202110188-APEX-STUDENT-WORKBOOK-SCIENCE-G07-PART2

2.4 Conceptual Understanding Q1. Choose the correct answer: [Refer to TB page 111 Q2](ii)) During inspiration air passes into lungs due to: (A) Increased volume of thoracic cavity (B) Fall in pressure inside the lungs (C) Increase in volume of thoracic cavity and fall in lung pressure (D) Muscular expansion of lungs A. (C) Increase in volume of thoracic cavity and fall in lung pressure SESSION 2. WHAT HAPPENS DURING BREATHING 49

SESSION 3 WHAT DOES OUR BREATH CONTAIN 3.1 Mind Map 3.2 Terminology i. Air –refers to the Earth’s atmosphere which is a mixture of many gases and dust particles. ii. Carbon dioxide –is a colourless, odourless gas present in the atmosphere and formed as a product of respiration, fermentation and combustion of carbon–containing mate- rials. iii. Oxygen –is a colourless, odourless, reactive gas which is the life–supporting compo- nent of the air and is vital to respiration. iv. Respiration – is the biochemical process in which the cells of an organism obtain energy by combining oxygen and glucose, resulting in the release of carbon dioxide, water, and energy. 3.3 Key Concepts i. Apart from oxygen and carbon dioxide we inhale several other gases present in air. ii. The exhaled air is warm and contains moisture and several suspended particles. SESSION 3. WHAT DOES OUR BREATH CONTAIN 50

iii. Air we inhale does not only contain oxygen but several other gases as well. iv. Air we exhale does not only contain carbon dioxide but is a mixture of other gases as well. v. The inhaled air contains higher concentration of oxygen and the exhaled air possess higher concentration of carbon dioxide. vi. Big hospitals keep oxygen cylinders to provide artificial breathing to patients who are unable to breathe. 3.4 Conceptual Understanding Q1. Select the correct answer and give reasons: [Refer to TB page 111 Q2](v)) What happens to lime water, when we exhale air into it? (A) remains same (B) turns blue (C) turns milky D) becomes colourless A. (C) turns milky Lime water turns milky in the presence of the carbon dioxide, because lime water (CaO) reacts with it to form calcium carbonate. 3.5 Asking Questions and Making Hypothesis Q1. If you want to know about ‘actions of gases in lungs’, what questions you would like to ask? [Refer to TB page 111 Q5] A. To know about “actions of gases in lungs”, I would like to ask the following questions: • Where does the air we breathe in go after entering the nostrils? • What is pharynx? • What are the two main branches of wind pipe called? How are they further divided into? • How does the exchange of gases take place in the air sacs? • How is oxygen absorbed into blood useful? • Which gases escape when we exhale? • Why is the air we breathe out at a higher temperature than that we breathe in? • Why don’t we breathe through mouth? SESSION 3. WHAT DOES OUR BREATH CONTAIN 51

SESSION 4 BREATHING IN OTHER ANIMALS 4.1 Mind Map 4.2 Terminology i. Gills –are special respiratory organs present in fishes and tadpoles which help in absorbing the oxygen dissolved in water. ii. Spiracles –are small openings or holes present in cockroach and other insects con- nected through the respiratory tube in a network which help the insect in breathing. SESSION 4. BREATHING IN OTHER ANIMALS 52

iii. Trachea –is the network of respiratory tubes which help in collection, circulation and sending out of air through spiracles in insects. 4.3 Key Concepts i. Different organisms respire through different organs. ii. Skin, gills, tracheae and lungs are respiratory organs. iii. Gills are the respiratory organs of fish. iv. In higher animals like reptiles, birds and mammals, lungs are the respiratory organs. v. Frogs breathe with lungs as well as with their skin. vi. Earthworms breathe through their entire body with the help of skin. vii. Cockroaches have small openings on the underside of their body called spiracles that help in exchange of gases. 4.4 Conceptual Understanding Q1. Fill in the blanks and give reasons: [Refer to TB page 110 Q1]; Q1 (i,ii)) 1) are the respiratory organs of fish. 2) In a cockroach a network of is found. A. 1) Gills Reason: The water that enters through the mouth flows through the gills and the oxygen dissolved in water absorbed by blood capillaries in the gills. 2) Respiratory tubes Reason: On the underside of cockroach in each segment there are tiny holes called spiracles. These are connected through respiratory tubes in a network called trachea. Q2. Choose the correct answer: [Refer to TB page 111 Q2]((iv), (vii)) i. Which of the following animals breathe through its skin and lungs: (A) fish (B) frog (C) snake (D) earth worm SESSION 4. BREATHING IN OTHER ANIMALS 53

ii. The respiratory organs in cockroach are: (A) lungs (B) gills (C) lenticels (D) spiracles A. i. (B) frog ii. (D) spiracles Q3. Frogs breathe through their skin as well as their lungs. Explain. [Refer to TB page 111 Q4] A. Frog is an amphibian and lives on land as well as in water. • When it is on land, it breathes through lungs. Oxygen is taken in and carbon dioxide and other gases are sent out. • But when a frog is in water, its moist skin takes in oxygen dissolved in water. • This oxygen is absorbed by the blood flowing through blood vessels lying just under its skin. • The gases like carbon dioxide and water vapour escape through the moist skin. Q4. Do you find any relation between plants and animals by their respiration and photosyn- thesis? [Refer to TB page 111 Q8] A. During respiration: • In human beings, gaseous exchange with surroundings takes place through nose and mouth. In plants, the stomata present on surface of leaves and lenticels present on the surface of stems help in gaseous exchange. • Both plants and animals take in oxygen and give out carbon dioxide during this process. In photosynthesis : • During photosynthesis, plants release oxygen and animals breathe in oxygen. • Plants absorb the carbon dioxide that is released by the animals. 4.5 Asking Questions and Making Hypothesis Q1. If you did the experiment on respiration with fruits and dry leaves, what would the result be? Explain. [Refer to TB page 111 Q6] SESSION 4. BREATHING IN OTHER ANIMALS 54

