Laboratory work in biology is rod and fibrous. Laboratory work. The internal structure of the root
"Root and root system" - Location in the soil. Root functions. Mineral nutrition. Beans. The direction of the roots to the power source. Geotropism at the roots. Reserve. Support. Lesson topic: Types of roots. What type of root system do chicory and oats have? Let's take a look at the flower pot. Rod root system. Root growth. Nourishing. Roots and root systems. Beans and dandelions? We will find out what kind of roots a plant has, get acquainted with various root systems.
"Structure and functions of the root of the plant" - Area of conduct. Roots are supports. Root modifications. Root growth. Stilted roots. The role of root hairs. Types of root systems. Root. Serpentine roots. Root functions. Respiratory roots. Types of roots.
"Types of root systems" - Studying. adventitious roots. The structure of seeds. An excerpt from the fable of I. Krylov. One of the important vegetative organs. Types of roots. root zones. Type of root systems. The study of the structure. Root cap.
"Plant Organ Root" - Contents. Root structure. Mineral nutrition. root zones. Root growth. Mycorrhiza. Functions. bacterial nodules. variety of roots. Types of roots. Root tubers (root cones). Root crop. root system. Root respiration. Root. root pressure. Human influence on root systems.
"The structure and functions of the root" - Rod and fibrous root systems. Abode. Types of root systems. Deposition and accumulation of spare nutrients. Root idea. Mineral nutrition of plants. Root modifications. Development of the germinal root. Root functions. Spine. Root cap. The main organ of the plant. Anchoring and holding the plant in the soil. Development of the root system. root zones. Types of roots. Root.
"Types of roots and root systems" - Answer the questions. During the classes. The root is the vegetative organ of a plant. Root. Types of roots. Generalization of the studied material. Laboratory work. Indoor plant in flower pot. Solving cognitive problems. What other plant organs are vegetative. Types. Types of root systems. The concept of root. main root. What is the function of the root. Chicory. The first page of the Oral Journal.
TECHNOLOGICAL CARD OF THE LESSON
FULL NAME. teachers - Zavgorodnyaya Svetlana Yurievna
OU. - MBOU "CSSH "No. 1"
Thing - Biology
Class - 6
Lesson topic - The structure and functions of the root. Laboratory work №4. The structure of the root hair. Root systems»
Target : to form an idea of the structure of the root and that the plant organism is a holistic organism, where each organ has its own function and structure.
Tasks:
Educational:
consider the structure of the root - the root zone;
inform students about the main types of root systems;
explain the dependence of the functions of the root on its structure.
Developing:
develop the ability to independently formulate hypotheses, establish cause-and-effect relationships; concisely and clearly formulate your thoughts;
develop learning skills to search for and systematize information;
develop the ability to analyze, draw conclusions and reasonably answer the questions posed.
Educational:
to form students' interest in the study of biology;
to develop in students an emotional and valuable attitude towards nature, the need for a careful attitude towards it, in the protection of flora and fauna;
continue to work on educating students in the scientific worldview.
Planned educational results:
subject - the formation of holistic ideas about the structure and functions of the root; the formation of systematized concepts about the internal structure of the plant root; to form the ability to understand the meaning of biological terms: root, root cap, root hairs, absorbent tissue (rhizoderm), root system, main root, lateral roots, adventitious roots, tap root system, fibrous root system; analyze the information received about the structure of the root and root systems of the plant;
metasubject – development of the ability to work with different sources of biological information, to analyze it; development of skills for self-acquisition of knowledge; convert information from one form to another; the ability to create presentations of their educational and research work;
personal - development of motivation for learning and cognition; formation communicative competence in communication and cooperation with classmates and the teacher in educational and teaching and research activities; awareness of the importance and necessity for nature of all types of living organisms; awareness of the need to preserve the diversity and natural habitats of living organisms; the formation of an ecological culture based on the recognition of the value of life in all its manifestations and the need for a responsible, careful attitude to the environment.
UUD:
Personal - meaning formation (what is the meaning of studying this topic); moral and ethical evaluation of digestible content.
Regulatory - goal-setting, planning, forecasting, distinguish between the method and result of an action, make the necessary adjustments to the action, control, evaluation, volitional self-regulation and self-esteem in a situation of difficulty.
cognitive - search and selection necessary information, structuring knowledge, semantic reading, the ability to consciously build a speech statement, logical actions (analysis, synthesis, comparison, generalization).
