COURSEWORK ASSIGNMENT

(PLANT DEVELOPMENT)
SBC 3043 DEVELOPMENTAL BIOLOGY
SEMESTER 2, SESSION 2020/2021

1) HOME LABORATORY PRACTICE (HoLaP)

2) INDIVIDUAL ASSIGNMENT

Prepared by:

PROF. MADYA DR. NORHAYATI DAUD

 General Instructions for Laboratory Activity-:
Home Laboratory Practice (HoLaP)

CLO2: Carry out experiments to explain mechanisms in animal and plant development. (P3)
(PLO3)

1. There are 2 parts of the activities that related to the laboratory:

(Part 1: Plant Development & Part 2: Animal Development

2. Students’ will work individually to prepare this assignment. Those who are not submit
the report will not be given any mark.
3. Results or report will be prepared according to grading Rubric provided. Details will be
explained by the lecturer/demonstrator during the course.
4. The laboratory report will be carried 20% (10% each).
5. Submission dateline: Part 1: Week 5, while Part 2: Week 12

LAB ACTIVITIES REPORT GRADING RUBRIC

Score/Points
Category / Criteria 3 2 1 Max.
(Good) (Fair) (Poor) mark
A. Biological /Scientific Drawings:
(Demonstrates a high degree considerable
degree / moderate / limited of accuracy in
biological/scientific drawing skills).
2. Drawing is clear which satisfies the 3
procedures /methodology requirements
3. Drawing is large enough to represent all 3
details (proper size), use a sharp pencil, not
shaded and color.
4. Drawing looks similar to what was observed 3
and /or taught

5. Drawings are neat and presentable, done 3

with clear.
6. Drawing is accurately labeled (place all 3
labels at the right-hand side of the drawing).
Total = 15
B. Required Information: 3 2 1 Max.
(All /most/some/most required information is (Good) (Fair) (Poor) mark
given)
7. The drawings shown illustrate that students 3
understand what they are observed and
related to the LO.
8. Drawing includes a written portion 3
(summary or brief statement that explains
what the drawing is intended to show.
9. Detailed description or explanation is given 3
for each drawing.
10. Words are spelled correctly in the title/labels All common 75% of the Fewer than 3
and caption /description words are words are 80% of the
spelled spelled words are
correctly / correctly spelled
1-2 of the correctly
words may
be
 misspelling

Total = 12
Sufficient Fair Unacceptable
C. /minimal (2) / multiple
Others: Discussion/Summary
(3) errors
(1)
11 • Discussion/Summary is prepared 3
completely and correctly/unsatisfactory

12 • Result is satisfactory (drawing or/and 3

description, etc) accurate and followed the
rubric provided.
Total =6
D Submission On time Delayed
(2) (1)
13 Submission: 2
The report is completed and submission on
time /delayed.
Total mark = 35 Max=
Distribution = 10% 35

LABORATORY ACTIVITY (INDIVIDUAL)

 Home Laboratory Practice (HoLaP)

ACITIVITY 1: FLOWERING PLANT REPRODUCTION

Objectives:

1) Learn how to draw a biological diagram using a flower from their local ecosystem
2) Understand the structure of a flower and relate the functions of each parts of a flower.
3) Relate the structure of a flower and its pollinators.
4) Understand the structure of seeds

Learning Outcomes:

By the end of this activity, students’ should be able to:

• Recognize the main parts of a flower.

• Describe the main parts of a flower and their functions.
• Describe the reproductive parts of a flower.
• Describe the non-reproductive parts of a flower.

Introduction:

Basic biology of flower reproduction

Flowers. The basic structural unit of sexual reproduction in angiosperms is the flower.
Although flowers come in a spectacular array of sizes, shapes, and colors, they are, in
essence, believed to have developed from shoots that have become modified for
reproductive purposes.
Flowers typically have fours kinds of foliar appendages usually arranged in a series of
whorls: sepals, petals, stamens, and carpels, arranged in this order from the bottom to the
top of the floral axis. Although the typical flower displays all of these types of appendages,
sometimes the parts are modified, reduced in size, fused with other parts, or they fail to
develop or abort. These developmental changes contribute to the complexity of flowers. The
two outermost sets, sepals, and petals, are sterile. That is, they do not produce spores.
Sepals are typically green, and petals are often brightly colored. However, both sepals and
petals can be green or showy. Collectively, the sepals are known as the calyx and the petals
as a unit, the corolla. Together the calyx and corolla comprise the perianth. The term
“perianth” is especially useful in flowers which do not have a distinct whorl of petals and
sepals i.e. only one set of appendage is present instead of the usual two.
Next along the floral axis, inside of the perianth, are the stamens. Stamens are considered
to be microsporophyll. A stamen typically consists of a four-chambered anther, in which
pollen is produced, and a supporting stalk called the filament. Each anther chamber is
equivalent to a microsporangium.
The zygote undergoes mitosis and cytokinesis to reproduce a two-cells embryo. Numerous
subsequent divisions produce an increasingly large and complex embryo.

Materials:

Four (4) flowers.

[Typical fresh flower such as Lilium sp (Lily), Impateins balsam (Keembong),
Antirrhinum majus (Snapdragon), Allamanda cathartica (Golden trumpet), Erythrina spp
(Dedap), Bougainvillea (bunga kertas), Michelia champaca (Cempaka), Carica papaya
(papaya), Musa sp (Banana flower/Banana blossom /Banana heart), Helianthus annuus
(Sunflower), etc.

