CHAPTER

22 Instruction and Intervention Support

Plant Growth, Reproduction, and Response
1 Core Instruction

Chapter Introduction
■■ Review the TE Wrap for features such as Activate Prior Knowledge, Addressing Misconceptions, and
Teach from Visuals.
Additional online resources available for this chapter include Biology Video Clips, Interactive Whiteboard
resources, and Visual Concepts.

Section Instruction Labs

Textbook Plant Life Cycles
22.1
■■

Teaching Visuals Alternation of Generations (Fig. 1.1)

PowerPresentation and Notes 22.1
Textbook Reproduction in Flowering Plants Fruit Dissection
22.2
■■ ■■

Teaching Visuals Flower Anatomy (Fig. 2.1) ■■ QuickLab A Closer Look at Flowers
PowerPresentation and Notes 22.2
Textbook Seed Dispersal and Germination Seed Germination
22.3
■■ ■■

Animated Biology Seed Dispersal ■■ Cotyledon Removal in Peanut Seeds

PowerPresentation and Notes 22.3 ■■ Monocot and Dicot Seed Structure
(Challenge Lab)
Video Lab Cultivation Techniques
Textbook Asexual Reproduction Plant Propagation and Asexual
22.4
■■ ■■

PowerPresentation and Notes 22.4 Reproduction (Biotechnology Lab,

Design Your Own)
Textbook Plant Hormones and Responses Investigating Plant Hormones (Design
22.5
■■ ■■

Animated Biology Went’s Experiment Your Own)

PowerPresentation and Notes 22.5 Virtual Lab Exploring Plant Responses

620A Unit 7: Plants

Find all of your resources online at HMDScience.com PREMIUM Content

2 Support and Intervention 3 Specialized Support

■■ Interactive Reader ■■ Vocabulary Practice Worksheet (English and Spanish)
Virtual Investigation Plant Responses (22.5) ■■ Chapter Audio Files (English and Spanish)
Interactive Review Games ■■ ELL Strategies
Concept Map ■■ Differentiated Instruction Inclusion, Below-Level, and
■■ Study Guide B (English and Spanish) English Language Learners
Section Self-Checks ■■ Study Guide A (English and Spanish)
■■ Assess and Reteach (TE Wrap) ■■ Section Reinforcement Worksheets (English and Spanish)
■■ Modified Lesson Plans for English Learners

Where do I find it? PRINT DVD online

Enrichment and Challenge Animated Biology ■ ■

Biology Video Clips ■ ■

■■ Data Analysis Practice Worksheet
Interactive Whiteboard resources ■ ■
WebQuest Plants in Space (22.5)
■■ Differentiated Instruction Pre-AP (TE Wrap) Labs ■ ■

■■ Pre-AP Activity Seed Dispersal and Germination, Early PowerPresentations and PowerNotes ■ ■
Research in Phototropism
QuickLabs ■ ■ ■
■■ The Inside Story and Take It Further (TE Wrap)
WebLinks Teaching Visuals ■ ■

■■ Active Reading Worksheets Textbook ■ ■ ■

■■ Unit Project That’s Amazing! Video Inquiry ■ ■

Visual Concepts ■ ■

Assess and Reteach ■ ■ ■

Interactive Reader ■ ■ ■

Interactive Review ■ ■
Assessment
Study Guide B ■ ■
■■ Diagnostic Test (English and Spanish)
■■ Section Quizzes (English and Spanish) Virtual Investigations ■ ■

■■ Chapter Tests A and B (English and Spanish) Vocabulary Practice Worksheet ■ ■

■■ Extended Response Test (English and Spanish)
■■ Alternative Assessment (English and Spanish) Chapter Audio Files ■ ■

Online Assessment and Remediation Differentiated Instruction: Inclusion,

■ ■ ■
■■ ExamView Additional Banks Below-Level, and English Language Learners
Study Guide A ■ ■

Modified Lesson Plans for English Learners ■ ■

Section Reinforcement Worksheets ■ ■

Chapter 22: Plant Growth, Reproduction, and Response 620B

 CHAPTER
22
CHAPTER
. Focus and Motivate
How does a mothlike
appearance help this plant?
Have students brainstorm possible
reasons that orchids might benefit from
looking like moths. Sample Answer:
They attract real moths, which act as
pollinators. Explain that many flowers
that look like insects also give off
chemicals that attract male and female
insects. Ask
• How would looking like a moth and
having an attractive scent increase
the likelihood of pollination? Moths
that cannot see the flower may still
be drawn to it.
• What reward might the moth get
by visiting the flower? food in the
form of nectar, or another moth to
mate with
Biozine
HMDScience.com
Students can access BioZine at
HMDScience.com to check the
daily news feeds.
In a Hurry?
The critical material of the chapter is
found in Sections 1, 2, and 3, which
cover plant life cycles, reproduction in
flowering plants, and seed dispersal and
germination. Section 4 covers asexual
reproduction in plants, which is a
common method of propagating plants.
Section 5 contains more detailed
information about plant hormones and
620 Unit 7: Plants
how plants are able to respond to their
environments.
Untitled-311 620
620 Unit 7: Plants
22 Plant Growth,
Reproduction,
and Response
22.1 Plant Life Cycles
22.2 Reproduction in Flowering Plants
22.3 Seed Dispersal and Germination
Data Analysis
IDENTIFYING EXPERIMENTAL
DESIGN FLAWS
22.4 Asexual Reproduction
22.5 Plant Hormones and Responses
ONLINE BIOLOGY
HMDScience.com
ONLINE Labs
■ QuickLab A Closer Look at Flowers
■ Seed Germination
■ Investigating Plant Hormones
■ Fruit Dissection
■ Cotyledon Removal in Peanut Seeds
■ Plant Propagation and Asexual Reproduction
(t) ©ShutterStock; (b) ©Noah Berger/AP/Wide World Photos
(t) ©ShutterStock; (b) ©Noah Berger/AP/Wide World Photos
■ Monocot and Dicot Seed Structure
■ Virtual Lab Exploring Plant Responses
■ Video Lab Cultivation Techniques
BIOZINE
PREMIUM CONTENT
Genetically Modified Foods—Do Potential
Problems Outweigh Benefits? Catch the
latest headlines about plants, including
stories about genetically modified foods.
Teacher Demo
Eye Opener Show students how the
Demonstrate 5/20/2011 9:19:34 AM
gamete-producing plants and spore- • Show students live specimens or models of
producing plants vary in size in different examples of the major plant groups.
major groups of plants. • Tell students that both phases of the plant
Materials life cycle—a gamete-producing plant and a
• live specimens or models of a moss with spore-producing plant—can be seen in the
sporophytes, a fern, and a flowering plant moss specimens. Have students speculate
• prepared slides or photomicrographs of the about which structures represent the
sporophytes and gametophytes of a moss, a different phases of the plant life cycle.
fern, and a flowering plant • Show students prepared slides or photomi-
• projector crographs of the gametophytes and sporo-
phytes of the three plant types.

RE ADING TOOLBOX This reading tool can help you learn the material in the following pages.
USING LANGUAGE
Describing Space Understanding plant processes
involves understanding what’s happening inside the plant.
When you read about transport within the plant, look for
words such as up and down that indicate where things are
moving. This kind of language is called spatial language
because it describes how things are moving through space.
Discuss Point out the location of the gamete-
M Untitled-311 621
producing generation and the spore-producing
generation of each plant specimen.
• Help students recognize that the gamete-
producing moss plant and the spore-produc-
ing moss plant are both readily visible, but that
the “leafy” gamete-producing moss is the
most familiar, most often seen, and largest
form of a moss.
Q How does a
mothlike
appearance
help this plant?
Some pollinators are attracted to
flowers that mimic insects. This
orchid belongs to a genus com-
monly called “moth orchids.”
Moths may be drawn to this flower
and be dusted with pollen grains.
The pollen now has a free ticket to
the next flower on the moth’s
route. When pollen comes into
contact with the female parts of
another flower, the reproductive
cycle begins.
YOUR TURN
Use spatial language to describe the following processes.
1. A train follows a path over the mountains.
2. Nutrients are transported through a plant.
Chapter 22: Plant Growth, Reproduction, and Response 621
• Explain that the fronds of a fern are part of a
5/20/2011 9:19:37 AM
spore-producing plant in the fern life cycle
and that this plant grew from a flat gamete-
producing plant smaller than a fingernail.
• Explain that the body of the flowering plant is
the spore-producing plant in its life cycle and
that the spores produced by the plant are not
released.
Ask, Which phase of the flowering plant life
cycle is microscopic? the gamete-producing
plant
Activate Prior
Knowledge
Direct students’ attention to the
chapter title. Ask, What are some of the
reproductive structures of plants that
you can find in a garden, on trees,
floating in the breeze, or lying on the
ground? flowers, cones, seeds, pollen,
spores What are some examples of how
plants respond to stimuli? Sample
Answer: bending or growing toward
light, wilting when dry, leaves changing
color in fall
Preview Vocabulary
Greek and Latin Word Origins Tell
students that they will see the suffix
-phyte, from the Greek root meaning “to
make grow,” used to describe parts of a
plant life cycle. The root is sometimes
translated as “plant” but in this case it
can describe just a portion of a plant.
Most important is that students
recognize that the terms sporophyte
and gametophyte apply to the plant or
structure that produces its namesake. A
sporophyte produces spores (diploid to
haploid) and a gametophyte produces
gametes (haploid to diploid).
Academic Vocabulary The verb
generation refers to the process of
reproduction, or producing offspring. In
plant biology, alternation of generations
refers to a life cycle in which a stage that
produces reproductive cells by meiosis
alternates with a stage that produces
reproductive cells by mitosis.
You might want to point out the
difference in meaning between alter-
nate and alternative.
alternate (v.), to proceed or act by
turns
alternate (n.), a substitute or one who
acts in place of another
alternative, the choice between two
mutually exclusive possibilities
Answers
1. A train moves upward on a path on
one side of a mountain, then moves
downward on the other side.
2. Mineral nutrients move up from a
plant’s roots to its leaves.
Chapter 22: Plant Growth,
Reproduction, and Response 621
 SECTION 22.1
22.1 Plant Life Cycles
. Plan and Prepare
VOCABULARY
KEY CONCEPT All plants alternate between two phases in their
life cycles.
Objectives alternation of generations
sporophyte MAIN IDEAS
• Summarize alternation of genera- gametophyte Plant life cycles alternate between producing spores and gametes.
tions in plants.
Life cycle phases look different among various plant groups.
• Compare and contrast the life cycles
of mosses, ferns, and conifers.
Connect to Your World
Section Resources > The moth orchid flower mimics the shape of its pollinators, which are attracted to
what they think is a potential mate. Pollination is a part of sexual reproduction in
Online Student Resources seed plants. But how do seedless plants, such as moss, reproduce? And what are the
Study Guide (English and Spanish) common features of all plant life cycles?

PowerNotes
Reinforcement Worksheet
Section Self-Check
Interactive Reader
Online Teacher Resources
PowerPresentation
Teacher Toolkit
Activate Prior Knowledge Review the
concept of a life cycle. Ask
• What is a cycle? a repeating series of
events
• What are the stages in the cycle of
human life? conception, birth,
infancy, childhood, adolescence,
adulthood, reproduction
Tell students that in order for a plant to
reach the stage at which it can produce
gametes, it must first go through
another stage.
. Teach
TEACH FROM VISUALS
FIGURE 1.1 Use the illustration to
review mitosis, meiosis, diploid (2n),
haploid (1n), spores, gametes, fertiliza-
tion, and zygote.
622 Unit 7: Plants
MAIN IDEA
Plant life cycles alternate between producing
spores and gametes.
Recall that animals produce gametes—sperm and eggs—through meiosis.
When a sperm fertilizes an egg, a new diploid organism is produced. Plants
also produce gametes, but their reproductive cycle includes a few extra steps.
Plants complete their life cycle by alternating between two phases. Together,
these phases allow plants to reproduce sexually and disperse to new areas. One
phase involves a diploid plant body that produces spores. Remember, diploid
cells have two copies of each chromosome (2n). The other
FIGURE 1.1 ALTERNATION OF GENERATIONS phase involves a haploid plant body that produces gametes.
Haploid cells have one copy of each chromosome (1n).
Plant life cycles alternate between a sporophyte phase,
which produces spores, and a gametophyte stage, which This type of life cycle, which alternates between diploid
produces gametes. and haploid phases, is called alternation of generations.
sporophyte As shown in FIGURE 1.1, the diploid phase of a plant life
(2n)
cycle begins with a fertilized egg, called a zygote. A zygote
divides by mitosis and grows into a mature sporophyte
zygote (SPAWR-uh-fyt), or spore-producing plant. A mature
(2n) sporophyte has specialized cells that divide by meiosis to
SPOROPHYTE
PHASE produce haploid spores. Recall that cell division by meiosis
fertilization
reduces the number of chromosomes in a cell by one-half.
GAMETOPHYTE meiosis A spore marks the beginning of the haploid phase of
PHASE the plant life cycle. A spore divides by mitosis and grows
gametes into a mature gametophyte (guh-MEE-tuh-fyt), or
(1n)
spores (1n) gamete-producing plant. Specialized parts of a mature
gametophyte produce gametes—sperm and eggs—through
mitosis. When a sperm meets an egg, fertilization takes
gametophyte (1n) place, and the cycle continues with a new sporophyte.
A Analyze Why must gametophyte cells divide by mitosis?
Differentiated Instruction

