Download Plant Physiology

NQF Level:
1
US No:
116199
Learner Guide
Primary Agriculture
Plant Physiology
My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .
The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA. Terms and conditions apply.
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
2
Unit Standard No: 116199
Before we start…
Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:
Title:
US No:
Demonstrate a basic understanding of the structure and function of a plant in
relation to its environment
116199
NQF Level: 1
Credits: 4
The full unit standard will be handed to you by your facilitator. Please read the unit
standard at your own time. Whilst reading the unit standard, make a note of your
questions and aspects that you do not understand, and discuss it with your
facilitator.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently doing:
Title
ID Number
NQF Level
Credits
Mark
National Certificate in Animal Production
48970
1
120
ρ
National Certificate in Mixed Farming Systems
48971
1
120
ρ
National Certificate in Plant Production
48972
1
120
ρ
Please mark the learning program you
are enrolled in:
Your facilitator should explain the above
concepts to you.
Are you enrolled in a:
Y
N
Learnership?
ρ
ρ
Skills Program?
ρ
ρ
Short Course?
ρ
ρ
You will also be handed a Learner Workbook. This Learner Workbook should be used
in conjunction with this Learner Guide. The Learner Workbook contains the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed as part of your Portfolio of Evidence, which will be
required during your final assessment.
You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss
the unit standard with you.
Enjoy this learning experience!
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
3
How to use this guide …
Throughout this guide, you will come across certain re-occurring “boxes”. These
boxes each represent a certain aspect of the learning process, containing
information, which would help you with the identification and understanding of these
aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and
definitions – it is important to know and use these terms and definitions correctly. These
terms and definitions are highlighted throughout the guide in this manner.
You will be requested to complete activities, which could be group activities, or individual
activities. Please remember to complete the activities, as the facilitator will assess it and
these will become part of your portfolio of evidence. Activities, whether group or individual
activities, will be described in this box.
Examples of certain
concepts or principles to
help you contextualise
them easier, will be
shown in this box.
The following box indicates a summary of
concepts that we have covered, and offers
you an opportunity to ask questions to your
facilitator if you are still feeling unsure of the
concepts listed.
My Notes …
You can use this box to jot down questions you might have, words that you do not understand,
instructions given by the facilitator or explanations given by the facilitator or any other remarks that
will help you to understand the work better.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
4
What are we going to learn?
What will I be able to do? ....................................................................................
5
What do I need to know? .....................................................................................
5
Learning Outcomes……………………………………………………………………………..
5
Introduction………………………………………………………………………………………
5
Session 1:
Plant Structure..................…………………………............................
6
Session 2:
Locate and Identify Plant Parts..................……............................
8
Session 3:
Structure and function of Plant Roots..........................................
11
Session 4:
Structure and function of Plant Stems.......…………………….......... 14
Session 5:
Structure and function of Plant Leaves.........................................
19
Session 6:
Structure and function of Flowers..............................................
24
Session 7:
Structure and function of Fruit....................................………........
27
Session 8:
Structure and function of Seed.......………………………………........
29
Bibliography................................................................................... 32
Terms & Conditions.......................................................................
32
Acknowledgements.......................................................................
33
SAQA Unit Standards
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
5
What will I be able to do?
When you have achieved this unit standard, you will be able to:
♥ Demonstrate an elementary understanding of the parts of a plant and their basic
function.
♥ Gain specific knowledge and skills in plant anatomy and physiology.
♥ Operate in a plant production environment implementing sustainable and
economically viable production principles.
What do I need to know?
♥ No learning assumed to be in place.
Learning Outcomes
When you have achieved this unit standard, you will have a basic
knowledge and understanding of:
♥ The names and functions of the different parts of a plant and its composition.
♥ The characteristics and properties of the life cycle of a plant.
♥ Sight and touch is utilised to identify the parts and functions of the different
plants.
♥ Purpose of identifying parts and functions of plants in different environments.
♥ The procedures required when producing plants in different planting media.
♥ The laws of nature are understood regarding plants and their environment.
♥ The relationship between plants and their different environments.
Introduction
This module is concerned with the general physiology of plants, their parts, the
functions of the parts and how plants relate to their environment.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
1
Session
NQF Level 1
Unit Standard No: 116199
6
Plant Structure
After completing this session, you should be able to:
SO 1: Locate and identify the different parts of a plant.
