Plant hormones allow plants to coordinate growth, development and responses to stimuli without a brain or central nervous system. The document discusses two major plant hormones: auxin and gibberellin. Auxin promotes stem elongation and phototropism, the growth of plants towards light. It also stimulates cell division and differentiation. Gibberellin specifically causes stems to elongate more than normal. It breaks seed dormancy and induces maleness in some flowers. Plant hormones allow plants to coordinate complex behaviors and development through chemical signaling.
Flowering is an essential part of a plant's life cycle, and getting the timing and placement of flowering right can mean the difference between making lots of seeds for the next generation (success!) and none at all (EPIC fail). In this lesson, students will explore the genes that help Arabidopsis plants decide that it's time to make flowers. Once a plant makes the decision to flower, other genes must signal the right parts of the plants to develop into flowers. When this signaling is interrupted, very strange things can happen! In this lesson module, students will use current bioinformatics tools to build their understanding of how plants use their genes to respond to their environment.
This PowerPoint is one small part of the Taxonomy and Classification unit from www.sciencepowerpoint.com. Teaching Duration = 7 Weeks. A 2700 slide PowerPoint presentation becomes the roadmap for an amazing science experience. Complete with bundled homework package, hands-on activities built into the slideshow with directions, many built-in quizzes, answer keys, unit. Areas of Focus in The Plant Unit: Plant photo tour, Plant Evolution, Importance of Algae, Lichens, The Three Types of Lichens, Non-Vascular Plants, Bryophytes,Seedless Vascular Plants (Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy, Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water, Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of Plant Tissues, Xylem and Phloem, Woody Plants, Leaves,Light and Plants, Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and much more. f you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy www.sciencepowerpoint@gmail.com
Plants Life Cycles Biology Lesson PowerPoint, Annuals, Biennials, Perenialsswww.sciencepowerpoint.com
This PowerPoint is one small part of the Taxonomy and Classification unit from www.sciencepowerpoint.com. Teaching Duration = 7 Weeks. A 2700 slide PowerPoint presentation becomes the roadmap for an amazing science experience. Complete with bundled homework package, hands-on activities built into the slideshow with directions, many built-in quizzes, answer keys, unit. Areas of Focus in The Plant Unit: Plant photo tour, Plant Evolution, Importance of Algae, Lichens, The Three Types of Lichens, Non-Vascular Plants, Bryophytes,Seedless Vascular Plants (Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy, Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water, Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of Plant Tissues, Xylem and Phloem, Woody Plants, Leaves,Light and Plants, Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and much more. f you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy www.sciencepowerpoint@gmail.com
Plant Growth Regulators
Plant Growth Promoters – They promote cell division, cell enlargement, flowering, fruiting and seed formation. Examples are auxins, gibberellins and cytokinins.
Plant Growth Inhibitors – These chemicals inhibit growth and promote dormancy and abscission in plants. An example is an abscisic acid.
Plant growth regulators (also called plant hormones) are numerous chemical substances that profoundly influence the growth and differentiation of plant cells, tissues and organs.