Answers ENGLISH LEARNERS
Untitled-338 622
Have pairs of students first outline the
A Analyze Gametophyte cells must
chapter using the standard format, except
divide by mitosis because they have
change the chapter title into a complete
only one copy of each chromosome.
sentence: “Plants Grow, Reproduce, and
Respond.”
• Use Roman numerals to list the Key Con-
cepts of the sections.
• Use capital letters for subsections, marked
as Main Ideas.
• Use Arabic numerals for key ideas in each
part, identified by large black lettering.
622 Unit 7: Plants
After students read the section, have them
flesh out the corresponding parts of the 5/20/2011 11:08:09 AM
outline. For example, under 1. Life Cycle of
Nonvascular Plants: Moss, they might list
these key ideas:
a. Nonvascular plants, such as mosses, are the
only plants in which the gametophyte phase
is dominant.
b. A moss gametophyte produces gametes in
special reproductive structures.
Have students use bullets for key vocabulary.
Teacher Toolkit, Section C, Outline
 MAIN IDEA
Life cycle phases look different among various Take It Further
plant groups. Plants’ gametes result from mitosis
in structures called gametangia.
Different plant groups each have their own version of alternation of genera- R E A D I N G TO O L B OX Nonvascular plants produce two kinds
tions. The sporophyte and gametophyte generations look different for non- of gametangia:
vascular plants, seedless vascular plants, and seed plants. TAKING NOTES
Use combination notes to • vase-shaped archegonia produce
Life Cycle of Nonvascular Plants: Moss summarize the life cycles of eggs
nonvascular, seedless vascular,
Nonvascular plants are the only plants in which the gametophyte phase is and seed plants. • club-shaped antheridia produce
dominant. In other words, the green, carpetlike plants that you might recog- type of plant life cycle
sperm
nize as moss are gametophytes. If you look very closely, sometimes you can A sperm from an antheridium swims
see the moss sporophytes. Moss sporophytes are stalklike structures that grow through water to reach an egg in an
up from the gametophyte. As you can see in FIGURE 1.2, the moss sporophyte archegonium. The zygote that results
looks like a brown stem topped with a tiny cup called a capsule. from fertilization in an archegonium
The capsule at the tip of the moss sporophyte contains spore-producing develops into a new sporophyte, which
sacs called sporangia. When the spores are mature, the capsule opens and sprouts from the leafy stalk of the
releases them. Spores allow seedless plants to disperse to new areas. If a spore gametophyte.
lands in a favorable spot for growing, it can grow into a gametophyte.
R E A D I N G TO O L B OX
A moss gametophyte produces gametes in special reproductive structures. TEACH FROM VISUALS
Each male structure produces hundreds of sperm with whiplike flagella, and VOCABULARY
each female structure produces a single egg. When water is present, sperm The suffix –phyte comes from
the Greek word phuton, FIGURE 1.2 Point out the gametophyte
swim toward an egg. Once a sperm fertilizes an egg, the sporophyte phase meaning “plant.” (leafy, green) and the sporophyte (stalk
begins once again. and capsule) generations of the moss in
the photos. Ask
FIGURE 1.2 MOSS LIFE CYCLE
• What will happen to the spores
released from the capsule of the
sporophyte (2n)
capsule moss sporophyte? They will grow
into new moss gametophytes.
• What environmental conditions
might be unfavorable for growth of
new gametophytes? lack of moisture
and freezing temperatures, because
spores (1n)
the sperm needs water to swim
though to reach the egg
(bl) ©Ed Reschke/Peter Arnold, Inc.; (br) ©Dwight R. Kuhn
(bl) ©Ed Reschke/Peter Arnold, Inc.; (br) ©Dwight R. Kuhn

gametophyte (1n)

The gametophyte of mosses is the carpet-
like plant that may be familiar to you. The
sporophyte grows up from the gametophyte.
A tiny cup called a capsule forms at the tip
of each moss sporophyte.
CONNECT TO
Spores form inside the capsule. When the
spores are mature, the capsule opens and LIFE CYCLES
releases them. Spores can grow into new Refer to the Appendix for
gametophytes when the environmental a detailed view of the moss
conditions are favorable. life cycle.

Chapter 22: Plant Growth, Reproduction, and Response 623

BELOW LEVEL
M Untitled-338 623 5/20/2011 11:08:11 AM
Help students understand that the moss
sporophyte is a separate generation that
grows from the body of a moss gametophyte.
Have students work together to relate the
photographs of FIGURE 1.2 to the diagram of
FIGURE 1.1. Have them address the question
of how the moss sporophyte is connected to
the moss gametophyte.
Teacher Toolkit, Section C, Think-Pair-Share

Chapter 22: Plant Growth,

Reproduction, and Response 623

. Teach continued
TEACH FROM VISUALS
FIGURE 1.3 Use the photos to discuss
the two stages of the fern life cycle.
Explain that like mosses, ferns exist as
two different generations that together
complete the fern life cycle. Point out
the rows of sori, which are clusters of
sporangia, on the lower side of the fern
frond. Ask
• What happens when one of the
spores falls to the ground? It can
grow into a gametophyte called a
prothallus.
• What side of the prothallus is shown
in this photo? the lower side How
do you know? because the rhizoids
on it are what holds the plant in the
ground
Point out the tiny knobs seen near the
rhizoids. Tell students that these are
antheridia, the sperm-producing
gametangia of this fern gametophyte.
FIGURE 1.3 FERN LIFE CYCLE
sporophyte (2n)
sori
The fern sporophyte is the leafy plant that you
may be familiar with. Clusters of spore-holding
sacs called sori grow on the underside of each
fern leaf, or frond.
gametophyte (1n)
rhizoids
A fern spore can grow into a fern gametophyte,
called a prothallus. The prothallus is about the
size of your little fingernail. Structures that
produce sperm and eggs are located on the
Life Cycle of Seedless Vascular Plants: Ferns
The sporophyte is the dominant phase for all vascular plants,
including seedless vascular plants such as ferns. This means that
the plants you recognize as ferns are sporophytes. If you look at
the underside of a fern leaf, called a frond, you might see sori.
Sori are clusters of sporangia, which are spore-producing sacs.
As shown in FIGURE 1.3, sori look like brown dots on the fern
frond. Spores are released from the sporangia when they are
mature. If a spore lands in a favorable spot for growing, it can
develop into a gametophyte.
A fern gametophyte is often called a prothallus. As you can
see in FIGURE 1.3, a prothallus is a plant body about the size of
your little fingernail. It anchors itself to the soil with tiny
threadlike structures called rhizoids. The prothallus contains
special reproductive structures that produce sperm and eggs.
When free-standing water is present, male structures release
sperm. Sperm then swim toward an egg. When a sperm
fertilizes an egg, a zygote forms on the prothallus. Remember
that the zygote is the beginning of the sporophyte generation.
The zygote grows above the prothallus, which eventually rots
away. The mature sporophyte is the familiar fern plant. Newly
forming fronds are called fiddleheads, and they slowly uncurl as
they grow. Eventually, the sporophyte will produce spores on the
underside of each frond, and the cycle will begin again.
Life Cycle of Seed Plants: Conifers
The sporophyte is the familiar form for all seed plants. Unlike
most seedless plants, seed plants produce two types of spores

The sperm from these antheridia can
reach an egg only by swimming through
water to a nearby archegonium.
Integrating
Evolutionary Biology
Plants that produce two kinds of spores,
and thus two kinds of gametophytes,
have an evolutionary advantage over the
seedless plants that produce only one
kind of spore and one kind of gameto-
phyte. First, the sperm, which form from
male gametophytes, do not need water
to reach eggs. Also, the pollen grains can
be carried long distances on the wind,
which promotes cross breeding and
genetic diversity. This is why seed plants
dominate many of Earth’s landscapes.
Differentiated Instruction
624 Unit 7: Plants
bottom of the prothallus.
CONNECT TO
LIFE CYCLES
Refer to the Appendix for
detailed views of fern and
conifer life cycles.
(tl) ©Craig Tuttle/Corbis; (inset) ©Wolfgang Kaehler/Corbis; (cl) ©Biophoto Associates/Photo Researchers, Inc.
(tl) ©Craig Tuttle/Corbis; (inset) ©Wolfgang Kaehler/Corbis; (cl) ©Biophoto Associates/Photo Researchers, Inc.
that develop into male and female gametophytes. Another
difference between most seedless plants and seed plants is
that the gametophytes of seed plants are microscopic.
A pine tree is a typical conifer sporophyte. If you look closely at a branch of
a pine tree, you may notice two different types of cones. This is because
cone-bearing plants have male and female cones. Female cones are usually
larger and more scaly than male cones. They live and grow for several years.
Each scale of a female pine cone has two ovules that produce spores. One
spore in each ovule can develop into a microscopic female gametophyte, and
the rest will die. Male spores are produced inside of male cones, which only
live for a few weeks. Male spores develop into pollen grains, which are the
very tiny male gametophytes of seed plants.
As shown in FIGURE 1.4, male cones release clouds of pollen in the spring.
When a pollen grain lands on a female cone, it sticks. Pollination occurs in a
cone-bearing plant when a pollen grain reaches the small opening of an ovule.
After pollination, eggs are produced inside the ovule and a pollen tube begins
to grow from the pollen grain toward an egg. In pine species, it takes a year for
the pollen tube to reach the egg, which is just millimeters away.

PRE-AP HANDS-ON ACTIVITY

Untitled-338 624
Have students construct a table that compares Place clumps of mosses—which can be found in5/20/2011 11:08:16 AM

the life cycles of the three plant groups
discussed in this section. Have them compare
the sporophyte and gametophyte phases,
including which is dominant, the numbers and
types of spores produced, and how those
spores function in the life cycle. After students
have completed their tables, ask questions
about plant life cycles and have students
consult their tables to find the answers.
Teacher Toolkit, Section C, Content Frame
624 Unit 7: Plants
areas that stay moist, such as shady forests and
greenhouses—in terrariums made from clear
plastic storage containers with lids. Place the
moss terrariums where they will receive bright
light. Allow the clumps of moss to dry before
showing them to students. Then have students
add water to some of the terrariums. Ask, What
happens when water comes in contact with the
dry mosses? The mosses become bright green
and get larger. Have students keep some of the
mosses moist for several days. Students may be
able to observe the growth of sporophytes.
 FIGURE 1.4 Conifer Life Cycle TEACH FROM VISUALS
The pine tree is a typical conifer sporophyte.
Male and female gametophytes are produced FIGURE 1.4 Lead students through each
on separate male and female pine cones. sporophyte (2n) part of the conifer life cycle, starting
male cone
with the pine seed. Ask
A fertilized egg grows into • What stage is the pine seed a part
an embryo while the ovule meiosis
develops into a pine seed. pine seed of? the sporophyte
female cone
Male spores • Where do the spores made by this
interior of meiosis are produced stage form? male and female cones
female scale through
pollen grain Female spores meiosis. • What structure does a spore in a
eggs sperm are produced male cone become? a pollen grain
through meiosis.
ovule ovule • What is the chromosome number of
the male and female gametophytes?
fertilization
female scale gametophyte (1n) haploid, or 1n
(tr) ©Darrell Gulin/Corbis; (r) ©Dr. Jeremy Burgess/Photo Researchers, Inc; (br) ©Noah Berger/AP Images
(tr) ©Darrell Gulin/Corbis; (r) ©Dr. Jeremy Burgess/Photo Researchers, Inc; (br) ©Noah Berger/AP Images

When a pollen grain

reaches the end of a Female spores develop • Where does fertilization occur?
female scale, a pollen into female gameto- pollen grains ovule in a scale of a female cone
tube grows. Sperm phytes, which produce Male spores develop into
travel through this eggs in the ovules. male gametophytes, • What is the chromosome number of
tube toward an egg. called pollen grains. the cells in the embryo of a pine
seed? diploid, or 2n

Two sperm also develop inside the pollen grain during this time. Eventu-
Answers
ally, these sperm travel down the pollen tube toward the egg. The sperm of A Contrast Seedless plants disperse
seed plants do not have flagella, since they do not need to swim through water through spores, and seed plants
to reach an egg. One sperm may fertilize an egg, forming a zygote, which will disperse through seeds.
develop into an embryo. Meanwhile, the ovule develops into a protective pine
seed. Each scale of a female pine cone can be home to two developing pine
seeds. Once the seeds are mature, the scales open up and release them. The
life cycle then begins again with a new sporophyte—a pine tree seedling. Assess and Reteach .
A Contrast What is the difference between how seedless plants and seed plants
disperse to new areas? Assess Use the Section Self-Check
or Section Quiz, both available at
HMDScience.com.
SELF-CHECK Online
Reteach Create a table that compares
HMDScience.com the life cycles of the three plant types
22.1 Formative Assessment PREMIUM CONTENT in this section. Have students use their
own notes to help you fill it in.
REVIEWING MAIN IDEAS CRITICAL THINKING CONNECT TO

1. What is the main difference 3. Apply Why do seedless plants GENETICS

between the two types of
plant bodies involved in the
alternation of generations?
2. What is the main difference between
the gametophytes of nonvascular
plants and those of seed plants?
require free-standing water for
sexual reproduction, while seed
plants do not?
4. Infer The scales of female pine
cones produce a sticky substance.
What function might this serve?
5. Draw a diagram to show how
cellular division through
meiosis results in the haploid
spores of plants.