ν
Herbaceous Plant
Plants with stems that is usually soft. These stems die back to the ground every year
Most herbaceous plants usually have stems that are soft, green,
and contain little woody tissue. These plants are ones that usually
die to the ground each year. Most annual and perennial flowers
fall into this category along with vegetables and many
houseplants.
ν
Woody Plant
Plants with hard and rigid stems usually don't die back to the
ground during the winter. These are stems we use to make
furniture and houses.
Please complete Activity
1 in your learner
workbook
My Notes …
.
.
.
.
....................................
...................................
...................................
...................................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
1.1
NQF Level 1
Unit Standard No: 116199
7
The Life Cycle of a Plant
A plant's life cycle describes the life process of the plant from seed germination
through to seed set. Plants can be annual, perennial, or biennial.
Please complete Activity
2 & 3 in your learner
workbook
My Notes …
.
.
.
.
....................................
...................................
...................................
...................................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Annual plants:
An annual plant is one that completes its life cycle in one growing season. It will
grow, flower, set seed, and die in one season. Examples are marigolds, tomatoes,
and petunias.
Perennial plants:
A plant that lives for 3 years or more. It can grow, flower, and set seed for many
years. Examples include Vines and Deciduous Fruit Trees.
Biennial plants:
A plant that needs two growing seasons to complete its life cycle. Biennial plans
follow vegetative growth during one season, becomes dormant during winter, and
then develops flowers, sets seed, and dies during the second season.
Concept
SO 1, AC 1
I understand
this concept
Questions that I still
would like to ask
The basic structure of a plant is
illustrated.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
2
Session
NQF Level 1
Unit Standard No: 116199
8
Locate and Identify Plant Parts
After completing this session, you should be able to:
SO 1: Locate and identify the different parts of a plant.
In this session we explore the following concepts:
♥
2.1
The structure of a plant.
The structure of a plant
The main parts of a plant are:
♥
Roots
♥
Stems
♥
Leaves
♥
Flowers
♥
Fruit
♥
Seed
Please complete Activity
4 in your learner
workbook
My Notes …
.
.
.
.
....................................
...................................
...................................
...................................
...................................
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
9
The figure below contains a diagram of a plant. It provides the basic structure of a
vascular plant.
The above diagram shows the different plant organs which will be discussed in the
following sessions.
Concept
SO 1, AC 2 & 3
I understand
this concept
The roots of a plant are identified and
described.
The stem of a plant is identified.
Version: 01
Version Date: July 2006
Questions that I still
would like to ask
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Session
3
NQF Level 1
Unit Standard No: 116199
10
Structure and function of plant
roots
After completing this session, you should be able to:
SO 2 Describe the role of the different parts of the plant.
SO 3 Describe how the plant relates to the environment.
In this session we explore the following concepts:
♥ Root types.
♥ Uptake of water and nutrients.
♥ Root identification.
Plant roots provide support by anchoring the plant in the soil. In addition, roots
absorb water and nutrients essential for growth. Certain root types can store
carbohydrates.
Plants have one of three root systems, a taproot system (such as tomato) or an
adventitious root system (such as onion) or a fibrous root system. In both cases, the
roots are tools that the plant uses to absorb the water and nutrients needed for
plant growth.
Plant roots are often the forgotten plant part, because it is underground and not
seen. Roots are important because they help to hold the plant upright and bring in
food and water.
3.1
Root Types
ν
The tap root system
The tap root derives from the radicle and produces lateral roots of different orders
(First order, second order etc.). In dicotyledonous plants the tap root usually has the
same life span as the plant. Tap roots of some plants like carrots; have swollen tap
roots that store food.
ν
Adventitious root system
In monocotyledonous plants the tap root functions during the seedling stage, but
may thereafter stop growing and adventitious roots develop from the base of the
stem, forming an adventitious root system. In grasses and some other plants the
adventitious roots are fibrous. They are thin and hair-like and usually contain more
fibres than other roots. The whole root system is then called a fibrous root system
The feeding roots of many other plants, however, can also be hair-like and fibrous
even if they form part of a taproot system. These roots are often called hair roots.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
11
Onion
Adventitious root
system
ν
Lateral roots
They derive from any other root and make up the different orders of branching of
root
ν
The functions of roots are ♥
For anchoring the plant to the substrate (soil); and
♥
For the absorption of water and nutrients dissolved in the soil water. The
absorption function is carried out by the young epidermis cells, of which some
may grow out to form root hairs as shown in the diagram above.