A. If we perform the experiment on respiration with fruits we get the same results. • Unlike in humans and animals plants do not have special breathing organs. • Stomata on leaves and lenticels on stem and roots help in exchange of gases. • Respiration takes place in all living cells. So, fruits also breathe. But dry leaves do not respire as their living cells are dead and do not perform any life functions. Q2. Asif wondered how plants and animals which live under water also respire. Do you know how? [Refer to TB page 111 Q9] A. • Plants and animals that live under water have special features to breathe under water. • Their breathing organs are capable of absorbing oxygen dissolved in water. • Fishes breathe by using gills. Offsprings of frogs (tadpoles) also possess gills like fishes. • A frog takes oxygen through its moist skin. 4.6 Information Skills and Projects Q1. It is very interesting to watch fishes in an aquarium. Make your own bottle aquarium. [Refer to TB page 111 Q7] A. Students’ Activity (You would need some water, fish and fish food) Q2. Imagine the lungs and size of an elephant. Is there any relation between body size and lung size? Collect information from school library or internet. [Refer to TB page 111 Q10] A. • No, there is no relation between the size of an organism and the size of lungs. • Only number of cells is higher in a large–sized organism. SESSION 4. BREATHING IN OTHER ANIMALS 55

SESSION 5 RESPIRATION IN PLANTS 5.1 Mind Map 5.2 Terminology i. Stomata –are small openings guarded by specialised cells present on surface of leaves which help in gaseous exchange. ii. Lenticels –are small pores present on the surface of the stem which help in exchange of gases in plants. iii. Respiration – is the biochemical process in which the cells of an organism obtain energy by combining oxygen and glucose, resulting in the release of carbon dioxide, water, and energy. iv. Photosynthesis - is the process by which green plants synthesise their own food in the presence of sunlight. In the process, plants use carbon dioxide and give out oxygen. SESSION 5. RESPIRATION IN PLANTS 56

5.3 Key Concepts i. Stomata and lenticels are the tiny openings in plants through which exchange of gases takes place. ii. Stomata are present on the surface of leaf and lenticels are present on the surface of stem. iii. In day time, plants respire as well as photosynthesize. iv. At night, only part of the process of photosynthesis takes place and carbon dioxide is not used up completely by this process. 5.4 Conceptual Understanding Q1. Fill in the blanks and give reasons: [Refer to TB page 111 Q1](iii)) are found on leaves for the exchange of gases. A. Stomata. Reason: Stomata are the respiratory structures of plants present on leaves for gaseous exchange. Q2. Select the correct answer and give reasons. [Refer to TB page 111 Q2](iii), (vi)) 1. Roots respire through a) Spiracles b) Lenticels c) Stomata d) Air spaces 2. Plants respire through a) Cells b) Stomata c) Gills d) Cell membrane A. 1. (d) Air spaces 2. (b) Stomata SESSION 5. RESPIRATION IN PLANTS 57

—— CCE Based Practice Questions —— AS1-Conceptual Understanding . Very Short Answer Type Questions 1. Fill in the blanks. [Refer to Session 11.1 ] (i) T. he process by which air goes in and out of our body is called (ii) The process of breathing in of air is called . (iii) The process of breathing out of air is called . (iv) Number of times we inhale and exhale in a minute is called . (v) Breathing helps in the process of . 2. State true or false. [Refer to Session 11.3 ] (vi) Air is a mixture of oxygen and carbon dioxide. [] (vii) Lime water turns milky when oxygen is sent through it. [] (viii) Inhaled air contains both oxygen and carbon dioxide. [] (ix) Air is pure without suspended particles. [] (x) Every 1000 ml of air inhaled contains 210 ml of oxygen and every 1000 ml of air ex- haled contains 165 ml of oxygen. [] CHAPTER 11. RESPIRATION IN ORGANISMS 58

3. Match the organisms with respect to organs through which they breathe. [(Session 11.4)] Column A Column B i. Fish a. Spiracles ii. Frog b. Skin iii. Cockroach c. Skin and lungs iv. Earthworm d. Lungs v. Humans e. Gills 4. Fill in the blanks. [Refer to Session 11.5 ] (xi) are present on the surface of leaves. (xii) are present on the surface of stem. (xiii) In day time, plants respire as well as . (xiv) During photosynthesis, plants take in and give out . (xv) Both plants and animals use during respiration. Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) [(Session 11.2)] What is the difference between inhaled air and exhaled air? (ii) [(Session 11.2)] Write short notes on inhalation. (iii) [(Session 11.2)] What happens during breathing? CHAPTER 11. RESPIRATION IN ORGANISMS 59

6. Answer the following questions in 3-4 sentences. (i) [(Session 11.4)] How do amphibians like frog, breathe both on land and in water? Give an example of the organism which breathes through its whole body surface? (ii) [(Session 11.4)] Describe the process of respiration in fish. Long Answer Type Questions 7. Answer the following questions in 6-8 sentences. (i) [(Session 11.3)] What does our breathe contains? 8. Answer the following questions in 6-8 sentences. (i) [(Session 11.4)] Describe the process of breathing in frog. 9. Answer the following questions in 6-8 sentences. (i) [(Session 11.5)] Describe the process of respiration in plants and humans. What are the organs of respiration in fish, frogs, cockroaches and earthworms? AS2-Asking questions and making hypothesis Short Answer Type Questions 10. Answer the following questions in 3-4 sentences. (i) [(Session 11.4)] What happens if the skin of an earthworm becomes dry? Support your answer. Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) [(Session 11.1)] If you wanted to know about the importance of air, what questions would you ask? CHAPTER 11. RESPIRATION IN ORGANISMS 60

AS3-Experimentation and field investigation Short Answer Type Questions 12. Answer the following questions in 3-4 sentences. (i) [(Session 11.2)] Write a procedure to observe the changes to our chest during inhala- tion and exhalation. Long Answer Type Questions 13. Answer the following questions in 6-8 sentences. (i) [(Session 11.2)] Explain with the help of an activity the changes that occur in the chest when we inhale or exhale air? 14. Answer the following questions in 6-8 sentences. (i) [(Session 11.3)] Devise an experiment to check carbon dioxide in your breath. 15. Answer the following questions in 6-8 sentences. (i) [(Session 11.5)] Conduct an experiment to observe respiration in sprouted seeds. AS4-Information skills and projects Long Answer Type Questions 16. Answer the following questions in 6-8 sentences. (i) [(Session 11.2)] Is the size of the lung of a hippopotamus and a frog the same? Do the size, shape of body, and shape of lungs affect the rate of respiration? Col- lect information and write a brief note on it. AS5-Communication through drawing and model making Long Answer Type Questions 17. Answer the following questions in 6-8 sentences. (i) [(Session 11.4)] Draw a neatly labelled diagram of respiratory systems in a fish and a cockroach. CHAPTER 11. RESPIRATION IN ORGANISMS 61

