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Including Examiners Comments R2101 PLANT CLASSIFICATION, STRUCTURE & FUNCTION Level 2 Monday 20 June 2016 09:30 – 10:50 Written Examination Candidate Number: ………………………………………………………………… Candidate Name: …………………………………………………………………… Centre Number/Name: …………………………………………………………….. IMPORTANT – Please read carefully before commencing: i) The duration of this paper is 80 minutes; ii) ALL questions should be attempted; iii) EACH question carries 10 marks; iv) Write your answers legibly in the lined space provided. It is NOT necessary that all lined space is used in answering the questions; v) Use METRIC measurements only; vi) Use black or blue ink only. Pencil can be used for drawing purposes only; vii) Where plant names are required, they should include genus, species and where appropriate, cultivar; viii) Where a question requires a specific number of answers; only the first answers given that meet the question requirement will be accepted, regardless of the number of answers offered; ix) Please note, when the word ‘distinct’ is used within a question, it means that the items have different characteristics or features. Ofqual Unit Code K/505/2967 Please turn over/….. 1 ANSWER ALL QUESTIONS MARKS 1 Q1 a) Name TWO consecutive stages in the life cycle of a typical plant. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… b) State what is meant by EACH of the following horticultural terms giving a plant example for EACH by completing the table below. Term Meaning Named plant example Half hardy annual 3 Hardy annual 3 Tender perennial 3 Total Mark Please see over/….. 2 MARKS 1 Q2 a) Name the site of photosynthesis in the cell. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… b) State the equation for photosynthesis in words. 2 ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… c) Describe how the following environmental factors affect the rate of photosynthesis: i) ii) temperature; light quality. 4 3 i)………………………………………………………………………………………………. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ii)……………………………………………………………………….……………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Total Mark ………………………………………………………………………………………………… ………………………………………………………………………………………………… Please turn over/….. ………………………………………………………………………………………………… 3 MARKS Q3 a) Describe THREE distinct stem adaptations for natural vegetative reproduction by completing the table below. Name of stem adaptation Description of adaptation Plant example 1. 3 2. 3 3. 3 b) State ONE difference between monocotyledonous and dicotyledonous stems. 1 ………………………………………………………………………………………………… Total Mark ………………………………………………………………………………………………… ………………………………………………………………………………………………… Please see over/….. 4 MARKS Q4 a) State FOUR characteristics of EACH of the following: i) ii) packing; meristematic. 4 4 i) ………………………………………………………………………….…………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ii)………………………………………………………………………………………….…… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… b) Indicate the position of the tissues named in a) by labelling the diagram below. 2 Transverse section through a young dicotyledonous root Total Mark Please turn over/….. 5 MARKS Q5 State what is meant by EACH of the following terms, giving ONE distinct plant example of EACH: i) ii) iii) 3 4 3 genus; species; cultivar. i)..................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ii).................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... iii).................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... Total Mark ....................................................................................................................................... ....................................................................................................................................... Please see over/….. 6 MARKS Q6 a) Describe ONE difference between the flower parts of wind and insect pollinated plants by completing the table below. Flower part Wind pollinated Insect pollinated Petal 2 Anther 2 Pollen 2 b) State the meaning of the following terms giving ONE NAMED plant example for EACH: i) ii) 2 2 monoecious; dioecious. i)………………………………………………………………..……………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ii)…………………………………………….………………………………………………… ………………………………………………………………………………………………… Total Mark ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Please turn over/….. 7 Q7 a) State how the viability of stored seed is related to the rate of aerobic respiration. MARKS 1 ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... b) Describe TWO environmental factors affecting the viability of stored seed. i)..................................................................................................................................... 3 ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ii).................................................................................................................................... 3 ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... c) Name THREE structures found in a seed embryo. 3 ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... Total Mark ....................................................................................................................................... ....................................................................................................................................... Please see over/….. 