Download - P Pllaanntt PPhhyyssiioollooggyy - · PDF filePPllaanntt PPhhyyssiioollooggyy ... ♥ Gain specific knowledge and skills in plant anatomy and physiology. ... ♥ Fruit ♥ Seed

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

PPllaanntt PPhhyyssiioollooggyy

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NQF Level: 1 US No: 116199

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Demonstrate a basic understanding of the structure and function of a plant in relation to its environment 22

Primary Agriculture NQF Level 1 Unit Standard No: 116199

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:

Title: Demonstrate a basic understanding of the structure and function of a plant in relation to its environment

US No: 116199 NQF Level: 1 Credits: 4

The full unit standard will be handed to you by your facilitator. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48970 1 120 ρ

National Certificate in Mixed Farming Systems 48971 1 120 ρ

National Certificate in Plant Production 48972 1 120 ρ

You will also be handed a Learner Workbook. This Learner Workbook should be used in conjunction with this Learner Guide. The Learner Workbook contains the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed as part of your Portfolio of Evidence, which will be required during your final assessment.

You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!

Are you enrolled in a: Y N

Learnership? ρ ρ

Skills Program? ρ ρ

Short Course? ρ ρ

Please mark the learning program you are enrolled in:

Your facilitator should explain the above concepts to you.




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout this guide, you will come across certain re-occurring “boxes”. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:

What does it mean? Each learning field is characterized by unique terms and definitions – it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain

concepts or principles to help you contextualise them easier, will be shown in this box.

The following box indicates a summary of concepts that we have covered, and offers you an opportunity to ask questions to your facilitator if you are still feeling unsure of the concepts listed.

MMyy NNootteess …… You can use this box to jot down questions you might have, words that you do not understand,

instructions given by the facilitator or explanations given by the facilitator or any other remarks that

will help you to understand the work better.

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WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn?? What will I be able to do? .................................................................................... 5

What do I need to know? ..................................................................................... 5

Learning Outcomes…………………………………………………………………………….. 5

Introduction……………………………………………………………………………………… 5

Session 1: Plant Structure..................…………………………............................ 6

Session 2: Locate and Identify Plant Parts..................……............................ 8

Session 3: Structure and function of Plant Roots.......................................... 11

Session 4: Structure and function of Plant Stems.......…………………….......... 14

Session 5: Structure and function of Plant Leaves......................................... 19

Session 6: Structure and function of Flowers.............................................. 24

Session 7: Structure and function of Fruit....................................………........ 27

Session 8: Structure and function of Seed.......………………………………........ 29

Bibliography................................................................................... 32

Terms & Conditions....................................................................... 32

Acknowledgements....................................................................... 33

SAQA Unit Standards




WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? When you have achieved this unit standard, you will be able to:

♥ Demonstrate an elementary understanding of the parts of a plant and their basic function.

♥ Gain specific knowledge and skills in plant anatomy and physiology. ♥ Operate in a plant production environment implementing sustainable and

economically viable production principles.

WWhhaatt ddoo II nneeeedd ttoo kknnooww?? ♥ No learning assumed to be in place.

LLeeaarrnniinngg OOuuttccoommeess When you have achieved this unit standard, you will have a basic knowledge and understanding of:

♥ The names and functions of the different parts of a plant and its composition. ♥ The characteristics and properties of the life cycle of a plant. ♥ Sight and touch is utilised to identify the parts and functions of the different

plants. ♥ Purpose of identifying parts and functions of plants in different environments. ♥ The procedures required when producing plants in different planting media. ♥ The laws of nature are understood regarding plants and their environment. ♥ The relationship between plants and their different environments.

IInnttrroodduuccttiioonn This module is concerned with the general physiology of plants, their parts, the functions of the parts and how plants relate to their environment.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

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SSeessssiioonn 11

PPllaanntt SSttrruuccttuurree

After completing this session, you should be able to: SO 1: Locate and identify the different parts of a plant.

νν HHeerrbbaacceeoouuss PPllaanntt

Plants with stems that is usually soft. These stems die back to the ground every year

Most herbaceous plants usually have stems that are soft, green, and contain little woody tissue. These plants are ones that usually die to the ground each year. Most annual and perennial flowers fall into this category along with vegetables and many houseplants.

νν WWooooddyy PPllaanntt

Plants with hard and rigid stems usually don't die back to the ground during the winter. These are stems we use to make furniture and houses.