NB. Make sure not to confuse root hairs with hairy roots.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
12
Root hairs
Root hairs are single, elongated epidermis cells found close to the root tip.
Hairy roots,
Hairy roots, on the other hand are complete roots, containing all the parts like growing tip,
epidermis with root hairs, cortex and vascular tissue, but they are thin and hair-like.
Please complete the
Practical Activity 5 in
your learner workbook
3.2
My Notes …
.
.
.
.
....................................
...................................
...................................
...................................
...................................
How do roots take up water and nutrients
Almost all the water the plant takes up from the soil enters through the youngest
part of the root where the root hairs develop a few millimetres behind the root tip.
Absorption takes place directly through the epidermis and root hairs that provide an
enormous area of absorption.
The walls of root cells are made up of cellulose fibrils (threads). The open spaces
between the fibrils are filled with water which means that water can move through
the cell walls from one cell to the other and this movement is called apoplastic
movement of water.
Water can therefore move from the soil water into the cell walls of the root hairs,
through the cell walls of the cortex up to the endodermis where the water is blocked
by the casparian strips in the endodermis.
The water is then forced through the cytoplasm of the endodermis cells, the
pericycle and then into the xylem vessels that takes the water through the root and
stem into the leaves.
Water can also be absorbed by the root hairs through the process of osmoses
(water molecules moving from an area of high concentration – in the soil water - to
an area of low concentration – inside the root hair). The water then moves from the
root hairs symplastically through the cytoplasm of the root tissues to the
endodermis.
The uptake of nutrients by the roots is a more complicated process where energy is
involved. This uptake can take place against a gradient, meaning that roots can still
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
13
take up nutrients even if the concentration inside the root is higher than in the soil
water outside the root.
3.3
Root Identification
Roots are not divided into nodes and internodes like stems, and do not bear leaves.
They are found at the base of the stem and normally underground.
Some roots are specialize to perform different functions such as storage of foods like
root tubers of the sweet potato and cassava. These root tubers can also be used for
propagating new plants. Prop roots are found above soil level in maize plants and
their function is to support the stem, keeping it from falling over. Adventitious roots
of the ivy sticks to walls and assist the plant in its climbing habit.
Concept
SO 2, AC 1; SO 3, AC 1-2
I understand
this concept
The role of the roots in relation to the
plant and its environment is described.
The root in relation to its environment is
described.
How the root functions in the uptake of
water and nutrients from the growing
media is described very basically.
Version: 01
Version Date: July 2006
Questions that I still
would like to ask
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Session
4
NQF Level 1
Unit Standard No: 116199
14
Structure and function of plant
stems
After completing this session, you should be able to:
SO 2: Describe the role of the different parts of the plant.
AC 2: The role of the stem and its function is described.
SO 3: Describe how the plant relates to the environment.
AC 2: The stem in relation to its environment is described
In this session we explore the following concepts:
♥
Stems.
♥
The role of stems in plant manipulation.
4.1
Stems are divided into nodes and internodes
Stems transport water and nutrients taken up via the roots to the leaves. The
nutrients produced in leaves are carried from the leaves to other plant parts where
they may be required.
Water is transported via vessels called xylem and carbohydrates are transported via
phloem.
Stems also further provide support for the plant allowing leaf exposure to sunlight
for production of nutrients.
Stems are also known as trunks,
branches and shoots. The word trunk
usually refers to the main stem of a
tree. Branch refers to a limb branching
from the trunk or another branch;
shoot usually refers to a smaller
branch with leaves
The anatomy of stems and trunks
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
15
The external and internal structure of a shoot, showing the xylem that transports
water and solutes from the roots to the leaves, and the phloem transporting sugars
from the leaves to the rest of the plant.
In perennial woody plants (plants that live more than one year and have hard,
woody stems) the stems thicken each growing season as shown in the section of the
trunk above. The process of thickening growth is illustrated in the sections of the
shoot above.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
4.2
NQF Level 1
Unit Standard No: 116199
16
The role of stems in plant manipulation
Training, trellising and pruning of stems and branches allow for shaping of plants
and increasing fruit quality, crop yield and ease of cultivation.
ν
Stem appendages
♥
Spurs
In some woody plants the branches remain short and are called “brachyblasts,
short shoots or spurs”. The main function of these spurs are to bear leaves,
flowers and fruit as found in selected apple and apricot cultivars.