This PowerPoint is one small part of the Taxonomy and Classification unit from www.sciencepowerpoint.com. Teaching Duration = 7 Weeks. A 2700 slide PowerPoint presentation becomes the roadmap for an amazing science experience. Complete with bundled homework package, hands-on activities built into the slideshow with directions, many built-in quizzes, answer keys, unit. Areas of Focus in The Plant Unit: Plant photo tour, Plant Evolution, Importance of Algae, Lichens, The Three Types of Lichens, Non-Vascular Plants, Bryophytes,Seedless Vascular Plants (Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy, Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water, Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of Plant Tissues, Xylem and Phloem, Woody Plants, Leaves,Light and Plants, Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and much more. f you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy www.sciencepowerpoint@gmail.com
This PowerPoint is one small part of the Taxonomy and Classification unit from www.sciencepowerpoint.com. A 3800+ slide Five Part PowerPoint presentation becomes the roadmap for an amazing and interactive science experience full of built-in lab activities, built-in quizzes, video links, class notes(red slides),review games, projects, unit notes, answer keys, and much more. Also included is a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals. The Classification and Taxonomy Unit covers topics associated with Taxonomy and Classification. The unit examines all of the Kingdoms of Life in detail. Areas of Focus within The Taxonomy and Classification Unit: -Taxonomy, Classification, Need for Taxonomy vs. Common Names, What is a Species?, Dichotomous Keys, What does Classification Use?, The Domains of Life, Kingdoms of Life,The 8 Taxonomic Ranks, Humans Taxonomic Classification, Kingdom Monera, Prokaryotic Cells, Types of Eubacteria, Bacteria Classification, Gram Staining,Bacterial Food Borne Illnesses, Penicillin and Antiseptic, Oral Hygiene and Plaque, Bacterial Reproduction (Binary Fission), Asexual Reproduction, Positives and Negatives of Bacteria, Protista, Plant-like Protists, Animal-like Protists, Fungi-like Protists, Animalia, Characteristics of Animalia, Animal Symmetry, Phylums of Animalia (Extensive), Classes of Chordata, Mammals, Subclasses of Mammals, Characteristics of Mammals, Fungi, Positives and Negatives of Fungi, Divisions of Fungi (Extensive), Parts of a Mushroom, 3 Roles of Fungi, Fungi Reproduction, Mold Prevention, Plant Divisions, Kingdom Plantae. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy www.sciencepowerpoint@gmail.com
Incite foliar treatment is a blend of bio-stimulants containing naturallyoccurring and synthetic plant growth regulators and plant hormones that boost healthy, sustained growth on your crops.
Foliar Application: Incite for Agriculture A Plant Growth Regulator For Foliar Application on Field Crops, Fruits, Tree Nuts, Vegetables, Herbs & Spices
SCIENCE - THE PLANT LIFE CYCLE
(CLASS V)
IGCSE BOARD
SEED
FLOWER
POLLINATION
SELF POLLINATION
CROSS POLLINATION
QUESTION ANSWER
MIND MATCH
DRAG AND DROP
A Slideshow for Gr 12 Life Sciences students, focussing on aspects of plant responses to the environment. It is essentially about plant hormones - Auxins, gibberellins, Abscicic acids, etc. Also contains information on plant defense, geotropism and phototropism.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
83. • Which of these
methods will make
your tomatoes
ripen faster and
why?
• Putting them on
a sunny
windowsill.
• Putting them in
a paper bag.
W
O
R
K
T
O
G
E
T
H
E
R
90. • Class poll, Are plants more complicated,
and perform exciting processes that you
never thought of until studying plant
hormones.
Yes _______ No __________
Learn more about plant hormones (Advanced) at…
http://www.plant-hormones.info/ Easier at…
http://www.ext.colostate.edu/mg/gardennotes/145.html
98. Plant responses to stimuli are given specific names:
water gravitylight
hydrotropism geotropismphototropism
Are there different types of tropisms?
Touch
•Thigmotropism
100. Which way up?
How do plants always grow the right way up?
Plants respond to gravity to grow in the right direction.
101. •Roots always grow towards water, which is
positive hydrotropism.
•Roots will grow sideways, or even upwards, towards
water.
•Roots always have a stronger response to water than
gravity to ensure that a plant gets the water it needs.
How do roots respond to water?
102. How do roots and shoots respond to stimuli?
Shoots grow towards sunlight.
They are positively phototropic.
Plant stimuli affect certain parts of the plant in different ways.
Shoots grow away from gravity.
They are negatively geotropic.
Roots grow away from sunlight.
They are negatively phototropic.
Roots grow towards gravity.
They are positively geotropic.
What experiments can be used to test these ideas?
104. A root is:
POSITIVELY GEOTROPIC
NEGATIVELY PHOTOTROPIC
105.
106.
107. Advantages of a shoot growing:
Towards light:
To trap more light for photosynthesis
Away from gravity:
shoot of a germinating seed grows out of
the soil
more chances for pollination & seed
dispersal
109. Advantages of a root growing towards
gravity:
To anchor the plant
To search for water
To ensure that the root of a germinating
seed always grows downwards, whatever,
the position of the seed in the soil
110. Study the pictures below and then complete the
table by putting a plus (+) if the shoot or root
grows towards the stimulus and a minus (-) if it
grows away from it.
