Practical Instructions

PLANT EXPERIMENTS

SEMESTER 2, 2023

Biology 1B (1.10105)
 Biology 1B -1.10105

PRACTICAL 1:
ABSORPTION, CONDUCTION AND SUPPORT IN PLANTS

Vascular plants are characterized by a transport system that conducts water, minerals and organic
substances throughout the plant body. These plants also have strengthening tissues which enables the
plant body to support itself.

Objectives
At the completion of this practical, you should be able to:
• Design experiments to show the effects of nutrient deficiencies on plant growth.
• Recognize and describe the internal differences between stems and roots.
• Identify examples of modified stems and understand their functional significance.
• Identify the main types of roots, including root modifications and understand their functional
significance.
• Describe the vascular system of flowering plants.

Exercise 1: Plant nutrition

Plant nutrients are the chemical elements that are essential components of plant tissue. For healthy
plant growth, plants require an adequate supply of each of these elements. The most abundant elements in
plants, carbon, oxygen and hydrogen are obtained from the air and water. The others, referred to as the
mineral elements, are supplied by the mineral and organic components of the soil. They are divided into
two groups, according to their abundance in plants. The macronutrients, nitrogen, potassium,
phosphorous, calcium, magnesium and sulphur comprise from 0.1 to 6% of dry plant material. The
micronutrients, including iron, chlorine, boron, manganese, zinc, copper and molybdenum, have
requirements in the order of 0.1-100mg per kg dry weight.
A deficiency of any one nutrient results in a reduced growth rate and yield of a crop. Plants usually
respond to a deficiency of any nutrient firstly by decreasing their growth rate. Over time other visible
symptoms may also appear. These include chlorosis (yellowing of the leaves), abnormal stem colours
and necrosis (death of tissue). The problem can only be corrected by increasing the supply of that
nutrient. The diagnosis of nutritional disorders in agricultural crops is
therefore of great practical importance.

In this exercise you will set up a simple experiment to examine the effect of
nitrogen and magnesium deficiencies on the growth rate of the water plant
Lemna sp. Two species of Lemna occur in PNG, Lemna perspusilia and
Lemna tisculca. Both are small, floating water plants that undergo asexual
reproduction by budding and the new bud soon becomes detached from the
parent plant to form a new plant. In this experiment, we will use Lemna
perspusilia.

1. Obtain 20 Lemna plants and 250-500 ml each of the three different nutrient solutions (depending
on lab instructors instructions). The control solution contains a full complement of plant
nutrients. The two experimental solutions are deficient in either nitrogen or magnesium.
2. Using the given three containers and label each one: 1) control; 2) nitrogen deficient; and 3)
magnesium deficient. Place the volume of the appropriate solution in each container. Using a
marking pen, mark where the level of the fluid on the container.
3. Now add 20 Lemna plants to each container.

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4. Place your containers outside the lab in the green house (across from the lab). The level of the fluid
in the container should be regularly topped up to the original mark with distilled water or respective
nutrient solutions (if available).
5. Each week for three weeks, count the number of plants in the container and make notes on any
deficiency symptoms. Keep these records in Table 1. The group’s results can form the basis for
your scientific report, if required of you as part of the internal assessment.

TABLE 1: Growth rate and observations of deficiency symptoms in Lemna perspusilia exposed to
nitrogen and magnesium deficient nutrient solutions.
CONTROL NITROGEN MAGNESIUM
Period/time COMMENTS
COMPLETE DEFICIENT DEFICIENT
Start date

Week 1

Week 2

Week 3

Exercise 2: Water absorption and conduction

1. Roots
Most water taken up by the plant is absorbed through the root hairs or through the hyphae of mychorrhizal
fungi.
1.1. Examine the young live raddish root showing root hairs.
1.2. Examine the prepared slide T.S. of Zea mays (corn) root under high power and study the
structure of a root hair.

i. What relationship, if any, does the root hair have with the epidermal cells?

ii. What is the function of root hairs?

Once water is absorbed by the root hair, it travels through the outer tissues of the root and enters the
xylem.
1.3. Now examine the transverse section of a dicotyledon root, the buttercup (Ranunculus). Use the
following guide to help you identify the tissues of the root. Notice the star-shaped area in the
centre. This is the xylem.

Some of the tissues that should be noted are:

• Epidermis – the outermost layer of cells.