22.1 FORMATIVE ASSESSMENT Chapter 22: Plant Growth, Reproduction, and Response 625

1. The gametophyte is haploid. Haploid cells female reproductive structures by pollen,

M Untitled-338 625 divide by mitosis to produce gametes that
will ultimately result in fertilization, which
gives rise to the sporophyte. The sporo-
phyte is diploid and produces haploid
spores through meiosis.
2. The gametophyte of nonvascular plants is
the dominant phase; gametophytes of
seed plants are microscopic.
3. Seedless plants’ sperm must travel through
water in order to reach and fertilize an egg.
The sperm of seed plants are carried to
which can be carried by wind or animals.5/20/2011 11:08:18 AM
4. Pollen grains stick to this substance,
allowing for germination and, ultimately,
fertilization.
5. Students’ illustration should show the
process by which a single parent diploid
cell (with both homologous chromosomes)
divides to produce four daughter haploid
cells. The illustration should show two
rounds of cell division.
Chapter 22: Plant Growth,
Reproduction, and Response 625
 SECTION 22.2
. Plan and Prepare
Objectives
• Describe the reproductive organs
and fertilization of flowering plants.
• Compare and contrast pollination by
animals and by wind.
Section Resources
Online Student Resources
Study Guide (English and Spanish)
PowerNotes
Reinforcement Worksheet
Section Self-Check
Interactive Reader
Online Teacher Resources
PowerPresentation
Teacher Toolkit
Activate Prior Knowledge Discuss the
diversity of flowers. Ask, In what ways
do different species of flowering plants
differ from each other? Size, shape,
color and number of petals; method of
pollination (wind, animal); number of
seeds produced; some flowers last a
long time, while others bloom once and
then wither; some smell good, others
smell bad or seem odorless; some are
poisonous, while others are edible. Tell
students that the flowers of all flower-
ing plants have evolved to become
functioning reproductive organs.
. Teach
Vocabulary
Greek and Latin Word Origins Tell
students that carpel is from the Greek
karpos, which means “fruit.” Explain that
626 Unit 7: Plants
the ovary of a carpel is where plant
embryos develop and the mature ovary
Untitled-328 626
is what we call fruit.
Answers
A Compare male cones
626 Unit 7: Plants
22.2 Reproduction in Flowering Plants
KEY CONCEPT Reproduction of flowering plants takes place
VOCABULARY
within flowers.
sepal
petal MAIN IDEAS
stamen Flowers contain reproductive organs protected by specialized leaves.
carpel
Flowering plants can be pollinated by wind or animals.
ovary
Fertilization takes place within the flower.
endosperm
double fertilization
>
Connect to Your World
When planning a garden, you may choose plants with sweet-smelling flowers that
will add splashes of color to the space. But did you know that these same qualities
can attract and guide animal pollinators? So don’t be surprised if you and the insects
in your yard have a similar taste in flowers.
MAIN IDEA
Flowers contain reproductive organs protected
by specialized leaves.
Look at a bouquet of flowers in various stages of bloom, and you will likely
notice that different flower parts are arranged in layers. The outermost layer
of a flower is made up of sepals. Sepals are modified leaves that protect the
developing flower. They are often green but can also be brightly colored. The
FIGURE 2.1 This lily has both male layer just inside of the sepals is made of up petals, which are also modified
and female structures. In lilies and
leaves. Their bright colors often help to attract animal pollinators. Monocot
other monocots, sepals and petals
look similar and are often called flowers, such as lilies, have sepals and petals that look the same. These struc-
“tepals.” tures are often called tepals. Flowering plants that are not pollinated by
animals usually have very small sepals and petals, or they have none at all.
stamen
Some species have flowers with only male or only female structures, but
filament anther the flowers of most species have both. A typical flower is illustrated in
FIGURE 2.1. A stamen is the male structure of a flower. Each stamen has a stalk
called a filament that supports an anther. Anthers produce pollen grains, the
male gametophytes. The innermost layer of a flower is made up
of the female structure, called a carpel. Most flowers have
stigma
several carpels fused together, forming a structure called a
pistil. Each carpel is made of three parts. The tip, called the
carpel style
stigma, is often covered with a sticky substance that holds
ovary pollen grains when they land there. The style is a tube that leads
from the stigma to the ovary. Female gametophytes are pro-
duced inside the ovary, which is found at the base of a flower.
petal sepal
A Compare What parts of conifers have functions similar
to stamens?
Differentiated Instruction
HANDS-ON ACTIVITY
5/20/2011 10:27:12 AM
To reinforce the concept that two or more
carpels are fused together in the female part
of most flowers, provide students with fresh
or pickled cucumbers and plastic knives. Have
students cut the cucumber, which is the fruit
of the cucumber plant, into several circular
slices. Students will be able to see three to
five pie-shaped sections in the slices, each
containing seeds. Each of these sections is an
ovary of a different carpel.
 MAIN IDEA
Flowering plants can be pollinated by Answers
A Infer Animals move methodically
wind or animals. pollen grains
from flower to flower in search of food
When a pollen grain reaches the stigma of the and transfer pollen in the process, but
same plant species, that flower has been pollinated. wind scatters pollen randomly, so a lot
Pollination is a necessary step of sexual reproduction of it does not land on flowers of the
in flowering plants. You can often tell how a flower- same species.
ing plant is pollinated by looking at its flowers.
Wind-pollinated species usually have small or incon-
spicuous flowers and produce large amounts of pollen. QUICK LAB
A lot of energy is required to produce so much pollen. Time 30 minutes
Many flowering plants are pollinated when insects, birds, FIGURE 2.2 This honeybee has
many tiny hairs on its body (right).
or other animals visit flowers to collect pollen or nectar as a food When a bee moves around inside Purpose Explore floral structure by
source. In the process of feeding, an animal is dusted with pollen grains, as of a flower, gathering pollen or
nectar, pollen grains stick to these dissecting a flower.
shown in FIGURE 2.2. As the animal searches for food in another flower, pollen
hairs (left). (colored SEM; magnifica-
from the first flower may brush against the stigma of the other flower. Be- tion unknown)
cause animal pollinators transfer pollen in this reliable way, pollination by an LAB PREPARATION
animal is more efficient than wind pollination. Animal pollinators are
important factors in the success and diversity of flowering plants. • Use large flowers such as lilies, tulips,
A Infer Why is pollination more reliable by animals than by wind? daylilies, gladioli, and irises.

LAB MANAGEMENT
(tl) ©Susumu Nishinaga/Photo Researchers, Inc.; (tr) ©Darwin Dale/Photo Researchers, Inc.; (br) ©Archie Young/Photo Researchers, Inc.
(tl) ©Susumu Nishinaga/Photo Researchers, Inc.; (tr) ©Darwin Dale/Photo Researchers, Inc.; (br) ©Archie Young/Photo Researchers, Inc.

QUICK LAB D I S S E C TI N G

A Closer Look at Flowers • Use FIGURE 2.1 to point out that

Dissect a flower to discover how its various structures aid in reproduction.
sepals are not always green and may
closely resemble petals. Also, point
PROBLEM How do the parts of a flower aid in reproduction? out that some flowers can have a
PROCEDURE superior ovary, such as the lily flower
1. Locate the outermost layer of flower parts. These are the pictured, but that others (for
sepals. Draw and label the sepals to begin your flower diagram. MATERIALS
Carefully remove the sepals. • flower
example, iris and gladiolus) have an
2. Petals form the next layer of flower parts. Draw and label the • colored pencils inferior ovary, found below the point
petals in your drawing. Carefully remove each petal. • tweezers of attachment of petals and sepals.
• magnifying glass
3. Now the stamens, the male flower parts, should be exposed.
Add the stamens to your drawing and label them. Label an
Teacher Note “Students took their time
anther and a filament in your drawing. Remove the stamens. in completing the drawing, leaving little
4. The female flower part remains. Most flowers have several carpels fused together, time for the functions.”
forming a structure called a pistil. Add the carpel or pistil to your drawing. Label the
carpel or pistil, stigma, style, and ovary.
Safety Some people are allergic to
pollen. Caution students not to hold
ANALYZE AND CONCLUDE
flowers near their faces. Have them wear
1. Identify Write the function of the following structures next to their labels in your
drawing: sepals, petals, anther, filament, stigma, style, and ovary.
gloves or wash their hands thoroughly
2. Infer Do flowers usually contain more stamens or carpels? Why do you think this is?
after handling flowers.
3. Infer What does the position of the anthers relative to the position of the stigmas
suggest about how this flower is pollinated? Answers
Analyze and Conclude
1. sepals: protect a developing flower;
petals: attract pollinators; anther:
Chapter 22: Plant Growth, Reproduction, and Response 627 produces pollen; filament: supports
anther; stigma: receives pollen; style:
PRE-AP BELOW LEVEL connects stigma to ovary; ovary:
M Untitled-328 627
Have students write a five-minute essay that 5/20/2011
Have students list and then group keywords 10:27:15 AM produces and houses eggs
identifies the type of symbiosis exhibited by in this section: stamen-anther-filament, 2. more stamens, increases the odds
some different pollinators and flowering carpel-stigma-style-ovary, and petals-sepals. that more flowers will be pollinated
plants. Ask them to include an example of Have students differentiate between the 3. If the anthers are below the stigmas,
both mutualism and commensalism and to groups by describing what they relate to. a flower is less likely to be self-
consider why parasitism does not figure into Example: the anther and filament are part of pollinated than if the anthers are
these types of interactions. the stamen, the male reproductive structure above the stigmas.
of a flower.
Teacher Toolkit, Section C, Quick-Write
Teacher Toolkit, Section D, List-Group-Label

Chapter 22: Plant Growth,

Reproduction, and Response 627

. Teach continued
The Inside Story
Charles Darwin was fascinated by
the variation in flower structure he
observed among orchids, and he wrote
essays on the subject. In his writings,
he hypothesized that the structures of
orchid flowers were adaptations to the
physiology and behavior of specific
pollinators. Darwin wrote about one
orchid native to Madagascar, Angrae-
cum sesquipedale, whose nectar is
found at the bottom of a floral tube
that is 30 centimeters long. He wrote
that a moth with a proboscis long
enough to reach the orchid’s nectar
must also live in the area, but he never
saw it.
More than 40 years after
Darwin’s death, a hawk moth with a
30-centimeter proboscis was observed
pollinating the orchid. When not
feeding, the proboscis coils up. Tell
students to look in Section 1 of the
Plant Diversity chapter for a photo of
the hawk moth and the orchid.
Answers
Fertilization takes place within the flower.
CONNECT TO
MEIOSIS
Recall from Meiosis and
Mendel that meiosis is the
form of cellular division
needed for sexual reproduction.
Gametes—sperm and eggs—
are haploid, containing half as
many chromosomes as somatic
cells do.
MAIN IDEA
In flowering plants, as in all vascular plants, the sporophyte is the dominant
phase. The parts of a flower that you have just learned about are all part of the
sporophyte, while the gametophytes of flowering plants are tiny and enclosed
within flower parts. FIGURE 2.3 illustrates the life cycle of flowering plants.
Production of Male Gametophytes
Recall that anthers produce pollen grains, which are the male gametophytes of
seed plants. Cells within the anthers divide by meiosis to produce four male
spores. Each spore divides again, by mitosis, producing two haploid cells.
These two cells, together with a thick wall that protects them, form a single
pollen grain. Wind-pollinated plants have light, fine pollen grains that can be
carried far by the wind. Pollen from wind-pollinated plants, such as ragweed,
is the source of some outdoor allergies.
Production of Female Gametophytes
One female gametophyte can form in each ovule of a flower’s ovary. One cell
in the ovule divides by meiosis to produce four female spores. In most flower-
ing plants, three of these spores die. The nucleus of the last spore grows,
dividing by mitosis three times, resulting in one spore with eight nuclei.
Membranes grow between the nuclei to form seven cells. Together, these seven
cells make up the female gametophyte, which is sometimes called an embryo
sac. One large, central cell has two haploid nuclei, called polar nuclei. One of
the other cells develops into an egg.
Double Fertilization
After pollination, one cell in the VISUAL VOCAB
pollen grain grows into a pollen tube.
The endosperm nourishes the
This tube extends down the style developing plant embryo inside of
toward the ovule. The other cell in the the seed coat. The prefix endo-
pollen grain divides by mitosis, means “inside,” and sperm comes
from the Greek word sperma, which
producing two sperm. Both sperm means “seed.”
travel down the pollen tube. One
sperm fertilizes the egg. The other endosperm

A Summarize One sperm fertilizes the sperm combines with the polar nuclei
egg; the other unites with the polar in the embryo sac. This cell now has a seed coat
nuclei to form the endosperm. triploid (3n) nucleus. It will become
the endosperm, a food supply for the embryo
developing plant embryo. The process
in which one sperm fertilizes an egg
and the other forms a triploid cell is called double fertilization. Double
fertilization only happens in flowering plants and gives them an advantage
over cone-bearing plants. Cone-bearing plants produce a food supply for each
egg before fertilization. However, if the egg of a flowering plant is not fertil-
ized, the plant does not waste energy making an unneeded food supply.
A Summarize What is the function of each sperm during double fertilization?

Differentiated Instruction
628 Unit 7: Plants

INCLUSION Different colors and sizes of marbles or

Untitled-328 628
To help students who will have a hard time gumdrops can represent pollen grains, sperm5/20/2011 10:27:17 AM

processing the information in the text above
and relating it to FIGURE 2.3, model how you
read and interpret the material for under-
standing. You can also have students model
double fertilization with yarn (or string) and
marbles (or gumdrops).
The yarn or string can be used to form the
outlines of a carpel with an ovule inside.
cells, egg cells, and the polar nuclei. Explain
that each marble or gumdrop carries one set
of chromosomes. Have students show
pollination, transfer of a pollen grain to a
stigma, two sperm moving down the style,
one sperm joining the egg to make a diploid
(2n) nucleus, and one sperm joining with the
polar nuclei to make a triploid (3n) nucleus.

628 Unit 7: Plants

 FIGURE 2.3 Flowering Plant Life Cycle
A tomato plant is a typical flowering plant. If the flower is pollinated and TEACH FROM VISUALS
fertilization occurs, ovules will develop into seeds, and the surrounding
ovary will develop into fruit. FIGURE 2.3 Walk students through each
step of the diagram of a tomato plant.
Ask, How many cells appear to be
1 Male and female gametophytes Tomato inside the pollen grain shown in step 1?
flowers have both male and female struc-
tures. Pollen grains, the male gameto- two Explain that the larger of these
phytes, are produced in anthers. structures divides to form the sperm.
The flower’s ovary contains many The other structure is called a tube
ovules, which can each contain
a female
anther gametophyte. ovule
nucleus, which is responsible for forming
style a pollen tube through the style. Ask,
pollen grain
ovary style How many pollen grains must fall on the
pollen grain anther stigma in order to ensure that many
2 Pollination A bee may transfer pollen
seeds are formed? many
grains from one flower’s anther to
ovary another flower’s stigma. One cell of a
pollen grain divides to form two sperm.
The other cell forms a tube, down which
the sperm travel.
Take It Further
Tomatoes are a popular garden plant that
can be grown from seed. Seedlings
emerge about three to five days after
seeds are planted, and the plants begin to
flower in about two to three weeks. The
plants are able to self-pollinate. The vibra-
4 Seeds and fruit Many seeds develop
tions given off by bees that land on the
inside the ovary of each tomato flower.
While the seeds develop, the ovary tissue pollen tube flowers loosen some of the pollen and
develops into the juicy flesh of a tomato. allow it to pollinate the nearby stigma.
A few seeds may find their way into the
sperm
soil to grow into new tomato plants.

female
ovule gametophyte stigma
Answers
egg A Critical Viewing The fact that the
stigma extends beyond the anthers
suggests that tomatoes are cross
pollinated.
sperm
3 Double fertilization One sperm
polar nuclei fertilizes the egg, which develops
into an embryo. The other sperm
unites with the polar nuclei to form
the endosperm. The outer layer of
the ovule becomes a protective
seed coat.

Just before the stigma of a tomato plant becomes receptive to pollen, the
A CRITICAL style grows so that the stigma is higher than the anthers. What does this
VIEWING suggest about the way in which tomato plants are pollinated?