Please complete Activity 1 in your learner workbook

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

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11..11 TThhee LLiiffee CCyyccllee ooff aa PPllaanntt

A plant's life cycle describes the life process of the plant from seed germination through to seed set. Plants can be annual, perennial, or biennial.

Please complete Activity 2 & 3 in your learner workbook

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Annual plants: An annual plant is one that completes its life cycle in one growing season. It will grow, flower, set seed, and die in one season. Examples are marigolds, tomatoes, and petunias. Perennial plants: A plant that lives for 3 years or more. It can grow, flower, and set seed for many years. Examples include Vines and Deciduous Fruit Trees. Biennial plants: A plant that needs two growing seasons to complete its life cycle. Biennial plans follow vegetative growth during one season, becomes dormant during winter, and then develops flowers, sets seed, and dies during the second season.

Concept SO 1, AC 1

I understand this concept

Questions that I still would like to ask

The basic structure of a plant is illustrated.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

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SSeessssiioonn 22

LLooccaattee aanndd IIddeennttiiffyy PPllaanntt PPaarrttss

After completing this session, you should be able to: SO 1: Locate and identify the different parts of a plant.

In this session we explore the following concepts:

♥ The structure of a plant.

2.1 TThhee ssttrruuccttuurree ooff aa ppllaanntt The main parts of a plant are:

♥ Roots ♥ Stems ♥ Leaves ♥ Flowers

♥ Fruit ♥ Seed


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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The figure below contains a diagram of a plant. It provides the basic structure of a vascular plant.

The above diagram shows the different plant organs which will be discussed in the following sessions.

Concept

SO 1, AC 2 & 3 I understand this concept


The roots of a plant are identified and described.

The stem of a plant is identified.




SSeessssiioonn 33

SSttrruuccttuurree aanndd ffuunnccttiioonn ooff ppllaanntt rroooottss

After completing this session, you should be able to: SO 2 Describe the role of the different parts of the plant. SO 3 Describe how the plant relates to the environment.

In this session we explore the following concepts: ♥ Root types. ♥ Uptake of water and nutrients. ♥ Root identification.

Plant roots provide support by anchoring the plant in the soil. In addition, roots absorb water and nutrients essential for growth. Certain root types can store carbohydrates.

Plants have one of three root systems, a taproot system (such as tomato) or an adventitious root system (such as onion) or a fibrous root system. In both cases, the roots are tools that the plant uses to absorb the water and nutrients needed for plant growth.

Plant roots are often the forgotten plant part, because it is underground and not seen. Roots are important because they help to hold the plant upright and bring in food and water.

33..11 RRoooott TTyyppeess νν TThhee ttaapp rroooott ssyysstteemm

The tap root derives from the radicle and produces lateral roots of different orders (First order, second order etc.). In dicotyledonous plants the tap root usually has the same life span as the plant. Tap roots of some plants like carrots; have swollen tap roots that store food.

νν AAddvveennttiittiioouuss rroooott ssyysstteemm

In monocotyledonous plants the tap root functions during the seedling stage, but may thereafter stop growing and adventitious roots develop from the base of the stem, forming an adventitious root system. In grasses and some other plants the adventitious roots are fibrous. They are thin and hair-like and usually contain more fibres than other roots. The whole root system is then called a fibrous root system The feeding roots of many other plants, however, can also be hair-like and fibrous even if they form part of a taproot system. These roots are often called hair roots.




Onion Adventitious root system

νν LLaatteerraall rroooottss

They derive from any other root and make up the different orders of branching of root

νν TThhee ffuunnccttiioonnss ooff rroooottss aarree --

♥ For anchoring the plant to the substrate (soil); and

♥ For the absorption of water and nutrients dissolved in the soil water. The absorption function is carried out by the young epidermis cells, of which some may grow out to form root hairs as shown in the diagram above.

NB. Make sure not to confuse root hairs with hairy roots.




Root hairs Root hairs are single, elongated epidermis cells found close to the root tip. Hairy roots, Hairy roots, on the other hand are complete roots, containing all the parts like growing tip, epidermis with root hairs, cortex and vascular tissue, but they are thin and hair-like.