Branches bearing spurs
♥
Buds
Buds are embryonic branches and can give rise to shoots with leaves and/or
flowers that can form fruit.
Buds contain the growing points that will give rise to shoots. Some resting
buds of deciduous plants can contain the stem, all the leaves, neatly folded
and “packed”, as well as young flower buds for the next season.
Buds are located at the tip of a shoot (apical bud) or in the axils of leaves
(axillary buds). Adventitious buds develop on wound tissue of root and leaf
cuttings.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
17
The function of buds is to produce leafy shoots and flowers.
Buds are the most important factor to consider during pruning. By selecting
vegetative buds in certain positions or the number of flower buds on a shoot,
the quantity and quality of fruit can be manipulated.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
ν
NQF Level 1
Unit Standard No: 116199
18
Specialized stems
♥
Tendrils
Tendrils are found on shoots of climbing plants like the vine, cucumber and ivy.
These are specially adapted organs in climbing plants that anchor the plant and
keep it upright.
Other unusual stems are underground stems adapted for storage like potato tubers,
rhizomes of iris, “ndumbi”, lawn grasses and reeds.
Other types with special stems that store food are tubers (like potato), rhizomes
(like ginger) or some lawn grasses or corms as in some flowers (like gladiolus).
Please complete Activity
6, 7, 8 & 9 in your
learner workbook
My Notes …
.
.
.
.
.....................................
.....................................
.....................................
.....................................
.....................................
Concept
SO 2 AC 2 SO 3 AC 2
I understand
this concept
The role of the stem and its function is
described.
How the root functions in the uptake of
water and nutrients from the growing
media is described very basically.
Version: 01
Version Date: July 2006
Questions that I still
would like to ask
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Session
5
NQF Level 1
Unit Standard No: 116199
19
Structure and function of plant
leaves
After completing this session, you should be able to:
SO 1: Locate and identify the different parts of a plant.
SO 2: Describe the role of the different parts of the plant.
In this session we explore the following concepts:
♥
Variations of leaves of crop plants.
♥
Leaf function.
Leaves vary greatly in shape and size. Leaves may be simplified, having a single,
undivided leaf blade connected by a petiole to the stem (peach and spinach), or
compound, where the leaf blade is divided into separate leaflets attached to a main
vein or rachis (tomato).
The structure of the leaf is such that it contains pores (usually on the lower surface),
allowing air to enter the leaf tissue and water to exit as vapour. The outer surface of
the leaf has a waxy coating known as the cuticle that protects the leaf from loss of
water.
A leaf blade is made up of a network of veins interspaced with leaf tissue containing
chlorophyll. The veins contain xylem and phloem through which water and nutrients
are transported within the leaf.
Leaves are mostly flat, blade like structures. The upper surface can be smooth, while
veins are noticeable on the lower surface. In most crop plants the stomata (pores)
are on the lower surface.
5.1
Variations of leaves of crop plants
Plants with simplified leaves
Plants with compound leaves
Peach, apple, vine, mango, avocado,
spinach, beetroot, cabbage, petunia,
wheat, maize, tobacco
Walnut, macadamia, litchi, marula,
tomato, potato, carrot, rose
Leaves may vary greatly in size and shape. Variations in leaf shapes may provide
clues for the identification of different species and cultivars.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
20
Leaves are borne on the shoots and are formed through buds.
Liniate; ii Lanceolate; iii Oblanceolate; iv Elliptical; v Ovate;
vi Reniform; vii Peltate; viii Sagitate
The leaves shown above are all ‘simple’ leaves, meaning that the lamina is not
subdivided in to smaller units or leaflets as in compound leaves shown below.
Leaf margins
i) Entire (smooth)
ii) Sinuate (waved)
iii) Dentate (toothed)
iv) Serrate (like a saw)
v) Lobed (having lobes)
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
21
B
A
i
Examples of compound leaves. A = pinnately compound with seven pinnae. B =
Trifoliate leaf with three pinnae. A similar leaf with five pinnae is called a palmate
leaf.
Leaves’ classification is based on the leaf shape (that means the shape of the leaf
blade or lamina), the structure of the leaf margin as shown above and also the
venation or veins in the lamina. In dicotyledonous plants, the leaves have large
veins.
5.2
Leaf Function
Green leaves are the “food factories” of the plant. The leaves produce
carbohydrates through the process of photosynthesis.
