Chapter 13: Reproduction in Plants

Textbook pages
174–185

Chapter overview
This chapter covers sexual and asexual reproduction in plants and seed germination.

What to expect
Specification areas covered:

3.3 describe the structures of an insect-pollinated and a wind-pollinated flower and explain how
each is adapted for pollination

3.4 understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit
formation

3.5 practical: investigate the conditions needed for seed germination

3.6 understand how germinating seeds utilise food reserves until the seedling can carry out
photosynthesis

3.7 understand that plants can reproduce asexually by natural methods (illustrated by runners) and
by artificial methods (illustrated by cuttings)

This chapter can be taught as part of general plant physiology or can be taught alongside human
physiology. It is advisable to cover it before teaching genetics topics. There are some opportunities
for practical work and homework tasks could include completing practical write-ups, answering
worksheet questions and labelling diagrams. It is best taught at a time of year when flowers are
available.

Teaching notes
 A good starting point for the topic is an introduction to the differences between asexual and
sexual reproduction. Students could draw out a table listing the differences between the two
methods of reproduction and their advantages and disadvantages.
 Wind- and insect-pollinated flowers should be brought into the laboratory to illustrate the
differences. If possible, students could walk around gardens where plants are in bloom.
Students could examine the flowers along with diagrams and write down differences
between the two types.
 Students could dissect an insect-pollinated flower such as a lily, daffodil or tulip. They could
draw the dissected flowers or can stick parts such as anthers and carpels into their exercise
books.
 A large diagram of a carpel could be given to students and they draw on the growth of a
pollen tube down the style and into the ovule. The stages in pollen tube growth leading to
fertilisation should be shown and annotated on the diagram referring to the roles of
enzymes and the development of ovule into a seed and ovary into a fruit. A flip book
showing an ‘animation’ of pollen tube growth can also be made.
 A broad bean could be dissected and stained with iodine to show the presence of starch.
 A range of different asexual reproduction methods could be demonstrated to students such
as runners (e.g. strawberries or spider plants), corms (e.g. crocus), bulbs (e.g. garlic, onion or

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 daffodil), tuber (e.g. potato). Students could plant bulbs or corms and could take cuttings
from plants, such as Tradescantia or African violets. The use of grafts when growing fruits
trees, such as apples, could be investigated – students could do a short research exercise on
the origins of the Bramley apple.
 To demonstrate the disadvantages of asexual reproduction, students could carry out a
research project into the Irish potato famine or the fate of the Gros Michel banana (and
current threat to the Cavendish).

Possible misunderstandings
 Many students confuse fertilisation with pollination. The terms should be clearly defined and
the location where they occur shown on a diagram.
 The terms ovule and ovary are often confused – students should write clear definitions and
see the relationship of the two structures when dissecting a flower.

Differentiation
 For extension, students could research a range of different methods of pollination and types
of fruit. The suggested projects on the Irish potato famine and threats to bananas are good
opportunities for extension – students could produce information leaflets.
 Less-able students will benefit from as much exposure to real examples of different flowers
as possible. They could attempt pollination by dusting pollen from anthers to stigmas and
make posters showing the different types of flower. If they carry out a research project, clear
questions should be given rather than leaving an open research brief.

Practicals

Practi cals listed in the textbook

Activity 1: Investigating the conditions needed for seed germination

 This is a straightforward practical that students find easy. If test tubes are not available,
small snap-lock polythene bags can be used. Seeds can also be placed in a freezer (-20 oC). A
demonstration experiment can be set up that has seeds in a cradle suspended by string
within a conical flask. Alkaline pyrogallol (this must only be handled by the teacher) is placed
in the conical flask and a bung inserted – this will remove oxygen. An additional tube with
seeds, cotton wool and water but placed in the dark can also be set up to demonstrate that
germination can occur both with and without light.

Additi onal practi cals

 Flowers, such as lilies, tulips or daffodils could be dissected. Students should make diagrams
to show all the main parts. The ovary can be opened with a scalpel and it may be possible to
see the ovules.
 Comparison of wind- and insect-pollinated flowers. A variety of flowers can be brought into
the laboratory and placed on different tables. Students move from flower to flower and
write down the method and how the flower is adapted.
 Seed dispersal. A range of different fruits with different dispersal methods (hooks, edible
berries, parachutes, wings, explosion) can be placed on different tables in the laboratory.
Students move around the room and explain how each it adapted to its function.
 Broad bean dissection. Dried broad beans can be soaked in water for 24 hours and then
dissected. The testa, micropyle, cotyledons, plumule and radicle should be easy to identify.
The cotyledons should be tested for starch using iodine solution.

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  Broad bean (or similar seeds such as mung beans) germination. Broad beans can be wedged
against the inside of a glass beaker with moistened tissue paper. The growth of the roots
and shoots should be easily visible.
 Asexual reproduction. A range of cuttings could be taken by students from plants such as
spider plants, African violets, garlic bulbs and ginger rhizomes.

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not copyright free.