Please complete the Practical Activity 5 in your learner workbook

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33..22 HHooww ddoo rroooottss ttaakkee uupp wwaatteerr aanndd nnuuttrriieennttss Almost all the water the plant takes up from the soil enters through the youngest part of the root where the root hairs develop a few millimetres behind the root tip. Absorption takes place directly through the epidermis and root hairs that provide an enormous area of absorption.

The walls of root cells are made up of cellulose fibrils (threads). The open spaces between the fibrils are filled with water which means that water can move through the cell walls from one cell to the other and this movement is called apoplastic movement of water.

Water can therefore move from the soil water into the cell walls of the root hairs, through the cell walls of the cortex up to the endodermis where the water is blocked by the casparian strips in the endodermis.

The water is then forced through the cytoplasm of the endodermis cells, the pericycle and then into the xylem vessels that takes the water through the root and stem into the leaves.

Water can also be absorbed by the root hairs through the process of osmoses (water molecules moving from an area of high concentration – in the soil water - to an area of low concentration – inside the root hair). The water then moves from the root hairs symplastically through the cytoplasm of the root tissues to the endodermis.

The uptake of nutrients by the roots is a more complicated process where energy is involved. This uptake can take place against a gradient, meaning that roots can still




take up nutrients even if the concentration inside the root is higher than in the soil water outside the root.

33..33 RRoooott IIddeennttiiffiiccaattiioonn Roots are not divided into nodes and internodes like stems, and do not bear leaves. They are found at the base of the stem and normally underground.

Some roots are specialize to perform different functions such as storage of foods like root tubers of the sweet potato and cassava. These root tubers can also be used for propagating new plants. Prop roots are found above soil level in maize plants and their function is to support the stem, keeping it from falling over. Adventitious roots of the ivy sticks to walls and assist the plant in its climbing habit.

Concept

SO 2, AC 1; SO 3, AC 1-2 I understand this concept


The role of the roots in relation to the plant and its environment is described.

The root in relation to its environment is described.

How the root functions in the uptake of water and nutrients from the growing media is described very basically.




SSeessssiioonn 44

SSttrruuccttuurree aanndd ffuunnccttiioonn ooff ppllaanntt sstteemmss After completing this session, you should be able to: SO 2: Describe the role of the different parts of the plant. AC 2: The role of the stem and its function is described. SO 3: Describe how the plant relates to the environment. AC 2: The stem in relation to its environment is described

In this session we explore the following concepts: ♥ Stems. ♥ The role of stems in plant manipulation.

44..11 SStteemmss aarree ddiivviiddeedd iinnttoo nnooddeess aanndd iinntteerrnnooddeess Stems transport water and nutrients taken up via the roots to the leaves. The nutrients produced in leaves are carried from the leaves to other plant parts where they may be required. Water is transported via vessels called xylem and carbohydrates are transported via phloem. Stems also further provide support for the plant allowing leaf exposure to sunlight for production of nutrients. Stems are also known as trunks, branches and shoots. The word trunk usually refers to the main stem of a tree. Branch refers to a limb branching from the trunk or another branch; shoot usually refers to a smaller branch with leaves The anatomy of stems and trunks




The external and internal structure of a shoot, showing the xylem that transports water and solutes from the roots to the leaves, and the phloem transporting sugars from the leaves to the rest of the plant.

In perennial woody plants (plants that live more than one year and have hard, woody stems) the stems thicken each growing season as shown in the section of the trunk above. The process of thickening growth is illustrated in the sections of the shoot above.




44..22 TThhee rroollee ooff sstteemmss iinn ppllaanntt mmaanniippuullaattiioonn Training, trellising and pruning of stems and branches allow for shaping of plants and increasing fruit quality, crop yield and ease of cultivation.

νν SStteemm aappppeennddaaggeess

♥ Spurs

In some woody plants the branches remain short and are called “brachyblasts, short shoots or spurs”. The main function of these spurs are to bear leaves, flowers and fruit as found in selected apple and apricot cultivars.

♥ Buds

Buds are embryonic branches and can give rise to shoots with leaves and/or flowers that can form fruit.

Buds contain the growing points that will give rise to shoots. Some resting buds of deciduous plants can contain the stem, all the leaves, neatly folded and “packed”, as well as young flower buds for the next season.

Buds are located at the tip of a shoot (apical bud) or in the axils of leaves (axillary buds). Adventitious buds develop on wound tissue of root and leaf cuttings.

Branches bearing spurs




The function of buds is to produce leafy shoots and flowers.