18. Answer the following questions in 6-8 sentences. (i) [(Session 11.3)] Why do we often sneeze when we inhale the air which contains dust particles? Objective Questions AS1-Conceptual Understanding 19. Choose the correct answer. (i) are the respiratory organs in tadpoles. (A) Gills and lungs (B) Gills (C) Lungs (D) Skin (ii) are the respiratory organs in cockroaches. (A) Gills (B) Skin (C) Lungs (D) Spiracles (iii) Lime water turns when we exhale air into it. (A) yellow (B) blue (C) pinkish (D) milky (iv) respire through gills. (A) Fishes (B) Lizards (C) Earthworms (D) Ants (v) In plants, are present on the surface of the stems. (A) stomata (B) lenticels (C) spiracles (D) haustoria (vi) Our chest as we inhale air. CHAPTER 11. RESPIRATION IN ORGANISMS 62

(A) expands (B) contracts (C) shrinks (D)remains same (vii) Exhaled air is (A) cold (B) hot (C) warm (D) smoke (viii) are found on leaves for the exchange of gases. (A) Veins (B) Cells (C) Stomata (D) Midrib (ix) The air we breathe in fills our (A) chest . (C) lungs (B) mouth (x) In cockroaches, a network of (D) intestines is found. (A) trachea (B) gills (C) spiracles (D) lenticels (xi) are the respiratory organs in tadpoles. (A) Gills and lungs (B) Gills (C) Lungs (D) Skin (xii) are the respiratory organs in cockroaches. (A) Gills (B) Skin (C) Lungs (D) Spiracles (xiii) Lime water turns when we exhale air into it. CHAPTER 11. RESPIRATION IN ORGANISMS 63

(A) yellow (B) blue (C) pinkish (D) milky (xiv) respire through gills. (A) Fishes (B) Lizards (C) Earthworms (D) Ants (xv) In plants, are present on the surface of the stems. (A) stomata (B) lenticels (C) spiracles (D) haustoria (xvi) Our chest as we inhale air. (A) expands (B) contracts (C) shrinks (D)remains same (xvii) Exhaled air is (A) cold (B) hot (C) warm (D) smoke (xviii) are found on leaves for the exchange of gases. (A) Veins (B) Cells (C) Stomata (D) Midrib (xix) The air we breathe in fills our . (A) chest (B) mouth (C) lungs (D) intestines (xx) In cockroaches, a network of is found. (A) trachea (B) gills (C) spiracles (D) lenticels CHAPTER 11. RESPIRATION IN ORGANISMS 64

12. REPRODUCTION IN PLANTS SESSION 1 PARTS OF A FLOWER 1.1 Mind Map 1.2 Terminology i. Flowers –are the most attractive parts of a plant that attract insects for pollination and bear the reproductive structures. ii. Thalamus – is the green swollen head of the stalk on which the parts of the flower are present. iii. Calyx –are the green tube–like or leaf–like structures present just above the thalamus. iv. Sepals –are the leaf–like structures on the edges of the calyx towards the petals. v. Corolla –The petals of the flower are together called as corolla. SESSION 1. PARTS OF A FLOWER 65

vi. Androecium –is the male reproductive whorl of a flower which is composed of sta- mens. vii. Stamen – is the pollen–producing reproductive organ of a flower. viii. Anther –is an oval–shaped pollen–producing structure at the end of a stamen. ix. Filament –is the long stalk present in the stamen. x. Pistil –is the female reproductive structure consisting of the ovary, stigma and style. xi. Gynoecium –All the parts present on the pistil together constitute the gynoecium of a flower. xii. Stigma –is the flat bead–like upper part of the pistil of a flower which receives the pollen grains. xiii. Style –is the fine tube–like structure that connects the stigma to the ovary. xiv. Ovary –is a bulb–like structure seated on the thalamus of a flower containing one or more ovules. 1.3 Key Concepts i. Flowers are the most attractive part of a plant. ii. The main parts of a flower are divided into four whorls. iii. The main parts include: i) Thalamus ii) Calyx iii) Corolla iv) Androecium v) Gynoecium. iv. The stamens of a flower are together called as the male part or “androecium”. v. All the parts present on the pistil together are called the female part or “gynoecium”. 1.4 Communication Through Drawing and Model Making Q1. Draw the diagram of any flower showing its parts. (TB Pg:122, Q7) A. SESSION 1. PARTS OF A FLOWER 66

SESSION 2 DO ALL FLOWERS HAVE ALL PARTS? 2.1 Mind Map 2.2 Terminology i. Florets –Some flowers like sunflower are composed of a bunch of small flowers. The small flowers in the bunch are known as florets. ii. Disc–florets –are the florets present in the middle of such compound flowers. iii. Ray–florets –are the florets present along the rim of compound flowers like sunflower. iv. Complete flower –is the flower composed of four or more whorls –at least one each of calyx, corolla, androecium and gynoecium. SESSION 2. DO ALL FLOWERS HAVE ALL PARTS? 67

