The structure and diversity of angiosperms. The structure and diversity of angiosperms Download workbook diversity of angiosperms

TOPIC

OPTION

PLANTS PARTS

A) sieve tubes

B) Plug C) Stomata

D) core

D) Vessels

E) tubers

G) Root crops H) Lentils

FUNCTIONS

1) Protective

2) Transport (conductive)

H) Reserve

4) Gas exchange

TOPIC

OPTION

The structure and diversity of angiosperms

PLANTS PARTS

A) Sieve tubes B) Peel

C) Stoma D) Core

D) Vessels of the stem E) Lentils

G) Root crops

FUNCTIONS

1) Spare

2) Transport (conductive)

H) Gas exchange

4) Protective

Exercise

Answer

Exercise

Answer

Exercise

Answer

Tasks

Answers

job number

Verifiable results

subject

Metasubject

Describe the role of the endosperm

Highlight the main, essential features of concepts. Compare objects based on known characteristic properties

Highlight the main, essential features of concepts, generalize concepts

Highlight the main, essential features of concepts.

Highlight the main, essential features of concepts. Build logical reasoning and draw conclusions

Describe the structural features of the leaf

Highlight the main, essential features of concepts.

Describe the structural features of the stem

concepts.

Highlight the main, essential features

concepts.

Describe the structure of a flower

Highlight the main, essential features

concepts.

Describe the modification of the roots

Build logical reasoning and draw conclusions

Describe the structure of the seed

Describe the structural features of the leaf

Highlight the main, essential features of concepts. Correlate the structure of a natural object with its schematic drawing

Highlight the main, essential features of concepts. Classify information according to given criteria. Build logical reasoning and establish relationships

Biological text analysis

Work with textual information. Highlight the semantic components of the text. Plan the text

job number

Verifiable results

subject

Metasubject

Describe the structure of the seed

Highlight the main, essential features of concepts, generalize concepts

Describe the structure of the seed

Highlight the main, essential features of concepts.

Describe the role of parts of the embryo

Highlight the main, essential features of concepts. Compare objects based on known characteristic properties.

Describe the modification of the roots

Highlight the main, essential features of concepts. Compare biological objects based on known characteristic properties

Describe the structural features of the roots

Highlight the main, essential features of concepts.

Describe the structural features of the roots

Highlight the main, essential features of biological concepts. Compare biological objects based on known characteristic properties

Describe the structural features of the stem

Highlight the main, essential features of concepts

Identify essential features of biological objects. Compare objects based on known characteristic properties.

Characterize the structural features of the stem in connection with the functions performed

Highlight the essential features of concepts. Compare objects based on known characteristic properties

Describe the features of fruit formation

Describe the structure of the seed

Identify essential features of biological objects. Compare environmental factors based on known structural features. Build logical reasoning and draw conclusions

Describe the structure of the seed

Highlight the main, essential features of concepts. Correlate the structure of a natural object with its schematic drawing

Describe the structural features of the leaf

Highlight the main, essential features of concepts. Correlate the structure of a natural object with its schematic drawing

Establish relationships between plant parts and their functions

Highlight the main, essential features of concepts. Classify information according to given criteria. Build logical reasoning and establish relationships"5" - 80-100% of the maximum score;

"4" - 60-80%

"3" -40-60%;

"2" - less than 40%

Current page: 1 (total book has 11 pages) [accessible reading excerpt: 8 pages]

Font:

100% +

V. V. Pasechnik
Biology. Variety of angiosperms. 6th grade

How to work with the textbook

Dear friends!

This year you will continue to get acquainted with biology - the science that studies wildlife. You have in your hands a textbook that will become your guide to the diverse and wonderful world of living organisms. You will learn about the structural features, life processes, diversity and classification of angiosperms, as well as their role in nature and human life.

The text of the textbook is divided into chapters and paragraphs. You can find the section you need in the title. Read the chapter title, introductory text, and information about what you will learn and learn. This will help you understand what material you need to pay special attention to.

Questions are placed at the beginning of each paragraph to help you remember what you have learned so far. This will allow you to better understand and assimilate new material.

Terms and plant names to remember are printed in italics.

Carefully examine and study the illustrations, read the captions to them - this will help you better understand the content of the text.