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• Cortex – large, approximately isodiametric parenchyma cells with thin cellulose walls and
conspicuous intercellular spaces. Protoplasts are present. This is the predominant tissue of the
cortex and pith regions of plant roots and stems.
• Endodermis – a single layer of cells forming the innermost layer of the cortex. They have
characteristically thickened cell walls, with a layer of suberin called the casparian strip.
• Pericycle – a single layer of parenchyma cells inside the endodermis. This is the source of side
(lateral) roots.
• Xylem + Phloem together comprise the vascular tissue of the plant.
Xylem – water transport tissue is composed of:
 Tracheary elements (=trachieds and vessel members) – conduct H2O.
 Xylem fibrers and xylem parenchyma
Phloem – translocation tissue is composed of:
- Sieve tube members – conduct sugars, hormones etc.
- Companion cells, phloem fibers and phloem parenchyma.

Draw a map diagram and label the tissues of this slide.

Not all vascular plants have the same tissue arrangement in the root. For example, compare the two
classes of angiosperms (monocotyledons and dicotyledons).
Examine the slide of Zea mays (corn) root. This is a monocotyledon. Notice that the center of the root
does not have the star shaped xylem. Instead, in the monocot root, the xylem together with the phloem is
found in vascular bundles just inside the endodermis.

Draw a map diagram and label the tissues and label them with the following figures listed below.
FIGURE 1: Map diagram of a dicotyledon root, Ranunculus sp.
FIGURE 2: Map diagram of a monocotyledon root, Zea mays

2. Stems
The conducting tissues of the root are continuous with the stem and those of the stem connect with those
of the leaves, flowers and fruits. However, the arrangement of the vascular tissues differs between stems
and roots.
You are provided with prepared slides of a typical annual dicotyledons stem (Helianthus), and of a typical
monocotyledon stem (Zea mays).
Examine and compare these slides. Draw a L.P. map diagram of the dicotyledon stem. Identify and label
the epidermis, collenchyma, cortex, vascular bundles, phloem, xylem, schlerenchyma and pith.

Draw map diagram of a transverse section through a dicot and monocot and label.
FIGURE 3: Map diagram of a transverse section of a monocotyledon stem (Zea mays) and a dicot stem
(Helianthus sp.).

i. Do the stems and roots have similar tissues?

ii. Describe the differences between:

a) Monocot and dicot roots.

b) Dicot stems and dicot stems.

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Xylem and phloem in stems

Suspend a leaf of Chinese cabbage in a test tube of eosin dye. Leave it there while you complete the rest
of this section. After about 15 minutes remove the shoot from the stain and cut both transverse and
longitudinal sections. Your demonstrator will show you the technique for cutting free hand sections.
Note which tissues have been stained.

Exercise 3: Root and stem modifications

Look at the display in the cabinets entitled ‘Plant Adaptations’. Note the various ways in which stems
and roots are modified or adapted. Answer the questions below.

A. Root modifications

a. Storage roots or tubers e.g. kaukau

These roots are swollen due to the storage of starch. Starch stored in kaukau root tubers is one of the
most important sources of food in PNG.

b. Prop roots e.g. maize, Pandanus

These roots develop from the stem or branches above ground and grow down into the soil. What would
be the major functions for prop roots?

c. Breathing roots (Pneumatophores) e.g. mangroves

These roots grow up vertically from horizontal mangroves roots which lie below the
mud of coastal saline flats. Why do you think it is necessary for mangroves to have this type of root in
their natural habitat?

d. Aerial roots e.g. epiphytic orchids, Epipremnum

These roots seldom reach the soil and are modified for absorbing rain water or water lying on the stem of
the host.

B. Stem modifications

a. Photosynthetic stem e.g. some species of cacti

In some plants the leaves are greatly reduced or absent and the stem is green and carries out
photosynthesis in place of the leaf. What do you think would be the functional advantage gained by this
modification?
____________________________________________________________________________
b. Climbing stems e.g. yams

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These stems twine or coil around a support using specialized structures such as tendrils, hooks and loops.
These modifications allow the weak stems of these plants to display their leaves favorably to the available
light.
Give another example of a PNG plant that has a climbing stem.
_____________________________________________________________________
c. Corm e.g. taro
The corn is a short swollen stem modified for food storage. Note the condensed nodes around the corm
and the lateral buds. The corm grows underground and only the leaves and flower stalk come above
ground.