Stimulus
Light Gravity
Shoot
Root
111. Study the pictures below and then complete the
table by putting a plus (+) if the shoot or root
grows towards the stimulus and a minus (-) if it
grows away from it.
Stimulus
Light Gravity
Shoot + -
Root - +
112. Thigmotropism
• Thigmotropism Plant’s growth response to touching a
solid object
• Tendrils and stems of vines (ex. Morning glory) coil when
they touch an object
• Allows vines to climb other plants / objects
• Increases chance of finding light (for photosynthesis)
• Auxin and Ethylene are thought involved.
113. Chemotropism
• Chemotropism plant’s growth in response to
chemicals
• Eg. After pollination, pollen tube grows down
through stigma and style and enters ovule
through micropyle
118. The houseplant observation
• For years, people
noticed that
houseplants tended to
lean toward a source of
light.
• Charles Darwin and his
son Francis in 1880,
wondered why. How
does a plant “know”
where to lean?
119. Darwin’s Oats
• The Darwins
studied the leaning
phenomenon in
oats.
• Oat coleoptiles are
highly light
sensitive, and
growth is fairly
rapid.
120. A Coleoptile is a :
hollow, cylindrical sheath that surrounds the
primary leaf of a germinating monocot seed
Coleoptile First leaf
121. Darwin Experiment 1
Oat shoots tend to bend toward the light. When the tip of the shoot is
covered with a small cap, the shoot does not bend.
Question: Why
doesn’t the shoot
with the cap bend
toward the light?
122. One hypothesis...
• The Darwins speculated:
• the tip of the plant detects the light and
communicates chemically with the part of the
shoot that bends.
• Question: How could they test these alternative
explanations?
• The cap itself prevents bending.
• Light further down the shoot, rather than on
the tip, causes bending.
123. Darwin Experiment 2
Some shoots were covered with small caps of glass. Others were covered
with a sleeve that left the tip exposed but covered the lower shoot.
• The cap itself
prevents
bending.
• Light further
down the shoot,
rather than on
the tip, causes
bending.
X
X
Conclusion :
The tip is the place
responsible for bending
125. Boysen-Jensen 1
• Boysen-Jensen cut the tips off of
oat coleoptiles
• They did not bend toward the light.
• Question: What does this tell us
about the role of the tip in this
phenomenon?
126. Boysen-Jensen 2
• Boysen-Jensen cut the tips off coleoptiles
and put the tips back on.
• These coleoptiles bent toward the light.
Conclusion :
The tip is responsible for growth
127. Boysen-Jensen 3
Boysen-Jensen then put a porous barrier (agar gel) and an
impenetrable barrier (a flake of mica) between the shoot tip and the
rest of the shoot. The shoot with an agar barrier bent toward the
light. The shoot with the mica barrier did not.
Conclusion :
The head must
have produced
a diffusible
chemical
substance
which
stimulates
growth
128. Boysen-Jensen 4
Boysen-Jensen took a tiny, sharp sliver of mica and pushed it into the
coleoptile so that it cut off communication between the tip and the rest of
the plant on one side only. If the sliver was on the side that was lit, it still
leaned that toward the light, but if it was on the opposite side, the plant
did not lean toward the light.
Explanation of
results :
Higher
concentration of
that chemical that
causes growth on
the side opposite
the light.
129. F.W. Went identified the factor that was
causing plants to bend toward the light.
Went first cut the tips off of oat coleoptiles and placed them on a block of
agar and allowed juices from the tip to diffuse into the agar.
137. What is the effect of auxins on plant cells?
Cells absorb water and elongate.
138. Three regions of a root tip
Cell division region
Cell
differentiation
region
Cell elongation region
Cells become
specialised
139. Which region does auxin affect?
Cell division region
(root tip that makes auxin)
Cell differentiation region
(cells change their shape;
no effect by auxin)
Cell elongation region
(auxin makes cells absorb water)
143. A shoot growing in one-sided illumination
grows towards light. How is it possible?
Cells on the two
sides of the stem
GROW UNEQUALLY!!