At the end of each paragraph, on a blue background, are placed the main concepts that you need not only to remember, but also to be able to explain.

You can check how well you have learned the material you read by answering the questions at the end of the paragraph. After them, tasks are given that are mandatory for everyone. This applies to the “Think” section, which will help you learn how to analyze the studied material, and the “Assignments” section.

A necessary condition for the successful mastery of biological knowledge is the performance of laboratory work. Laboratory work, as a rule, is performed in the classroom, using instructions, tasks and questions for them.

The textbook also contains descriptions of seasonal observations in nature.

Helpful Hints

1. When preparing for homework, think about what you might need besides a textbook.

2. Reading the text, correlate it with the illustrations that are in the paragraph. Pay attention to key concepts and information highlighted in the text.

3. Think about how the material being studied can be useful and be used in your life.

4. Make your own outline of a paragraph in a notebook or on a computer in the form of text or a diagram. The abstract should contain the main thoughts, terms and conclusions.

5. Doing homework and preparing a message, use additional literature and Internet resources.

6. Remember that the success of the work depends entirely on your desire, perseverance, dedication and perseverance.

We wish you success!

Chapter 1

Angiosperms, or Flowering, are the group of the most highly organized plants. Their organs are divided into vegetative and reproductive.

Vegetative(from the Latin word "vegetativus" - plant) the organs make up the body of the plant and carry out its main functions, including vegetative reproduction. These include root and shoot.

reproductive, or generative(from the Latin word "generare" - to produce), organs are associated with the sexual reproduction of plants. These include a flower and a fruit with seeds.

In this chapter you will learn

About the external and internal structure of the organs of a flowering plant, about their modifications;

On the dependence of the structural features of a flowering plant on the environment;

On the role of flowering plants in nature and human life.

You will learn

Recognize the organs of a flowering plant;

Establish a connection between the structural features of an organ and its environment.

§ 1. Structure of seeds

1. What plants have seeds?

2. What is the role of seeds in plant life?

3. What advantages do seeds have over spores?

The life of a flowering plant begins with a seed. Plant seeds differ in shape, color, size, weight, but they all have a similar structure.

The seed is made up of peel, germ and contains a supply of nutrients. The embryo is the germ of the future plant. The nutrient reserve of the seed is located in a special storage tissue - endosperm(from the Greek words "endos" - inside and "sperm" - seed). In the embryo distinguish germinal root, stalk, bud and cotyledons. The cotyledons are the first leaves of the plant embryo. Plants that have one cotyledon in the embryo are called monocots. Monocots include wheat, corn, onions and other plants.

In beans, peas, apple trees and many others, seed embryos have two cotyledons. These plants are called dicot.

The seeds of many plants, such as wheat, onion, ash, have a small embryo. Almost the entire volume of their seed is occupied by storage tissue - the endosperm. In others, like the apple tree, the almond, on the contrary, by the time the seed ripens, the embryo grows so much that it displaces and absorbs the endosperm, from which only a small layer of cells remains under the seed coat. In a pumpkin, bean, arrowhead, chastukha, a mature seed consists only of an embryo and a seed peel. In such seeds, the supply of nutrients is located in the cells of the embryo, mainly in the cotyledons.

(Fig. 1). Complete laboratory work, examining large bean seeds.

Rice. 1. The structure of the seeds of dicotyledonous plants

The structure of the seeds of dicotyledonous plants

1. Examine dry and swollen bean seeds. Compare their sizes and shapes.

2. On the concave side of the seed, find the scar - the place where the seed is attached to seed stalk.

3. There is a small hole above the scar - micropyle(from the Greek words "micros" - small and "pyle" - gate). It is clearly visible in the swollen seed. Air and water enter the seed through the micropyle.

4. Remove the shiny dense peel. Examine the fetus. Find the cotyledons, germinal root, stalk, kidney.

5. Draw a seed and label the names of its parts.

6. Find out which part of the bean seed contains the nutrients.

7. Use your textbook to find out in which parts of the seed other dicotyledonous plants store nutrients.

The structure of the seeds of monocots(Fig. 2). Seeds of monocot plants have a different structure. Consider it on the example of cereal seeds (wheat, rye, corn).