v. Incomplete flower –is the flower lacking one or more of the four parts namely sepals, petals, stamens, and pistils that are found in a complete flower. vi. Unisexual flower –is the flower consisting of either androecium (stamens) or gynoe- cium (pistil). vii. Bisexual flower –is the flower that possesses both gynoecium (pistil) and androecium (stamens). viii. Pollen grain – is a microscopic body present in the stamen that contains the male reproductive cell of a plant. ix. Ovules –are small ball–like structures containing the female reproductive cell that are arranged in different chambers in the ovary. 2.3 Key Concepts i. Based on the presence and absence of floral parts, flowers are of two types: complete flower and incomplete flower. ii. A flower in which any one of the four whorls is missing is called an incomplete flower. Eg: Papaya, bottle gourd, cucumber. iii. A flower having 4 or more whorls – at least one each of calyx, corolla, androecium and gynoecium is called a complete flower. iv. Based on the presence of both or single sexual parts, flowers are of two types: bisex- ual flowers and unisexual flowers. v. A flower which has either stamens or pistil is called a unisexual flower. Eg: Cucumber, bottle gourd, bitter gourd etc. vi. A flower that has both stamens and pistil is called a bisexual flower. Eg: Datura, Hibiscus etc. vii. Flowers which contain only anther and stamens are called male flowers. viii. Flowers which contain stigma are called female flowers. ix. Ovary contains ovules, the female gametes of a flower. x. The stamen holds a pollen sac. The pollen sac contains pollen grains which are the male gametes. 2.4 Conceptual Understanding Q1. Do all flowers have same parts? Give examples of some flowers and explain your an- swer. [Refer to TB page 121 ] Q1) A. • No, all flowers do not have same parts. • Some flowers like those of papaya, cucumber and bottle gourd etc. are unisexual SESSION 2. DO ALL FLOWERS HAVE ALL PARTS? 68

flowers with either the stamen or pistil. • Male flowers of these plants have stamens, pollen sacs and anthers. • Female flowers of these plants possess pistil or gynoecium. Q2. Differentiate between a) Bisexual flowers and unisexual flowers b) Complete and incom- plete flowers c) Male flower and female flower. [Refer to TB page 121 Q2] A. a) Bisexual flowers and unisexual flowers – Bisexual flowers Unisexual flowers 1. Flowers which have both Flowers having either androecium (male part) and androecium (male part) or gynoecium (female parts) are gynoecium are called bisexual flowers. called unisexual flowers. 2. Eg: Datura, China Eg: Papaya, bottle gourd rose, cucumber etc. etc. b) Complete and incomplete flowers – Incomplete flowers Complete flowers Some flowers possess 1. Flowers having four or only three whorls and are more whorls of at least one called incomplete flowers. each of calyx, corolla, androecium, gynoecium are called complete flowers. 2. Eg. Datura, Hibiscus Eg. Cucumber, bottle gourd c) Male flower Male flower Female flower Flowers which have only Flowers which possess only stamens and anthers are style, stigma and ovary are called male flowers. called female flowers. Q3. Fill in the blanks: [Refer to TB page 122 Q14](a)) . Flowers containing both male and female parts are called A. Bisexual flowers. SESSION 2. DO ALL FLOWERS HAVE ALL PARTS? 69

SESSION 3 AGENTS THAT HELP OVARY OF A FLOWER TO DEVELOP INTO FRUIT 3.1 Mind Map 3.2 Terminology i. Pollination –is the transfer of pollen from the anthers of a flower to the stigma of the same flower or of another flower. ii. Self–pollination –refers to transfer of pollen grains from anthers to stigma of the same flower. iii. Cross pollination –refers to transfer of pollen grains from anthers to stigma of another flower of the same species. iv. Zygote –is a structure formed as a result of fusion of male and female reproductive cells in the ovule of the ovary. v. Fertilization –is the process of fusion of male and female reproductive cells in the ovule of the ovary. SESSION 3. AGENTS THAT HELP OVARY OF A FLOWER TO DEVELOP I... 70

vi. Sexual reproduction –refers to production of baby plants or offsprings from the zy- gote formed as result of fusion of male and female reproductive cells. 3.3 Key Concepts i. Transfer of pollen grains from anther to stigma is known as pollination. ii. The transfer of pollen grains from anther of one flower to the stigma of the same flower in a plant is called as self-pollination. iii. The transfer of pollen grain from anther of one flower to stigma of the other flower of same species is called cross pollination. iv. Pollinated flowers develop into fruits. v. Agents of pollination are: (a) wind (b) water, (C) insects, birds, and animals, (d) special mechanism. vi. The pollen germinates and fuse with the female part in the ovule of the ovary. vii. Fertilization results in the formation of zygote, and the process is known as sexual reproduction. viii. After fertilization, seeds develop from the ovules and the ovary develops into fruit. 3.4 Conceptual Understanding Q1. Differentiate between self–pollination and cross–pollination. [Refer to TB page 121 Q2](e)) A. Self–pollination Cross pollination 1. If the pollen grains of a If the pollen grains of a flower reach the stigma of flower reach the stigma of the same flower, it is called another flower of the same self–pollination. species, it is called cross–pollination. 2. It occurs in the same It may occur in different flower of the same plant. flower of the same plant or other plant of the same species. SESSION 3. AGENTS THAT HELP OVARY OF A FLOWER TO DEVELOP I... 71

Q2. What helps to bring pollen grains to the stigma? [Refer to TB page 121 Q4] A. • The process where the pollen grains reach the stigma is called pollination. • There are certain agents that help the pollen grains to reach the stigma, thus facilitating pollination. • Wind, water, insects, birds and animals are the agents that aid in pollination. Q3. What are the agents of pollination? [Refer to TB page 122 Q10] A. Agents of pollination are the factors that help in transfer of pollens from the anther of one flower to stigma of the same or another flower. The agents of pollination are: i. Wind: The pollen grains which are very light fly away in air and reach the stigma of another flower. E.g. Paddy, wheat, and grass. ii. Water: The pollen grains from the anther are carried to the stigma of another flower by stream of water. E.g. Vallisneria. iii. Insects: Insects like butterflies, honey bees etc. suck nectar from flowers. At the same time the pollen grains stick to the legs of insects. When the insect goes to another flower, the pollen fall on another flower. iv. Animals: The pollen grain sticks to fur, legs and body of animals or human beingsand reach another flower. Q4. Observe the following figures. What difference do you observe? Write in your note book. [Refer to TB page 122 Q16] SESSION 3. AGENTS THAT HELP OVARY OF A FLOWER TO DEVELOP I... 72