d. Bulb e.g. onion

The bulb is a bud with undeveloped leaves. The leaves store sugars and starch. This allows the plant to
go dormant when conditions for growth are not optimal (winter in the temperate areas, dry season here in
Port Moresby). The plant then uses the carbohydrates when growth resumes.

e. Rhizome e.g. ginger, ferns

The rhizome is also an underground stem that grows horizontally and is swollen with stored food. A
stolen is similar except that it grows above ground.
What would be the functional advantage of this modification?
____________________________________________________________________________

f. Stem tuber e.g. yam

The stem tuber is also an underground storage stem and the food storage (swelling) occurs at the stem tip.
Note the nodes on the yam tuber.

g. Runners e.g. Sogeri grass (Axonopus compressus) = stolons

Runners grow horizontally over the surface of the ground and at the nodes, advantitious roots and aerial
shoots are produced.
What advantage do these stems have over normal aerial stems?
____________________________________________________________________________
h. Sugar storage stem e.g. sugar cane

i. Starch storage stem

Can you give an example of an important plant that stores starch in its stem?
____________________________________________________________________________
j. Thorny stems, for defense.

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PRACTICAL 2:
LEAVES, TRANSPIRATION AND PHOTOSYNTHESIS

The leaves of plants make food by photosynthesis. The carbohydrates made in the leaf during
photosynthesis are converted to sucrose and carried out of the leaf to the stem. From here the sucrose may
pass upwards to the flowers or fruit, or down to the root or other storage sites.
Plants have evolved the capacity to “fix” carbon, in the form of carbon dioxide, into molecules of
glucose and other carbohydrates. The carbon-fixing capability of plants is dependent on light energy and
accordingly is called photosynthesis. The overall equation for photosynthesis is generally written as:

The large number of individual reactions can be summarised as two closely linked cycles. The
noncyclic electron flow of the light reactions produces ATP and NADPH that enters into the Calvin
Cycle or dark reactions and together with various enzymes cause CO2 to be converted into carbohydrate.

Objectives
At completion of this practical you should be able to:
 Draw and label diagrams to show the external and internal structure of the leaf of a dicotyledon.
 Define transpiration and describe an experiment to demonstrate transpiration from a leafy shoot.
 Describe an experiment to measure the rate of photosynthesis.
 Discuss the use of leaf stomata as bio-indicators of environmental change.

Exercise 1: The external and internal structure of the leaf

1. You are provided with Hibiscus leaves. Carefully examine the leaf noting the following features: the
leaf stalk, or petiole, continuing on into the leaf as the midrib; the leaf blade or lamina; the vein
network running through the lamina; an axillary bud located in the angle, or axil, between the
petiole and the main stem. Draw a diagram of the leaf labeling the features mentioned above.
2. Now examine the arrangement of the primary tissues in the leaf and the details of the cellular types.
Identify the following tissue types: upper epidermis, palisade mesophyll, spongy mesophyll, lower
epidermis, and vascular tissue containing xylem and phloem. Note that the epidermis may produce
a thick waxy cuticle to help reduce water loss. The lower epidermis contains numerous openings or
stomata (singular stoma) with guard cells surrounding the opening. Draw a map diagram showing
the distribution of the tissue types in the leaf. Note that the vascular tissue may contain additional
strengthening cells - sclerenchyma and collenchyma cells.
Sketch the external features of a hibiscus leaf and a transverse section through the leaf and
label with the following:
FIGURE 1: External features of a Hibiscus leaf.
FIGURE 2: Distribution of tissue types in the T.S. leaf.

Exercise 2: The rate of transpiration by plants

Each student group should go outside and randomly collect a small branch from a selected tree.