Buds are the most important factor to consider during pruning. By selecting vegetative buds in certain positions or the number of flower buds on a shoot, the quantity and quality of fruit can be manipulated.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .

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νν SSppeecciiaalliizzeedd sstteemmss

♥ Tendrils

Tendrils are found on shoots of climbing plants like the vine, cucumber and ivy.

These are specially adapted organs in climbing plants that anchor the plant and keep it upright.

Other unusual stems are underground stems adapted for storage like potato tubers, rhizomes of iris, “ndumbi”, lawn grasses and reeds.

Other types with special stems that store food are tubers (like potato), rhizomes (like ginger) or some lawn grasses or corms as in some flowers (like gladiolus).

Please complete Activity 6, 7, 8 & 9 in your learner workbook

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept SO 2 AC 2 SO 3 AC 2



The role of the stem and its function is described.





SSeessssiioonn 55

SSttrruuccttuurree aanndd ffuunnccttiioonn ooff ppllaanntt lleeaavveess After completing this session, you should be able to: SO 1: Locate and identify the different parts of a plant. SO 2: Describe the role of the different parts of the plant.


♥ Variations of leaves of crop plants.

♥ Leaf function.

Leaves vary greatly in shape and size. Leaves may be simplified, having a single, undivided leaf blade connected by a petiole to the stem (peach and spinach), or compound, where the leaf blade is divided into separate leaflets attached to a main vein or rachis (tomato).

The structure of the leaf is such that it contains pores (usually on the lower surface), allowing air to enter the leaf tissue and water to exit as vapour. The outer surface of the leaf has a waxy coating known as the cuticle that protects the leaf from loss of water.

A leaf blade is made up of a network of veins interspaced with leaf tissue containing chlorophyll. The veins contain xylem and phloem through which water and nutrients are transported within the leaf.

Leaves are mostly flat, blade like structures. The upper surface can be smooth, while veins are noticeable on the lower surface. In most crop plants the stomata (pores) are on the lower surface.

55..11 VVaarriiaattiioonnss ooff lleeaavveess ooff ccrroopp ppllaannttss Plants with simplified leaves Plants with compound leaves

Peach, apple, vine, mango, avocado, spinach, beetroot, cabbage, petunia, wheat, maize, tobacco

Walnut, macadamia, litchi, marula, tomato, potato, carrot, rose

Leaves may vary greatly in size and shape. Variations in leaf shapes may provide clues for the identification of different species and cultivars.




Leaves are borne on the shoots and are formed through buds.

The leaves shown above are all ‘simple’ leaves, meaning that the lamina is not subdivided in to smaller units or leaflets as in compound leaves shown below.

Liniate; ii Lanceolate; iii Oblanceolate; iv Elliptical; v Ovate; vi Reniform; vii Peltate; viii Sagitate

Leaf margins i) Entire (smooth) ii) Sinuate (waved) iii) Dentate (toothed) iv) Serrate (like a saw) v) Lobed (having lobes)




Examples of compound leaves. A = pinnately compound with seven pinnae. B = Trifoliate leaf with three pinnae. A similar leaf with five pinnae is called a palmate leaf.

Leaves’ classification is based on the leaf shape (that means the shape of the leaf blade or lamina), the structure of the leaf margin as shown above and also the venation or veins in the lamina. In dicotyledonous plants, the leaves have large veins.

55..22 LLeeaaff FFuunnccttiioonn Green leaves are the “food factories” of the plant. The leaves produce carbohydrates through the process of photosynthesis.

The functions of the stem in carrying the leaves are to expose the maximum leaf surface area to sunlight, manufacturing of carbohydrate (photosynthesis), and transporting manufactured carbohydrates (sugar) to the stem. Leaves transpire (passing water in the form of vapour through the stomata into the atmosphere). Leaves of some plants are modified to act as storage organism.

Ai

B




Leaves contain Chlorophyll (Style?)

Chlorophyll Is a green pigment that provides the green colour to plants. Chlorophyll has the ability to absorb sunlight energy and to convert it to chemical energy, as part of the process of photosynthesis.

νν PPhhoottoossyynntthheessiiss

Photosynthesis is the process by which a plant produces its food sources by using energy from sunlight, carbon dioxide from the air, and water from the soil.