Chapter 22: Plant Growth, Reproduction, and Response 629

BELOW LEVEL
M Untitled-328 629 5/20/2011 10:27:24 AM
Have students translate FIGURE 2.3 into a
sequence diagram, starting with the male and
female gametophyte production in step 1.
Tell them to label each part of the diagram
with whichever stage, gametophyte or
sporophyte, the life cycle is in.
Teacher Toolkit, Section C, Sequence
Diagram

Chapter 22: Plant Growth,

Reproduction, and Response 629
. Teach continued
TEACH FROM VISUALS
FIGURE 2.4 Use these photos to
review the relationship between flowers,
fruits, and seeds in flowering plants. Ask
FIGURE 2.4 After a pumpkin
flower (left) is pollinated and fer-
tilization occurs, seeds and fruit
begin to develop. The pumpkin
fruit (center) is green at first, con-
Seeds and Fruit
At fertilization, the next sporophyte generation begins. The ovule becomes a
seed, which contains an embryo and a nutritious endosperm enclosed by a
protective seed coat. Using the nutrients provided by the endosperm, the

• How do you think the fruit is able to
grow in size? Sugars produced by
photosynthesis in the leaves and
water absorbed from the soil move
through the stems and are stored in
the fruit.
• How do you know that sugars are
stored in a fruit such as this pump-
kin? It tastes sweet.
Answers
A Contrast The seeds of flowering
plants are enclosed in fruit.
. Assess and Reteach
Assess Use the Section Self-Check
or Section Quiz, both available at
HMDScience.com.
Reteach Have students come to the
board and, person by person, contribute
to a drawing of how a flowering plant
goes through a complete cycle of
reproduction.
(tl) ©Scott Camazine/Photo Researchers, Inc.; (tc) ©Tonis Valing/ShutterStock; (tr) ©Royalty-Free/Corbis; (br) ©Ingram Publishing/Alamy Images
taining immature seeds. The ripe embryo develops one or two cotyledons, or seed leaves. Recall that monocots
fruit (right) is orange and contains
mature pumpkin seeds. have one cotyledon and dicots have two cotyledons. Cotyledons sometimes
provide nourishment for the new plant before it can begin producing its own
food through photosynthesis.
While the seed develops, the surrounding ovary grows into a fruit. The
development of a pumpkin fruit is shown in FIGURE 2.4. Remember, a fruit is
the mature ovary of a flowering plant. You have probably eaten many fruits,
such as apples, watermelons, and cherries. Many foods that you think of as
vegetables, grains, nuts, or beans are also technically fruits. Sweet peppers,
tomatoes, and cucumbers are fruits that contain many seeds. The shells of pea-
nuts are also fruit, while the two peanut
“halves” inside the shell are cotyledons.
Flowering plants that produce many
seeds within one ovary have larger fruit.
Pumpkin plants produce some of the
largest fruits on record. If you have ever
carved a pumpkin, you have actually
removed the fleshy part of the mature
ovary that surrounds hundreds of pumpkin
seeds. As you will learn in the next section, a
fruit aids in the dispersal of seeds to new areas.
A seed has the ability to grow into a mature
flowering plant.
A Contrast What is the major difference between seeds of
flowering plants and seeds of cone-bearing plants?
SELF-CHECK Online
HMDScience.com
22.2 Formative Assessment PREMIUM CONTENT

REVIEWING MAIN IDEAS CRITICAL THINKING CONNECT TO

1. What are the functions of the four
basic parts found in most flowers?
2. How does pollination occur in
flowering plants?
3. What is double fertilization?
4. Infer Why do wind-pollinated
plant species generally produce
more pollen than animal-pollinated
species?
5. Analyze In flowering plants, which
cells divide by meiosis to produce
male and female spores?
HISTORY OF LIFE
6. Would brightly colored
flowers and sweet, juicy
fruits have been as beneficial
to the earliest land plants as
they are to modern flower-
ing plants? Explain.

22.2 FORMATIVE ASSESSMENT 630 Unit 7: Plants

1. Sepals protect the developing flower, 3. Double fertilization is a process that occurs
petals attract pollinators, stamens have the
Untitled-328 630 in flowering plants in which one sperm
male reproductive organs, and carpels have fertilizes an egg and another combines
the female organs. with the polar nuclei to form the
2. Wind or animals transfer pollen to a endosperm, which nourishes the
flower’s stigma. developing embryo.
4. Wind pollination is less targeted and
efficient than pollination by animals. By
producing a lot of pollen, wind-pollinated
plants improve their odds of pollination.
5. Cells in the anthers divide by meiosis to
produce male spores; one cell in each ovule5/20/2011 10:27:27 AM
divides by meiosis to produce female
spores.
6. No, because at the time of the earliest
flowering plants, there were far fewer
animal species; therefore, there would have
been few animal pollinators. Brightly
colored flowers and edible fruits would not
be advantageous to plants.

630 Unit 7: Plants

 SECTION 22.3
22.3 Seed Dispersal and Germination
Plan and Prepare .
VOCABULARY
KEY CONCEPT Seeds disperse and begin to grow when conditions
are favorable.
dormancy
germination
Objectives
MAIN IDEAS
• Compare methods of seed dispersal
Animals, wind, and water can spread seeds.
by animals, gravity, wind, and water.
Seeds begin to grow when environmental conditions are favorable.
• Summarize the events in seed
germination and its requirements.
Connect to Your World
> It’s lunchtime—how about a burrito stuffed with seeds and fruit? This burrito may
not sound too appetizing; that is, unless you know that white rice and beans are
Section Resources
seeds and tomatoes are fruits. Although burritos are cooked, many seeds and fruits Online Student Resources
we eat are not. Animals eat seeds and fruits for their nutritional benefits, and plants Study Guide (English and Spanish)
benefit by getting their seeds dispersed.
PowerNotes
Reinforcement Worksheet
Section Self-Check
MAIN IDEA
Interactive Reader
Animals, wind, and water can spread seeds.
Online Teacher Resources
You have learned that cone-bearing plants do not bear fruit, and their seeds
PowerPresentation
are often spread by wind and gravity. The function of fruit in flowering plants
is to help disperse seeds. Seed dispersal is important because a plant that Teacher Toolkit
R E A D I N G TO O L B OX
grows right next to its parent may compete with it for space, sunlight, water,
VOCABULARY and nutrients. As shown in FIGURE 3.1, fruits come in a variety of different Activate Prior Knowledge Tell students
The word disperse means
“to scatter apart,” The prefix
shapes and sizes, each of which is adapted to spread seeds to new areas. that if they have ever pulled burrs off of
dis- means “apart”, and sperse Fleshy fruits, such as apples and berries, attract animals with their fragrant, their socks or jeans, they have helped a
(bl) ©Scott Camazine/Alamy Images; (bc) ©Dwight R. Kuhn; (br) ©Anette Linnea Rasmussen/ShutterStock

comes from the Latin verb
spargere, which means “to
scatter.”
FIGURE 3.1 Fruits can take
many forms, including burrs,
parachute-like structures such as
cypselae, and winglike structures
such as samaras.
Burrs
A Analyze Why is it important for a fruit to ripen when its seeds are mature?
nutritious offerings. When an animal eats the fruit, it digests the flesh. But the plant disperse its seeds. Ask
seeds, covered with a tough protective coat, pass through. Eventually, the • Which of the fruits shown in
animal eliminates the seeds from its digestive tract, along with a supply of FIGURE 3.1 would not travel far in a
fecal fertilizer that serves as a sprouting ground for the seedling. Some plants dense forest? Cypselae probably
have fruits that can hitchhike a ride with an animal that is passing by. Burrs,
would not get very far because they
for example, can cling to a passing animal and fall off later in a new area. would land on trees soon after
Seeds dispersed by wind often have fruits that act like parachutes or wings. taking flight; wind would be limited.
Each clump of cotton from a cottonwood tree is actually a fruit with a seed
• What kind of habitat do you think
attached. Some plants that grow near water produce fruits that float. Coconuts
plants with cypselae are best
can travel thousands of miles across oceans and arrive on different islands.
adapted to? open fields, prairies,
meadows

Cypselae Double samaras

Differentiated Instruction
ENGLISH LEARNERS
Untitled-335 631
Have groups of three or four students create
a sequence diagram titled “How Seeds
Germinate.” Provide some of the events:
• A parent plant releases seeds.
• The seeds may lie dormant for a time.
• Water activates enzymes inside the seed.
• Leaves develop and begin to make food for
the seedling through photosynthesis.
Tell students to fill in the gaps in the diagram.
Teacher Toolkit, Section C, Sequence Diagram
Teach .
Answers
A Analyze If fruit is not ripe when
seeds are mature, then animals are less
Chapter 22: Plant Growth, Reproduction, and Response 631
likely to eat them and disperse the
seeds. If fruit ripens before the seeds
PRE-AP mature, the animal may disperse the
Tell students that a new island has formed
5/20/2011 11:00:42 AM
seeds before they are able to withstand
near an underwater volcanic eruption. It has a exposure to various conditions of the
long, flat shoreline sloping upward to the rim environment.
of a crater, which eventually becomes
dormant and cool. Have students spend five
minutes writing about how plants from
nearby islands might colonize this new island.
How might seeds arrive on the island? How
might they reach the inside of the crater?
When might animals arrive?
Teacher Toolkit, Section C, Quick-Write Chapter 22: Plant Growth,
Reproduction, and Response 631

. Teach
D ATA A N A LY S I S
Discuss
If students have difficulty identifying
design flaws in the Data Analysis activity,
have them list all the variables in the
experiment. Ask
• How many independent variables
should a scientific experiment have?
one
• What are the two possible indepen-
dent variables in this experiment?
amounts of water and sunlight Point
out that because of the way the
pots are lined up, it is likely that Pot
C will get the least amount of
sunlight, Pot B the second least, and
Pot A the most.
• What other factors have not been
controlled? In addition to distance
from the window, the variety of
radish seeds used and the depth at
which they are planted have not
been defined.
Answers
1. The distances between the pots and
the window are different. This means
that each set of seeds may receive a
different amount of sunlight, which
adds another variable to the experi-
ment. If germination data differ
between the pots, students will have
no way of knowing if these differ-
ences are due to the variable they
were trying to test (water) or the
different levels of exposure to
sunlight. Also, two radish seeds per
pot is a very small sample size, and
students should plant all seeds at the
same depth in the soil.
632
2. Line up the pots so that each is
equally close to the window (light
Untitled-335 632
source). Increase the sample size to
five or ten seeds per pot.
Online Student Resources, Data
Analysis Practice
632 Unit 7: Plants
D A T A A N A LY S I S
IDENTIFYING EXPERIMENTAL DESIGN FLAWS
Recall that a good experimental design is necessary to obtain valid
results. In the experiment described below, a group of students
collected data about the effect of water on germination.
• Students planted 2 radish seeds in each of 3 flower pots. CC BB AA
• Each pot contained the same amount and type of soil.
• The pots were placed close to a window, as shown at the right.
• Pot A was given 200 mL of water each day, Pot B was given
100 mL of water each day, and Pot C was given no water.
This watering pattern was continued for one full week.
• Every day, students recorded the seeds’ progress.
• The students made conclusions about the amount of
water that is best for radish seed germination.
1. Analyze Which parts of the experimental design are flawed?
2. Design How would you change the experimental design to collect valid results?
MAIN IDEA
Seeds begin to grow when environmental
conditions are favorable.
After a parent plant releases seeds, it may be days, months, or years until the
seeds begin to grow into new plants. In fact, scientists recently found a
2000-year-old seed from a now-extinct species of date palm tree in Israel.
After they placed it in the conditions the tree needs to grow, the seed sprouted.
How can the living embryo inside a seed last years without food or water?
Dormancy
For 2000 years, the embryo inside the date palm seed was in a state of
dormancy. When a seed is dormant, the embryo has stopped growing. For
some plant species, proper temperature, moisture, oxygen, and light levels are
enough to end dormancy.
Other plant species have seeds that stay dormant even during good grow-
ing conditions. For example, strawberry seeds remain dormant until their seed
coats are weakened in the digestive tract of an animal. This way, the seeds are
not only carried far from the parent plant but they are also deposited with
their own batch of fertilizer. Other seeds have waterproof seed coats that can
only be cracked by winter ice. Then, in the spring, the embryo can begin to
grow with less chance of freezing than if it had begun to grow in the fall.
Seed dormancy allows the next generation of plants to grow under favor-
able conditions. Inside the seed coat, an embryo can withstand extremes that
would kill a young seedling. Gardeners contend with seed dormancy all the
time. When soil is turned over before planting a garden, fresh air and sunlight
can cause the buried seeds of unexpected plants to come out of dormancy.
Differentiated
Unit 7: Plants Instruction
TEACH WITH TECHNOLOGY • Eastern gray squirrel (Sciurus carolinensis), a
Create a digital slide show of seed dispersers. small rodent that feeds on and disperses 5/20/2011 11:00:44 AM
various nuts and acorns of North American
Include dispersers from different classes and
environments, such as the following: forests
• flying fox (Pteropus spp.), also known as a
• pinyon jay (Gymnorhinus cyanocephalus), a
fruit bat; this flying mammal disperses seeds
bird of the southwest United States that
feeds on and disperses pinyon pine seeds, and also acts as a pollinator
which we know as pine nuts and pignoles
• tambaqui (Colossoma macropomum), a
large fish of the Amazon and Orinoco river
basins that disperses rain forest tree seeds

FIGURE 3.2 The embryonic root As the root continues to emerge, The embryonic shoot and the
emerges from the seed.
root hairs can be seen.
cotyledons are revealed.
The young plant is completely
free of its seed coat.
Address
Misconceptions
Common Misconception All mature
seeds have stored food in endosperm.
Correcting the Misconception Most
monocot seeds have endosperm, but
the endosperm has been used up in a
mature dicot seed. Even orchids, which
are monocots, have such tiny seeds that
they have almost no stored nutrients.
Symbiotic fungi help them get nutrients
for germination and growth.

Germination
Many types of seeds begin to grow when there are certain changes in tempera- Take It Further
ture, moisture, or light levels. During germination, the embryo breaks out of the In the wild, seed dormancy is usually
seed coat and begins to grow into a seedling, as shown in FIGURE 3.2. Germina- overcome as a seed spends time in the
tion begins when the embryo starts to take up water. Water causes the seed to CONNECT TO
ground through the winter, and frost
swell and crack the seed coat. As the embryo grows, the embryonic root, called ENZYMES and weathering action soften the hard
a radicle, breaks through the cracks. Water also activates enzymes inside the Recall from Chemistry of Life seed coat. Then the embryo is able to
seed. Recall that enzymes are proteins that need specific conditions to speed that enzymes are catalysts for
take up water, which allows it to grow
chemical reactions in living
(tl), (tcl), (tcr), (tr) ©Andrew Syred/Photo Researchers, Inc.
(tl), (tcl), (tcr), (tr) ©Andrew Syred/Photo Researchers, Inc.

up chemical reactions. These enzymes help to break down material in the

things. Enzymes allow chemical and eventually crack the seed coat.
endosperm into sugars, which are moved to the growing embryo. reactions to take place under
controlled conditions.
As the embryo continues to grow, a young shoot called the plumule
eventually breaks through the surface of the soil. In most monocots, the Answers
cotyledon stays underground while the shoot grows upwards. Some species of A Sequence the root, or radicle
dicots have cotyledons that stay below ground, but the cotyledons of other
dicots emerge above ground with the growing shoot. When leaves emerge
from the shoot, they begin to make food through photosynthesis. Once
photosynthesis begins, the young plant is called a seedling. Assess and Reteach .
A Sequence Which emerges first from a seed, a root or a shoot?
Assess Use the Section Self-Check
or Section Quiz, both available at
SELF-CHECK Online HMDScience.com.
HMDScience.com Reteach Review the animation of seed
22.3 Formative Assessment PREMIUM CONTENT dispersal at HMDScience.com, and have
CRITICAL THINKING
students help you create a sequence
REVIEWING MAIN IDEAS CONNECT TO
diagram of seed germination.
1. What are three ways that seeds of 3. Analyze How are enzymes involved ADAPTATIONS
flowering plants can be dispersed? in the process of germination? 5. Some tropical plant species
2. What is the advantage of most seeds 4. Infer What is the adaptive advantage have fruits with air cavities
going through a stage of dormancy to water uptake causing a seed coat that allow them to float.
before germination? to crack? How might natural selection
have led to this adaptation?