Rice. 2. The structure of the seeds of monocots

Wheat seed is dressed in golden yellow leathery pericarp. It is so tightly fused with the seed coat that it is impossible to separate them. Therefore, it is more correct to say not a seed of wheat, but a fruit called grain.

The structure of a grain of wheat

1. Consider the shape and color of a grain of wheat.

2. With a dissecting needle, try to remove part of the pericarp from the swollen and dry grains. Explain why it doesn't work.

3. Examine the caryopsis cut along the length with a magnifying glass. Locate the endosperm and embryo. Using the drawing of the textbook, study the structure of the embryo.

4. Draw a grain of wheat and sign the names of its parts.

5. Using the textbook, find out what structural features the seeds of other monocots can have.

Seeds of other monocots, such as onion, lily of the valley, also have endosperm, but it surrounds the embryo, and does not adjoin to it on one side, as in wheat and other cereals.

In chastukha, mature seeds do not have endosperm. A horseshoe-shaped seed consists of a thin peel and an embryo, in the cotyledon of which all the reserves accumulated during the ripening of the seed are concentrated.

So, the seeds have a seed coat and an embryo. In dicotyledonous plants, the embryo contains two cotyledons, and reserve nutrients are usually found either in the embryo itself or in the endosperm. The embryo of monocots has only one cotyledon, and nutrients are usually found in the endosperm.

SINGLE AND DICOMMODAL PLANTS. COTYLEDON. ENDOSPERM. GEM. TESTA. FUNICLE. MICROPILE

Questions

1. Which plants are called dicots and which are monocots?

2. What is the structure of the bean seed?

3. Where is the supply of nutrients in the seeds of beans, ash, almonds?

4. What is the structure of a grain of wheat?

5. How is the endosperm located in different monocot plants?

6. What is the difference between the embryos of dicotyledonous and monocotyledonous plants?

Think

Why are seed plants the most common in nature?

Tasks

Consider apple and pumpkin seeds and find out how they are arranged. Sketch the structure of the seeds, draw conclusions. Discuss the results of the work with the rest of the students in the next lesson.

memo

When studying the structure of plant organs or any natural phenomenon, you, without suspecting it, use an analysis technique that is important constituent element thinking. To make the results of your work more effective, get acquainted with the rules for conducting analysis.

Analysis is the dismemberment, division of the whole into its component parts, the selection of individual aspects and properties of the object.

Briefing-reminder of the sequence of actions during the analysis:

1. Carefully study the object as a whole.

2. Divide the object into its component parts.

3. Learn the features of each part.

4. Set the subordination (relationship) of the parts.

5. Try to highlight the functions of the parts.

Do you know that…

85% of flowering plant species have seeds with endosperm (large or small), and only 15% of species do not.

Seychelles palm seeds are considered the largest. They reach a length of almost 50 cm and weigh more than 10 kg.

§ 2. Types of roots and types of root systems

1. What role do roots play in plant life?

2. How do roots differ from rhizoids?

3. Do all plants have roots?

Root functions. The roots anchor the plant in the soil and hold it firmly throughout its life. Through them, the plant receives water and minerals dissolved in it from the soil. In the roots of some plants, reserve substances can be deposited and accumulated.

Types of roots. There are three types of roots: main, subsidiary and lateral(Fig. 3). When a seed germinates, the germinal root develops first. It becomes the main root. The roots that form on the stems, and in some plants on the leaves, are called adventitious. Lateral roots extend from the main and adventitious roots.

Rice. 3. Types of roots

Rice. 4. Types of root systems

Types of root systems. All the roots of one plant form the root system. There are two types of root systems - rod and fibrous (Fig. 4). The root system in which the main root, similar to the rod, is most developed is called rod. Most dicotyledonous plants, such as sorrel, carrots, beets, etc., have a tap root system (Fig. 5).

Usually, the tap root system of the bury is visible only in young dicotyledonous plants grown from seeds. At perennials(buttercup, strawberry, plantain) often the main root dies off, and adventitious roots grow from the stem.

Rice. 5. Tap root systems of various dicotyledonous plants

fibrous called the root system of adventitious and lateral roots. The main root in plants with a fibrous system is underdeveloped or dies off early. The fibrous root system is characteristic of monocotyledonous plants - wheat, barley, onions, garlic, etc.