During photosynthesis chlorophyll absorbs sunlight energy to combine the carbon contained in carbon dioxide and water to form carbohydrates (sugar). During the process oxygen is liberated.

This process is unique to green plants and is due primarily to the presence of Chlorophyll.

The process of photosynthesis is summarized below:

CO2 + H2O + light energy → (CH2O)n + O2

From the explanation above, it is clear that without sunlight, the green pigment chlorophyll inside the leaf, water and carbon dioxide, no photosynthesis is possible. If the plant suffers from nutrient deficiencies like Magnesium, Iron and Zinc, the leaves become yellow due to the lack of chlorophyll, (meaning that photosynthesis will slow down, as well as the growth).




For optimal growth, plants therefore need a balanced nutrition, sufficient sunlight, sufficient aeration to supply carbon dioxide and healthy green leaves on the plant.


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept

SO 1 AC 4, SO 2 AC 3 I understand this concept


The leaves on a plant and their appearance are described and discussed.

The basic function of the leaves in relation to the plant is explained.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SSeessssiioonn 66

SSttrruuccttuurree aanndd ffuunnccttiioonn ooff fflloowweerrss

After completing this session, you should be able to: SO 2: Describe the role of the different parts of the plant. SO 3: Describe how the plant relates to the environment.


♥ What flowers are?

♥ Flower anatomy.

♥ Male and female flowers and the influence on fruit production.

66..11 FFlloowweerrss aarree sshhoorrtt sshhoooottss wwiitthh ssppeecciiaalliizzeedd lleeaavveess Flowers are essential in the production of fruit that contain the seeds required for development of future plants. Flowers contain the sexual reproductive parts of the plant.

The female part is known as the pistil. The pistil is usually located in the centre of the flower and is made up of three parts: the stigma, style, and ovary.

The stigma is the apical part of the pistil receiving the pollen. It is attached to the long, rod-like structure called the style. The style leads to the ovary containing the ovule(s). Each ovule contains an embryo sac containing an egg cell.

The male reproductive parts are known as stamens and usually surround the pistil. The stamen is made up of two parts: the anther and filament. The anther produces pollen. The filament holds the anther upright.

During the pollination, pollen lands on the stigma, germinates and forms a pollen tube that grows down the style and enters the ovule in the ovary. Two sperm cells produced inside the pollen or pollen tube, travel down the tube to join (fertilize) the egg cell and central inside the embryo sac (double fertilization compared to single fertilization in animals). The fertilized egg cell forms the embryo of the seed, the fertilized central cell forms the endosperm (food for the embryo), the ovule becomes the seed, and the ovary becomes the fruit.

Petals are important parts of the flower as they attract pollinators such as bees, butterflies, birds or bats. In wind-pollinated plants the petals are dull, green or even absent. Green leaf-like parts, called sepals, at the base of the flower help to protect




the developing flower bud. Flowers also have nectar glands producing sweet nectar to attract pollinators.

Diagram of a longitudinal section of a citrus flower

66..22 FFlloowweerr AAnnaattoommyy νν PPeerrffeecctt ((bbiisseexxuuaall)) FFlloowweerr

A flower that has both the male parts and female parts on the same flower is known as a perfect flower.

This means that the plant can reproduce without needing any external assistance.

νν PPiissttiill

The female part is the pistil.

νν SSttaammeennss

The male parts are called stamens and usually surround the pistil.

νν PPoolllleenn

Fine, powder-like material you see covering the opened anthers. This is what bees collect to feed their young. Pollen makes some people allergic to some plants. Pollen is required for fertilization and therefore to produce seeds. Seeds are the products of sexual reproduction.

Pollen grain lands on the stigma, germinates and the pollen tube grows down the style and ovary and enters the embryo sac through the micropyle (small pore in ovule). The two sperm cells carried by the pollen tube fertilize the egg cell and the central cell (double fertilization).

Stamen

Pedicel

Stigma




νν PPoolllliinnaattiioonn

The moving of the pollen from an anther to a stigma of the same kind of flower.

Environmental conditions during pollination and fertilization are crucial. Some flowers will only open if the sun is shining or if the temperature rises above a threshold value. Strong or cold winds can also affect the opening of flowers. Anthers like those of the mango do not open to liberate the pollen unless the temperature rises above 20oC. The activity of pollinators is also related to temperature and sunshine and with no pollinators, no pollination is possible except for some plants where pollination is not required like bananas, pineapples and self-pollinators like beans. Too high or too low temperatures also affect pollen tube growth and since the pollen tubes are carrying the male sperm cells to the ovule, pollen tubes need to reach the ovule to deliver the sperm cell to the embryo sac.

