
tu!e containing tap "ater
2. xpose your set up under sunlight and o!ser(e the around 1>81< minutes.
;ote that !u!!les "ill emanate from the surface of the lea(es and from the
cut end of the shoot.
133
3. *ount the num!ers of !u!!les coming from these surface and form the cut
end for one minute
+. 5hen, go to a shaded place and count the num!er of !u!!les for the same
period.
<. *ompare the num!er of !u!!les coming from the lea(es in the shaded "ith
those that come out under sunlight.
=. Dra" the set up.
3. 3eparation of pigments
*hlorophyll is located in the thyla$oid mem!ranes of the chloroplast and is
al"ays associated "ith t"o other types of pigments, the yello"8orange carotenes and the
yello" xanthophylls $no"n collecti(ely as carotenoids. *hlorophyll a, and !, and
carotenes and xanthophylls are separated !y means of their different solu!ility in (arious
sol(ent.
1. #et < mature papaya lea(es cut the !lades or lamina into small pieces.
2. #rind mortar to o!tained a dar$ green extract.
3. 'our the extract into a small !rea$er.
+. *ut a piece on line filter or chromatographic paper the "idth of "hich
should !e such that it does not touch the sides of the test tu!e that "ill !e
used.
<. 'lace 283 drops of the extract at a!out the middle poin in a region of the
paper 182 cm from the !asal end. 5he extract must !e concentrated in a
small as possi!le point of the paper. Let first drop dry !efore you apply the
next 283 drops.
=. :ang the paper on the !asal end of a cor$ stopper or strong tape. 3olely,
lo"er the strip of paper into the test tu!e containing approximately 38< ml of
a sol(ent.
A. 5hen the test tu!e must !e plugged "ith the cor$.
B. o!ser(e the rise of the sol(ent and the separation of the pigment. 6hen the
sol(ent has tra(eled a!out 1 to 2 cm. from the top of the strip, carefully ta$e
out the strip o the paper from the tu!e and hang it. Let it dry.
C. 6hat colors and their corresponding pigments are found in the
chromatograph7 6hich is the least solu!le 0 mo(es slo"est 1 and most
solu!le 0 mo(es farther up the strip 1 pigment7
13+
Observations:
A. C(loro2(1ll
13<
4. Light
*. 3eparation of pigments
"enerali#ation:
%,3
Activities 'or Researc(:
1. 6hat is a (ariegated leaf7
2. 6hat is the purpose of !oiling the plant7
3. :o" does your fourth dra"ing different or the same as your first dra"ing7
+. 6hy is it necessary to do step 37
13A
xercise ;o. 2>
RESPIRATION
,espiration ta$es place in the cells of all li(ing things. Aero!ic respiration
in(ol(es the oxidation of organic su!stances, the reduction of molecular oxygen
and the production of energy stored mostly in adenosine triphosphate 0A5'1 and
some escapades and dissipated as heat. 5he o(erall chemical reaction is:
*=:122= H =22 =*>2 H =:22 H 3=83B molecules of A5' H heat
energy
)t in(ol(es release of *22 production of "ater and loss of dry "eight of
respiring tissue.
Objective:
After performing this exercise, the students are expected to:
1. @nderstand the process of respiration in plants.
2. Differentiate aero!ic respiration from anaero!ic respirationD
3. Learn the product of respirationD
Materials:
1. &ongo seed soa$ed o(ernight
2. thermos !ottle, cor$ to stopper, thermometer, test tu!e, !ea$er, card!oard
3. <G formaldehyde, !arium hydroxide
Procedure:
A; ,ealize of heat during respiration
1. -or t"o or three days !efore the la!oratory period, the mongo seeds
soa$ed o(ernight should !e place in thermos !ottle.
2. @sed a piece of cor$ to stopper in the !ottle through "hich thermometer
"ill !e inserted such as the thermometer !ul! is co(ered !y the mongo
seed.
3. Another thermos !ottle "ill !e prepared to ser(ed as control containing
!oiled mongo seeds soa$ed o(ernight in <G formaldehyde.
+. ta$e the initial temperature and su!se%uent temperature e(ery 2< minutes
for 283 hours.
<. @se the ta!le !elo"
=. Dra" the set up.
13B
9; ,elease of *22 in ,espiration
1. 3uspend a fe" germinating mongo seed in a test tu!e and support them
"ith cotton, then in(ert the test tu!e o(er a small !ea$er saturated !arium
hydroxide.
2. 5hen co(er the !ea$er "ith a clean paper or thin card!oard to a(oid *22
from outside to enter the setup.
3. A control "ill also !e prepared containing !oiled seeds. 'recipitates "ill
!e.
+. explain your result.
<. dra" the set up.
Observation:
,elease of heat during respiration
5emperature Li(ing seeds Dead seed
)nitial temperature
2
nd
3
rd
+
th
<
th
=
th
"enerali#ation:
%,$
Activities 'or Researc(:
1. xplain the results that you get on only differences in the temperature.
2. Differentiate aero!ic respiration from anaero!ic respiration.
3. 6hy farmers dry their ne"ly har(ested rice grains7
1+>
xercise ;o. 21
TRANSPIRATION
5ranspiration is a process in "hich "ater e(aporate from the plant?s surfaces. 5he
"ater (apor is lost primarily from the stomates of lea(es. A large tree may transpire as
much as 1< liters of "ater daily through its stomates.