Communicative - educational cooperation with the teacher and students, asking questions, evaluating and correcting the actions of the partner.
Basic concepts: root, root cap, root hairs, absorbent tissue (rhizoderm), root system, main root, lateral roots, adventitious roots, tap root system, fibrous root system.
Lesson type: combined.
Plan for studying new material:
organizational stage.
Setting goals and objectives of the lesson. Motivation learning activities students.
Learning new material.
Primary consolidation, assimilation and control of knowledge assimilation.
Information about homework, instructions for its implementation.
Reflection (summarizing the lesson).
Preparing for the lesson: computer, projector, interactive whiteboard,basic textbook “Biology. Living organism grade 5-6, textbook for educational institutions. Authors: L.N. Sukhorukova, V.S. Kuchmenko, I.Ya. Kolesnikova Moscow, "Enlightenment", 2014, electronic supplement to the textbook, handouts, instructions for performing laboratory work.
Homework: §31 - study, task "My biological research", p. 81.
Target: organization of self-assessment by students of readiness for upcoming activities in the lesson
Greeting students, checking their readiness for the lesson, fixing absentees. Checking the readiness of the classroom. Organization of attention of schoolchildren.
Perform a self-assessment of readiness: the correct choice of educational supplies (notebook, textbook, pens, pencils, ruler), independence of preparation.
Personal: mood for the lesson
Knowledge update
Target: establish the correctness, completeness and awareness of the implementation of d / h by all students; identify gaps in the knowledge and ways of students' activities and determine the causes of their occurrence; fill in the gaps found during the review
Testing .
Specify which leaf arrangement does NOT exist: a) alternate;b) petiolate; c) whorled; d) opposite.
The leaf is the main organ of most plants, where: a) the transport of substances occurs; b) the formation of new cells; c) storage of new substances;d) photosynthesis.
If three or more leaves depart from the node, then such a leaf arrangement is called: a) alternate; b) opposite;c) whorled; d) parallel.
The order of placement of leaves on the shoot is called:a) leaf arrangement; b) stipules; c) sheet mosaic; d) leaf blade.
Specify which function is NOT typical for leaves: a) photosynthesis; b) gas exchange;c) supply of nutrients; d) evaporation of water.
Organization of peer review.
Complete the task: Choose from the suggested terms and justify your choice.
Leaf blade, petiole, wood , base, stipules.
Perform individual tasks on cards.
Perform test tasks. (App for students)
Carry out peer review.
Discuss in pairs. Answer verbally.
Communicative : work in pairs (exchange opinions, learn to understand the partner’s position, including those different from their own), express their point of view, enter into a dialogue, exchange opinions.
Personal : are aware of their capabilities in teaching; are able to adequately reason about the reasons for their success or failure in learning, linking success with efforts, diligence.
Regulatory : orient in the card; control learning activities, notice the mistakes made; are aware of the rule of control and successfully use it in solving a learning problem
Setting the goal of the lesson. Motivation of educational activity of students
Target: formulate the theme, goals and objectives of the lesson
Teacher :
Soap root.
(IT IS INTERESTING)
Chicory coffee.
(IT IS INTERESTING)
Teacher :
Problem statement:
?? Let's think:
What is the function of the root in the plant organism? (Student answers)
How do you think the structure of the root can be related to the functions it performs? (Student answers)
Let's formulate the topic of the lesson: The structure and functions of the root. Laboratory work №4. The structure of the root hair. root systems.
We formulate the goals and objectives of the lesson: study the structure of the root - root zone; consider the main types of root systems; explain the dependence of the functions of the root on its structure.
They listen carefully.
Provide expected answers.
Provide expected answers.
Formulate the topic, goals and objectives of the lesson.
Regulatory: goal setting.
General education: independent selection and formulation of a cognitive goal.
Personal: meaning formation, motivation and interest in the lesson
Learning new material
Target: to ensure the perception, comprehension and primary consolidation of the studied material by students; to promote the assimilation by students of the methods that led to a certain conclusion (generalization); create meaningful and organizational conditions for students to master the methodology for reproducing the studied material.
Each pair of students for work in the lesson receives a handout with definitions of the main concepts of the lesson, photographs, drawings and illustrations on this topic, the text of the laboratory work (Appendix for students)
Root structure.
Teacher :
Let's define the concept of "root" using different sources for this: a textbook and a dictionary.