22.3 FORMATIVE ASSESSMENT Chapter 22: Plant Growth, Reproduction, and Response 633

1. wind, water, animals 5. Through a random mutation, the seeds of

M Untitled-335 633 2. Seeds can “wait out” unfavorable condi- an individual plant may have formed with 5/20/2011 11:00:46 AM

tions that a seedling would not be able to air cavities. If these seeds fell into water
withstand, such as freezing temperatures. and the air cavities allowed them to float,
the water may have dispersed the seeds
3. Enzymes inside a seed help to break down into new areas, enabling these plants to
material in the endosperm into sugars. get established and increase in number.
These sugars are used by the growing
embryo.
4. A developing seedling needs water to
grow. If the seed coat cracks during dry
conditions, the seedling may not survive.

Chapter 22: Plant Growth,

Reproduction, and Response 633
Chapter Labs
Find these labs online at
HMDScience.com
G O n l i n e!
Fruit Dissection
Time 30 minutes
Purpose Illustrate a fruit and its seeds

G
accurately
Overview Students will examine and

reen
represent the external and internal
structure of a fruit. They will
• dissect a pea pod and one of its peas

Growth
• draw and label the parts of the pea
pod and pea

QuickLab  A Closer Look

at Flowers
Time 45 minutes
Purpose Explore floral structure by
dissecting a flower

Seed Germination
Time 30 minutes
Purpose Observe how irradiating radish
seeds affects their germination
Overview Students will germinate
irradiated and nonirradiated radish seeds.
They will
• observe the seeds each day and record VIRTUAL Lab
any changes in each seed BIOLOGY
• measure the size of seedling structures Plant Responses Test for Exploring Plant Responses Went’s Experiment
after 5 days plant responses to different
Explore how plants can react to light, Learn how Frits Went
• compare the germination rate of stimuli in this interactive demonstrated that a
gravity, and touch.
irradiated and nonirradiated seeds and investigation. chemical found in plant
their seedling structures shoot tips influences the
direction of growth of
the shoot.
Monocot and Dicot Seed
Structure (Challenge Lab) 634 Unit 7: Plants
Time 50 minutes
Purpose Investigate the internal and
external differences in monocot and Untitled-329 634 5/20/2011 10:29:23 AM

dicot anatomy
Overview Students will observe and
illustrate sample monocot and dicot
seeds.

634 Unit 7: Plants


(bc) NASA; (br) ©Noah Berger/AP/Wide World Photos
(bc) NASA; (br) ©Noah Berger/AP/Wide World Photos
BIOLOGY
Seed Dispersal Learn how
different types of plants use
many methods to get their
seeds from one place to
the other.
M Untitled-329 635
ancy
Plants!
Web
Plants in Space
We often take for granted that shoots
grow up and roots grow down. But
what happens when you take a plant
into space? How does this question
affect space exploration?
Cotyledon Removal in
Peanut Seeds
Time 45 minutes on day 1, 10 minutes
for data collection on subsequent days
Purpose Examine the role of the
cotyledon in seed growth and
germination
Overview Students will remove varying
amounts of cotyledon from peanut
seeds and determine the effect of the
removal on germination and growth.
Plant Propagation and
Asexual Reproduction
(Biotechnology Lab)
Time 60 to 90 minutes on Day 1;
elapsed time of up to several weeks for
growing of new plants
Purpose Design an experiment to
determine how various environmental
conditions affect the vegetative
propagation of plants.
Investigating Plant Hormones
Time 20 minutes
Purpose Design an experiment to
explore the effects of ripened fruit on
unripe fruit
Overview Students will design an
experiment to test how a hormone
affects fruit ripening. They will
BIOZINE
• write an experimental procedure that
describes how they will test their
independent variable
Genetically Modified
Foods—Do Potential • make observations and compare
Problems Outweigh results
Benefits? Catch the latest • evaluate their experimental designs
headlines about plants,
including stories about
genetically modified foods. Video Lab  Cultivation
Techniques
ONLINE BIOLOGY 635
HMDScience.com
Time 45 minutes on Day 1, 10 minutes
per day for about 2 weeks
Purpose Compare plants grown
5/20/2011 10:29:30 AM hydroponically with plants grown in soil
Chapter 22: Plant Growth, Reproduction, and Response 635
 SECTION 22.4
22.4 Asexual Reproduction
. Plan and Prepare
KEY CONCEPT Plants can produce genetic clones of themselves
VOCABULARY
through asexual reproduction.
Objectives regeneration
vegetative reproduction MAIN IDEAS
• Survey vegetative reproduction in
Plants can reproduce asexually with stems, leaves, or roots.
plants.
Humans can produce plants with desirable traits using vegetative structures.
• Identify methods and advantages of
vegetative propagation of plants.
Connect to Your World
Section Resources > Have you ever noticed that some plants, such as grasses and irises, grow in clumps?
If you try to pull up a single iris, you’ll likely find that it is connected to others by
Online Student Resources underground stems. These clumps are often made up of clones, or genetically
Study Guide (English and Spanish) identical copies, of one individual parent plant.

PowerNotes
Reinforcement Worksheet
Section Self-Check
Interactive Reader
Online Teacher Resources
PowerPresentation
Teacher Toolkit
Activate Prior Knowledge Have
students share experiences they have
had with growing plants from bulbs or
pieces of tubers. Ask, What plants have
you observed growing from parts other
than seeds? Sample Answer: potato
plants sprouting from a potato’s eye;
plantlets on a kalanchoe; runners in lawn
grass, strawberries, or mint
. Teach
Science Trivia
• The world’s smallest flowering plant,
Wolffia microscopica, is also one of
Plants can reproduce asexually with stems,
leaves, or roots.
CONNECT TO
ASEXUAL
REPRODUCTION
Recall from Cell Growth and
Division that asexual reproduction
is the production of offspring from
a single parent. These offspring are
produced through mitosis and are
genetically identical to the parent.
FIGURE 4.1 The jointed stem of
this prickly pear cactus is made of
teardrop-shaped pads. A pad that
falls to the ground can grow into a
full-size plant.
MAIN IDEA
A combination of sexual and asexual reproduction helps plants to populate a
variety of environments. Sexual reproduction gives rise to genetic diversity,
which allows a population to adapt to changing conditions. Asexual reproduc-
tion allows a well-adapted plant to make many copies of itself. Most plants
have a way of cloning themselves through asexual reproduction.
Plants that can grow a new individual from a fragment of a stem, leaf, or
root are reproducing by regeneration. For example, the prickly pear cactus
shown in FIGURE 4.1 has a jointed stem that looks like teardrop-shaped pads
stuck together. If one of these “pads” falls off, it can take root and a new plant
will grow.
Vegetative reproduction is a type of asexual reproduction in which stems,
leaves, or roots attached to the parent plant produce new individuals. One
stunning example of vegetative reproduction is a forest of aspen trees in Utah
that would almost cover 100 football fields. The forest is actually 47,000 trunks
growing from the roots of one parent plant.
Many plants have structures that are specifically adapted for
vegetative reproduction.
• Stolons Some plants send out stems that grow horizontally along
the ground. These stems are called runners, or stolons. At certain
points on a stolon, roots and leaves are produced, and a new plant
can grow. Strawberries reproduce almost exclusively in this way.
• Rhizomes Other plants, such as irises, can reproduce using

©Joseph Sohm/Corbis

©Joseph Sohm/Corbis
the fastest reproducers. It can horizontal underground stems called rhizomes. New plants grow
reproduce itself vegetatively by from buds in the rhizome’s joints, even if separated from the
parent plant.
budding every 30 hours.
• One of the oldest living things in
the United States also owes its Differentiated
636 Unit 7: Plants Instruction
record-making existence to vegeta-
tive reproduction. A Mojave Desert
creosote bush, Larrea tridentata, ENGLISH LEARNERS Have students use the chart as a memory aid.
Untitled-334 636
Have students learn about asexual reproduc- Have them explain what happens in each 5/20/2011 10:57:35 AM
that exists as a ring of shrubs
tion by creating an analogies chart that might case. For example, they can talk about how
15 meters (50 ft) in diameter, is
read like this: strawberries reproduce by sending out long
estimated to have started from
stems that grow along the ground. At certain
a seed that germinated 12,000 Strawberries are to stolons as points on a stolon, roots and leaves are
years ago.
Irises are to rhizomes as produced and a new plant grows. You may
wish to do this as a team competition, in
Potatoes are to tubers as
which you can also ask, “Strawberries are to
Daffodils are to bulbs stolons as irises are to what? Explain.”
Teacher Toolkit, Section D, Analogies

636 Unit 7: Plants

 • Tubers A potato is actually a tuber, an underground
stem modified for storage. The “eyes” of a potato are Integrating
buds that can sprout new plants, as shown in FIGURE 4.2.
Agricultural Science
• Bulbs Tulips, daffodils, and onion plants can all repro-
Nearly all commercial varieties of fruits
duce asexually with bulbs. Bulbs are underground stems
and nuts are harvested from branches
surrounded by modified leaves adapted for storage,
that resulted from grafting. Using
covered with a protective, papery skin. In favorable
different techniques, commercial
conditions, bulbs can divide to produce new plants.
varieties are grafted onto rootstocks
A Analyze What distinguishes regeneration from that are adapted to the area in which
FIGURE 4.2 New potato plants
vegetative reproduction? are growing from the “eyes” of this the crop is to be grown. The primary
potato tuber.
reasons for this practice are to produce
MAIN IDEA fruits and nuts with uniformity and the
Humans can produce plants with desirable most desired traits, and to prevent
soil-borne diseases and unfavorable
traits using vegetative structures. FIGURE 4.3 This plant cutting has
environmental conditions from killing
grown roots after being placed in
Plant growers use a process called vegetative propagation to grow plants with water for several weeks. Many commercial plantings.
desirable qualities, such as seedless fruits or tolerance to frost. Vegetative types of houseplants can be prop-
agated in this way.
propagation takes advantage of a plant’s ability to grow new individuals
from fragments of a parent plant. For example, most apples and
oranges that we eat come from propagated branches rather than
trees grown from seeds. Answers
Vegetative propagation can be achieved by a few common A Analyze In regeneration, new
methods. Many houseplants, including African violets, are individuals grow independently (or
reproduced using cuttings from stems or leaves. If the cutting unattached) from the parent plant. In
is buried in soil or placed in water, it will produce new roots, vegetative reproduction, new individu-
as shown in FIGURE 4.3. Cuttings are an easy way for horticul- als grow from structures that are
turists to produce new houseplants for sale to nurseries. attached to the parent plant.
(t) ©Dwight R. Kuhn; (b) © HMH

(t) ©Dwight R. Kuhn; (b) © HMH

Fruit and nut tree growers usually use trees that have been produced by B Analyze It is faster than growing a
grafting, or joining vegetative structures from two or more plants together. new plant from seed, and you will get a
Grafting involves making an incision in the bark of one tree and attaching to it plant that is identical to the parent.
either a branch or a bud from another tree. Growers can graft a bud from a
tree that produces the desired fruit or nut onto the trunk of a tree that has
other desired qualities, such as disease resistance.
B Analyze What is a benefit of producing houseplants through asexual reproduction? Assess and Reteach .
SELF-CHECK Online Assess Use the Section Self-Check
HMDScience.com or Section Quiz, both available at
22.4 Formative Assessment PREMIUM CONTENT HMDScience.com.
REVIEWING MAIN IDEAS CRITICAL THINKING CONNECT TO Reteach Have students help you create
GENETICS a concept map that summarizes asexual
1. How can a combination of sexual and 3. Compare and Contrast What are
the differences and similarities 5. How does the genotype of
reproduction in plants and includes the
asexual reproduction be beneficial for
plant populations? between stolons and rhizomes? an offspring produced terms regeneration, vegetative repro-
4. Infer What is a benefit of using through asexual reproduction duction, propagation, stolons, rhizomes,
2. How do humans use plants’ ability
to reproduce asexually? propagated branches to grow fruits? compare with the parent tubers, bulbs, cuttings, and grafting.
plant’s genotype? Make sure the concept map distin­
guishes natural vegetative reproduction
22.4 FORMATIVE ASSESSMENT Chapter 22: Plant Growth, Reproduction, and Response 637 by plants from vegetative propagation
by humans.
1. Sexual reproduction can lead to genetic 3. Stolons are aboveground stems, and
M Untitled-334 637 variation, which allows populations to rhizomes are underground stems. New5/20/2011 10:57:38 AM
adapt to their environment; asexual plants grow (asexually) from both.
reproduction allows well-adapted individu- 4. Propagated branches can be grown from
als to make many copies of themselves. fruit trees or bushes that produce fruits
2. Humans can graft propagated branches or of known quality with preferred
buds that will yield good fruit to trees that characteristics.
are healthy and already established. A 5. They are identical.
potato can be cut up and replanted to
grow more potatoes. Plants with stolons
can be cut up and replanted elsewhere.

