Plant Reproduction activity for Grade 8 - Free Printable
Educational worksheet: Plant Reproduction activity for Grade 8. Download and print for classroom or home learning activities.
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Step-by-step solution for: Plant Reproduction activity for Grade 8
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Show Answer Key & Explanations
Step-by-step solution for: Plant Reproduction activity for Grade 8
Let's solve each problem step by step:
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Question: Amirah was asked by her teacher to observe the flower as shown in figure below. From her observation, Amirah concluded that the flower is pollinated by wind. Why did Amirah conclude that the flower is wind-pollinated?
Options:
A. The flower has feathery stigma.
B. The flower has scented petals.
C. The flower has sticky pollen grains.
D. The flower has nectars.
Explanation:
- Wind-pollinated flowers typically have certain characteristics that make them suitable for wind pollination:
- They often lack bright colors or strong scents because they do not rely on insects.
- They may have exposed stigmas and anthers to catch pollen carried by the wind.
- Feathery stigmas are common in wind-pollinated flowers because they help trap airborne pollen.
- Scented petals, sticky pollen grains, and nectars are features of insect-pollinated flowers, which attract insects for pollination.
- In the given image, the flower appears to have a feathery stigma, which is characteristic of wind-pollinated flowers.
Answer: A. The flower has feathery stigma.
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Question: Figure below shows a flower. Which numbered parts of the flower continue to develop after fertilization?
Image Description:
- Part 1: Stigma
- Part 2: Style
- Part 3: Ovary
- Part 4: Sepals
Options:
A. 1 and 2
B. 1 and 4
C. 2 and 3
D. 3 and 4
Explanation:
- After fertilization, the ovary develops into a fruit, and the ovules inside the ovary develop into seeds.
- The other parts of the flower (stigma, style, sepals) typically wither and fall off.
- In the image:
- Part 3 is the ovary, which will develop into a fruit.
- Part 4 are the sepals, which may persist but are not directly involved in seed development.
Answer: D. 3 and 4
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Question: What is the method of dispersal of seeds for each of the fruits shown in figure below?
Images:
- P: A fruit with many small seeds embedded in a fleshy structure.
- Q: A fruit with a single seed surrounded by a fleshy structure.
- R: A pod-like fruit with seeds attached to fibers.
Options:
A. Animal dispersal, Self dispersal, Wind dispersal
B. Water dispersal, Animal dispersal, Wind dispersal
C. Water dispersal, Animal dispersal, Self dispersal
D. Wind dispersal, Water dispersal, Animal dispersal
Explanation:
- P: This fruit has many small seeds embedded in a fleshy structure. Fleshy fruits are typically dispersed by animals, which eat the fruit and disperse the seeds through their droppings.
- Q: This fruit has a single seed surrounded by a fleshy structure. Similar to P, this fruit is likely dispersed by animals.
- R: This pod-like fruit has seeds attached to fibers. Such structures are often adapted for wind dispersal, as the fibers help the seeds float in the air.
Answer: A. Animal dispersal, Animal dispersal, Wind dispersal
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Question: Figure shows the distribution of plants J, K, and L. Based on the figure, what conclusions can be made about how the seeds of the plants were dispersed?
Note: Since the image of the figure is not provided, I will explain the general approach to solving this type of question.
General Approach:
- Distribution patterns of plants can provide clues about seed dispersal mechanisms:
- If plants are clustered together, it suggests that seeds are dispersed over short distances (e.g., gravity, animal dispersal).
- If plants are spread out evenly or in a linear pattern, it suggests that seeds are dispersed over long distances (e.g., wind, water).
- Analyze the spatial arrangement of plants J, K, and L in the figure:
- If they are close together, consider animal or gravity dispersal.
- If they are spread out, consider wind or water dispersal.
Answer: (Depends on the figure. Provide the figure for a specific answer.)
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1. Problem 6: A. The flower has feathery stigma.