To learn how to distinguish between types of root systems, complete the lab.

Rod and fibrous root systems

1. Consider the root systems of the plants offered to you. How do they differ?

2. Read in the textbook which root systems are called pivotal, which are fibrous.

3. Select plants with a tap root system.

4. Select plants with fibrous root systems.

5. Based on the structure of the root system, determine which plants are monocots and which are dicots.

6. Fill in the table "The structure of root systems in different plants."

Rice. 6. Hilling tomatoes

MAIN, SIDE, ADDITIONAL ROOTS. ROD AND MULTILATED ROOT SYSTEMS

Questions

1. What functions does the root perform?

2. Which root is called the main one, and which ones are subordinate and lateral?

3. Which root system is called taproot, and which one is called fibrous?

Think

When growing corn, potatoes, cabbage, tomatoes, and other plants, hilling is widely used, that is, the lower part of the stem is sprinkled with earth (Fig. 6). Why do they do it?

Tasks

1. Do indoor plants coleus and pelargonium easily form adventitious roots. Carefully cut off a few side shoots with 4-5 leaves. Remove the bottom two leaves and place the shoots in glasses or jars of water. Watch for the formation of adventitious roots. After the roots reach 1 cm, plant the plants in pots with nutrient soil. Water them regularly.

2. Record the results of your observations and discuss with other students.

3. Sprout seeds of radishes, peas or beans and wheat grains. You will need them in the next lesson.

Do you know that…

In wheat, the weight of the roots is more than 100 times the weight of the aerial parts of the plant. The roots of the apple tree penetrate the soil to a depth of 3–4 m, and diverge to the sides of the trunk by 15 m.

§ 3. Zones (sections) of the root

1. What is fabric?

2. What types of plant tissues do you know?

Root cap. Zones of division and stretching. Look at the roots of seedlings (beans, wheat or radishes) in the light. You will see that their tips are a little darker and denser than the rest of the root. This is due to the fact that the tip of the root is covered like a thimble, root cap(Fig. 7).

The root cap is made up of cells covering tissue. Root cap cells protect the root tip from damage by soil solids. These cells are short-lived, they gradually die off and exfoliate, and new ones are constantly formed to replace the dead ones.

The root cap protects the area formed by small, closely adjacent living cells. it educational fabric. The cells here are constantly dividing, their number is increasing, so this area is called division zone.

Rice. 7. Structure and zones of a young root

Above is located stretch zone(growth zone). Here the cells are elongated, causing the root to grow in length (Fig. 8).

Root hairs. suction zone. Above the root tip, superficial cells form many thin and transparent root hairs(Fig. 9). In some plants, root hairs can be seen without a microscope. In many plants, they resemble a light fluff covering part of the root.

A root hair is a relatively long outgrowth of the outer root cell. Under the cell membrane, it contains the cytoplasm, nucleus, colorless plastids and a vacuole with cell sap.

Rice. 8. Apical root growth

Rice. 9. Root hairs of the seedling

The length of the root hairs is usually no more than 10 mm. They are short-lived and in most plants live only a few days and then die off. New hairs arise from younger superficial cells closer to the root tip.

Thus, in the older part of the root zone, root hairs constantly die off, and in the young one they form again. Therefore, the suction zone, like other zones, is constantly moving and is always located near the root tip.

Penetrating between soil particles, root hairs adhere tightly to them and absorb water from the soil with minerals dissolved in it.

Root hairs significantly increase the absorptive surface of the root. Therefore, the area of ​​the root, on which the root hairs are located, is commonly called suction zone.

Root cap and root hairs

1. Examine the root of a radish or wheat germ with the naked eye, and then with a magnifying glass. Locate the root cap at the end of the spine.

2. Pay attention to the part of the root above the root cap. Look for outgrowths in the form of a fluff - root hairs. Read in the textbook what structure and meaning they have.

3. Put the spine on a glass slide in a drop of water tinted with ink and examine under a microscope. Compare what you see under the microscope with the drawing of the textbook, draw and make inscriptions.

4. What is common in the structure of the root hair and onion skin cells? What explains the difference in their shape?

5. Draw a conclusion.

When transplanting plants, young root sections bearing root hairs can be easily damaged. Therefore, seedlings of vegetable and ornamental plants It is recommended to grow in special peat pots. In this case, the roots are not damaged during transplantation and the seedlings quickly take root.