( Root - one of the main vegetative organs of a plant, which serves to fix it in the soil, absorb water with minerals dissolved in it and synthesize some organic compounds e.g. hormones)
(WORKING WITH THE TEXTBOOK)
(WORKING WITH THE DICTIONARY)
(REGISTER)
Teacher :
By definition, the root performs several functions. Let's label them:
Absorption of water and minerals.
Anchoring the plant in the soil.
Synthesis of hormones.
(INTERACTIVE SCHEME)
Teacher :
What is the structure of the root? Consider the features of its structure - pay attention to figure No. 1 " External structure root "(Appendix) and figure No. 4.13 (Textbook, 80)
(WORKING WITH THE TEXTBOOK)
(WORKING WITH THE APP)
Teacher :
Consider the microscopic structure of the root zones - pay attention to the figures.
(HANDOUT)
Teacher :
Soil nutrition.
(ANIMATION)
Teacher :
Interesting Facts about root hairs.
(IT IS INTERESTING)
Organization of laboratory work (Part 1). (App for students)
Types of root systems.
Frontal work with the class.
Teacher :
The totality of all the roots of a plant is calledroot system .
Let's define the types of roots that make up the root - pay attention to Figure No. 2 "Types of roots", and also give them a definition. (Appendix)
(WORKING WITH THE APP)
Teacher :
Plants can have two types of root systems:rod and fibrous . Let's characterize each of them - we will read their features in the text of the textbook.
(WORKING WITH THE TEXTBOOK)
Teacher :
Types of root systems.
(PICTURE)
Rod root system.
(PICTURE)
Fibrous root system.
(PICTURE)
Camel thorn roots.
(IT IS INTERESTING)
Organization of laboratory work (Part 2). (App for students)
Work with textbook and dictionary. Write down in a notebook.
Collectively discuss the answers. Work with textbook.
Study drawings No. 1 and No. 4.13, p. 80. (WORKING WITH THE TEXTBOOK) (WORKING WITH THE APP)
Study drawings (WORKING WITH HANDOUT MATERIAL)
Analyze the video.
They listen carefully.
Study drawing number 2. (WORKING WITH THE APP)
Read aloud the text of the textbook on page 81.
(WORKING WITH THE TEXTBOOK)
Study drawings.
They listen carefully.
Perform laboratory work on the topic. (Student App) (PAIR WORK)
General education: semantic reading; ability to work with information: textual (independent search for information) and illustrative (working with photographs, drawings); the ability to structure knowledge in oral writing.
Brain teaser: analysis of objects in order to highlight features; establishment of causal relationships; analysis and synthesis of information.
Communicative: the ability to express one's thoughts with sufficient completeness; argumentation of one's point of view; taking into account different opinions; cooperation with the teacher and classmates.
Personal: formation of adequate motivation for educational activities, including educational and cognitive motives; orientation to the moral norms of cooperation and their implementation.
Regulatory: the ability to control and evaluate their actions.
Primary assimilation, consolidation and control of assimilation of knowledge
Target: establish the correctness and awareness of the studied; identify gaps in the studied material; to correct the identified gaps; to ensure the consolidation in the memory of students of the knowledge and methods of action necessary for independent work on this material; provide increased understanding this material the depth of his understanding.
Individual work with cards. (App for students)
Oral survey.
In which zone of the root are the root hairs located? (Suction)
In what zone of the root does the formation of root tissue occur? (Divisions)
What is the core root system characterized by? (The presence of the main root)
What characterizes the fibrous root system? (The presence a large number adventitious roots)
Organization of mutual assistance between students.
Perform an individual task on the cards. (Appendix)
Orally answer questions.
Provide mutual assistance in completing tasks for students who have difficulties.
General education: independent search for information, setting up an experiment, the ability to structure knowledge in writing.
Brain teaser: analysis and synthesis of information.
Information about homework, briefing on its implementation
Target: ensure that students understand the purpose, content and methods of implementation homework
§31 - study.
Entries in a notebook - learn.
Complete the task "My Biological Research", page 81.
Read the text of the paragraph. Analyze the received information. Work on problematic tasks using the knowledge gained in the lesson, the textbook, the Internet, reference literature, knowledge from their own life experience
General education: independent work with textbook; semantic reading; the ability to structure knowledge in writing.
Brain teaser: analysis and synthesis of information; establishment of causal relationships.
Personal: creativity orientation; the ability to cooperate.
Communicative: planning of educational cooperation (work in groups).