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2.1. When you return to the lab, carefully trace the outline of each leaf of the branch onto a piece of
graph paper. Count squares to find the area of each leaf. Add the areas of each of the leaves
together to determine a total leaf surface area in square centimetres.
2.2. Place the branch into a 100 ml measuring cylinder and fill it about three-quarters full with the tap
water. Pour a thin layer of oil on the surface of the water, so it is completely covered (carefully
avoid getting oil on the leaves). The purpose of the oil is to prevent any water loss due to
evaporation from the surface of the water. Mark the top edge of the oil with an erasable marker on
the side of the cylinder. Place the cylinder and branch on the balcony for 24 hours.
2.3. After 24 hours, estimate how much water has been lost by transpiration, in millilitres. Divide the
number of millilitres "transpired" by the total area of the leaves to obtain the amount of water
transpired in millilitres per square centimetre of leaf in 24 hours.
2.4. Each group should go back to your sample tree and estimate the number of leaves on their trees in
the following manner: count the number of leaves on a branchlet, the number of branchlets on a
branch, the number of branches on a big branch, etc. and multiply these to arrive at an estimate of
the total leaf number. Pairs of group members should make their own estimates and then the whole
group can take an average to arrive at the figure you will use.
To calculate the size of an average leaf, take the previously calculated total area of the leaves and
divide by the number of leaves to reach an average. Multiply this average by the estimated number
of leaves on the tree to arrive at the total leaf area of the tree. Now, multiply this by the millilitres
of water transpired per square centimetre in 24 hours to obtain the number of millilitres transpired
by the tree in one day.
2.5. A further calculation: assume there to be about 600 trees per hectare in a tropical rain forest.
Estimate how much water trees from a hectare of tropical rain forest transpire. Finally, using
the frequently stated statistic that two hectares of tropical rain forest are being lost per minute
(some figures range as high as one per second...) on Earth, determine how much water transpiring
'potential' is lost after a year of cutting down rain forests.

Also, 1.8 times as much oxygen is given off as water transpired - so you can multiply all your
figures by 1.8 to obtain an estimate of the oxygen production 'potential'. Don't forget that the
missing trees cannot pull carbon dioxide out of the atmosphere also (thus exacerbating the Green
House effect).
PNG is looking at the idea of 'carbon swaps' - leaving trees standing in exchange for a 'monetary
rent' based on the CO2 absorbing power, to be paid by nations who are emitting greenhouse gases
about the target levels set at the Kyoto Conference.

Exercise 3: The release of oxygen during photosynthesis

This demonstration shows the release of O2 by photosynthesizing sprigs of the aquatic plant, Hydrilla.
The springs have been immersed in a container of water, to which some NaHCO3 (sodium bicarbonate – a
ready source of CO2) has been added.

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FIGURE 3: Apparatus for determining rate of photosynthesis by Hydrilla

3.1 A funnel, with a test tube inverted over its stem has been placed over the plants and the beaker kept
under bright light. A mark was made on the test tube to indicate the original level of the water.
i) Is the water in the test tube at the original level? __________________________
ii) Has the water level increased or decreased? ______________________________
iii) Explain the results of this experiment.
_________________________________________________________________
iv) What was the gas produced? ______________

Exercise 4: Leaf stomata as bio-indicators of environmental change

4.1 Leaf stomatal densities can be determined by a simple laboratory technique and yet have wide
application in understanding environmental change. Several researchers have evidence that
indicates that stomatal densities change in response to changing atmospheric levels of carbon
dioxide. Stomata may also vary in response to the amount of annual rainfall in different localities.
In this experiment, leaves from a species of tree will be collected from individuals growing in
different light and shade situations and the stomatal index on the lower epidermis of leaves from
each will be determined.

4.2. Leaves are the primary photosynthetic organs of most plants. Leaf surfaces are equipped with small
openings or pores called stomata which allows carbon dioxide to enter the leaf and oxygen to
escape to facilitate photosynthesis. In addition, water is lost through stomata during a process
called transpiration. It is estimated that approximately 99% of the water absorbed by the roots of
the plant is lost by the leaves in transpiration. The number of stomata on leaf surfaces varies
widely among different species of plants. Generally, the lower epidermis of the leaf tends to have a
higher total than the upper surface. Botanists have made stomatal counts for many species. Their
data indicates that the number of stomata may vary from zero on the upper epidermis of some
species to as high as 60,000 per square centimeter on the lower epidermis of other species.

4.3 Leaves from individuals of a species of tree growing in two different light conditions (open and
shaded) will be collected and the stomatal index on the lower epidermis of each leaf will be
determined. The number of stomata on a leaf will be determined using clear nail polish, tape, and a
glass slide. The number of stomata and epidermal cells will be counted under high power (400X).
A stomatal index will be determined for the leaf. The Stomatal Index (I) =[S / (E+S)] * 100,

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where S is the number of stomata per unit area, and E is the number of epidermal cells per same
unit area. The data form individual leaves will be combined and a mean will be calculated for each
tree sampled. This data will be shared with other geographically dispersed sites that are studying
these trees.