The functions of the stem in carrying the leaves are to expose the maximum leaf
surface area to sunlight, manufacturing of carbohydrate (photosynthesis), and
transporting manufactured carbohydrates (sugar) to the stem. Leaves transpire
(passing water in the form of vapour through the stomata into the atmosphere).
Leaves of some plants are modified to act as storage organism.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
22
Leaves contain Chlorophyll (Style?)
Chlorophyll
Is a green pigment that provides the green colour to plants. Chlorophyll
has the ability to absorb sunlight energy and to convert it to chemical
energy, as part of the process of photosynthesis.
ν
Photosynthesis
Photosynthesis is the process by which a plant produces its food sources by using
energy from sunlight, carbon dioxide from the air, and water from the soil.
During photosynthesis chlorophyll absorbs sunlight energy to combine the carbon
contained in carbon dioxide and water to form carbohydrates (sugar). During the
process oxygen is liberated.
This process is unique to green plants and is due primarily to the presence of
Chlorophyll.
The process of photosynthesis is summarized below:
CO2 + H2O + light energy → (CH2O)n + O2
From the explanation above, it is clear that without sunlight, the green pigment
chlorophyll inside the leaf, water and carbon dioxide, no photosynthesis is possible.
If the plant suffers from nutrient deficiencies like Magnesium, Iron and Zinc, the
leaves become yellow due to the lack of chlorophyll, (meaning that photosynthesis
will slow down, as well as the growth).
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
23
For optimal growth, plants therefore need a balanced nutrition, sufficient sunlight,
sufficient aeration to supply carbon dioxide and healthy green leaves on the plant.
Please complete Activity
10 in your learner
workbook
My Notes …
.
.
.
.
....................................
...................................
...................................
...................................
...................................
Concept
I understand
this concept
SO 1 AC 4, SO 2 AC 3
Questions that I still
would like to ask
The leaves on a plant and their
appearance are described and discussed.
The basic function of the leaves in
relation to the plant is explained.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.............................................................................
.............................................................................
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.............................................................................
. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.............................................................................
.............................................................................
.............................................................................
. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.............................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .
.............................................................................
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Session
6
NQF Level 1
Unit Standard No: 116199
24
Structure and function of flowers
After completing this session, you should be able to:
SO 2: Describe the role of the different parts of the plant.
SO 3: Describe how the plant relates to the environment.
In this session we explore the following concepts:
♥ What flowers are?
♥ Flower anatomy.
♥ Male and female flowers and the influence on fruit production.
6.1
Flowers are short shoots with specialized
leaves
Flowers are essential in the production of fruit that contain the seeds required for
development of future plants. Flowers contain the sexual reproductive parts of the
plant.
The female part is known as the pistil. The pistil is usually located in the centre of
the flower and is made up of three parts: the stigma, style, and ovary.
The stigma is the apical part of the pistil receiving the pollen. It is attached to the
long, rod-like structure called the style. The style leads to the ovary containing the
ovule(s). Each ovule contains an embryo sac containing an egg cell.
The male reproductive parts are known as stamens and usually surround the pistil.
The stamen is made up of two parts: the anther and filament. The anther produces
pollen. The filament holds the anther upright.
During the pollination, pollen lands on the stigma, germinates and forms a pollen
tube that grows down the style and enters the ovule in the ovary. Two sperm cells
produced inside the pollen or pollen tube, travel down the tube to join (fertilize) the
egg cell and central inside the embryo sac (double fertilization compared to single
fertilization in animals). The fertilized egg cell forms the embryo of the seed, the
fertilized central cell forms the endosperm (food for the embryo), the ovule becomes
the seed, and the ovary becomes the fruit.
Petals are important parts of the flower as they attract pollinators such as bees,
butterflies, birds or bats. In wind-pollinated plants the petals are dull, green or even
absent. Green leaf-like parts, called sepals, at the base of the flower help to protect
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
25
the developing flower bud. Flowers also have nectar glands producing sweet nectar
to attract pollinators.
Stigma
Stamen
Pedicel
Diagram of a longitudinal section of a citrus flower
6.2
Flower Anatomy
ν
Perfect (bisexual) Flower
A flower that has both the male parts and female parts on the same flower is known
as a perfect flower.
This means that the plant can reproduce without needing any external assistance.
ν
Pistil
The female part is the pistil.
ν
Stamens
The male parts are called stamens and usually surround the pistil.
ν
Pollen
Fine, powder-like material you see covering the opened anthers. This is what bees
collect to feed their young. Pollen makes some people allergic to some plants. Pollen
is required for fertilization and therefore to produce seeds. Seeds are the products of
sexual reproduction.