Reflection (summarizing the lesson)
Target: allow students to reflect on their emotional state, motivation of their activities and interaction with the teacher and classmates; ensure the assimilation of the principles of self-regulation and cooperation.
Mobilizing students to reflect on their behavior.
Filling out self-assessment sheets. (App for students)
Mood Barometer.
Personal: understanding of their actions; self-esteem.
Regulatory: forecasting ways of self-regulation and cooperation.
Application for students
6th grade
Lesson #8 (Student)
STRUCTURE AND FUNCTIONS OF THE ROOT.
LABORATORY WORK №4. STRUCTURE OF THE ROOT HAIR. ROOT SYSTEMS
Checking homework .
Complete test tasks.
Specify which leaf arrangement does NOT exist: a) alternate; b) petiole; c) whorled; d) opposite.
The leaf is the main organ of most plants, where: a) the transport of substances occurs; b) the formation of new cells; c) storage of new substances; d) photosynthesis.
If three or more leaves depart from the node, then such a leaf arrangement is called: a) alternate; b) opposite; c) whorled; d) parallel.
The order of placement of leaves on the shoot is called: a) leaf arrangement; b) stipules; c) sheet mosaic; d) leaf blade.
Specify which function is NOT typical for leaves: a) photosynthesis; b) gas exchange; c) supply of nutrients; d) evaporation of water.
Complete the task.
Choose one of the following terms and justify your choice:leaf blade, petiole, wood, base, stipules.
Individual work with cards. (Appendix)
Lesson work
Vocabulary
Root - one of the main vegetative organs of a plant, which serves to fix it in the soil, absorb water with minerals dissolved in it and synthesize some organic compounds (for example, hormones).
root cap - a cap on the tip of the root, which protects the educational tissue located at the tip of the root from damage by solid soil particles. Also, the root cap secretes mucus, which promotes the advancement of the root in the soil.
absorbent tissue (rhizodermis) ) - the outer layer of cells in young roots, which serves to absorb water and substances dissolved in it from the soil. The cells of the absorbing tissue form outgrowths - root hairs.
root hairs - outgrowths of cells of a special integumentary (absorbing) tissue of the root, due to which its absorbing surface increases many times over.
root system is the totality of all the roots of a plant. There are taproot and fibrous root systems.
main root - a root that develops from the germinal root. In the tap root system, it remains the largest and longest functioning root, and in the fibrous root system it is quickly replaced by adventitious roots.
Lateral roots - roots formed on another root of any origin.
Tap root system - the root system, in which there is a pronounced main root, from which lateral roots depart.
fibrous root system - a root system in which the main root does not stand out among the numerous adventitious roots.
adventitious roots - roots developing on any part of the shoot.
Figure 1. External structure of the root
Figure 2. Types of roots
LAB #4
The structure of the root hair. Root systems
Target: get acquainted with different types of root systems, the structure and functions of the root hair.
Equipment and materials: live and herbarium samples of plants with different types of root systems.
Working process
(Also use the text, pictures provided in §31 on pages 80-81, and the pictures in the appendix to complete the lab.)
Part 1.
Consider the internal structure of the root and, using the information received, fill in the table "Functions and tissues of the root zones."
Suction zone
growth zone
division zone
root cap
Sketch the structure of the root hair.
Part 2.
Draw different types of root systems: taproot and fibrous (textbook - Figure 4.15, p. 81).
Write a conclusion based on the results of your work.
Consolidation of the studied material .
Individual work with cards.
Card 1
Give short answers to questions.
In which zone of the root are the root hairs located?
In what zone of the root does the formation of root tissue occur?
What is the core root system characterized by?
List the main functions of the root.
What characterizes the fibrous root system?
Reflection (self-assessment) .
Self-assessment sheet Class ______Student ________________________________
What was the purpose of the lesson?
Were you able to get the result (solution, answer)? ____________________________________________
Correct or wrong? ___________________________________________________________
On your own or with someone else's help? ___________________________________________
What rating would you give yourself? ________________________________________________
Internal structure root
Root- axial vegetative organ of a plant. It has unrestricted apical growth and radial symmetry, with positive geotropism (growing apex down).
Rice. 1 The internal structure of the root
The top of the root is always covered root cap. It consists of constantly renewing, thin-walled living cells. Reliably protects delicate dividing cells from damage solid particles soil. When the root advances in the soil, old cells are shed and new ones grow. In addition, outer cells root cap secrete mucus, which facilitates the advancement of the root in the soil. aquatic plants there is no root cap, instead there is another formation - a water pocket. There are crystals in the cells, with their help the root feels the center of the Earth - positive geotropism ( rice. 2).