8 Q8 a) Name ONE environmental factor which affects the rate of water loss from plants. MARKS 1 ………………………………………………………………………………………………… ………………………………………………………………………………………………… b) Describe water transport through the plant stem. 5 ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ..................................................................................................................................... ..................................................................................................................................... c) State TWO distinct functions of stems other than water transport. 4 ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Total Mark ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Please turn over/….. ………………………………………………………………………………………………… 9 MARKS Q9 a) Name EACH of the features indicated on the diagram below. A typical dicotyledonous leaf i)..................................................................................................................................... 1 ....................................................................................................................................... ii).................................................................................................................................... 1 ....................................................................................................................................... iii)................................................................................................................................... 1 ....................................................................................................................................... iv)................................................................................................................................... 1 ....................................................................................................................................... v).................................................................................................................................... 1 ....................................................................................................................................... vi)................................................................................................................................... 1 ....................................................................................................................................... Question continues on facing page Please see over/….. 10 MARKS b) Draw ONE diagram of EACH of the following compound leaf types in the spaces below giving a NAMED plant example for EACH: i) compound pinnate leaf: 2 Plant example...................................................... ii) 2 compound palmate leaf: Total Mark Plant example...................................................... Please turn over/….. 11 MARKS Q10a Describe the function of EACH of the following seed parts by completing the table below. Seed part Function Endosperm 2 Micropyle 2 b) Describe TWO distinct mechanisms by which seeds are dispersed by wind, giving a NAMED plant example for EACH: i)………………………………………………………………………………………………. 3 ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ii)…….………………………………………………………………………………………… 3 ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ******* 12 Total Mark DO NOT USE THIS PAGE 13 DO NOT USE THIS PAGE 14 DO NOT USE THIS PAGE 15 ©These questions are the property of the Royal Horticultural Society. They must not be reproduced or sold. The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB. Charity Registration Number: 222879/SC038262 16 R2101 PLANT CLASSIFICATION, STRUCTURE & FUNCTION Level 2 Monday 20 June 2016 Candidates Registered Candidates Entered Candidates Absent/Withdrawn Candidates Deferred 357 295 55 7 82.63% 15.41% 1.96% Total Candidates Passed Passed with Commendation Passed Failed 190 84 106 105 64.41% 28.48% 35.93% 35.59% Senior Examiner’s Comments: 1 Candidates should be able to demonstrate a good range of plant knowledge and be able to give accurately named plant examples where appropriate. Common names and generic names are often too vague and cannot be rewarded in the positive manner that genus, species and where appropriate, variety/cultivar can. This is particularly important when answering questions relating to particular (named) plant(s). Marks can only be awarded for these narratives where the example(s) are correctly and fully identified. 2 Candidates must be able to display accurate knowledge of the technical terms and concepts detailed in the syllabus, in the context of horticulture and also be aware that wider interpretation will not be rewarded. The examination should be regarded as a possible introduction to higher level studies, which will only be open to those who are in possession of a clear understanding of the horticultural terms and concepts which are current. 3 The introductory rubric given on the first page of each question paper should be read carefully by candidates. At each examination there are a significant number of candidates who ignore or misread the instructions given and consequently may not perform as well as they could have done. 17 4 Candidates should pace themselves during each paper. The most successful candidates allow sufficient time to read the question thoroughly before answering it and also take time to read through their answers. They should take care to write as legibly as possible, so that the examiner is in no doubt about what is intended. 