Pollen grain lands on the stigma, germinates and the pollen tube grows down the
style and ovary and enters the embryo sac through the micropyle (small pore in
ovule). The two sperm cells carried by the pollen tube fertilize the egg cell and the
central cell (double fertilization).
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
ν
NQF Level 1
Unit Standard No: 116199
26
Pollination
The moving of the pollen from an anther to a stigma of the same kind of flower.
Environmental conditions during pollination and fertilization are crucial. Some flowers
will only open if the sun is shining or if the temperature rises above a threshold
value. Strong or cold winds can also affect the opening of flowers. Anthers like those
of the mango do not open to liberate the pollen unless the temperature rises above
20oC. The activity of pollinators is also related to temperature and sunshine and with
no pollinators, no pollination is possible except for some plants where pollination is
not required like bananas, pineapples and self-pollinators like beans. Too high or too
low temperatures also affect pollen tube growth and since the pollen tubes are
carrying the male sperm cells to the ovule, pollen tubes need to reach the ovule to
deliver the sperm cell to the embryo sac.
6.3
Male and female Flowers and the influence on Fruit
Production
ν
Dioecious plants (single sex plants)
In some plant species the male and female sexes are found on different plants. In
this case male and female plants are found.
It makes it very difficult for the production of crops, as you have to ensure that both
types of plants are available in an orchard or field in order for pollination to take
place. The marula and some papaya cultivars are examples.
ν
Monoecious plants (both sexes on one plant)
This means that the same plant produces separate male and female flowers such as
found in maize and litchi.
ν
Plants with bisexual flowers
Most flowering plants bear bisexual flowers, where both the male and female organs
are present in the same flower, for example deciduous fruit trees.
Concept
SO 2 AC 4, SO 3 AC 4,5, 6
I understand
this concept
The role of the flowers is described.
The difference between male and female flowers
and how this influences fruit production is
described.
The reproduction cycle of a plant with reference to
different types of plants is explained.
Pollination with reference to environmental factors is
described.
Version: 01
Version Date: July 2006
Questions that I still
would like to ask
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Session
7
NQF Level 1
Unit Standard No: 116199
27
Structure and function of fruit
After completing this session, you should be able to:
SO 2: Describe the role of the different parts of the plant.
SO 3: Describe how the plant relates to the environment.
The fruit is derived from the ovary in the flower. The ovules contained inside the
ovary give rise to the seeds in the fruit.
After fertilization, the ovary swells and becomes either fleshy or hard and dry. This
development ensures that the developing seeds inside are protected. . In most cases
the purpose of the fruit is to aid in the dispersion of the seed. Not all fruit are
however edible.
The figure below is a diagram of a grape berry
Section of a grape berry
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
28
Bunches of grape
Apple
Concept
SO 2 AC5, SO 3 AC 3
I understand
this concept
The function of the fruit and seeds is
described.
The importance of sunlight, water and
nutrients for plant growth, fruit and seed
production is described.
Version: 01
Version Date: July 2006
Questions that I still
would like to ask
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Session
8
NQF Level 1
Unit Standard No: 116199
29
Structure and function of seed
After completing this session, you should be able to:
SO 2: Describe the role of the different parts of the plant.
A simple comparison of the composition of a plant seed to a human situation would
be to imagine a baby in a box with food. The box represents the seed coat, the baby
the embryo and the food the endosperm The seed embryo consists of a plumule
that will develop into the stem and leaves, the radicle that will develop into the root
system and the cotyledons. The food source for the embryo can be stored outside
the embryo as endosperm or absorbed and stored in the cotyledons.
Seed coat
Hypocotyl
Plumule
Radicle
Cotyledons
Micropyle
Bean seed
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
30
Seeds develop from the ovules inside the fruit on the shoot, the main function being
reproduction.
8.1
Environmental Factors that influence
Pollination
ν
The relation of plants to their environment
All plants need these seven factors to grow: space to grow, suitable temperature,
light, water, and air, nutrients, and time.
♥
Space to Grow
♥
Temperature
♥
Light
♥
Water
♥
Air
♥
Nutrients
♥
Time
Please complete Activity
11 in your learner
workbook
Version: 01
My Notes …
.
.
.
.
.....................................
.....................................
.....................................
.....................................
.....................................