Rice. 2 Positive root geotropism
division zone- these are cells that are constantly dividing, i.e. educational fabric. This zone is very small, and is about 1 mm. Due to it, the root grows in length.
Stretch zone (growth)- a smooth section of the root with a length of 6-9 mm - located above the division zone. The cells in this zone grow intensively, elongate along the length of the root, and begin to differentiate. Their division is almost non-existent.
Suction zone also called root hair zone is the next zone of the root.
Rice. 3 Root hair structure
Its duration is up to several centimeters. Distinctive property this zone - the presence of root hairs - outgrowths of root skin cells ranging in size from 1-2 mm to 20 mm. These hairs increase the area of the suction zone of the roots tenfold (for example, in rye about 14 billion root hairs, the total length of which is more than 10,000 km). Outwardly, the root hairs look like a delicate white fluff. The life span of root hairs is 10-20 days. In the zone of root hairs, active absorption of water with dissolved minerals occurs. At the same time, the root hair cells work like small pumps.
Rice. 4 Cross section of the root in the suction zone
Conduction zone (lateral roots)- located above the root zone
hairs. This is the longest and most durable part of the root with well-developed conductive tissues. This is where materials are transported. Up rises water with dissolved minerals (upward current by vessels), and move down organic matter from leaves (downward current through sieve tubes), necessary for the vital activity of root cells. In the conduction zone, lateral roots are formed (hence its other name - the branching zone).
| Root zone | Textile |
| root cap | Integumentary |
| division zone | Educational (meristem) |
| growth zone | Educational (meristem) |
| Suction zone | Integumentary |
| Venue | holding |
Lab #1
The internal structure of the root in connection with its functions
Target: consider the internal structure of the root and show its relationship with the functions performed.
Equipment: germinated seeds; micropreparations "The structure of the root"; preparation kits; magnifiers; microscopes; drawings "Cellular structure of the root", "Root and its zones".
Safety precautions: be careful when working with a magnifier, microscope and dissecting needle.
Working process
Examine the root of the germinated seed with a magnifying glass. What is the structure and color of the root tip?
___________________________________________________________________________________________________________________________________
How can the absorption zone be determined?
____________________________________________________________________________________________________________________________________
Consider the micropreparation "Structure of the root". Find the root cap, division zone, root hairs.
Specify what is shown in the picture. Make labels.
1.__________________
2.__________________
3.__________________
Draw in your notebook the internal structure of the root. Label the parts in the figure.
1._____________________________
2._____________________________
3._____________________________
4._____________________________
5._____________________________
6._____________________________
Present the results of the research in the form of a table.
Conclusion:
| Root zones | fabrics | Features of the structure of cells | Functions |
| 1. Root cap | |||
| 2. Division zone | |||
| 3. Stretch zone | |||
| 4. Suction zone | |||
| 5. Venue |
Problematic issues
A sixth-grader, examining the tip of the spine under a microscope, said: “The spine has some kind of sloppy, untidy appearance, especially the top on which the “cap” is worn, the cells of the outer layer do not fit tightly to each other, and some are completely torn off.
What "hat" did the student see? Why was the "hat" really sloppy, and its cells lagged behind each other? What can you say about the cells of the outer layer? Will the root be able to grow in the soil if the cover is removed? Why?
In the book “The Life of a Plant”, K. A. Timiryazev writes: “Nature has resorted to a trick here ... the root, if possible low cost building material able to run around possible more particles of the soil, to come into contact with it as closely as possible.
What trick of nature is K. A. Timiryazev talking about? By what means is the root “able to run around as many soil particles as possible”?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The guys, participating in the relay race "Give life to a tree", prepared planting material for one of the streets of the city. Two boys were trying to dig up more seedlings in the nursery. The counselor came up and instead of praise, the students heard: “You did more harm than help!” The boys lowered their heads in resentment, and next to them lay young trees with short, chopped off roots, shaken from the soil.
Explain what mistake the guys made. How to properly dig trees? Why can't you shake off the soil from the roots? How would you rate the quality of their work?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The suction zone is only a few centimeters long. It is characterized by an abundance of root hairs, which are tubular outgrowths of the cells of the outer skin. Their length is 0.15-8 mm, and life expectancy is 10-15 days. With their help, plants absorb water and nutrients dissolved in it. Due to the hairs, the absorptive surface area of the root increases. They also perform a mechanical role - they serve as a support for the top of the root.