5 Candidates need to interpret key words within questions, particularly those such as ‘state’, ‘list’ and ‘describe’. Questions requiring descriptions or explanations obviously require a more detailed answer than those requiring a list. 6 It is important to ensure that responses to questions are to the point. Candidates should bear in mind that small sketches might be used to convey information more succinctly than words. 7 Successful candidates ensure that their answers are focused and to the point. It is disappointing when they cannot be rewarded for their efforts because the answer is irrelevant to the particular question. Candidates should take note of the mark allocation for specific sections and allocate their time and efforts accordingly. 8 Diagrams can enhance an answer and where appropriate can replace detailed descriptions. They should be large, clear and well annotated, ensuring that labels are properly attached to the features they describe. Diagrams should preferably be in pencil. Colour may be used successfully but only where it is relevant to the answer. 9 In each examination it is clear that some candidates are ill prepared to answer papers of the type set. It is essential that candidates have the opportunity to practice questions. Ideally some papers should be answered in a time constrained situation. Appropriate feedback must, in any case be provided. 18 Q1 a) Name TWO consecutive stages in the life cycle of a typical plant. MARKS 1 b) State what is meant by EACH of the following horticultural terms giving a plant example for EACH by completing the table below. Term Meaning Named plant example Half hardy annual Hardy annual Tender perennial Q1a) 3 3 3 Most candidates were able to correctly name two consecutive stages of the plant life cycle, e.g. seed, juvenile, adult, senescent and death, and gained full marks. Candidates who named germination could not be awarded any marks as this is not a stage in the life cycle of a typical plant. Q1b) Full marks were awarded to candidates who gave the temperature definitions used in the RHS Plant Hardiness categories or details of how the plants are grown. Half hardy annual – is a plant that lives for one year/completes its life cycle in one year. It can survive temperatures down to -5ºC or is sown under protection from frost and planted out when all danger of frost is past. Statements, e.g. plants being killed by, or unable to survive or withstand frost, were also accepted. Suitable plant examples included: Tagetes patula and Nicotiana alata. Annuals which are botanically perennials but are treated as annuals horticulturally, e.g. Begonia semperflorens and Pelargonium zonale, were also accepted. Hardy annual – is a plant that lives for one year/completes its life cycle in one year. They are sown outside in March and can survive/withstand frost and temperatures below -5ºC. Suitable plant examples included: Calendula officinalis, Lathyrus odoratus and Helianthus annuus. Tender perennial – is a plant that lives more than two years. It cannot survive temperatures below 1ºC and cannot survive frost. Tender perennials need to be kept in a frost free environment over winter or put outside when the danger of frost has past. Suitable plant examples included: Musa basjoo and Canna indica. 19 MARKS 1 Q2 a) Name the site of photosynthesis in the cell. b) State the equation for photosynthesis in words. 2 c) Describe how the following environmental factors affect the rate of photosynthesis: i) ii) Q2a) 4 3 temperature; light quality. The majority of candidates correctly named the site of photosynthesis in the cell as the chloroplast, and gained full marks. Q2b) Candidates who stated that water and carbon dioxide produce sugars/glucose/carbohydrate/starch and oxygen during the process of photosynthesis were awarded full marks. Q2c) Candidates who described how temperature and light quality affect the rate of photosynthesis gained full marks. i) Temperature – increasing temperature increases the rate of photosynthesis up to an optimum of 35ºC and then decreases. This is due to the effect of low and high temperatures on enzyme activity. At high temperatures the stomata close which reduces the uptake of carbon dioxide used in photosynthesis and therefore reduces the rate of photosynthesis. The rate of photosynthesis is also affected when there is a reduction in light interception which is required for photosynthesis due to wilting or leaf drop when high temperatures cause water stress. Candidates who used the Law of Limiting Factors to describe the effect on the rate of photosynthesis were awarded marks. ii) Light quality – is measured by photosynthetically active radiation (PAR). Solar radiation in the wave band 400 (blue light) to 700 nanometers (red light) is used in photosynthesis where red/blue light is absorbed and green light is reflected. If the quality of light is poor it will affect the rate of photosynthesis. Candidates who confused light quality, which is the wavelengths of light useful for photosynthesis, with light intensity, which is the amount of light received, or with day length (photoperiod), could not be awarded any marks. 20 MARKS Q3 a) Describe THREE distinct stem adaptations for natural vegetative reproduction by completing the table below. Name of stem adaptation Description of adaptation Plant example 1. 3 2. 3 3. 