2!ser(e in the early morning as you come to class the exudation of "ater droplets
on tips of grass lea(es and in tip of margin of other her!aceous dicot. 6hen more "ater
enter the lea(es than is lost during transpiration, the excess "ater is forced to escape as
li%uid "ater in hydathodes.
Observation
After performing this exercise, the students are expected to:
1. understand transpirationD
2. differentiate transpiration from respirationD
3. learn to protect plants, fruits and (egeta!les !y reducing the rate of
transpiration
&aterials:
1. 2 potted tomato plant or !ean plant.
2. plastic sheet
3. string
+. "eighing scale
'rocedure:
A. 6rapping method of measuring transpiration
1. @se a pre(iously "ell8"atered potted tomato plant or !ean plant that you
germinated "ee$s !efore you start this exercise.
2. 6rap the pot "ith plastic !ag and tie the string around the stem.
3. 5hen co(er the aerial part of the plant including the stem "ith another plastic !ag
and seal it carefully.
+. 2!ser(e the set8up o(er a period of 2+8haours.explain your o!ser(ation.
<. 6hy do you need to seal the plastic !ag or tie a string around the plant7
=. Dra" the set up.
1+2
4. 6eighing of method of measuring transpiration
1. 6rap the pot "ith plastic sheet and tie a string around the stem.
2. 6eigh separately t"o potted plants. ,ecord the initial "eight.
3. xposed one pants for 3 hours. 6eigh the potted plant e(ery 3> minutes.
+. -ill up the ta!le to record your o!ser(ation
<. 3$etch the set up.
Observation:
A; 6rapping of method of measuring transpiration
xplain and s$etch your o!ser(ation.
9; 6eighing of method of measuring transpiration
Plant Initial
@t in
+ra5s
%
st
Readin+
,< 5in a'ter
Initial
readin+
)
nd
readin+
a'ter ,< 5in
readin+
,
rd
readin+ a'ter
,< 5in readin+
-
t(
readin+
a'ter,< 5in
readin+
0
t(
readin+
a'ter ,<
5in
readin+
3
t(
readin+
a'ter ,<
5in
readin+
E82osed
s(aded
1+2
xposed plant shaded plant
"enerali#ation:
Activities 'or Researc(:
1. 6hat is photometer7
2. #i(e the limitation of using the photometer method of measuring
transpiration.
3. xplain the importance of refrigeration and pro(iding of shades to ne"ly
har(ested fruits and (egeta!les
1+3
xercise ;o. 22
"ENETICS
#enetics is the study of heredity. )t is the passing on of characteristics from
parents to their offspring. 5hese characteristic are determined !y tiny units called genes,
"hich are present the cells of all organisms. #enes determine most physical traits, such as
general !ody !uilt, eye, hair and s$in color. 2ther inherited traits include !lood type,
color !lindness, and (arious diseases hair, and s$in color. 2ther inherited traits include
!lood type color !lindness and (arious diseases.
'henotype is the physical or chemical expression of genes. 'henotype can !e
o!ser(ed (isually or chemically. 5he genetic constitution of organisms inherited from
his/her parents is the genotype.
Objectives:
After performing this exercise, the students are expected to:
1. Learn ho" the characteristic of parents are transferred to offspring.
2. @nderstand the process of impro(ing the %ualities of plants.
3. 3ol(e genetic pro!lem.
Materials:
'encil
'rocedures:
@sing the punnet s%uare, sol(e the follo"ing pro!lems.
1. )nheritance of a single pair of characteristic: among the A character in peas
studied !y &endel "as plant height. &endel?s coss !reed !et"een pure or
homozygous tall, "hich resem!le one of the parents. 5he tall character is
called dominant character and the d"arf character that pails to appear in the
f1, is $no"n as recessi(e character. 5he pure or homozygous tall strain is true8
!reading !ecause it contains genetic short constitution. )f the -1 is pollinated
!y he parents that is pure !leeding d"arf, "hat $inds of offspring "ill !e
produce and in "hat portion7
@se 5 to represent the gene for tallness and t d"arf ness in your ans"er in a
form of diagram.
1++
2. )nheritance of t"o pairs of characters: across is made !et"een t"o plants
differing in t"o characters of peas studied !y &endel. 2ne parent is
homozygous for !oth of the dominant characters "hile the other parent is
homozygous for !oth of the recessi(e characters. An example is a cross
!et"een homozygous tall, homozygous round seeded plants "ith
0homozygous1 d"arf, 0homozygous1 "rin$led seeded plant. )n this called a
dihy!rid cross, "hat is the phenotype and genotype of the offspring of the
second generation 0-21 and their proportion or ratios. 3ho" the crosses in a
diagram li$e "hat you did in ;o.1
3. 5race a family trait !ac$ to se(eral generation. 3ho" this in your family tree
and present in a chart "hich you call the pedigree. xamples: ear "a comes
into distinct types. A person has either one of this pair of contrasting rate of
the earlo!e.
,epresent each characteristic "ith color.
2!ser(ation:
A. monohy!rid
1+<
4. dihy!rid
*. pedigree
1+=
#eneralization:
Acti(ities for ,esearch:
Define the ff.
1. Alleles
2. 2ffspring
3. *ross !reeding
+. !ac$ crossing
<. in !reeding
=. :y!ridization
A. masculation
B. Dominant
C. recessi(e
1>. #enotype
11. 'henotype
12. *hromosomes
1+A