Conduct area. Above the suction zone, i.e. even further from the root tip, is holding area. Through the cells of this part of the root, water with dissolved minerals moves to the stem. There are no longer root hairs, there is an integumentary tissue on the surface. In this area, the root branches. The composition of the conductive tissues of this zone of the root includes vessels. Through them, water and substances dissolved in it from the root enter the stem and leaves. In the conductive tissues there are also cells through which organic substances formed in the leaves and stems enter the root.

The strength and elasticity of the root provides mechanical fabric. It consists of cells elongated along the root with thick membranes. They lose their contents early and are filled with air. Most of the root is the cells of the main tissue.

ROOT COVER. ROOT HAIR. ROOT ZONES: DIVISION, STRETCH, SUCTION, CARRYING

Questions

1. What areas (zones) can be distinguished by examining a young root?

2. What is the meaning of the root cap?

3. Where is the zone of cell division located? How are its cells different from the cells of other zones?

4. Where is the root elongation zone located? What is its meaning?

5. What is a root hair? What structure does it have?

6. Why is one of the root zones called the suction zone?

7. Where is the root zone located? Why is she called that?

8. What is fabric?

9. What tissues are distinguished in plant roots?

Rice. 10. Development of the root system of plants

Think

Knowing the structure of the root, can a person influence the formation of the root system? If yes, how?

Tasks

1. Picking is pinching off the tip of the root when planting young plants with a pointed peg. What effect does it have on the development of the root system of plants (Fig. 10)?

Quests for the curious

1. Carefully remove the wheat germ from the soil and examine it. Which root zone is covered with adhering soil? Explain why.

2. Pinch off the root tips of young cabbage, aster, bean, etc. plants. Observe the development of the root systems of control and experimental plants. Discuss the results of the experiment with other students.

Do you know that…

There are about 700 root hairs per 1 mm 2 of the corn root suction zone.

A single rye plant has a root system of 14 million small roots. If you stretch all these roots in one line, they will take 600 km (approximate distance from Moscow to St. Petersburg). These roots counted 15 billion root hairs. Them total length is 10 thousand km (distance from Riga to Vladivostok). If you want to verify this, then grow a rye plant in a large wooden box. By the time of heading, open the walls of the box and carefully wash the roots from the ground. Now count. Convinced?

§ 4. Conditions for the growth and modification of roots

1. What types of roots do you know?

2. What functions does the root perform?

The depth of penetration of plant roots into the soil depends on the conditions in which they grow (Fig. 11). So, on dry fields, wheat roots reach 2.5 m in length, and on irrigated fields - only 50 cm, but they are thicker there.

Due to the permafrost in the tundra, the roots of plants are located near the surface, and the plants themselves are stunted. For example, in a dwarf birch, the roots penetrate the soil to a depth of no more than 20 cm. Desert plants have very long roots, since ground water located deep. In the leafless barnyard, the roots go into the soil for 15 m (Fig. 12).

In the process of adaptation to the conditions of existence, the roots of some plant species have changed and began to perform additional functions.

Radishes, turnips, beets, turnips, rutabaga and other plants store nutrients in root crops(Fig. 13). Both the main root and the lower sections of the stem take part in the formation of root crops.

root tubers appear as a result of thickening of lateral or adventitious roots in plants such as dahlia, chistyak (Fig. 14).

Ivy develops adnexa trailer roots. With them, the plant is attached to a support, for example, to a vertical wall or a tree trunk, and thanks to this it grows upward, bringing the leaves to the light.

Rice. 11. Depth of penetration into the soil of plant roots

In plants that live like orchids, on the trunks and branches of trees in tropical rainforests, aerial roots, hanging down freely (see Fig. 14). These roots absorb rain water and help plants to live in these peculiar conditions.

respiratory roots are formed near the brittle willow and some other plants that settle on the swampy banks of rivers (Fig. 15). These roots grow vertically upward until they reach the surface of the soil. Through the intercellular spaces, air moves to the roots, which are deeper, in conditions of lack of oxygen.