A. • In the first picture, self–pollination is depicted.The pollen grains from stamen of a flower reach the stigma of the same flower • In the second picture, transfer of pollen grains from one flower to another is shown, thus depicting cross–pollination. Q5. Fill in the blanks. [Refer to TB page 122 Q14](b), (d), (e)) 1. Pollen grains from anther of one flower that reaches the stigma of another is called . 2. Agents of pollination are . 3. Transfer of pollen grains from anther to stigma is called . A. i. Cross–pollination. ii. Wind, water, insects and animals. iii. Pollination Q6. Karthik saw a cucumber plant in the kitchen garden. He identified two types of flowers –Some flowers had a small swollen structure behind them while some did not. He re- moved all the flowers which did not have the swollen structure behind them thinking that they were of no use. [Refer to TB page 121 Q9] i. Which flowers did he remove? ii. What are the flowers which had a small fruit behind them? A. • Karthik removed all male flowers and probably also some non–pollinated female flowers. • The flowers which had a small swollen ovary behind them are the pollinated female flowers. They will grow and develop into fruit. Q7. What happens when a pollen grain falls on a stigma? [Refer to TB page 121 Q3] A. i. A pollen grain falls on a stigma by pollination. SESSION 3. AGENTS THAT HELP OVARY OF A FLOWER TO DEVELOP I... 73

ii. There are some substances present on the stigma which promote the germination of the pollen grains. iii. During germination a tube grows from the pollen grain. iv. This tube finally reaches the ovary through the style along with the male part. v. This male part fuses with the female part in the ovule of the ovary. vi. Fusion of male and female parts forms a structure called zygote. This process is known as fertilization. Q8. Explain the method of sexual reproduction in plants. [Refer to TB page 121 Q5] A. Sexual reproduction in plants: i. Transfer of pollens from anther of a flower to stigma of same or another flower is called pollination. ii. Pollens may be transferred to stigma of same flower (Self–pollination) or of another flower (Cross–pollination). iii. Some substances on the stigma help the pollen grains produce a tube–like struc- ture and this grows through the style carrying the male part. iv. This male part fuses with the female part in the ovule of the ovary. v. The fusion of male and female parts is called fertilization and produces a zygote. vi. This whole process of fertilization is called sexual reproduction. vii. After fertilization, the ovary develops into a fruit and the ovules into seeds. viii. When the fruit is ripe the seeds reach the soil and new plants grow from these seeds. Q9. What am I? [Refer to TB page 122 Q13] a) I am formed by the fusion of male and female parts. b) I am a part of the plant that can travel a long distance and grow to a baby plant. A. a) Zygote b) Seed SESSION 3. AGENTS THAT HELP OVARY OF A FLOWER TO DEVELOP I... 74

SESSION 4 ASEXUAL REPRODUCTION 4.1 Mind Map 4.2 Terminology i. Asexual reproduction –refers to formation of offsprings or baby plants without the fusion of male and female reproductive cells or without the formation of seeds. ii. Vegetative reproduction –refers to production of new plants from vegetative parts of the plant such as root, stem and leaves. iii. Potato eyes –are small depressions present on the surface of potato which have the capability of growing into plants. iv. Budding –is the process of reproduction in some organisms like yeast in which small bulb–like outgrowths develop, grow, increase in size and detach from the main body to live independently. v. Cuttings –are means of asexual reproduction in plants which may include parts of stem, leaf or other vegetative parts of a plant which have the capability to develop roots, shoot, and grow into a new plant. SESSION 4. ASEXUAL REPRODUCTION 75

4.3 Key Concepts i. Reproduction in plants is of two types: (a) Sexual reproduction (b) Asexual reproduc- tion. ii. Production of plants without the formation of seeds is called Asexual reproduction. iii. Production of new plants from vegetative parts such as roots, stem and leaves is known as vegetative reproduction. iv. Potato plants develop from small depressions present on its surface known as eyes. v. Reproduction through budding is observed in Yeast where small buds develop, grow in size and detach off from the parent plant to live independently. vi. Bread mold and other fungi reproduce through spores. 4.4 Conceptual Understanding Q1. Differentiate between sexual and asexual reproduction. [Refer to TB page 121 Q2](d)) A. Sexual Reproduction Asexual Reproduction 1. It involves both male and A single individual is female parents. involved. 2. Fusion of male and No fusion of gametes take female gametes take place place. to produce zygote. 3. Genetic variations in Chances of variation is very offsprings are produced. low. 4. Sexual reproduction may Asexual reproduction take months to complete completes in short periods and produce offsprings. of time. 5. Pollination and Vegetative reproduction, fertilization are two Budding, Spore formation, processes involved in fragmentation are some sexual reproduction. Eg. In types. Eg. Bryophyllum, Hibiscus, Datura etc. yeast etc. SESSION 4. ASEXUAL REPRODUCTION 76

Q2. Can plants produce new plants even without seeds? Explain the methods with exam- ples. [Refer to TB page 121 Q6] A. i. Yes, plants can produce new plants even without seeds. ii. Producing new plants without seeds is called “asexual reproduction”. iii. Instead of germination of seeds, new plants are produced from roots, stem, and leaves of a plant. This is called vegetative propagation. iv. Also, asexual reproduction can take place through budding. Q3. Fill in the blanks: [Refer to TB page 122 Q14](c)) From part of Bryophyllum, new plants are produced. A. Buds on the leaf Q4. Match the following: [Refer to TB page 122 Q15] A. Q5. Do all plants reproduce in the same way? Explain with examples. [Refer to TB page 122 Q8] A. No, all the plants do not reproduce in the same way. • Some plants reproduce sexually (eg. Datura, Hibiscus) through fertilization of ga- metes. • Some other plants (like Bryophyllum, Yeast etc.) reproduce asexually without fu- sion of gametes. SESSION 4. ASEXUAL REPRODUCTION 77

• Bryophyllum propagates through buds on leaf margins, potato plants through eyes and yeast reproduces asexually by budding. • Plants like rose, money plant etc. propagate through cuttings of stem and leaf respectively. Q6. Name the part of the plant through which vegetative propagation takes place: [Refer to TB page 122 Q12] i. Bryophyllum ii. Sugarcane iii. Potato iv. Onion, garlic, gladioli etc. v. Sweet potato, carrot, radish vi. Mint, strawberry,Chrysanthemum A. Bryophyllum: Through buds on leaf margins Sugarcane: Stem grows roots at the nodes; each part is called “Ratton ” Potato: Eyes in the tuber Onion, garlic, gladioli etc.: Bulbs or corms which are modified stems Sweet potato, carrot, radish: From modified roots Mint, Strawberry,Chrysanthemum: Stem creeps along the ground and strikes roots at the nodes SESSION 4. ASEXUAL REPRODUCTION 78

—— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the plants by the part of plant through which it reproduces. [(Session 12.4)] Column A Column B i. Dahlia a. Nodes of stem ii. Garlic b. Modified root iii. Bryophyllum c. Stem creeps along the ground and strikes nodes of root iv. Sugarcane d. Modified stem v. Mint e. Leaf buds 2. Fill in the blanks. [Refer to Session 12.4 ] (i) Reproduction of rose plants from a stem cutting is a form of reproduction. (ii) Yeast divides by the process of . (iii) Production of new plants from vegetative parts of a plant is called reproduction. (iv) Bread mould reproduces through . (v) Sugarcane reproduces through . 3. Answer the following questions in one sentence. [Refer to Session 12.3 ] (vi) What is pollination? CHAPTER 12. REPRODUCTION IN PLANTS 79

(vii) What is self-pollination? (viii) What is cross pollination? (ix) What do you mean by agents of pollination? (x) What do you mean by fertilization? 4. Fill in the blanks. [Refer to Session 12.3 ] (xi) Production of offspring from zygote is called reproduction. (xii) Seeds develop from . (xiii) The tube that reaches the ovary through the style is called the . (xiv) After fertilization, fruit develops from . 5. Match the following. Column B [(Session 12.2)] a. Ipomea Column A b. Cucumber c. Hibiscus i. Complete flower d. Sunflower e. Bottle gourd ii. Incomplete flower iii. Unisexual flower iv. Bisexual flower v. Flower with florets 6. Fill in the blanks. [Refer to Session 12.2 ] (xv) A flower that has four or more whorls is called a . CHAPTER 12. REPRODUCTION IN PLANTS 80

(xvi) Papaya is an example of an flower. (xvii) A flower which has either a male or a female part is called a flower. (xviii) Daturais an example of a flower. (xix) Ovules develop into . 7. Match the following. Column B [(Session 12.1)] a. Corolla Column A i. Swollen head of a flower ii. Green leaf–like structures outside b. Gynoecium petals iii. Bright–coloured attractive whorl c. Androecium iv. Soft elongated structure attached to d. Calyx petals v. Ovary is a part of e. Thalamus Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) [(Session 12.4)] What did Alexander Fleming discover? 9. Answer the following questions in 3-4 sentences. (i) [(Session 12.3)] What are agents of pollination? Name a few agents of pollination. (ii) [(Session 12.3)] How does a butterfly act as an agent of pollination? (iii) [(Session 12.3)] What happens after fertilization? 10. Answer the following questions in 3-4 sentences. (i) [(Session 12.2)] What do you mean by a complete flower? Give examples. CHAPTER 12. REPRODUCTION IN PLANTS 81

(ii) [(Session 12.2)] What is the difference between a unisexual and a bisexual flower? 11. Answer the following questions in 3-4 sentences. (i) [(Session 12.1)] Describe the structure of androecium. Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 12.4)] State the differences between sexual and asexual reproduction. 13. Answer the following questions in 6-8 sentences. (i) [(Session 12.3)] What is sexual reproduction? How does sexual reproduction take place in flowering plants? 14. Answer the following questions in 6-8 sentences. (i) [(Session 12.1)] Describe the structures of the male and female parts of a flower. AS2-Asking questions and making hypothesis Long Answer Type Questions 15. Answer the following questions in 6-8 sentences. (i) [(Session 12.2)] Neha went to a park. She saw honeybees move from one flower to another. This created some questions in her mind. What might they be? AS3-Experimentation and field investigation Short Answer Type Questions 16. Answer the following questions in 3-4 sentences. (i) [(Session 12.4)] With the help of an experiment, show that yeast reproduces through budding. 17. Answer the following questions in 3-4 sentences. (i) [(Session 12.3)] Show that pollen grains need sugar to germinate. CHAPTER 12. REPRODUCTION IN PLANTS 82

Long Answer Type Questions 18. Answer the following questions in 6-8 sentences. (i) [(Session 12.4)] How will you show that eyes of a potato give rise to new plants? AS4-Information skills and projects Long Answer Type Questions 19. Answer the following questions in 6-8 sentences. (i) [(Session 12.3)] Find out the information about types of reproduction in rose, sun- flower, jasmine, and ashoka tree. Prepare a report on it. AS5-Communication through drawing and model making Long Answer Type Questions 20. Answer the following questions in 6-8 sentences. (i) [(Session 12.4)] Observe the figures and identify the mode of vegetative reproduction. 21. Answer the following questions in 6-8 sentences. (i) [(Session 12.1)] What are the different parts of a flower? Draw a neat labelled diagram showing the different parts of a flower. AS7-Application to daily life, concern to bio diversity Long Answer Type Questions 22. Answer the following questions in 6-8 sentences. (i) [(Session 12.3)] Bats are very important pollinators, especially during night and in tropical and desert environments. Find out more information about the trees that bats pollinate and what kind of flowers those trees have? CHAPTER 12. REPRODUCTION IN PLANTS 83

Objective Questions AS1-Conceptual Understanding 23. Choose the correct answer. (i) are the most attractive part of a plant. (A) Leaves (B) Buds (C) Flowers (D) Stem (ii) The bulb–like structure at the top of each stamen is called a . (A) pollen sac (B) calyx (C) corolla (D) thalamus (iii) The male part of a flower is called . (A) gynoecium (B) androecium (C) thalamus (D) sepals (iv) is an example of a complete flower. (A) Papaya (B) Bottle gourd (C) Cucumber (D) Hibiscus (v) is a bisexual flower. (A) Ipomea (B) Bitter gourd (C)Ridge gourd (D) Cucumber (vi) A complete flower has . (A) two whorls (B) four or more whorls (C)three whorls (D)two or three whorls CHAPTER 12. REPRODUCTION IN PLANTS 84