3 b) State ONE difference between monocotyledonous and dicotyledonous stems. Q3a) Most candidates named and described correctly a range of stem adaptations for vegetative reproduction rather than storage/perennation. Suitable examples included: Rhizome – which is a horizontal stem which grows below the ground or at the surface and roots and produces new shoots at the nodes, e.g. Iris pseudacorus. Corm – which is a compressed underground stem which produces the new corm above the old one, e.g. Crocus longiflorus. Stem tuber – is an underground stem from which new plants arise at the nodes or ‘eyes’, e.g. Solanum tuberosum. Stolon – is an arching stem which roots at the tip, e.g. Rubus fruticosus. Sucker – is a vertical stem which arises from roots, e.g. Rhus typhina. Bulbils – are small bulbs which are produced in the axils of stems which fall off and root, e.g. Lilium tigrinum. Fragaria x ananassa was accepted as an example of a stolon or a runner which is a horizontal stem which runs along the ground and roots at nodes or along its length. Q3b) The best candidates gave distinct differences between monocotyledonous and dicotyledonous stems. These included differences in the arrangement of the vascular bundles, the presence or absence of vascular cambium and woody growth, secondary thickening or branching in stems, e.g. monocotyledonous stems have scattered vascular bundles and dicotyledonous stems have their vascular bundles arranged in rings. 21 1 MARKS Q4 a) State FOUR characteristics of EACH of the following: i) ii) packing; meristematic. 4 4 b) Indicate the position of the tissues named in a) by labelling the diagram below. Transverse section through a young dicotyledonous root Q4a) Candidates provided a range of characteristics for the specific tissues including those relating to their structure, function and location, and were awarded full marks. i) Packing tissue – e.g. parenchyma tissue and cells which make up packing tissues in the pith, cortex and mesophyll have; ii) Thin cell walls Air spaces between the cells Living cell contents Act as storage for starch Specialised for photosynthesis as they contain chloroplasts Meristematic tissue – located in apical meristems of shoots and roots and in the vascular cambium, are: Unspecialised cells Capable of cell division Contain numerous mitochondria Have a small vacuole Tightly packed together Q4b) Full marks were gained by candidates who labelled the cortex as ‘packing tissue’ and the vascular cambium or pericycle as ‘meristematic tissue’. Candidates who labelled and named all of the tissues in the cross section of the root could not be awarded any marks unless they had indicated which tissues were packing tissue and which were meristematic tissue, or had given specific tissues as examples in section a) of the question. 22 2 MARKS Q5 State what is meant by EACH of the following terms, giving ONE distinct plant example of EACH: i) ii) iii) Q5) 3 4 3 genus; species; cultivar. The majority of candidates were able to state the meaning of the specific terms and were awarded full marks. Suitable answers included: i) Genus – is a sub group of a plant family and is a group of species with characteristics in common, e.g. Rosa. ii) Species – is a sub group of a genus which is made up of individual plants which breed naturally to produce offspring with the same characteristics, e.g. Lathyrus odoratus. iii) Cultivar – is a cultivated variety which is produced by men or women and maintained in cultivation. It is a variant of a species, e.g. Cornus alba ‘Sibirica’. To gain full marks candidates needed to write all plant names correctly. The genus must be written with an initial upper case letter and italicised or underlined, the specific epithet must be written in lower case and italicised or underlined and the cultivar name must be written with an initial upper case letter, enclosed in single inverted commas and not italicised. 23 MARKS Q6 a) Describe ONE difference between the flower parts of wind and insect pollinated plants by completing the table below. Flower part Wind pollinated Insect pollinated Petal 2 Anther 2 Pollen 2 b) State the meaning of the following terms giving ONE NAMED plant example for EACH: i) ii) Q6a) . monoecious; dioecious. 2 2 Candidates who described clear differences between the flower parts of wind and insect pollinated plants gained full marks. Petal – wind pollinated flower petals are usually small and insignificant to avoid obstructing the dispersal of pollen whereas insect pollinated flowers tend to have large petals to attract pollinators. Other differences included the presence or absence of nectaries, nectar guides and scent to attract insects and differences in petal colour. Anthers – in wind pollinated flowers the anthers tend to hang outside of the flower to catch the wind whereas the anthers in insect pollinated flowers are held inside the flower so that the pollen can brush against the visiting insect. Pollen – in wind pollinated flowers there are large amounts of pollen as success is less likely whereas there are small amounts of pollen in insect pollinated flowers as specific pollinators make pollination more reliable. Other differences included pollen size and surface texture of the pollen. Candidates who described conifers as examples of wind pollinated plants could not be awarded full marks as they do not have petals or stamens. Q6b) Most candidates were able to correctly state the meaning of the specific terms and provided suitable plant examples for each. Acceptable answers included: i) Monoecious – male and female flowers on the same plant but separate, e.g. Corylus avellana or Betula pendula. ii) Dioecious – male and female flowers on separate plants, e.g. Ilex aquifolium or Skimmia japonica. Candidates who described monocotyledon and dicotyledon could not be awarded any marks. 