66..33 MMaallee aanndd ffeemmaallee FFlloowweerrss aanndd tthhee iinnfflluueennccee oonn FFrruuiitt PPrroodduuccttiioonn

νν DDiiooeecciioouuss ppllaannttss ((ssiinnggllee sseexx ppllaannttss))

In some plant species the male and female sexes are found on different plants. In this case male and female plants are found.

It makes it very difficult for the production of crops, as you have to ensure that both types of plants are available in an orchard or field in order for pollination to take place. The marula and some papaya cultivars are examples.

νν MMoonnooeecciioouuss ppllaannttss ((bbootthh sseexxeess oonn oonnee ppllaanntt))

This means that the same plant produces separate male and female flowers such as found in maize and litchi.

νν PPllaannttss wwiitthh bbiisseexxuuaall fflloowweerrss

Most flowering plants bear bisexual flowers, where both the male and female organs are present in the same flower, for example deciduous fruit trees.

Concept SO 2 AC 4, SO 3 AC 4,5, 6



The role of the flowers is described.

The difference between male and female flowers and how this influences fruit production is described.

The reproduction cycle of a plant with reference to different types of plants is explained.

Pollination with reference to environmental factors is described.




SSeessssiioonn 77

SSttrruuccttuurree aanndd ffuunnccttiioonn ooff ffrruuiitt

After completing this session, you should be able to: SO 2: Describe the role of the different parts of the plant. SO 3: Describe how the plant relates to the environment.

The fruit is derived from the ovary in the flower. The ovules contained inside the ovary give rise to the seeds in the fruit.

After fertilization, the ovary swells and becomes either fleshy or hard and dry. This development ensures that the developing seeds inside are protected. . In most cases the purpose of the fruit is to aid in the dispersion of the seed. Not all fruit are however edible.

The figure below is a diagram of a grape berry

Section of a grape berry




Bunches of grape

Apple

Concept SO 2 AC5, SO 3 AC 3



The function of the fruit and seeds is described.

The importance of sunlight, water and nutrients for plant growth, fruit and seed production is described.




SSeessssiioonn 88

SSttrruuccttuurree aanndd ffuunnccttiioonn ooff sseeeedd

After completing this session, you should be able to: SO 2: Describe the role of the different parts of the plant.

A simple comparison of the composition of a plant seed to a human situation would be to imagine a baby in a box with food. The box represents the seed coat, the baby the embryo and the food the endosperm The seed embryo consists of a plumule that will develop into the stem and leaves, the radicle that will develop into the root system and the cotyledons. The food source for the embryo can be stored outside the embryo as endosperm or absorbed and stored in the cotyledons.

Seed coatHypocotyl Plumule Radicle

Cotyledons

Micropyle

Bean seed




Seeds develop from the ovules inside the fruit on the shoot, the main function being reproduction.

88..11 EEnnvviirroonnmmeennttaall FFaaccttoorrss tthhaatt iinnfflluueennccee PPoolllliinnaattiioonn

νν TThhee rreellaattiioonn ooff ppllaannttss ttoo tthheeiirr eennvviirroonnmmeenntt

All plants need these seven factors to grow: space to grow, suitable temperature, light, water, and air, nutrients, and time.

♥ Space to Grow ♥ Temperature ♥ Light

♥ Water ♥ Air ♥ Nutrients

♥ Time


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .





MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept 8 I understand this concept







BBiibblliiooggrraapphhyy νν BBooookkss::

♥ Algemene Plantkunde – H P van der Schijff ♥ Encyclopaedia Brittanica – South African Version

♥ People Farming Workbook – Environmental and Development Agency Trust ♥ Botany – an introduction to Plant Biology – James D Mauseth ♥ Biology – Sylvia S Mader

♥ The Herb Book – Arabella Boxer & Phillip Back

νν WWoorrlldd WWiiddee WWeebb::

♥ wordnet.princeton.edu ♥ tiaa-crefbrokerage.com

♥ wikipedia.org ♥ indiainfoline.com ♥ tshwane.gov.za

♥ southafrica.info ♥ enchanted learning.com

TTeerrmmss && CCoonnddiittiioonnss This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za). Users are free to produce and adapt this material to the maximum benefit of the learner. No user is allowed to sell this material whatsoever.