Chapter 22: Plant Growth,

Reproduction, and Response 637
 SECTION 22.5
. Plan and Prepare
Objectives
• Identify several plant hormones and
their effects on plants.
• Explain how plants respond to
environmental stimuli.
Section Resources
Online Student Resources
Study Guide (English and Spanish)
PowerNotes
Reinforcement Worksheet
Section Self-Check
Interactive Reader
Online Teacher Resources
PowerPresentation
Teacher Toolkit
Activate Prior Knowledge Discuss
whether students have ever seen a
plant move on its own. Ask, Have you
ever seen signs of movement in a plant?
If so, what? Students may mention
plants bending toward the light. Some
may have seen how sunflowers change
position relative to the sun or may have
witnessed a Venus flytrap in action.
Mention that some movements are the
result of changes in growth patterns,
but others are not.
. Teach
Vocabulary
Greek and Latin Word Origins Tell
students that hormone comes from the
Greek word hormon, meaning “to urge
on.” In biology, the term hormone refers
to chemicals that stimulate responses in
638 Unit 7: Plants Instruction
animals and in plants.
Untitled-333 638
638 Unit 7: Plants
22.5 Plant Hormones and Responses
KEY CONCEPT Plant hormones guide plant growth
VOCABULARY
and development.
hormone
gibberellin MAIN IDEAS
ethylene Plant hormones regulate plant functions.
cytokinin
Plants can respond to light, touch, gravity, and seasonal changes.
auxin
tropism
phototropism
thigmotropism
Connect to Your World
gravitropism
photoperiodism
If you have houseplants, you’ve seen how they grow toward the sunlight streaming
through the window. But without eyes, how do plants know where the light is? Plant
hormones are involved in this process, which is only one of many ways that plants
can respond to their environment.
>
MAIN IDEA
Plant hormones regulate plant functions.
A hormone is a chemical messenger produced in one part of an organism that
stimulates or suppresses the activity of cells in another part. In humans and
other animals, hormones control functions vital to survival and reproduction.
Hormones direct and regulate many of the same functions in plants. However,
most plant hormones are very different chemicals from those in animals.
Some plant hormones are released in response to normal changes in the
environment where the plant grows. Other hormones are released due to
internal changes, as part of a plant’s life cycle. Hormones have an influence
when they move from the cells that secrete them to the cells for which they are
targeted. Target cells have receptors that recognize the hormone. Most plant
cells have receptors for many different hormones. When a hormone meets the
right receptor, it triggers a response. Plant hormones are divided into several
different groups based on their functions and chemical properties.
Gibberellins
Gibberellins (jihb-uh-REHL-ihnz) are plant hormones that produce dramatic
increases in size. They are involved in ending seed dormancy, starting germi-
nation, and promoting the rapid growth of young seedlings. Gibberellins are
also responsible for the large size of many fruits and the rapid upward growth
FIGURE 5.1 An agave plant only
of some flower stalks. For example, the agave shown in FIGURE 5.1 can send a
©Richard Cummins/Corbis
©Richard Cummins/Corbis
flowers one time, when the plant
is at least 15 years old. Gibberellins
trigger its flower stalk to shoot up
flowering stalk up to 12 meters (40 ft) tall in a few weeks. Grape growers often
spray their vines with a gibberellin solution, which makes the fruits grow
over the course of a few weeks.
larger and elongates the stems in the bunches, making room for more grapes.
Differentiated
ENGLISH LEARNERS
5/20/2011 10:52:44 AM
Do a word splash with the ten new vocabu-
lary words, as well as others from the section
such as secrete, elongate, receptor, dor-
mancy, germination, seedling, cytokinesis,
lateral growth, environmental stimulus,
tendril, shoot, predator, deciduous, chloro-
phyll, and stunt. Write all the words on the
board or on a transparency. Have students
arrange the words into categories and give
reasons for their choices.
Teacher Toolkit, Section D, Word Splash
 Ethylene
Put an apple in an airtight container for a day, and it Take It Further
will get soft and start to look rotten. The apple is being Many people know that they can speed
ripened abnormally fast by its own production of up the ripening process of fruits by
ethylene (EHTH-uh-leen), a plant hormone that placing them together in a closed
causes ripening and is naturally produced by fruits. container or bag. With the exception of
Commercial growers can use ethylene to their advan- the banana, it can be very hard to tell if
tage. Fruits such as apples that are shipped long dis- a piece of fruit really is ripe. Millions of
tances must be kept in rooms where the ethylene is pieces of fruit are discarded every year
filtered out, or they may become overripe during the because they turn out to be too ripe by
journey. Some fruits, such as the tomatoes in FIGURE 5.2,
the time someone is ready to buy or eat
are picked before they are ripe. Once they reach their
them.
destination, they are exposed to ethylene gas, which
makes them turn a ripe-tomato red. They may not To reduce this waste, scientists are working
taste so ripe, though, because this artificial ripening on a small, coin-sized sticker that will turn
process does not bring out the same sugars that a from white to blue when the fruit it is
vine-ripened tomato has. placed on has ripened. Such stickers can
be placed on fruit at the point of harvest
Cytokinins or in supermarkets, allowing sellers or
Cytokinins (sy-tuh-KY-nihnz) are plant hormones that buyers to know whether or not a fruit is
stimulate cytokinesis, which is the final stage of cell ready to be eaten.
division. They are produced in growing roots and
developing seeds and fruits. They are also involved in
the growth of side branches. This sideways growth is
called lateral growth. Commercial florists make use of
FIGURE 5.2 Many tomatoes are
Vocabulary
another property of cytokinins—they slow the aging
picked before they are ripe and Academic Vocabulary Point out to
process of some plant organs. For example, leaves treated with ethylene before they students that with the words stimulus
dipped in a cytokinin solution stay green much are sold at grocery stores. These
tomatoes may not taste as sweet and response, one word is used to
longer than normal.
as vine-ripened tomatoes. define the other.
Auxins stimulus, an agent, action, or condition
Auxins (AWK-sihnz) are plant hormones involved in the lengthening of plant that elicits an activity or response
cells produced in the apical meristem, or growing tip. Auxins stimulate
response, a reaction to a specific
(tr) ©Stockbyte Platinum/Alamy; (cr) ©Chris Howes/Wild Places Photography/Alamy
(tr) ©Stockbyte Platinum/Alamy; (cr) ©Chris Howes/Wild Places Photography/Alamy

growth of the primary stem, preventing growth of new branches. Gardeners

stimulus
can use this property of auxins to control branching patterns by cutting off
the tip of a growing stem. With no growing tip, there is less auxin in the stem,
R E A D I N G TO O L B OX
and side branches are encouraged to grow. Conversely, high concentrations of
auxins can prevent plant growth altogether, particularly in the roots. For this TAKING NOTES
Answers
reason, auxins are a common ingredient in herbicides, chemicals used to kill Use a main idea web to take A Apply You could control growth
unwanted plants. notes about four major plant patterns by snipping growing tips, where
hormones.
The lengthening of cells triggered by auxins also controls some forms of auxins are produced, to produce bushier
tropism, the movement of a plant in response to an environmental stimulus. plants, by using cytokinin solution to
For example, if a stimulus such as light hits one side of a stem, auxins will plant hormones help keep leaves green, or by applying
build up in the cells on the shaded side of the stem. These cells then elongate, solutions that contain gibberellins to
or grow longer, causing the stem to bend toward the light. As you will soon stimulate germination or make plants
learn, auxins have different effects in the cells of different plant organs. grow taller.
A Apply If you started your own plant nursery, explain two ways in which you could
use different plant hormones to your advantage.

Chapter 22: Plant Growth, Reproduction, and Response 639

BELOW LEVEL
M Untitled-333 639 5/20/2011 10:52:48 AM
Remind students that mnemonic devices, or
memory aids, can help with recall. For
example, to remember the basic kinds of
plant hormones, ask students to come up
with an expression that uses the first letter of
each hormone. Example: Good eating causes
alertness. To help students remember the
functions of each hormone, have them
develop their own mnemonic devices.
Example: If the banana is green, it needs
ethylene; gibberellin is for giants; auxin
activates apical meristems. Chapter 22: Plant Growth,
Reproduction, and Response 639

. Teach continued
ONLINE Biology
HMDScience.com
Students can explore plant
response mechanisms further in
the WebQuest and Virtual Lab
for this chapter, both available at
HMDScience.com.
History of Science
In 1880, Charles Darwin published The
Power of Movement in Plants. In the
book, he described experiments that he
and his son, Francis Darwin, had
conducted on plant responses to light.
These are among the earliest known
scientific experiments on plant
responses. Almost 50 years later, Fritz
Went, a graduate student from Holland,
confirmed the role of auxin in plant
phototropism by performing experi-
ments that were very similar to the
earlier work of Charles Darwin and
Francis Darwin.
Vocabulary
Greek and Latin Word Origins Explain
that the root word of tropism is trope
from the Greek word tropos, meaning
“turning” or “a turn.”
phototropism = a turning caused
by light
Plants can respond to light, touch, gravity, and
seasonal changes.
Auxins build up on the shaded
side of plant stems, causing
these cells to lengthen. The
lengthening of these cells
causes the stem to bend in the
direction of the light source.
FIGURE 5.3 Phototropism is the
process in which plants grow
toward a light source. Here, the
stems and leaves of a houseplant
bend toward a nearby window.
CONNECT TO
PHYSICAL SCIENCE
Recall that gravity is the force
that objects exert on each other
because of their mass. Gravity is
the force responsible for things
falling to the ground.
MAIN IDEA
If you’ve ever touched a hot pan in the kitchen, you likely responded by
pulling your hand away quickly. And if you’ve ever been outside on a very hot
summer day, you may have responded by moving to a shady spot. While
plants cannot uproot themselves and change locations, they have other ways of
responding to their environment.
Phototropism
When light hits a plant stem, it causes auxins to build up
on the shaded side. Remember that in a stem, auxins
cause cell elongation. As described earlier, cell lengthen-
ing on the shaded side of a stem causes the stem to bend
toward the light. This tendency of a plant to grow toward
light is called phototropism. If you grow a plant in a
space with only one small light source, that plant will
lean toward the light through the process of phototro-
pism, as shown in FIGURE 5.3. Let’s say you turn that plant
around so that it’s pointing away from the light. If you
come back in a few days, you will likely find the plant
growing in the direction of the light again.
Thigmotropism
Many plants also have a response to touch, called
thigmotropism. This quality is apparent in climbing
plants and vines. Tendrils emerge from the leaf base of
these plants and grow in coils around anything they
touch. In these curling “fingers,” contact with an object triggers the same sort
of cell growth that is found with other tropisms. Plants are sensitive to many
kinds of touchlike stimuli. For example, a plant regularly exposed to winds on
a hillside will grow as if it is being pushed in the direction of the wind. Repeat-
edly touching a young plant can even stunt its growth.
Gravitropism
When a seed germinates underground, the root grows downward into the soil,
and the shoot grows upward toward the soil surface. This up-and-down
growth of a plant is called gravitropism, because the plant is responding to
Earth’s gravitational pull. Downward growth is positive gravitropism because
the growth is in the direction that gravity pulls. Upward growth is negative
gravitropism because it is growth against the force of gravity.
Auxins play a part in gravitropism, which is more complex than phototro-

©Cathlyn Melloan/Getty Images

thigmotropism = a turning caused
by touch
gravitropism = a turning caused
by gravity
Tell students that plant tropisms are
responses that occur in a direction that
is based on the direction from which a
stimulus comes. Then explain that the
words positive and negative are used as
adjectives to describe the direction in
©Cathlyn Melloan/Getty Images
pism. Root growth is stimulated by low levels of auxin, but is slowed down by
high levels of auxin. Auxins build up on the lower side of horizontally growing
roots so that the upper side grows faster and the root grows downward. At the
same time, high levels of auxin, which stimulate shoot growth, build up in the
lower side of the stem. This buildup causes the stem to grow upward.
640 Differentiated
Unit 7: Plants Instruction
PRE-AP trees have by being thigmotropic, and why
Untitled-333 640 they do not bend the other way during 5/20/2011 10:52:51 AM

which a plant turns in relation to where Tell students to imagine a grove of tall coconut
palm trees on a beach in the Pacific islands. All
the stimulus is located.
of them are leaning to the west, the direction
in which the prevailing winds are blowing.
When cyclone season arrives, the trees are still
leaning this way, despite the fact that cyclones
tend to come from the west and blow
eastward. After a cyclone, some of the trees
have been toppled or stripped of their fronds,
but those that are still standing are still leaning
towards the west. Have students spend five
minutes writing about what advantage such
640 Unit 7: Plants
cyclone season. Students should speculate
that leaning away from the wind reduces the
friction that trees experience in strong winds,
thereby improving their chances of survival.
The reason a single cyclone will not cause a
palm’s growth to bend the tree in the other
direction is that the cyclone event is relatively
brief, whereas the prevailing winds blow for
much of the year.
Teacher Toolkit, Section C, Quick-Write
 Rapid Responses
Some plants have very rapid responses that do not involve TEACH FROM VISUALS
growth. These rapid responses are often adaptations that help
FIGURE 5.4 Rapid movements of plants
to protect plants from predators. For example, the mimosa, or
that are based on changes in cell turgor
sensitive plant, quickly folds its leaves together a few seconds
pressure are called nastic movements.
after being touched. A few plants are quick enough to capture
insects for a meal. The Venus flytrap shown in FIGURE 5.4 can
Such movements occur in response to
close its leaves on an unsuspecting insect in less than a second.
stimuli, but, in contrast to tropisms, the
Scientists recently discovered that when the leaves are touched, response is unrelated to the direction
water rushes to the cells at their bases, changing their curvature from which the stimulus comes.
and snapping the trap shut.