24 Q7 a) State how the viability of stored seed is related to the rate of aerobic respiration. MARKS 1 b) Describe TWO environmental factors affecting the viability of stored seed. i) 3 ii) 3 c) Name THREE structures found in a seed embryo. Q7a) The best candidates stated that the slower the rate of respiration, the longer the viability of stored seed was. They also understood that respiration continues at a low rate in stored seed, and were awarded full marks. Q7b) Candidates who described how an environmental factor affects viability and how this might be controlled in storage gained full marks. Acceptable environmental factors included: temperature, oxygen level, water/moisture and humidity. i) Temperature – high temperatures will reduce viability and so seeds are stored in a refrigerator at a temperature of approximately 5ºC. ii) Oxygen – reducing the oxygen in the atmosphere surrounding the seeds will increase viability. Seeds may be vacuum packed or stored in high carbon dioxide or nitrogen atmospheres. Reducing water in the seed before storage and storing them in a low humidity atmosphere will also increase viability by preventing fungal diseases or moisture uptake which might trigger germination. This can be achieved by storing the seeds with water absorbing silica gel or in a dry atmosphere, e.g. a refrigerator. Q7c) The majority of candidates were able to name structures found in a seed embryo and gained full marks. Suitable answers included: plumule, radicle, hypocotyl, cotyledon and epicotyl. 25 3 Q8 a) Name ONE environmental factor which affects the rate of water loss from plants. MARKS 1 b) Describe water transport through the plant stem. 5 c) State TWO distinct functions of stems other than water transport. 4 Q8a) Most candidates named a suitable environmental factor which affects the rate of water loss from plants, and were awarded full marks. These included: temperature or heat, windspeed, humidity, light or dark. Q8b) Candidates who described water movement through the stem and did not include the root or leaf were awarded full marks. The water movement is in an upwards direction only and takes place in the xylem tissue through xylem vessels and tracheids. Vessels have no end walls resulting in long interconnecting tubes, and tracheids have thick walls containing pits. The movement is a result of transpiration pull which occurs due to the loss of water vapour from the leaves which has to be replaced by water drawn up the stem. Candidates who included details of the contribution of adhesion and cohesion to transpiration pull, root pressure and capillary rise in their answers were also awarded marks. Q8c) The best candidates stated a range of functions of stems, and gained full marks. Acceptable answers included: Stems hold fruits in the best position for dispersal Stems hold leaves in the best position for photosynthesis Stems can store starch for growth Stems may be green to contribute to photosynthesis Stems may be modified to increase light for photosynthesis Stems may be modified for defence against herbivores 26 MARKS Q9 a) Name EACH of the features indicated on the diagram below. A typical dicotyledonous leaf 1 1 1 1 1 1 b) Draw ONE diagram of EACH of the following compound leaf types in the spaces below giving a NAMED plant example for EACH: i) compound pinnate leaf: 2 Plant example...................................................... ii) compound palmate leaf: 2 Plant example...................................................... Q9a) The majority of candidates were able to name the features of a leaf and were awarded full marks. Correct answers were: i) ii) iii) iv) v) vi) Vein Midrib Petiole Lamina Axillary bud Node Q9b) To be awarded full marks and to distinguish compound leaves from simple leaves candidates needed to show the position of the axillary bud or petiole or indicate the leaflets on their diagrams. i) Acceptable examples of plants with compound pinnate leaves included: Fraxinus excelsior, Sorbus aucuparia and Rosa rugosa. ii) Acceptable examples of plants with compound palmate leaves included: Aesculus hippocastanum, Helleborus foetidus and Lupinus arboreus. 27 MARKS Q10a Describe the function of EACH of the following seed parts by completing the table below. Seed part Function Endosperm 2 Micropyle 2 b) Describe TWO distinct mechanisms by which seeds are dispersed by wind, giving a NAMED plant example for EACH: i) 3 ii) 3 Q10a) Candidates who described the function of the seed parts gained full marks. Suitable answers included: Endosperm – is a storage tissue, often containing starch. It also supplies nutrients for the developing embryo at germination. Micropyle – is the main site of water uptake to trigger germination. It also allows oxygen into the seed for aerobic respiration on germination. Q10b) Most candidates were awarded full marks for describing mechanisms by which seeds are dispersed. Acceptable answers included: i) Parachute which is formed from the sepals, e.g. Taraxacum officinale and enables the seed which is attached below the hair-like structure to drift on the wind. ii) Wings or blades, e.g. Acer platanoides or Ulmus glabra are outgrowths of the fruit wall and behave like a helicopter causing the fruit to twist in the wind. iii) In Papaver orientale the wind shakes the stem shedding the small seeds through pores in the capsule. ******* 28