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νν PPrroojjeecctt MMaannaaggeemmeenntt::

M H Chalken Consulting

IMPETUS Consulting and Skills Development

νν DDeevveellooppeerr::

Cabeton Consulting

νν AAuutthheennttiiccaattoorr::

Prof P J Robbertse

νν TTeecchhnniiccaall EEddiittiinngg::

Mr R H Meinhardt

νν OOBBEE FFoorrmmaattttiinngg::

Ms P Prinsloo

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Ms A. du Plessis

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All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Demonstrate a basic understanding of the structure and function of a plant in relation to its environment

SAQA US ID UNIT STANDARD TITLE

116199 Demonstrate a basic understanding of the structure and function of a plant in relation to its environment

SGB NAME NSB PROVIDER NAME

SGB Primary Agriculture

NSB 01-Agriculture and Nature Conservation

FIELD SUBFIELD

Agriculture and Nature Conservation Primary Agriculture

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

Undefined Regular Level 1 4

REGISTRATION STATUS

REGISTRATION START DATE REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 2004-10-13 2007-10-13 SAQA 0156/04

PURPOSE OF THE UNIT STANDARD

The learner will be able to demonstrate an elementary understanding of the parts of a plant and their basic function. Learners will gain specific knowledge and skills in plant anatomy and physiology and will be able to operate in a plant production environment implementing sustainable and economically viable production principles. They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

No learning assumed to be in place.

UNIT STANDARD RANGE

Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER

N/A




Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Locate and identify the different parts of a plant.

OUTCOME RANGE

Plant parts may include but are not limited to roots, stems, leaves, flowers, fruits and seeds.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The basic structure of a plant is illustrated.


The roots of a plant are identified and described.


The stem of a plant is identified.


The leaves on a plant and their appearance are described and discussed.


The position of the flowers is located and described.


The different types of flowers are discussed.


The different fruit and seeds are described.

SPECIFIC OUTCOME 2

Describe the role of the different parts of the plant.

OUTCOME RANGE

The role refers to the function of the parts of the plant but are not limited to roots, stems, leaves, flowers, fruits and seeds.

ASSESSMENT CRITERIA




The role of the stem and its function is described.


The basic function of the leaves in relation to the plant is explained.





The role of the flowers is described.




The pollination of flowers with reference to self- and cross-pollination is discussed.

SPECIFIC OUTCOME 3

Describe how the plant relates to the environment.

OUTCOME RANGE

The environment refers to but is not limited to soil, water, sunlight and air. the relationship refers to but is not limited to roots and soil for water-uptake, sunlight for green leaves and air for carbon dioxide and oxygen exchange

ASSESSMENT CRITERIA





ASSESSMENT CRITERION RANGE

Growing medium refers, but is not limited to soil, hydroponics, etc.




The difference between male and female flowers and how this influences fruit production is described.


The reproduction cycle of a plant with reference to different types of plants is explained.

ASSESSMENT CRITERION RANGE

Includes but is not limited to monoecious (single sex plants) or dioecious (both sexes on plant) plants.


Pollination with reference to environmental factors is described.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established assessment principles. It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and




observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. > Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of: • The names and functions of the different parts of a plant and its composition. • The characteristics and properties of the life cycle of a plant. • Sight and touch is utilised to identify the parts and functions of the different plants. • Purpose of identifying parts and functions of plants in different environments. • The procedures required when producing plants in different planting media. • The laws of nature are understood regarding plants and their environment. • The relationship between plants and their different environments.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes: • Describe the role of the different parts of the plant. • Describe how the plant relates to the environment.




UNIT STANDARD CCFO WORKING

Teamwork: relates to all specific outcomes.

UNIT STANDARD CCFO ORGANIZING

Self-Management relates to all specific outcomes.

UNIT STANDARD CCFO COLLECTING

Interpreting Information relates to specific outcomes: • Describe the role of the different parts of the plant. • Describe how the plant relates to the environment.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all specific outcomes.

UNIT STANDARD CCFO SCIENCE

Science and Technology relates to all specific outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Inter relatedness: relates to specific outcomes.

UNIT STANDARD CCFO CONTRIBUTING

Self-Development relates to all specific outcomes.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

N/A

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

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