(vii) develop into seeds. (A) Ovary (B) Fruits (C) Ovules (D) Stamens (viii) Transfer of pollen grains within the flower is called . (A) cross pollination (B) self-pollination (C)wind pollination (D)crisscross pollination (ix) Lilies grow from . (A) eyes in tuber (B) bulbs (C) buds (D)modified roots (x) Asexual reproduction takes place with the help of . (A) vegetative parts (B) male part (C)female part (D) zygote CHAPTER 12. REPRODUCTION IN PLANTS 85

SESSION 1 13. SEED DISPERSAL WHY AND HOW ARE SEEDS DISPERSED 1.1 Mind Map 1.2 Terminology i. Seed dispersal – Seed dispersal is the movement or transport of seeds away from the parent plant. ii. Propagation – Propagation is the reproduction or spreading of something. iii. Ovules –Some ball like structure present in ovary. iv. Fibrous seed –Seed which consists of fibres. 1.3 Key Concepts i. Dispersal: To scatter or break up. SESSION 1. WHY AND HOW ARE SEEDS DISPERSED 86

ii. Seeds are carried from one place to another so that they get suitable conditions to grow. This is called seed dispersal. iii. Seed dispersal is essential for propagation of plants and survival of the species. iv. Seeds are of different shapes, sizes and structures that help in dispersal. 1.4 Conceptual Understanding Q1. What happens if seeds are not dispersed? [Refer to TB page 128 Q1] A. i. If seeds are not dispersed, they fall under the parent plant. ii. The baby plants sprouting from seeds do not get sufficient sunlight, water and nutrients to grow. iii. They do not have sufficient place to grow. iv. So, the baby plants will soon perish and after a long time the species of the parent plant will be extinct. Q2. Ravali said, “Dispersal of seeds is very important in nature”. Is she correct? Why do you support her? [Refer to TB page 124 Q5] A. i. If the dispersal of seeds is not facilitated, the seeds would have fallen under the tree. ii. Such seeds do not have enough sunlight, water, nutrients and air to grow healthy. iii. Soon they perish and if such condition prolonged, the species of the parent plant would soon be extinct. iv. So the nature itself has incorporated factors into seeds as to carry away seeds far from the parent plant. SESSION 1. WHY AND HOW ARE SEEDS DISPERSED 87

SESSION 2 AGENTS OF SEED DISPERSAL 2.1 Mind Map 2.2 Terminology i. Dispersal –The action or process of distributing or spreading things or people over a wide area. ii. Pod – a seed case for legumes (e.g. peas, beans, peppers) iii. Bursting mechanism –Fruit suddenly burst open throwing the seeds in all direction. iv. Fleshy fruit – Fleshy fruits are fruits that have a flesh area between the seeds and the skin. SESSION 2. AGENTS OF SEED DISPERSAL 88

2.3 Key Concepts i. The agents that help in seed dispersal: (a) wind (b) water (c) animals and (d) birds. ii. Seeds which are dispersed by wind are light and some of them possess wing-like structures. iii. Seeds dispersed by water have fiber–like structures so as to make them float on water. iv. Animals and birds disperse seeds in two ways: (i) They eat the fruit and the seeds are carried away to distant places where they are deposited through excreta. (ii) Some of the seeds stick to the bodies because they have thorns or hooks. They are carried away by animals where the animal gets rid of them. v. Seeds dispersed by wind are produced in large number. vi. Seeds dispersed by water have fibrous growth on them with air spaces. vii. Fruits of lady’s finger, Ruellia balsam explode when they are in contact with moisture and the seeds are scattered away from the parent plant. viii. Seed dispersal helps the plants to prevent overcrowding. ix. Seed dispersal avoids competition among plants for sunlight, water and minerals. x. Fleshy fruit: Fruits containing pulpy part. 2.4 Conceptual Understanding Q1. Why do most of the coconut trees grow along the sea shores? [Refer to TB page 128 Q3] A. i. The coconut fruits are dispersed by water. ii. The outer covering of its seed has empty air spaces, fibrous and light. iii. The entire coconut fruit floats on water and moves from one place to another. iv. When it is washed aside to the sea shore it germinates. v. So we usually find many coconut trees growing near sea shores. Q2. Do you find any relationship between the weight of the seeds and the dispersal mecha- nism? Discuss with suitable examples. [Refer to TB page 128 Q4] A. i. Yes, there is a relationship between the weight of the seeds, and the dispersal mechanism. SESSION 2. AGENTS OF SEED DISPERSAL 89

ii. The seeds dispersed by wind have light weight and have wings or hair to fly in air. iii. E.g. the seeds of calotropis, drumstick, silk cotton etc. are lightweight so that they can float in air and are carried away to distant places and germinate under favor- able conditions. iv. Where as the seed of coconut is heavy which is dispersed by water. Q3. How are seeds dispersed in calotropis? [Refer to TB page 128 Q2] A. i. The seeds of calotropis have light and hairy structure at one end. ii. They rise up and travel with the wind and settle at a suitable place to germinate. 2.5 Information Skills and Projects Q1. Collect the information in the following table and discuss the reason. [Refer to TB page 128 Q6] A. Agents of Name of the Reasons dispersal seed or fruit By wind Calotropis, Are light in weight and have cotton, silk hairy or wing structures. So they cotton, travel with wind and settle at a Madar (oak) suitable place. By water Coconut Has an outer covering which has empty spaces. Seed is covered by fibre and has air spaces. So it can float in water and travel to a distant place. By animal Xanthium It has spines and hooks and so gets attached to the animal’s skin and is carried to distant place. The animal sheds at different place and the seed grows into a plant. SESSION 2. AGENTS OF SEED DISPERSAL 90

By bird Castor seed Castor seed appears like a worm and the bird carries it away mistaken. Then it leaves at a distant place where the seed grows into a baby plant. By man Custard Their juicy part along with the apple, seeds is eaten by humans and jambu fruit the seeds are dropped on the and guava, surface with their excreta. tomato These seeds get favourable conditions to grow. SESSION 2. AGENTS OF SEED DISPERSAL 91