Questions

1. What effect do environmental conditions have on the root system of plants?

2. What are the modifications of the roots associated with?

3. What is the name of the roots of carrots, dahlias, ivy, orchids?

4. Which of the plants known to you form roots?

5. What role do root crops play in the life of biennial plants?

Think

1. What is the reason for the modification of the roots of plants?

2. Why are there no root hairs on the roots of aquatic plants?

Phenological observations

In the spring, sow carrots, beets or turnips in the garden. A week after germination, and then once a week, carefully remove them one at a time from the soil and sketch. Make an album of these drawings and use them to trace the development of root crops. In the fall, prepare a report on your observations and discuss them with the class.

Do you know that…

Sugar is obtained from the roots of sugar beets.

In corn, the root system grows to the sides of the stem by almost 2 m, and in onion- by 60–70 cm. The bulk of the roots of most plants grows at a depth of 15–18 cm from the soil surface. The roots of carrots are about 7 times longer than the above-ground part of the plant.

57. Complete the diagram.
Angiosperm organs:
Vegetative - root, shoot;
Generative - flower, fruit with seeds.

58. After completing the laboratory work “The structure of the seeds of dicotyledonous plants” (see p. 93 of the textbook), sign the parts of the bean seed in the figure.

59. Complete the laboratory work "The structure of the grain of wheat" (see p. 94 of the textbook). In the picture, label the parts of a grain of wheat.

1 - pericarp fused with the seed coat;
2 - endosperm;
3 - cotyledons;
4 - kidney;
5 - stem;
6 - spine;
7 - embryo;
Conclusion: The fetus contains many organs. Embryonic root, stalk, bud and cotyledons.

60. Fill in the table "Comparison of seeds of dicotyledonous and monocotyledonous plants."

61. Compare the parts of a seed and a sprout. Show with arrows in the diagram from which parts of the seed the corresponding parts of the seedling developed.

Conclusion: The embryo is the germ of the future plant. Each of the organs of the embryo is very important; the organs of the future plant develop from it.

62. Look at the pictures. Specify the type of root systems of the depicted plants.
1 - rod;
2 - fibrous.

63. After completing the laboratory work "Rod and fibrous root systems" (see p. 97 of the textbook), fill out the table.

Conclusion: In dicots, the root system is pivotal, and in monocots it is fibrous.

64. What agricultural method is shown in the figure? For what purpose is it used?
More tubers, more lateral roots are created by hilling. And the harvest is getting bigger. Hilling is very beneficial for plants.

65. Consider the image of a longitudinal section of a young root. Indicate which parts of the root are indicated by numbers.
1- root cap;
2 - division zone;
3 - growth zone;
4 - suction zone;
5 - holding area;
6 - root hairs.

After completing the laboratory work “Root cap and root hairs” (see p. 101 of the textbook), indicate what is indicated by the numbers.

1 - shell;
2 - vacuole;
3 - peephole;
4 - root cap.

66. Compare the structure of onion skin cells and root hairs shown in the figure. Connect the same parts of these cells with arrows.

Conclusion: They have a similar: eye, vacuoles, cytoplasm and shell.

67. Fill in the table "Relationship between the structure of the root zones and the functions performed."

Conclusion: The root has many zones, and each zone does its job.

68. Look at the picture. What agricultural method is shown on it? For what purpose is it used?
Picking - pinching off the tip of the root when planting young plants with a pointed peg - peaks.

69. Fill in the table "Modifications of the roots."

70. Finish the definition.
A shoot is a stem with buds on it.

71. Sign the parts of the shoot indicated in the figures.

1 - apical;
2 - axillary;
3 - internode.

72. Having completed the laboratory work “The structure of the kidneys. The location of the buds on the stem ”(see p. 109 of the textbook), draw the location of the buds on the stem.
1 - next;
2 - opposite.

Label the parts of the kidneys in the picture. Indicate which of them is vegetative and which is generative.

1 - kidney scales;
2 - leaves;
3 - kidney;
4 - stem.
Conclusion: in the generative kidney, the kidney is larger.

73. What devices help the kidneys to endure adverse conditions?
Renal scales.

74. Finish filling in the charts.
Types of kidneys by structure: Vegetative and generative.
Types of buds by location on the stem: Alternate, opposite and whorled.
The structure of vegetative buds: Kidney scales, leaves are conceived. , bud and stem.
The structure of generative kidneys: Kidney scales, leaves conceived, bud, stem conceived.