144. Describe how a shoot bends towards
one-sided illumination.
Auxins are produced at the ___________ tip and
diffuse down the stem.
More auxin collects on the ____________ side of
the stem.
Auxins cause the cells to absorb water and so
elongate in the cell elongation region.
Thus the ___________ side grows more than the
lighted one.
This results in bending of the stem towards light.
shoot
shaded
shaded
145. Effect of Auxin on Plant Parts
positive
growth
negative
growth
root
shoot
auxin
concentration
Growth of
plant
low conc. high conc.
auxin concentration
plant growth
shoot
root
No effect positive
positive negative
high
conc.
low
conc.
146. -the concentration of auxins needed for maximum
growth response in shoots inhibits root growth
-the concentration that stimulates root growth is too
low to stimulate shoot growth
150. Gravitropism in shoots
• In shoots, auxins
are more
concentrated on the
lower side of the
stem, causing the
cells there to
elongate.
• Why is this
gravitropism and
not phototropism?
151. Gravitropism in roots
• In roots, however,
auxin concentration
on the lower side of
the root suppresses
cell elongation.
• The upper side of
the root continues
to grow, causing the
roots to bend
downward.
152. Geotropism in Root
The root tip produces auxins which diffuse to the
elongation region
The auxins diffuse to the lower side due to gravity
High auxin concentration inhibits growth in root
The lower side grows slower than the upper side
The root bends downward
153. •AUXIN is produced in the
• apical meristem at the
tips of the shoots ( also
known as COLEOPTILE)
•From the tip of shoot,
auxin move down to the
region of cell elongation &
stimulates growth of the
cells. The cells become
LONGER.
•IMPORTANT TO KNOW
154. IMPORTANT INFORMATION TO KNOW
ABOUT AUXIN
• Auxin is sensitive to light.
• It always moves away from light.
• Auxin stimulates the elongation of cells
in the shoots but, inhibits the
elongation of cells in the roots
160. Nastic Movements
Nastic movements plant movements
that occur in response to environmental
stimuli
but are independent of the direction of
stimuli
Quick, temporary movements in plants.
No plant growth, so they can be reversed.
Regulated by changes in water pressure of
162. Thigmonastic Movements
Thigmonastic ‘thig-mah-NAS-tik’ movements a
type of nastic movement that occurs in response to
touching or shaking a plant
Involve rapid plant movements
Ex. Venus flytrap
185. no growth grows
dark box
few days later
Conclusion :
The tip is responsible for growth
cut & replaced tip
decapitated
Experiments
on Oat Coleoptiles
187. Experiments
on Oat Coleoptiles
few days later
dark box
agar plate
Conclusion :
the head must have produced a diffusible
chemical substance which stimulates growth
188. Experiments
on Oat Coleoptiles
bending directions
Explanation of results :
The side with the tip has a higher concentration of that particular
chemical, the growth rate is faster than the other side
the tip is put aside
mica
plate
Can the explanation still work ?
bending directions
190. Study the diagrams. What would you
expect to happen and why.
The shoot with the covered tip grows (straight
up / towards light) because it (can sense light /
cannot sense light).
191. Study the diagrams. What would you
expect to happen and why.
The shoot with the covered tip grows (straight
up / towards light) because it (can sense light /
cannot sense light).
192. The shoot with the exposed tip grows (straight
up / towards light) because it (can sense light /
cannot sense light).
193. The shoot with the exposed tip grows (straight
up / towards light) because it (can sense light /
cannot sense light).
194. Look at the diagrams below. What does this
experiment tell you about the tip of the shoot
and the part it plays in growth?
Tip produces chemicals for growth.
195. Look at the diagrams below. How would you
explain the results of this experiment?
Bending resulted due to unequal amount of
chemical . Light affects distribution of chemical.
196. QUESTION: MAY, 2009
Give a biological explanation for each of the
following statements:
cutting off the tip of a shoot will stop the shoot
from getting taller but it will increase
bushiness; (3)
197. EXPERIMENTS TO SHOW:
1. Geotropism in a shoot
2. Geotropism in pea radicles
3. Phototropism in oat coleoptiles
4. Phototropism in a shoot
All make use of an apparatus called:
clinostat
198. Clinostat: a motor rotates slowly
to make factors uniform (evenly distributed)
for control experiments
contains a cork disc which can be set to
rotate in a vertical or horizontal plane by a
motor
199. AIM: To show geotropism in a plant shoot.
APPARATUS:
CONTROL
Give a precaution for this experiment.