Photoperiodism
What triggers a shrub to flower or a tree to drop its leaves? Take It Further
Plants take signals from the changing lengths of day and FIGURE 5.4 When the leaves of a
Another kind of tropism exhibited by
night throughout the year, in a response called photoperiodism. Some plants Venus flytrap are touched, water some species in the plant kingdom is
keep very accurate clocks when it comes to the amount of daylight or darkness rushes to the cells of the leaf heliotropism, or turning in response to
bases, causing the leaves to rapidly
in a 24-hour period. In fact, some plants that flower while the days are short,
bend inward.
the movement of the Sun. A heliotropic
such as poinsettias, will not bloom if there is one extra minute of light in flower, for example, may begin the day
the evening. leaning eastward, where the Sun rises,
Shorter days and longer nights during the fall help trigger the leaves of then straighten as the Sun ascends in the
many deciduous trees to change color. This response is part of the preparation sky, and finally lean westward as dusk
for winter, when these trees enter a stage of dormancy. Winter dormancy in approaches. This allows the plant to
plants is functionally similar to the hibernation of many animals during the maximize its direct exposure to sunlight.
winter months. With less rainfall and less direct sunlight, it is more energy- HMDScience.com The bending of heliotropic plants is
efficient for these plants to shut down and rely on reserved sugars than it is for PREMIUM CONTENT
controlled by motor cells at the base of
them to photosynthesize. Leaves therefore begin to die in the fall. Chlorophyll, Plant Responses the stem, which pump potassium ions
©Dr. Jeremy Burgess/Photo Researchers, Inc.
©Dr. Jeremy Burgess/Photo Researchers, Inc.

the pigment that gives leaves their green color, breaks down. Once the chloro- into the shady side, thereby temporarily
phyll is gone, the remaining leaf pigments become visible and new pigments lengthening it. Point out that the bend
are produced. Water and nutrients are drawn out of the leaves for the rest of or turning of the plant is temporary, not
the tree to use during the winter, and the leaves eventually fall off of the tree. true growth.
A Apply What stimulus causes each of the following tropisms: phototropism,
gravitropism, thigmotropism?
Answers
A Apply light, gravity, touch

SELF-CHECK Online
HMDScience.com
22.5 Formative Assessment PREMIUM CONTENT Assess and Reteach .
REVIEWING MAIN IDEAS CRITICAL THINKING CONNECT TO

1. Describe two plant hormones
that regulate plant growth
and development.
2. Name and describe five ways
in which plants can respond to
their environment.
22.5 FORMATIVE ASSESSMENT
1. Any two plant hormones discussed in the
M Untitled-333 641 text (gibberellins, ethylene, cytokinins, and
auxins) can be described.
2. phototropism: stem and leaves bend
towards light; gravitropism: roots grow
down into soil, and stems generally grow
up out of soil; thigmotropism: response in
which growth is influenced by “touching”
another object, as in vines that wind
around an upright object; rapid response:
quick responses not involving growth,
triggered by touch; photoperiodism:
3. Apply A vine grows sideways, ADAPTATIONS Assess Use the Section Self-Check
twisting along a railing. What type of 5. Many trees in temperate
or Section Quiz, both available at
tropism is this plant exhibiting? climates lose their leaves HMDScience.com.
4. Apply If you want full, bushy plants, before the long, cold winter. Reteach Create two tables on the
which part of the plant would you How is this ability an adapta- board: one comparing the different
trim to control auxin production in tion for these trees? plant hormones and their functions,
your favor? the other comparing the various plant
responses. Involve students by asking
Chapter 22: Plant Growth, Reproduction, and Response 641 questions such as “Under which
hormone should I write involved in
response to changing amounts of daylight gravitropism?”
through the year 5/20/2011 10:52:53 AM
3. thigmotropism
4. growing stem tips, where auxins are
produced
5. During the winter in temperate climates,
light levels are low, so photosynthetic rates
drop. For some trees, it is more energy
efficient to lose their leaves and go
through a period of dormancy during
these months.
Chapter 22: Plant Growth,
Reproduction, and Response 641
Chapter review INTERACTIVE Review

22
HMDScience.com

Summary

CHAPTER
PREMIUM CONTENT

INTERACTIVE Review Review Games • Concept Map • Section Self-Checks

HMDScience.com
KEY CONCEPTS
Premium Content
22.1 Plant Life Cycles
Encourage students to go to All plants alternate between two phases in
HMDScience.com for a detailed their life cycles. This type of life cycle is called alter-
review of each section, including nation of generations, and it involves a diploid (2n)
and a haploid (1n) phase. The diploid phase, called
visuals and vocabulary practice.
the sporophyte, produces haploid spores through
meiosis. A spore develops into a gametophyte,
Online Student Resources, Vocabulary which is also haploid. The gametophyte produces
gametes—sperm and eggs—by mitosis. A fertilized
Practice Worksheet
egg can develop into a new sporophyte. Sporophyte
and gametophyte phases look different among non-
vascular, seedless vascular, and seed plants.
22.2 Reproduction in Flowering Plants
Reproduction of flowering plants takes place within
flowers. Flowers consist of reproductive organs that
are surrounded by specialized leaves called sepals
and petals. Brightly colored petals can attract animal
pollinators. A flower is pollinated when a pollen grain
reaches the tip of the female reproductive structure.
One cell in the pollen grain
grows into a pollen tube and
the other cell divides to form
two sperm. In a process called
double fertilization, one sperm
fertilizes an egg, produced in
the flower’s ovary, while the
other helps produce the
endosperm, which will nourish
the developing embryo.
22.3 Seed Dispersal and Germination
Seeds disperse and begin to grow when conditions
are favorable. The function of fruit in flowering
plants is to help disperse seeds. Many seeds go
through a stage of dormancy, or
nongrowth, until environmental
conditions are favorable for
growing. Germination is the
process by which the embryo
breaks out of the seed coat and
begins to grow into a seedling.
22.4 Asexual Reproduction
Plants can produce genetic clones of themselves
through asexual reproduction. Some plants can grow
a new individual from a fragment of a stem, a leaf, or
a root in a process called regeneration. Vegetative
reproduction involves new individuals growing from
a stem, a leaf, or a root attached to the parent plant.
Humans can produce plants with desirable traits by
propagating plants asexually.
22.5 Plant Hormones and Responses
Plant hormones guide plant growth and develop-
ment. Four major groups of plant hormones are
gibberellins, ethylene, cytokinins, and auxins. Auxins
are involved with the lengthening of plant cells that
controls several forms of tropism, including respons-
es to light and gravity. Some types of plants can also
respond to touch and seasonal changes in the
lengths of day and night.

RE ADING TOOLBOX SYNTHESIZE YOUR NOTES

Concept Map Summarize what you know about plant Cycle Diagram Draw a cycle diagram to show the alterna-
responses using a concept map. tion of generations in flowering plants. Include sketches of
the sporophyte and gametophytes, using labels specific to
plants flowering plants.
respond to

light sporophyte

(tr) ©Dwight R. Kuhn

through through through

gametophyte
phototropism

642 Unit 7: Plants

Reviewing Vocabulary 6. The endosperm provides nourishment to the

Untitled-336 642
embryo inside the seed coat.
9. Phototropism and gravitropism both involve5/20/2011
a type of bending, or turning, of plant parts
11:02:30 AM

1. carpel 7. Dormancy is a stage of little activity, similar in response to stimuli.

2. stamen to sleep, when a plant or plant embryo does 10. phototropism
3. sepal not grow. 11. thigmotropism
4. ovary 8. In germination of a seed, the embryonic 12. gravitropism
5. petal shoot sprouts up above the soil.
13. photoperiodism

642 Unit 7: Plants

 chapter review

22 Review
CHAPTER

20. For many types of seeds, water

triggers germination. If there is little
rain in the spring, these seeds may
CHAPTER VOCABULARY germinate late or, possibly, not until
the following spring.
22.1 alternation of generations ovary 22.5 hormone
sporophyte endosperm gibberellin 21. During germination, water uptake
gametophyte double fertilization ethylene activates enzymes that help break
22.2 sepal 22.3 dormancy cytokinin down materials in the endosperm
petal germination auxin into sugars. These sugars are then
stamen 22.4 regeneration tropism
transported to the developing
carpel vegetative reproduction phototropism
thigmotropism
embryo for nourishment.
gravitropism 22. Sexual reproduction gives rise to
photoperiodism genetic variation, which allows a
population to adapt to new environ-
ments. If certain individuals are well
Reviewing Vocabulary Reviewing MAIN IDEAS
Label Diagrams 14. What types of cellular division are involved in the
adapted to a new environment,
alternation of generations? asexual reproduction allows these
In your notebook, write the vocabulary term that
matches each item that is pointed out below. individuals to make copies of
15. What is a major difference between the gametophyte themselves, populating this new
generations of moss and pine trees?
environment.
2. 16. How can brightly colored petals aid in the reproduction 23. New plants can be propagated
1. 3. of flowering plants?
relatively quickly from individuals
17. What characteristic might be a clue that a flower is with desired qualities. That way, the
wind-pollinated? Explain your answer. new individuals will have the same
5. 4. desirable qualities.
18. Name the two structures in the female gametophyte
WORD ORIGINS
that are fertilized in the process of double fertilization. 24. gibberellins, which are involved in
RE ADING TOOLBOX
6. The prefix endo- means “inside,” and the Greek word 19. How does seed dispersal aid in the survival of plant dramatic increases in size
sperma means “seed.” How do these meanings relate to offspring?
the word endosperm?
25. light, touch, gravity, changes in
20. People may enjoy a spring season with relatively little amount of daylight/darkness
7. How does the word dormancy relate to the French verb rain. How might this type of spring weather affect seeds
dormir, which means “to sleep”? that were dispersed during the previous fall?
8. How does the Latin verb germinare, which means “to 21. Discuss the role of enzymes in the development of an
sprout,” relate to the meaning of germination? embryo during germination.
9. The prefix trop- means “a turning.” How does this relate 22. How can the ability to produce both sexually and
to the meaning of the word tropism? asexually allow plant species to populate a variety
of environments?
Category Clues
For each clue, list the appropriate vocabulary term 23. Why is plant propagation an efficient way for people to
from the chapter. produce new plants?
Category: Plant Responses 24. A well-known disease of rice plants causes rice seedlings
10. response to light to grow to several times their normal size and then die.
Which of the major plant hormones is likely involved in
11. response to touch this disease? Explain your answer.
12. response to gravity 25. Name four types of stimuli to which plants are capable
13. response to amount of daylight or darkness of responding.

Chapter 22 : Plant Growth, Reproduction, and Response 643

M Untitled-332 643 Reviewing Main Ideas 17. lots of inconspicuous or very small flowers
5/20/2011 10:45:28 AM
on a single plant; need to produce a lot of
14. meiosis and mitosis pollen to have better odds of some landing
15. The gametophyte generation is the domi- on another flower’s stigma
nant phase of nonvascular plants (moss); 18. egg and polar nuclei
gametophytes of vascular plants (pine trees) 19. gets seeds farther away from parent plants
are microscopic. to avoid direct competition and, potentially,
16. They can attract animal pollinators. colonize new locations and take advantage
of their resources

Chapter 22: Plant Growth,

Reproduction, and Response 643
Chapter review
Critical Thinking
26. Both have alternation of generations,
which includes a sporophyte and a
gametophyte. The gametophyte of
seedless plants, such as moss, is the
dominant phase. The sporophyte is
the dominant phase of seed plants.
Seed plants have two types of
gametophytes—male and female—
and they are very tiny.
27. Cones open when they are receptive
to pollen for pollination; they close
once they have been pollinated,
while the embryos/seeds are
developing; they open again to
release the mature seeds.
28. A potato left on a kitchen counter
for a while will sprout. Eyes in the
potato are actually buds from which
new potato plants can grow.
29. Seeds that will germinate faster have
likely been treated with gibberellins,
because these hormones are
involved in dramatic increases in
growth and ending seed dormancy.
30. Ethylene produced by the ripening
apple affected the kiwi, causing it to
ripen more quickly.
31. photoperiodism; the opening and
closing is associated with the
duration of daylight/darkness.
Critical Thinking
26. Compare and Contrast What are some differences and
similarities between the life cycle of a seedless plant and
that of a seed plant, such as a conifer?
27. Infer Female pine cones have scales that open, close,
and then open again. These three phases correspond
with three specific events in the conifer reproductive
cycle. What three events might trigger these phases in
female cones?
28. Predict Most people cook potatoes soon after they
buy them at the store. What will happen to a potato
that is left sitting on the kitchen counter for a few
weeks? Explain your answer.
29. Infer A homeowner is planting a new garden and buys
some plant seeds. The plant shop owner offers to sell
her regular seeds or specially treated seeds that will
germinate faster. How may these special seeds have
been treated?
30. Analyze A kiwi fruit was purchased at the store, but it
was not ripe enough to eat. It was placed in a sealed
container along with an apple. Several days later, the kiwi
was ripe. Explain how this likely happened.
31. Analyze Four-o’clock flowers bloom late in the day, as
their name suggests. The flowers stay open all night and
close the following morning. What type of response is
the flower demonstrating? Explain your answer.
Interpreting Visuals
Use this cartoon to answer the next two questions.
Analyzing Data Analyze an Experimental Design
Students are testing the effect of light on the germina-
tion of millet seeds. The setup for their experiment is
shown in the table below. Students observe and track
seed development for one week. Use the data to
answer the next four questions.
MILLET SEED EXPERIMENT SETUP
Tray A Tray B
Seeds 50 50
Water 25 mL per day 25 mL per day
on a shelf beneath on a shelf in a
Location
a grow light dark refrigerator
34. Analyze What are the dependent and independent
variables in this experiment?
35. Analyze What is the control in this experiment?
36. Evaluate Which part of the experimental design
is flawed?
37. Experimental Design What changes would you make to
the experimental design to collect valid results?
Making Connections
38. Write a Blog Imagine that you are a seed that is about
to come out of dormancy. Write a blog describing your
experiences as you germinate. Be sure to include the
following terms: dormancy, germinate, seed coat,
radicle, plumule, cotyledons, and seedling.
39. Analyze Look at the moth orchid shown in the chapter
opener. Does this photograph show the gametophyte or
sporophyte generation? Explain your answer.

Interpreting Visuals
32. pollination “I’ll say he’s busy. He has hundreds of frequent flower miles”

33. As bees gather pollen for food, some
pollen grains stick to their bodies.
When they land on a different
flower, some pollen grains from a
previously visited flower may be
brushed off onto the stigma/female
structure of the new flower, thereby
pollinating it.
644
©Dan Rosandich/www.CartoonStock.com
source: www.CartoonStock.com
32. Apply Name the process that these bees have carried
out for flowering plants.
33. Summarize Describe how this process occurs as bees
fly from flower to flower.
Unit 7: Plants

Analyzing Data
Untitled-332 644
36. The control tray of seeds was put into a dark5/20/2011
refrigerator where the low temperature can
10:45:30 AM

34. dependent: germination rate; independent: also affect germination.

light 37. Place the control seeds in an opaque
35. tray of seeds put in the refrigerator, where container and the experimental seeds in a
there is no light transparent container.