75. Look at the picture. Compare the structure of a kidney and a shoot. Connect the corresponding parts of the kidney and shoot with arrows.

Conclusion: Each organ of the kidney grows and becomes the organ of the future plant.

76. Look at the picture. Sign what these leaves are according to the method of gluing to the stem and what are their parts.

77. Look at the picture. Write down separately the numbers that indicate simple leaves and compound leaves.
Simple leaves: 1, 4, 6, 8, 7.
Compound leaves: 2, 3, 5.

78. Look at the picture. Determine what type of venation these leaves have.

79. Do the laboratory work “Leaves are simple and complex, their venation and leaf arrangement” (see p. 115 of the student), fill out the table.

80. Look at the picture. What is shown on it? Sign what is indicated by the numbers.

Stomata with surrounding skin cells.
1 - trailing cage;
2 - Stomatal gap;
3 - Chloroplast;
4 - skin cells.

81. After completing the laboratory work “The structure of the skin of a leaf” (see pp. 116-117 of the textbook), make drawings and captions for them.
Conclusion: the composition of the skin of the leaf includes the stomatal gap, skin cells, chloroplast, intercellular space.

82. The figure shows a cross section of a sheet. After completing the laboratory work “Cellular structure of a leaf” (see pp. 118-119 of the textbook), make signatures.

83. The figure shows light and shadow leaves. What structural features are characteristic of each of them?
1 - light sheet
2 - shadow sheet.
Shade leaves are thinner and have a darker green color.
Light leaves are lighter in color.

84. Indicate which plants are shown in the picture and what their modified leaves have turned into.

85. Look at the picture. Specify the types of stems in the direction of growth.

86. In the figure, sign the layers on the trunk of a sawn tree.

87. In the figure, consider a cross section of a branch. Sign its main parts.

88. Fill in the table.

89. Having completed the laboratory work “The internal structure of a tree branch” (see pp. 128-129 of the textbook), make drawings and captions for them.

90. Having completed the laboratory work “The structure of the tuber” (see pp. 131-132 of the textbook), in the figure, connect the tuber section with the cross section of the stem with arrows. Label the corresponding layers in the figure.

Conclusion: in both figures the structure is the same, although they look different.

91. Complete the laboratory work "The structure of the bulb" (see p. 133 of the textbook). Label the main parts of the figure.

1 - scales
2 - modified leaves
3 - kidneys
4 - bottom
5 - adventitious roots
Conclusion: the onion has a rather simple structure, these are: scales, modified leaves, buds, bottom, adventitious roots.

92. Fill in the table "Functions of modified shoots."

93. In the figure, sign the names of the parts of the flower.

94. In the picture, compare the flowers of a cherry and a tulip. Sign their main parts. What is the similarity of the structure of these flowers? What is the difference?

Conclusion: the first flower has a double perianth, and the second has a simple one.

95. Having completed the laboratory work “The structure of a flower” (see p. 138 of the textbook), sketch the parts of the flower and sign their names.

Flower formula P5 L5 T∞ P1

96. Compare the flowers of cabbage and viola in the picture. What is their difference? Write down the names of these flowers.

In the correct one, several planes of symmetry can be drawn, and in the wrong one, only one.

97. Fill in the missing words.
Flowers that have both stamens and pistils are called bisexual.
A flower that has only stamens is called a staminate, and a flower that has only pistils is called a pistillate.
If both staminate and pistillate flowers develop on a plant, then it is called monoecious.
If staminate flowers are located on some plants, and pistillate - on others, then such plants are called dioecious.

98. Fill in the table "Features of the structure of inflorescences."

99. Complete the laboratory work "Inflorescences" (see p. 141 of the textbook).

Conclusion: the biological significance of inflorescences is that small, often inconspicuous flowers, collected together

100. Finish filling out the scheme "Classification of fruits."
Fruit:
1) dry - single-seeded, multi-seeded;
2) juicy - single-seeded, multi-seeded.

101. Complete the laboratory work "Classification of fruits" (see p. 146 of the textbook). Complete the table based on your results.

102. Fill in the table.

103. Solve crossword number 4.