Even illumination.
The apparatus was
left for 3 days.
200. Why did the shoot attached to the clinostat
grow horizontally ?
As shoot rotated, gravity acted on all sides.
No unilateral stimulus to respond to.
201. AIM: To show geotropism in pea radicles.
APPARATUS:
The apparatus was left for 3 days.
202. QUESTION: MAY, 2005
A biology student wanted to test whether the
position in which seeds are placed in the soil
affects the direction of shoot and root growth.
Design a simple experiment which the student
can use to carry out this investigation.(5)
203. Seeds of the same type are placed at
different orientations in a single container.
A similar container is set up as a replicate.
Left in darkness for a few days.
Radicles are observed.
204. QUESTION: MAY, 2005
When growing plants from cuttings, farmers
usually dip the cutting into Rooting Hormone
powder before planting it in the soil. Briefly
explain how this increases the chances of
successful plant growth. (2)
Roots are stimulated to
form. Thus plant can absorb
more water and ions for
growth.
205. AIM: To show phototropism in oat coleoptiles.
APPARATUS:
206. METHOD:
1. Thirty oat grains were soaked in water for 1 day.
2. Ten grains were placed in each of three small pots of
compost and left to germinate.
3. When grown to a height of 1cm, they were treated as
follows:
One set was covered with a large box, excluding
light;
Another set was covered with a box with a slit at
the side, allowing one-sided illumination;
The control was left in the light.
4. The pots were left at room temperature for a few
days.
207. RESULT:
In the dark: coleoptiles were yellow, straight and
very long.
In one-sided illumination: coleoptiles bent towards
the light.
In the light: coleoptiles were green, straight and
shorter than those in the dark.
CONCLUSION:
The coleoptiles responded to the stimulus of one-
sided illumination by growing towards it. Coleoptiles
are positively phototropic.
Light is needed for chlorophyll to form.
208. AIM: To show phototropism in a shoot.
APPARATUS:
unilateral
light
unilateral
light
light-proof
box
clinostat
A B
211. Question: MAY, 2006
5. The experiment shows the effect of a stimulus
on the growth of a root and a shoot. The seedlings
were kept in the dark throughout the experiment.
212. a) Continue the diagram to show the direction of growth
of the shoot and root in:
i) the stationary
ii) rotating clinostat. (4)
213. b) What type of stimulus response is exhibited by
the seedlings? (1)
Positive geotropism.
c) Why were the seedlings kept in the dark? (2)
Any changes observed would be due to gravity.
d) Name the substance produced by the plant which
brings about the growth changes. (1)
Auxin
214. e) This experiment was
investigated in an orbiting
spacecraft where
weightlessness is observed.
Predict the results obtained
in this situation. (1)
Grow in all directions.
215. Under which condition (light/dark)
was each seedling of bean grown?
Grown in the
light
Grown in the
dark
216. What is the advantage of a
longer stem in seedlings
grown in the dark?
light
dark
217. Four differences between a seedling
growing in the light & another in the dark.
In the light In the dark
1. Short, thick stem long, thin stem
2. Green shoot yellow shoot
218. Four differences between a seedling
growing in the light & another in the dark.
In the light In the dark
3. Broad leaves small leaves
4. Short internode long internode
219. QUESTION: MAY, 2009
Give a biological explanation for each of the
following statements:
the internodes of a shoot growing in the dark
are longer than the internodes of a shoot
growing in the light; (3)
220. Differences in the response shown by:
A shoot in unilateral light A hand touching a hot
object
221. Differences in the response shown by:
A shoot in unilateral light A hand touching a hot
object
1. Response in positive. 1. Response is negative
2. Slow response. 2. Rapid response
3. Response involves
growth.
3. No growth involved
4. Response does not
involve muscles and
nerves.
4. Response involves
muscles and nerves.