SESSION 3 WHY PLANTS PRODUCE A LARGE NUMBER OF SEEDS 3.1 Mind Map 3.2 Terminology i. Germination –The process by which a plant grows from a seed. ii. Maturation –The process of maturing or ripening. 3.3 Key Concepts i. Fruit and vegetable plants produce a large number of seeds. ii. Some fruits grow singly whereas some are in bunches. iii. Some fruits have single seeds in them whereas some have a large number of seeds. iv. Germination: The process by which a plant grows from a seed. v. All the seeds of a fruit should be able to germinate to produce new seeds. vi. Some seeds never germinate to produce new plants. SESSION 3. WHY PLANTS PRODUCE A LARGE NUMBER OF SEEDS 92

vii. Some seeds germinate but plants die before maturation. viii. To overcome these problems plants produce a large number of seeds. 3.4 Conceptual Understanding Q1. Nowadays people want to eat sprouts. List out the reasons why they take sprouts as food. [Refer to TB page 128 Q8] A. i. Sprouts contain carbohydrates, proteins and fats, mineral salts and vitamins in large proportions. ii. So eating such natural and nutritious food is good for health. iii. The nutrients present in sprouting seeds can be digested easily. iv. The sprouting seeds are fresh and healthy food. Q2. Some seeds like soapnuts have a very hard shell. Why is it so? [Refer to TB page 128 Q7] A. i. Seeds like soapnuts and gallnuts have very hard shells. ii. If birds or animals want to eat these nuts it would be difficult to break the hard shell. iii. So the birds and animals carry them to a distant place, but leave them without eating. iv. So the soap nuts enter the soil and germinate under favourable condition. v. They will have plenty of sunlight, water, nutrients and air and grow strong. 3.5 Information Skills and Projects Q1. Collect some seeds and sow them in a particular place in your school garden. Observe how many days each seed needs to germinate. Tabulate your observation. [Refer to TB page 128 Q9] A. Students’ activity. (Hint: Collect seeds like mustard, corriander which are short term, easy to observe the growth. Measure the plant each day and till-tabulte, till the maturitylevel is reached) Q2. Collect Tadi seeds and make a model. Display them in your school. [Refer to TB page 128 Q10] A. Students’ activity. SESSION 3. WHY PLANTS PRODUCE A LARGE NUMBER OF SEEDS 93

—— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Fill in the blanks. [Refer to Session 13.2 ] (i) Seeds of coconut are heavy but float in water due to . (ii) Seeds adapted to float on water are usually in weight. 2. Match the following. Column B [(Session 13.1)] a. Light, round and fibrous Column A i. Bhindi ii. Coconut b. Light and round iii. Milk weed c. Light and flat iv. Cotton d. Light and hairy v. Sesame e. Heavy, round and fibrous 3. Answer the following questions in one sentence. [Refer to Session 13.1 ] (iii) Why is seed dispersal necessary? (iv) How do plants germinate? (v) What is the advantage of seed dispersal from one place to another? (vi) Why do you think that shapes of different seeds are different? (vii) What do you mean by seed dispersal? CHAPTER 13. SEED DISPERSAL 94

Short Answer Type Questions 4. Answer the following questions in 3-4 sentences. (i) [(Session 13.2)] What are the characteristics of seed that is dispersed through wind? (ii) [(Session 13.2)] How are seeds dispersed by water? Long Answer Type Questions 5. Answer the following questions in 6-8 sentences. (i) [(Session 13.3)] Why do you think plants produce a large number of seeds? 6. Answer the following questions in 6-8 sentences. (i) [(Session 13.1)] What is seed dispersal? Why is it important? AS2-Asking questions and making hypothesis Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) [(Session 13.2)] How would an absence of birds affect seed dispersal? 8. Answer the following questions in 3-4 sentences. (i) [(Session 13.3)] Write the possible consequence if all the seeds produced by a mus- tard plant grows into new plants? AS4-Information skills and projects Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) [(Session 13.2)] Collect information about different types of seeds you find across in your surroundings. CHAPTER 13. SEED DISPERSAL 95

10. Answer the following questions in 6-8 sentences. (i) [(Session 13.3)] Fill the empty spaces in the table given below by collecting correct information: Name of seeds Agents of seed dispersal Animals Human Bird AS5-Communication through drawing and model making Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) [(Session 13.2)] With the help of diagram show the differentiating feature of seeds dispersed by wind and water. AS6-Appreciation and aesthetic sense, Values Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 13.2)] How do you appreciate birds and animals in bringing seed dispersal? How can seed disperse on their own? Objective Questions AS1-Conceptual Understanding 13. Choose the correct answer. (i) An example of a seed that is dispersed through wind is CHAPTER 13. SEED DISPERSAL 96

(A) Calotropis (B) Coconut (C)Neem seed (D) Bhindi (ii) An example of a seed that is dispersed through water is (A) Cotton (B) Caltropis (C) Coconut (D) Maple (iii) Dandelion seeds disperse through (A) birds (B) animals (C) wind (D) water (iv) Seeds are carried from one place to another by (A) Wind (B) Animals (C) Birds (D)All of the above (v) Seed dispersal is necessary because it: (A) Prevents overcrowding (B) Avoid competition for sunlight, water and nutrients (C)Invade new habitats (D)All of the above (vi) The seeds of which of the following get dispersed by bursting? (A) Coconut (B) Mango (C) Grape (D) Balsam (vii) Which of the following seeds have a hard shell? (A) Soap nut (B) Mustard CHAPTER 13. SEED DISPERSAL 97

(C) Pea (D) Bean (viii) Example of seed which have hooks on their body: (A) Xanthium (B) Maple (C) Coconut (D) Dandelion (ix) Which of the following get dispersed by wind? (A) Maple (B) Coconut (C)Spear grass (D)All of the above (x) An example of light weight fibrous seed (A) Coconut (B) Cotton (C)Spear grass (D) None (xi) Which of this is not a fibrous seed: (A) Apple (B) Coconut (C) Mango (D) Coffee (xii) Example of seed dispersion by explosion (A) Maple (B) Apple (C) Coffee (D) None (xiii) Choose the correct statement: Why do plants produce a large number of seeds? (A) To avoid overcrowding (B) They get dispersed to different places (C)To avoid competition for sunlight and nutrients (D)To produce large numbers of their own species CHAPTER 13. SEED DISPERSAL 98