644 Unit 7: Plants

 chapter review
❯ Standards-Based Assessment
TEST PREP & REMEDIATION
By Teacher Assignment
PREMIUM CONTENT
Standards-Based
Assessment
1. A strawberry grower divides a large field into 4. The plant life cycle involves a diploid
1. C 4. A
three sections: the first bordering a grove of sporophyte stage that produces haploid spores.
trees, the second in the middle, and the third Which of the following statements is true? 2. D 5. C
bordering an interstate. Each section is treated A Haploid spores are produced through meiosis.
with a different insecticide to determine 3. C 6. A
B Haploid spores are produced through mitosis.
effectiveness. Which of the following is not a
design flaw of this experiment? C Diploid spores are produced through meiosis.
A No part of the field was used as a control. D Diploid spores are produced through mitosis.
B Fumes from the interstate might kill pests in 5.
the third section.
Rate of Ripening
C The same type of strawberries were grown in
100%
each section. A

Percent of ripeness
D The trees might harbor animals that eat pests B
in the first section.
C
2. Which of the following scenarios is using sexual
reproduction to increase genetic variation?
D
A A researcher grafts the branch of a pear tree
onto a drought-resistant apple tree. 0%
1 2 3 4 5
B A gardener slices the “eyes” off of potatoes and Days
plants them to yield a new crop.
Scientists are developing a molecule that will
C A flower lover cuts the leaves from a violet and
slow down the rate of fruit ripening to a few
plants them in soil to grow more violets.
days. Based on the graph, which molecule do
D A farmer uses pollen from tall pea plants to you think they would choose?
fertilize short pea plants.
AA
3. B B
Enzyme Activity at Different Temperatures
C C
Temperature (°C) Enzyme Activity (units/mL) DD
25 6
6. According to one hypothesis, auxins may cause
20 8
a change in pH that results in the cell wall
15 14
becoming more flexible. Then, the cell
10 27 lengthens due to pressure from an organelle.
5 36 Which organelle is most likely exerting this
0 30 pressure?
A vacuole
Suppose that scientists are studying the activity
B ribosome
of enzymes that are involved in ending seed
dormancy. Which statement is best supported C nucleus
by their data? D chloroplast
A The enzyme is ineffective below 0°C. THINK THROUGH THE QUESTION
B Temperature does not affect enzyme activity.
Think about the properties and functions of each
C Enzyme activity peaks at around 5°C. organelle listed as a possible answer. Which of these
D The enzyme is most active in warm weather. is most likely to expand in size?

Chapter 22: Plant Growth, Reproduction, and Response 645

M Untitled-337 645 Making Connections 39. The chapter-opener image is a sporophyte.

38. Blogs will vary, but should be written from
the perspective of a germinating seed, and
should include references to the terms
dormancy, germinate, seed coat, radicle,
plumule, cotyledons, and seedling.
5/20/2011 11:06:27 AM
The sporophyte is the dominant phase for all
vascular plants, including flowering plants.
The gametophytes of this plant—pollen
grains and embryo sacs—are microscopic.

Chapter 22: Plant Growth,

Reproduction, and Response 645
 BIO ZINE
UNIT UNIT
UNIT7: 7:
PLPL
ANTS
ANTS

7 INTERNET
INTERNET
MAGAZINE
MAGAZINE
at HMDSC I E N C E .CO M

Go online for the

Introduce latest biology news
Tell students that scientists make or
recommend decisions based on a and updates on all
scientific process. This process, known as BioZine articles.
risk analysis, is used when studying the
risks versus the benefits of genetically
modified (GM) foods in order to protect Expanding the Textbook
human health and the environment. Risk
analysis is made up of three parts:
News Feeds Although
Although
labeled,
these
labeled,
these
tomatoes
genetically
tomatoes
genetically
modifi
are are
modifi
ed ed
Risk assessment is the scientific foods
foods
are not
are required
not required
to beto be
evaluation of known or potential Science Daily labeled
labeled
in the
in United
the United
States.
States.
adverse effects on health. This evalua- However,
However,
theythey
mustmust
meetmeet
the the
CNN samesame
standards
standards
of safety
of safety
as as
tion consists of different steps, which traditionally
traditionally
growngrown
foods.
foods.
include identifying and evaluating the BBC
adverse effects and estimating if the
hazards are likely to occur in a given
population.
Risk management weighs policy
alternatives to accept or reduce risks
Careers Genetically Modified
and to select and implement appropri-
ate options. This process also consists Bio Bytes Foods—Do Potential
of different steps, which include an
evaluation of risk management options,
making a decision about managing the
Opinion Poll Problems Outweigh

(t) ©Nick Cobbing/Peter Arnold, Inc.; (bl) ©Anastassios Mentis/FoodPix/Jupiter Images

(t) ©Nick Cobbing/Peter Arnold, Inc.; (bl) ©Anastassios Mentis/FoodPix/Jupiter Images

risk, implementing the decision, and
monitoring and reviewing the effective- Strange Biology Benefits?
ness of the decision.
There is a food fight going on, and you
Risk communication is the exchange of
information about the risk assessment
may need to choose a side. Genetically
and the risk management decisions. modified (GM) foods have been on the
Information is shared among risk market since the early 1990s. Today most
assessors, risk managers, consumers, the
food industry, and the academic foods in the United States have GM ingre-
community. Risk communication takes dients. But the wide availability of GM food
place throughout the risk analysis raises concerns about its effects on our
process and includes the perception of
risks that may or may not exist. health and on the environment. Should we
Discuss the process of risk analysis with continue to use GM foods?
students. Ask
646 Unit 7: Plants
• Why is risk analysis of GM foods
important? It guides policy that
protects people’s health and the
environment. Untitled-136 646 Current News Opinion Poll 5/18/2011 10:19:27 AM

• What are some ways that risk
communication is important to the
food industry and to consumers?
The food industry needs to know
about food policies and how to
communicate risk to consumers;
consumers need to be informed
about food content and what is
considered safe.
Have students use a computer with Internet
access to check the Current News section of
BioZine at HMDScience.com. Have students
consider these questions:
• What topics in science involve possible
risks to human health or the environment?
• What do the stories communicate about
risks and risk management?
• How do people’s perceptions of risk vary?
Have students take the online poll and report
the outcome to the class. Discuss with
students whether they have ever taken a poll
that dealt with health risks. Ask
• How are risks typically described?
• How do you react to the description of a
health risk that is related in quantitative
terms?

646 Unit 7: Plants


New Technology, Old Idea
GM plants have genes that have been artificially
introduced into the plant’s genome. This technology
gives plants a new characteristic, such as a new color
or different flavor. To date, most genetically engi-
neered foods have been bred for disease resistance.
GM crops on the market include wheat, rice, corn,
soybeans, potatoes, tomatoes, and cantaloupes.
Genetic engineering is a fairly new process, but
plants have been modified through careful selection
and cross-breeding for thousands of years. In fact,
many experts argue that genetic engineering of crops
is just a faster and more precise method of selective
breeding.
The Green Revolution
In the 1960s, scientist Norman Borlaug and a team
of researchers used cross-breeding techniques to
develop a new strain of wheat. The new strain
produced two to three times as much wheat as
traditional varieties, and resisted many types of
insects and diseases. Widely planted, these new
varieties changed Mexico from an importer of wheat
to an exporter within 20 years. Borlaug and his team
began shipping the new strain of wheat to India and
Pakistan. Both countries quickly doubled their wheat
TECHNOLOGY
Gene Gun
(tr) ©Leonard Lessin/Peter Arnold, Inc.; (br) ©Matt Meadows/Peter Arnold, Inc.
production. This scientific advance, led by Borlaug,
became known as the Green Revolution and drasti-
cally improved crop yields worldwide. For his work,
Borlaug received the Nobel Prize in 1970. Borlaug
supported the genetic engineering of crops and
viewed it as the next wave of the Green Revolution.
Plants can be genetically modi-
fied to produce larger fruits.
Benefits of GM crops
GM crops have the potential to improve nutrition
worldwide. For example, researchers have developed
a GM variety of rice, called “golden rice,” that is high
in vitamin A. Half of the world’s population relies on
rice as the main part of their diet. Non-modified rice
lacks vitamin A, however, and vitamin A deficiency
in humans can cause blindness and sometimes death.
Golden rice could prevent millions of deaths of
young children in developing countries every year.
Vocabulary of
Genetically Modified
Foods
Students may be unfamiliar with some
of the terms used to discuss genetically
modified foods.
genetically modified (GM) food—food
from an organism in which the genetic
material has been altered by biotechnol-
ogy. A GM organism contains genetic
material from another organism, often
from a different species. GM seeds are
used to grow GM food crops, such as
corn and soybeans, which are used to
make GM food products.
Bacillus thuringiensis (Bt)—a bacteria
that contains a gene for toxin produc-
tion. The toxin is currently used as an
insecticide. Some GM crops contain the
Bt gene for toxin production and require
less use of insecticides since they
produce the toxin for themselves.
herbicide—a chemical substance used
to destroy or inhibit the growth of
plants, especially weeds.
herbicide tolerance—a resistance to
some herbicides. Some GM crops
contain a gene from a bacterium that
resists herbicides. Weeds growing in the
crop fields can be killed without
damaging the crop.

(tr) ©Leonard Lessin/Peter Arnold, Inc.; (br) ©Matt Meadows/Peter Arnold, Inc.

Genetic engineers use various ways to insert new genes into host cells. For plant allergenicity—the tendency to cause an
cells, which have thick cell walls, one of the best ways to put foreign DNA into allergic reaction. A concern for human
the cell is to actually shoot it through the plant tissue using a gene gun. health is that GM foods could cause
A researcher coats gold or tungsten particles with DNA and places
allergic reactions in some people. Genes
them on the end of a microscopic plastic bullet. from foods known to cause allergies
The plastic bullet is placed in the gene gun and directed toward the
usually are not transferred into other
target plant tissue. crops.
A burst of helium propels the bullet to the end of the gun. The gold gene transfer—the movement of a
particles containing the DNA are released, while the bullet remains in gene from one organism to another
the gun. organism. Gene transfer from GM foods
Particles enter the cytoplasm of some of the cells in the target tissue. is a debated issue. Human health could
DNA is released from the gold particles and moves into the plant cell’s be affected if an antibiotic-resistance
nucleus, where it ultimately combines with the cell’s DNA. Read More >> at HMDScience.com gene from a GM food were transferred
to cells in the body and then to bacteria
in the digestive system. The bacteria
BioZine 647
would acquire the gene, making it more
difficult to treat diseases.
Expanding the Textbook safety risks of GM foods. Have students outcrossing—the movement of genes
M Untitled-136 647 5/18/2011 10:19:29 AM
identify risks that are more likely not real risks, from GM plants to conventional crops
Have students go the BioZine at risks that can be more easily addressed and or to plants in the wild. Outcrossing also
HMDScience.com to read more about controlled, and risks that are more difficult to refers to the human error of mixing
genetically modified foods. Students should control. GM seeds with conventional seeds.
come to class prepared to discuss what crops You could also divide the class into teams to
are genetically modified, what organisms the debate the issue of genetically modifying crops.
genes are from, and the advantages of each Have each team research the topic to gather
GM crop. Have students identify common information and evidence that supports their
foods that contain GM crops. position. Have students debate the issue in class
You could extend the discussion to include while you act as the moderator.
concerns different people have about the
BioZine 647
UNIT
UNIT 7 BIO ZINE

7 CAREERS
Take It Further
In the United States, genetically modi-
fied foods are regulated by the following
three federal agencies:
• The U.S. Department of Agriculture’s
Animal and Plant Health Inspection
Service (APHIS)
• The U.S. Environmental Protection
Agency (EPA)
• The Department of Health and
Human Services’ Food and Drug
Administration (FDA)
Not every country regulates GM foods,
but at an international level, the Codex
Alimentarius Commission is the body
responsible for establishing international
standards on foods. It is comprised of
two United Nations organizations, the
Food and Agriculture Organization (FAO)
and the World Health Organization
(WHO).
Research Engineer in Action
Potential Hidden Costs of GM Crops
Opponents of genetically modified foods argue that it
is impossible to predict exactly how the new crops—
sometimes called “Frankenfoods”—will affect
ecosystems. Two major concerns are herbicide-
DR. TONG-JEN FU resistant weeds and pesticide-resistant pests, which
TITLE Research Engineer, Food and
Drug Administration
create new ecological problems.
When herbicide-resistance genes are inserted into
EDUCATION Ph. D., Chemical Engineer-
ing, Pennsylvania State University crop plants, the weeds are easily killed by herbicides
while the crops remain unaffected. But pollen from
Dr. Tong-Jen Fu is a research engineer with the U.S. plants can be carried by the wind for long distances,
Food and Drug Administration (FDA), where she and seeds from GM crops could be accidentally
evaluates the methods currently used by scientists to dispersed outside their intended locations, causing the
determine the allergic potential of GM foods. She and rise of “superweeds.” In the 1990s, several companies
other researchers are trying to understand exactly what
produced crops that were resistant to the herbicide
makes substances in food cause allergic reactions.
Roundup. However, many weeds, such as pigweed,
One of the concerns of GM food is its potential to soon evolved resistance to Roundup. Pigweed can
increase allergies in humans. Many proteins can
grow as much as three inches per day. It chokes out
potentially be an allergen—that is, cause an allergic
farm machinery and smothers crops.
reaction in some people. Since genetic engineering
GM plants with the bacterial gene Bt produce an
introduces new proteins into crops, concerns have
been raised that unexpected allergies may arise. GM insecticidal toxin that is harmless to people. How-
foods could trigger allergies by including proteins ever, insects that evolve resistance will reproduce,
already known to cause a reaction, or by introducing increasing the population of pesticide-resistant pests.
completely new allergy-causing proteins—such as
those from bacteria—into the food supply.
Researchers use extensive safety tests to determine
whether a genetically modified food is likely to cause
an allergic reaction. If any of these tests has a positive
reaction, the GM food is not likely to be commercially
produced. These tests include checking the amino acid
sequences of introduced proteins against those of
known allergens and testing whether the introduced
proteins are resistant to digestion.
Read More >> at HMDScience.com

Unanswered Questions

(tl) ©Dr. Tong-Jen Fu; (br) ©Noah Berger/AP/Wide World Photos

Other promising uses of genetic engineering include
Genetically modified crops are no longer considered
growing fruits and vegetables that produce vaccines
new, but some questions about them remain. Many
in their tissues. Carrying important vaccines in food
of the most important research questions concern the
might eventually make shipment, storage, and
long-term effects of GM crops on human health and
administration of medicine easier worldwide.
the environment. Specific questions include
GM crops benefit farmers because they take less
• Will vitamin levels in genetically modified crops
time, water, and land to grow. Some GM plants can
differ from those in their traditional relatives?
grow in poor soils or withstand drought, cold tem-
perature, and insect damage. These crops lessen the • Could GM crops, such as those engineered to
need for pesticide, herbicide, or fertilizer. Consumers produce medicines, have adverse effects on wildlife?
benefit from GM produce that stays fresh longer. Read More >> at HMDSci e n ce . com

648 Unit 7: Plants

Untitled-136 648 Careers 5/18/2011 10:19:32 AM

Have students go to BioZine at

HMDScience.com to learn about careers in
biology. As students check out the careers,
have them determine which careers involve
plants. Have students identify careers that
belong to the biotechnology industry. Ask
them to consider how requirements for jobs in
the biotechnology sector differ from those in
more traditional fields.

648 Unit 7: Plants