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
Please complete Activity
12 in your learner
workbook
NQF Level 1
31
My Notes …
.....................................
......................................
......................................
......................................
......................................
I understand
this concept
Concept 8
The function of the fruit and seeds is
described.
The importance of sunlight, water and
nutrients for plant growth, fruit and seed
production is described.
Version: 01
Unit Standard No: 116199
Version Date: July 2006
Questions that I still would
like to ask
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
32
Bibliography
ν
Books:
♥ Algemene Plantkunde – H P van der Schijff
♥ Encyclopaedia Brittanica – South African Version
♥ People Farming Workbook – Environmental and Development Agency Trust
♥ Botany – an introduction to Plant Biology – James D Mauseth
♥ Biology – Sylvia S Mader
♥ The Herb Book – Arabella Boxer & Phillip Back
ν
World Wide Web:
♥ wordnet.princeton.edu
♥ tiaa-crefbrokerage.com
♥ wikipedia.org
♥ indiainfoline.com
♥ tshwane.gov.za
♥ southafrica.info
♥ enchanted learning.com
Terms & Conditions
This material was developed with public funding and for that reason this material
is available at no charge from the AgriSETA website (www.agriseta.co.za).
Users are free to produce and adapt this material to the
maximum benefit of the learner.
No user is allowed to sell this material whatsoever.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Acknowledgements
ν
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
ν
Developer:
Cabeton Consulting
ν
Authenticator:
Prof P J Robbertse
ν
Technical Editing:
Mr R H Meinhardt
ν
OBE Formatting:
Ms P Prinsloo
ν
Design:
Didacsa Design SA (Pty) Ltd
ν
Layout:
Ms A. du Plessis
Ms N Matloa
Version: 01
Version Date: July 2006
Unit Standard No: 116199
33
All qualifications and unit standards registered on the National Qualifications Framework are
public property. Thus the only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted,
the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Demonstrate a basic understanding of the structure and function of a plant in relation to its
environment
SAQA US ID
UNIT STANDARD TITLE
116199
Demonstrate a basic understanding of the structure and function of a plant in
relation to its environment
SGB NAME
NSB
SGB Primary
Agriculture
NSB 01-Agriculture and Nature
Conservation
PROVIDER NAME
FIELD
SUBFIELD
Agriculture and Nature Conservation
Primary Agriculture
ABET BAND
UNIT STANDARD TYPE
NQF LEVEL
CREDITS
Undefined
Regular
Level 1
4
REGISTRATION
STATUS
REGISTRATION START DATE
REGISTRATION END
DATE
SAQA DECISION
NUMBER
Registered
2004-10-13
2007-10-13
SAQA 0156/04
PURPOSE OF THE UNIT STANDARD
The learner will be able to demonstrate an elementary understanding of the parts of a plant and their basic
function.
Learners will gain specific knowledge and skills in plant anatomy and physiology and will be able to operate
in a plant production environment implementing sustainable and economically viable production principles.
They will be capacitated to gain access to the mainstream agricultural sector, in plant production,
impacting directly on the sustainability of the sub-sector. The improvement in production technology will
also have a direct impact on the improvement of agricultural productivity of the sector.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
No learning assumed to be in place.
UNIT STANDARD RANGE
Whilst range statements have been defined generically to include as wide a set of alternatives as possible,
all range statements should be interpreted within the specific context of application.
Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must
however be comparable in scope and complexity. These are only as a general guide to scope and
complexity of what is required.
UNIT STANDARD OUTCOME HEADER
N/A
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
35
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Locate and identify the different parts of a plant.
OUTCOME RANGE
Plant parts may include but are not limited to roots, stems, leaves, flowers, fruits and seeds.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The basic structure of a plant is illustrated.
ASSESSMENT CRITERION 2
The roots of a plant are identified and described.
ASSESSMENT CRITERION 3
The stem of a plant is identified.
ASSESSMENT CRITERION 4
The leaves on a plant and their appearance are described and discussed.
ASSESSMENT CRITERION 5
The position of the flowers is located and described.
ASSESSMENT CRITERION 6
The different types of flowers are discussed.
ASSESSMENT CRITERION 7
The different fruit and seeds are described.
SPECIFIC OUTCOME 2
Describe the role of the different parts of the plant.
OUTCOME RANGE
The role refers to the function of the parts of the plant but are not limited to roots, stems, leaves, flowers,
fruits and seeds.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The role of the roots in relation to the plant and its environment is described.