4.4 Select two trees, one growing in shade and the other in more open sunlight. A leaf should be
collected from the same side of each tree, from approximately shoulder height, and from the same
position on the twig. The leaves should be labelled so that you know which is from the shaded and
sunlight trees. A small piece of masking tape on the point of the leaf works well.

Each leaf should be painted with clear fingernail polish between the 2nd and 3rd vein on each
surface. An oval spot approximately one half by one centimeter is sufficient to provide enough leaf
surface to make the count.

Allow the fingernail polish to dry completely.

Firmly press a short strip of clear cellotape over the dried nail polish on the lower epidermis.
Carefully peel the tape from the leaf and affix it to a clean microscope slide. Place the tape toward
one end of the slide perpendicular to the long axis of the slide (cross-wise). Label the tape with a
marking pen to identify it as being from the shaded or sunlight tree. Repeat this procedure for the
upper epidermis of the leaf from the other tree.

Each group should count the stomata and the epidermal cells on the leaf casts of two leaves. Count
the stomata on the leaf casts at high power, about 400X although the exact magnification is not
important. To successfully count the number of stomata in a field of view you will need to focus,
using the fine adjustment, up and down to bring different planes into focus. Two members of the
group should count the number of leaf stomata and the number of epidermal cells in the first field
of view. They should then compare their counts for the same field of view to insure the accuracy of
their count. If there are differences then the two counters should discuss which cells they counted
and which ones they did not count. Some stomata and epidermal cells will be partially in or out of
the field of view. You can adjust to this by dividing the field of view into imaginary quarter
segments. Include in your counts the stomata and epidermal cells touching to edge of the field for
the upper right and the lower left quarters. Do not include in your counts the stomata touching the
edge of the field in the lower right and upper left quarter. Each group should count 5 randomly
selected field of views per leaf cast and enter the counts on to the data tables.

Think about the following questions for discussion in your tutorial group:
 How much variation was there between different leaves of a plant in the sunny or shaded
position?

 Do you think there would be differences in stomata index on leaves grown in a carbon dioxide
enriched environment to those grown under normal atmospheric conditions?

 Can you think of ways to measure, test, and/or simulate different environmental conditions and
examine how the plants respond with changes in stomatal index?

Collect all data and keep. It may be required of you to do a scientific report from this data. Or it may
be used in test and exams.

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PRACTICAL 3:
FLOWERS & FRUITS (SEXUAL REPRODUCTION IN ANGIOSPERMS)

Objectives
When you have completed this practical you should be able to:
• Draw and label a diagram to show the structures of a half flower.
• List and compare the adaptations required for inset pollination and wind pollination with
reference to the structures of flowers.
• Discuss several types of seed dispersal.
• List and describe some of the structures used by plants for vegetative reproduction.

Exercise 1: Flower structure

1. The flower is an organ of reproduction. All parts of the flower are involved to this end. In this
practical you will dissect several flowers and examine them carefully. Always keep in mind that
the purpose of the flower is reproduction. The male gametes (sperm) are produced in the pollen
grains, which are carried by a variety of means to the stigma of the flower. When the pollen from
the correct species reaches the stigma, a chemical reaction occurs, which causes the pollen tube to
germinate and grow down the style into the ovary where it will finally enter an ovule and release
the sperm. The female gamete, the egg, is inside the ovule. Here fertilization takes place, and the
new embryo grows. As it grows the ovary develops into the fruit, with one or more seeds
inside.

2. Pollination is the movement of pollen from an anther to a receptive stigma of the same species.
Fertilization is the union of the gametes (egg and sperm). Everything about the flower (color, size,
shape, scent, location of stamens, and time of opening) is correlated with pollination and
fertilization. If the flower is pollinated by an animal (bee, fly, butterfly, mosquito, bat, etc) then all
the above mentioned characters are correlated with the particular pollinator.

3. Examine the flowers on the side bench. Notice that flowers may have radial symmetry or
bilateral symmetry. Symmetry is determined by whether there is only one or more than one
direction in which a cut will produce two mirror images. See Figure 1 below.