There are a lot of such hairs on the roots of each plant. The hairs are short-lived and in the process of root growth they quickly form in the lower part of the suction zone and die off in the upper part.
Root cap cells live from 4 to 9 days and are replaced by new ones. The tip of the root, together with the cap, moves between the soil particles. To facilitate sliding, the case is covered with mucus.
What to do. Examine the roots of wheat germ. In the middle part of the root, find and examine the root hairs. Prepare a micropreparation of root parts with root hairs and examine under a magnifying glass.
What we observe. Root hairs look like a light fluff.
What to do. Consider under big increase one root hair.
What is the structure of the root hair?
What to do. Locate the tip of the root on the micropreparation. Consider it.
- What is the tip of the root covered with?
- What cells does the tip of the root consist of?
Prepare for a report. Drawings: root skin cell with root hair; root tip with root cap.
Target: study the types of root systems, get acquainted with their structure.
Equipment: herbarium specimens of plants with taproot and fibrous root systems (wild radish, shepherd's purse, colza, dandelion, beans, peas, sunflower, rye, wheat, oats, meadow bluegrass, cocksfoot, caustic buttercup, large plantain, primrose); table "Plant Organs", drawings of the textbook on p. 38.
- instruction card
1. Consider the root systems of the plants proposed to you. How do they differ?
2. Us. 90 read which root systems are called tap and which are fibrous.
3. Select plants with a tap root system.
4. Select plants with fibrous root systems.
5. Draw a diagram of the tap root system in your notebook. Label the main and lateral roots. Think about which root is called the main one.
6. Draw a diagram of the fibrous root system in your notebook. Label adventitious and lateral roots. Think about what roots are called adventitious.
7. Complete the chart.
Make a conclusion about the features of the structure different types root systems.
- Types of plant root systems
- Test tasks
Exercise 1. Insert missing words.
1. The totality of the roots of a plant is called ... a system.
2. The root system in which the main root can be distinguished is called ....
3. The tap root system consists of ... and ... roots.
4. If the main root cannot be distinguished in the root system, then such a system is called ....
5. The fibrous root system consists of ... and ... roots.
6. Wild radish, shepherd's purse, colza, dandelion, beans, peas, sunflowers have ... a root system.
7. Rye, wheat, oats, meadow bluegrass, cocksfoot, caustic buttercup, large plantain, primrose have ... a root system.
8. The roots that grow from the main are called ....
9. Adnexal roots are called roots that grow from ...
10. From the germinal root develops ....
Task 2. Choose the correct answer.
1. The root first appeared in:
a) angiosperms; b) mosses; c) lycopsform; d) algae.
2. The root system of plants is:
a) main and lateral roots; b) main and adventitious roots; c) adventitious and lateral roots;
d) the totality of all the roots of one plant.
3. Adventitious roots develop on:
a) main root b) stem; c) lateral roots; d) aerial roots.
4. The functions of the root are:
a) fixation in the soil; b) absorption of water and mineral salts; c) reproduction; d) all of the above.
5. The top of the root is covered with:
a) root hairs; b) skin; c) root cap; d) cuticle.
6. Immediately under the root cap, the zone begins:
a) divisions; b) absorption; c) holding; d) growth.
7. Root hair is:
a) outgrowth of the outer cell of the root; b) lateral root; c) outgrowth of stem cells; d) adventitious root.
Task 3. Is the statement true?
1. With the help of the root, the plant is fixed in the soil.
2. The root system is all the main and lateral roots of plants.
3. If the main root is clearly visible in the root system, then it is called fibrous.
4. If it is impossible to identify the main root, then the root system is called taproot.
5. Minerals dissolved in water are absorbed by the root hairs.
6. A root hair is an outgrowth of the outer root cell.
7. Nutrients can be deposited in the main root. Such a root is called a root crop.
8. The tap root system is formed by adventitious and lateral roots.
9. The fibrous root system is formed by the main and lateral roots.
10. Plants with a weak stem rise up with the help of trailer roots.
Task 4. Restore the logic circuit.
- Minerals + ? ---> root.
- Main root + ? ––> tap root system.
- Adventitious roots + ? ––> fibrous root system.
- Root cap > zone of dividing cells ––> ? ––> suction zone ––> ? .