ASSESSMENT CRITERION 2
The role of the stem and its function is described.
ASSESSMENT CRITERION 3
The basic function of the leaves in relation to the plant is explained.
ASSESSMENT CRITERION 4
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
36
The role of the flowers is described.
ASSESSMENT CRITERION 5
The function of the fruit and seeds is described.
ASSESSMENT CRITERION 6
The pollination of flowers with reference to self- and cross-pollination is discussed.
SPECIFIC OUTCOME 3
Describe how the plant relates to the environment.
OUTCOME RANGE
The environment refers to but is not limited to soil, water, sunlight and air. the relationship refers to but is
not limited to roots and soil for water-uptake, sunlight for green leaves and air for carbon dioxide and
oxygen exchange
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The role of the roots in relation to the plant and its environment is described.
ASSESSMENT CRITERION 2
How the root functions in the uptake of water and nutrients from the growing media is described very
basically.
ASSESSMENT CRITERION RANGE
Growing medium refers, but is not limited to soil, hydroponics, etc.
ASSESSMENT CRITERION 3
The importance of sunlight, water and nutrients for plant growth, fruit and seed production is described.
ASSESSMENT CRITERION 4
The difference between male and female flowers and how this influences fruit production is described.
ASSESSMENT CRITERION 5
The reproduction cycle of a plant with reference to different types of plants is explained.
ASSESSMENT CRITERION RANGE
Includes but is not limited to monoecious (single sex plants) or dioecious (both sexes on plant) plants.
ASSESSMENT CRITERION 6
Pollination with reference to environmental factors is described.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
The assessment of qualifying learners against this standard should meet the requirements of established
assessment principles.
It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in
which the qualifying learners are working. These activities and tools may include an appropriate
combination of self-assessment and peer assessment, formative and summative assessment, portfolios and
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
37
observations etc.
The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential
embedded knowledge are assessed.
The specific outcomes must be assessed through observation of performance. Supporting evidence should
be used to prove competence of specific outcomes only when they are not clearly seen in the actual
performance.
Essential embedded knowledge must be assessed in its own right, through oral or written evidence and
cannot be assessed only by being observed.
The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a
qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific
outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform
the specific outcomes but is unable to explain or justify their performance in terms of the essential
embedded knowledge, then they should not be assessed as competent.
Evidence of the specified critical cross-field outcomes should be found both in performance and in the
essential embedded knowledge.
Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly
discriminate against them. Qualifying learners should be able to justify their performance in terms of these
values.
• Anyone assessing a learner against this unit standard must be registered as an assessor with the
relevant ETQA.
• Any institution offering learning that will enable achievement of this unit standard or assessing this unit
standard must be accredited as a provider with the relevant ETQA.
> Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines
in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The person is able to demonstrate a basic knowledge of:
•
•
•
•
•
•
•
The names and functions of the different parts of a plant and its composition.
The characteristics and properties of the life cycle of a plant.
Sight and touch is utilised to identify the parts and functions of the different plants.
Purpose of identifying parts and functions of plants in different environments.
The procedures required when producing plants in different planting media.
The laws of nature are understood regarding plants and their environment.
The relationship between plants and their different environments.
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Problem solving relates to specific outcomes:
• Describe the role of the different parts of the plant.
• Describe how the plant relates to the environment.
Version: 01
Version Date: July 2006
Demonstrate a basic understanding of the structure and function of a plant in relation to
its environment
Primary Agriculture
NQF Level 1
Unit Standard No: 116199
38
UNIT STANDARD CCFO WORKING
Teamwork: relates to all specific outcomes.
UNIT STANDARD CCFO ORGANIZING
Self-Management relates to all specific outcomes.
UNIT STANDARD CCFO COLLECTING
Interpreting Information relates to specific outcomes:
• Describe the role of the different parts of the plant.
• Describe how the plant relates to the environment.
UNIT STANDARD CCFO COMMUNICATING
Communication relates to all specific outcomes.
UNIT STANDARD CCFO SCIENCE
Science and Technology relates to all specific outcomes.
UNIT STANDARD CCFO DEMONSTRATING
Inter relatedness: relates to specific outcomes.
UNIT STANDARD CCFO CONTRIBUTING
Self-Development relates to all specific outcomes.
UNIT STANDARD ASSESSOR CRITERIA
N/A
UNIT STANDARD NOTES
N/A
All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only
payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is
reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
Version: 01
Version Date: July 2006