Describe the procedures described throughout this laborotory activity: 11.2 Root

Question

Describe the procedures described throughout this laborotory activity:

11.2 Roots:

3. Trace the adventitious roots back to the corn grain. Where do they originate? 3. they develop into a fibrous root system, one particularly well suited to prevent soil erosion As the roots branch, 4. Examine Where do prop roots arise from? the mature corn plant. Identify the large prop roots at the base of the plant. Would you classify these as adventitious roots? (yes or no) system of a young corn plant appears somewhat less complex than that of the bean. There no nodes or internodes. Look at the mature corn plant again. You should see that nodes and Th internodes do indeed exist. In your young plant, elongation of the stem has not yet taken place to any Strip off the leaves of the young corn plant. Keep doing so until you find the shoot apex (it's deeply 7. Examine the leaves of the corn plant in more detail. eath that extends down the stem. The leaf sheath adds strength to the stem. Look at the veins, which have a parallel arrangement. (Contrast this to the petioled, arrangement of the bean leaves.) You may wonder how representative corn is of all monocotyledons. As it turns out, it's quite representative of but not particularly so of monocots as a whole. Let's look at another monocot, a common S. Obtain a potted specimen of the dumbcane plant. Observe its external morphology,.comparing it tural plant found in many homes, called dumbcane (Diffenbachia) com plant dumbcane have sheathing leaves like corm, or does each leaf have a petiole? Are the veins in the leaves parallel, or is netted venation (Hint: Look on the lower surface of the leaves, where it is most obvious.) Is there a midvein? (yes or no) Is the terminal bud obvious or is it deeply embedded, as in the com plant? Are prop roots present on the dumbcane plant? 11.2 The Root System (About 30 min.) MATERIALS Per student: # single-edged razor blade Per student pair: dHO in dropping bottles Per lab room clean microscope slide a coverslip a prepared slide of buttercup (Ranunculus) root, c.s. germinating radish seeds in large petri dishes a prepared slide of corn (Zea) root, cs a demonstration slide of Casparian strip in endodermal cell walls PROCEDURE A. Living Root Tip 1. Obtain a germinating radish seed. ldentify the primary root. Its fuzzy appearance is due to the numerous tiny root hairs (Figure 11-5). Root hairs increase the absorptive surface of the root tremendousl Using a razor blade, cut off the seed and discard it, then make a wet mount of the primary root. (Add enough water so that no air surrounds the root. Do not squash the root.) 2. senators, Greeks sometimes ground up parts of the shoot and added it to a drink Because certain cells contain needle-shaped hazard to young children. Ingestion causes throat swelling that can lead to suffocation The common name dumbcane has its origin in a use by the ancient Greeks. When they tired of long orations by their crystals, consumption caused a temporary paralysis of the larynx (voice box), ending the oration. Today, dumbcane is a 181

Explanation / Answer

in this exercise, they cut the root from the seed and first observed the anatomy under the microscope.

they observed the root cap, meristematic tissues, and root hair zone.

they found that meristematic tissue involves root hair growth and no root hair is present at root cap. younger root hair found near to the root cap.

after that, they observed the dicot root and monocot root and identified the different region of both the root like phloem, xylem, pith, vascular cambium, starch granules etc. also, they found differences in the structure of dicot and monocot roots.

Related Questions

Navigate

• Browse (All)
• Browse D
• Subjects

---

---

Integrity-first tutoring: explanations and feedback only — we do not complete graded work. Learn more.