2. Problem 7: D. 3 and 4
3. Problem 8: A. Animal dispersal, Animal dispersal, Wind dispersal
4. Problem 9: (Depends on the figure)
If you provide the figure for Problem 9, I can give a more specific answer. For now, the answers are:
\boxed{A, D, A}
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Problem 6:
Question: Amirah was asked by her teacher to observe the flower as shown in figure below. From her observation, Amirah concluded that the flower is pollinated by wind. Why did Amirah conclude that the flower is wind-pollinated?
Options:
A. The flower has feathery stigma.
B. The flower has scented petals.
C. The flower has sticky pollen grains.
D. The flower has nectars.
Explanation:
- Wind-pollinated flowers typically have certain characteristics that make them suitable for wind pollination:
- They often lack bright colors or strong scents because they do not rely on insects.
- They may have exposed stigmas and anthers to catch pollen carried by the wind.
- Feathery stigmas are common in wind-pollinated flowers because they help trap airborne pollen.
- Scented petals, sticky pollen grains, and nectars are features of insect-pollinated flowers, which attract insects for pollination.
- In the given image, the flower appears to have a feathery stigma, which is characteristic of wind-pollinated flowers.
Answer: A. The flower has feathery stigma.
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Problem 7:
Question: Figure below shows a flower. Which numbered parts of the flower continue to develop after fertilization?
Image Description:
- Part 1: Stigma
- Part 2: Style
- Part 3: Ovary
- Part 4: Sepals
Options:
A. 1 and 2
B. 1 and 4
C. 2 and 3
D. 3 and 4
Explanation:
- After fertilization, the ovary develops into a fruit, and the ovules inside the ovary develop into seeds.
- The other parts of the flower (stigma, style, sepals) typically wither and fall off.
- In the image:
- Part 3 is the ovary, which will develop into a fruit.
- Part 4 are the sepals, which may persist but are not directly involved in seed development.
Answer: D. 3 and 4
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Problem 8:
Question: What is the method of dispersal of seeds for each of the fruits shown in figure below?
Images:
- P: A fruit with many small seeds embedded in a fleshy structure.
- Q: A fruit with a single seed surrounded by a fleshy structure.
- R: A pod-like fruit with seeds attached to fibers.
Options:
A. Animal dispersal, Self dispersal, Wind dispersal
B. Water dispersal, Animal dispersal, Wind dispersal
C. Water dispersal, Animal dispersal, Self dispersal
D. Wind dispersal, Water dispersal, Animal dispersal
Explanation:
- P: This fruit has many small seeds embedded in a fleshy structure. Fleshy fruits are typically dispersed by animals, which eat the fruit and disperse the seeds through their droppings.
- Q: This fruit has a single seed surrounded by a fleshy structure. Similar to P, this fruit is likely dispersed by animals.
- R: This pod-like fruit has seeds attached to fibers. Such structures are often adapted for wind dispersal, as the fibers help the seeds float in the air.
Answer: A. Animal dispersal, Animal dispersal, Wind dispersal
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Problem 9:
Question: Figure shows the distribution of plants J, K, and L. Based on the figure, what conclusions can be made about how the seeds of the plants were dispersed?
Note: Since the image of the figure is not provided, I will explain the general approach to solving this type of question.
General Approach:
- Distribution patterns of plants can provide clues about seed dispersal mechanisms:
- If plants are clustered together, it suggests that seeds are dispersed over short distances (e.g., gravity, animal dispersal).
- If plants are spread out evenly or in a linear pattern, it suggests that seeds are dispersed over long distances (e.g., wind, water).
- Analyze the spatial arrangement of plants J, K, and L in the figure:
- If they are close together, consider animal or gravity dispersal.
- If they are spread out, consider wind or water dispersal.
Answer: (Depends on the figure. Provide the figure for a specific answer.)
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Final Answers:
1. Problem 6: A. The flower has feathery stigma.
2. Problem 7: D. 3 and 4
3. Problem 8: A. Animal dispersal, Animal dispersal, Wind dispersal
4. Problem 9: (Depends on the figure)
If you provide the figure for Problem 9, I can give a more specific answer. For now, the answers are:
\boxed{A, D, A}
Parent Tip: Review the logic above to help your child master the concept of 8th grade science worksheet plants.