4. Choose one flower from the material available. Examine it in detail. After you have decided on the
type of symmetry, look for the following parts as noted in the drawings above:
• Sepals: usually green (but not always). This is the lowest whorl.
• Petals: usually colored (but not always). This whorl is found above the sepals. Note that in
some flowers the petals and sepals look alike. Botanists call these tepals.
• Stamens: these contain pollen grains. The male gametes (sperm) are produced inside the
pollen grains.
• Ovary: with stigma and style. The ovary contains one or more ovules, which in turn contain
the female gametes the egg cells. The ovary may be:
- inferior: the petals and other flower parts are attached above the ovary.
- superior: the petals and other flower parts are attached below the ovary.

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FIGURE 1: Diagrams parts of the flower (top) and showing bilateral(b) and radial(a) symmetry in
flowers.

Carefully, remove the sepals and petals (you may need to use a razor blade) and answer the following
questions:
4.1. Are the petals joined together into a tube, or are the petals separate?
________________________________________________________________
4.2. Where are the stamens attached? Some possibilities include at the base of the ovary, or to the petals.
__________________________________________________________________
4.3. Do you see nectar? _______________ If your answer is yes, where is the nectar?
_________________________________________________________________
4.4. Is the ovary superior (with stamens and petals attached below) or inferior (with stamens and petals
attached above)?
________________________________________________________________

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5 Now, count the number of sepals, petals, and stamens. If your flower is a monocotyledon, then the
flower parts will be in multiples of three (three, six, nine…). If your flower is a dicotyledon, then
the flower parts will be in multiples of four (four, eight..) or five (five, ten…). The stamens are
usually (but not always) the same number or a multiple of the number of petals.

5.1 Is this flower a monocot or dicot

_________________________________________________________________
5.2 What is the name of this flower?
_________________________________________________________________

5.3 Draw your flower on a separate page, showing the number of parts and their relationship to each
other. Label the parts of the flower. Be sure to put the name of the flower on the top of the page.

6. You proceed to examine a second flower, Flower 2.

6.1. Are the petals joined together into a tube, or are the petals separate?
_________________________________________________________________

6.2. Where are the stamens attached? Some possibilities include at the base of the ovary, or to the
petals.
_________________________________________________________________

6.3. Do you see nectar? ___________ If your answer is yes, where is the nectar?
_________________________________________________________________

6.4. Is the ovary superior (with stamens and petals attached below) or inferior (with stamens and petals
attached above)?
__________________________________________________________________

6.5. Now, count the number of sepals, petals, and stamens. If your flower is a monocot, then the flower
parts will be in multiples of three (three, six, nine…). If your flower is a dicot, then the flower
parts will be in multiples of four (four, eight…) or five (five, ten…). The stamens are usually (but
not always) the same number or a multiple of the number of petals.
Is this flower a monocot or dicot?
__________________________________________________________________

6.6. What is the name of this flower?

_________________________________________________________________

6.7. Draw your flower on a separate page, showing the number of parts and their relationship to each
other. Label the parts of the flower. Be sure to put the name of the flower on the top of the page.

Exercise 2: Fruits
1 In botanical language, fruits are mature ovaries with seeds. After the egg is fertilized in the
ovule, the ovule develops into a seed, and the ovary into the fruit. This means that if your
‘vegetable’ contains seeds, it is really a fruit. Examples are pumpkin, tomato, cucumber,
watermelons, wing beans.

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2 Observe the various fruits on display. Pay special attention to the bean pods (snake beans).
Compare the mature bean pod with the ovary of the flowers on display labeled ‘bean family’.
Now look at the apples on display. Look under a dissecting microscope and note the dried up
stamens and sepals.

Seed Dispersal – Fruits are adapted to move their seeds away from the parent plant.
Methods of dispersal include:
• wind - these are one seeded fruits. They are light and often have structures to aid in drifting
in wind currents.
• animal – two types.
- fleshy fruits meant to be eaten and their seeds dropped elsewhere. Flying foxes are
good dispersers of the seeds of figs and other fleshy fruits in tropical areas. Birds are
also good seed dispersers throughout the world.
- Sticky or spiny fruits that stick to animals (and us) and then fall off elsewhere.

Choose a fruit from the display (name of fruit)

__________________________________________________________________

How do you think the seeds are dispersed?

__________________________________________________________________

Explain your reason. __________________________________________________________________

___________________________________________________________________________________

Choose another fruit from the display. (name the fruit)

__________________________________________________________________

How do you think the seeds are dispersed?

__________________________________________________________________

Explain your reason. __________________________________________________________________

___________________________________________________________________________________

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