Equipment

1) Ruler
2) Pencil
3) Camera
4) Hand lens *
5) Forceps
6) Razor blade
7) Jubin *

Instructions for a biological drawing

1) Use a pencil and unlined paper when drawing a biological diagram. Position the diagram
at the center of the page. Draw only what you actually observe, as opposed to what you
think you should be seeing.
2) Use sharp single lines to represent an object. Do not use soft lines characteristic of
sketches. Make the illustration large, so that various parts of the specimen are easily
distinguishable.
3) Represent darker areas of an object with stippling or dots. Do not shade any areas of
the diagram.
4) Labelling the different parts of the diagram. Do not use the plural form when identifying a
single part or object. Draw a straight line from each label to the part or object it
describes. Make sure that these lines do not cross or overlap.
5) Keep in mind that the first part of a scientific name, or the genus name, must be
capitalized. The second portion, or the species name, begins with a lower case letter--
except when used in the diagram title. Underline scientific names.
6) Write the title of the diagram in capital letters and center it. Remember that the title must
be concise and accurately explain the subject of the illustration.
7) Draw scale bars indicating the length and width of a specimen. A scale bar is a straight
line that represents the relationship between space on your page and the actual space
occupied by the specimen.
8) For microscopic specimens, indicate the magnification at which you observed the object
through a microscope. Write this information in one of the corners of the page (if related)
9) Use sharp single lines to represent an object. Do not use soft lines characteristic of
sketches. Make the illustration large so that various parts of the specimen are easily
distinguishable.

Read more:

1) How to Draw a Biological Diagram |http://www.ehow.com/how_5695958_draw-

biological-diagram.html

2) Refer to video (youtube channel) for guideline.

Flower Dissection - Reproduction in flowering plants| https://youtu.be/493WeySyf-8

Procedures /Activity:

A. Overview of a floral diagram for a flower

1) Students can be asked to draw on the blank (next page) a selected flower (magnified
approximately 5X) found in their local ecosystem indicating clearly the reproductive
organs.
2) Obtain uniform drawings and labelling of the reproductive organs of the flower. Be sure
to draw only what you see (refer to biological drawing instructions above).
3) For each flower:
a) Draw an overview a floral diagram for each flower provided. Label the flower parts
available, i.e. non-reproductive and reproductive organs.
b) Draw a floral diagram in longitudinal-section and label each part. Label the flower
parts available.

B. Flower Dissection: Observe the parts of flowers

1. Obtain different flowers provided per group.
2. Discard the green bract that surrounds the base of each flower near the stalk. Note
the brightly colored structure referred as corolla and individual components of the
calyx are called petals and the three outermost petals are calyx made up of sepals
3. Use the razor blade to carefully cut off, the colored sepals and petals at the point
where they join the green ovary of the flower. The remaining structures in the centers
of the flower are the true reproductive organs.
4. Identify and count the number of sepals, petals, stamens, and pistils. Use a
dissecting microscope to help you see stamens and pistils.

C. Observe male structure

Identify the male structure of the flower.
D. Observe female structure
Use razor blade to cut longitudinal section of the ovary. Note: The gynoecium consists
of one or more fused carpels. The whitish ovules (immature seeds) within the chamber
of the ovary called a locule.

E. Observe floral part and identify an insect /insects or another organism that is
involved in pollination

Observe the morphology of flower and identify the insects/pollinator agent that involved in
pollination.

RESULT & DISCUSSION

RESULT

With referring the instructions, show the activities have you done as following for each
flower:

A. Drawing: Diagram of overview and longitudinal section of flower.

B. Photos or Short video: Dissection procedures of each flower.
C. Drawing structure of flowers (followed by instructions)
D. Drawing of the male and female structure of flowers
E. Explain by predicting the pollinator agent involved based on the flower
morphology, respectively.

Please use additional paper, if required.

DISCUSSION
Please use additional paper, if required.

At the end your activities, summarize the information presented in this exercise by creating a
brief outline and writing include information about flower parts, male and female reproductive
part and non-reproductive parts related to complete or incomplete flower, diecious or
monoecious, and morphology of flower (such as colour, scent, etc) and pollinators.
 General Instructions for Individual Assignment

CLO4: Demonstrate understanding of knowledge related to developmental processes that

occur in animals and plants. (A3)

Task: HANDBOOK Writing

In order to understand the topic of animal development, students are required to write a
handbook individually. Students are assigned a topic to write about Plant Development.

Instructions:

1) You will work individually.

2) Students may refer to individual assignment instruction provided for detail instruction.
3) Submit in softcopy (online in MyGuru2).
4) Every student must participate actively in the assignment. Those who are not
participating will not be given any mark.
5) The assignment will be carried 15% out of total (100%) for the course evaluation.
(Please refer to the rubric provided below for further details on mark allocation)
6) Dateline of submission will be on week 6
7) You need to write the assignment in English.

Criteria
1) Subject knowledge/ Information
2) Diagrams and illustrations
3) STEM activity
5)Content /Description
6) Reference
7) Mechanics
8) Creativity of handbook
9) Creativity of STEM activity
10) Submission
GRADING RUBRIC FOR HANDBOOK WRITING
Proficient
(3 m)
All/ Most information is clear,
appropriate and correct.
(All/ Most information clearly relates
to the main topic.)
Diagrams/photos and illustrations
are accurate and add to the
reader’s understanding of the topic.
Shows good knowledge of subject
area with few omissions or errors.
Shows good knowledge of subject
area with few omissions or errors.
No/ Almost no grammatical,
spelling or punctuation errors
100% original ideas
100% original ideas
Total
Basic
(2 m)
Some information is confusing,
incorrect or flawed.
(Some information clearly relates to
the main topic.)
Diagrams /photos and illustrations
are neat and accurate and
sometimes add to the reader’s
understanding of the topic.
Knowledge of subject area is
satisfactory with few errors or
omissions.
Knowledge of subject area is
satisfactory with few errors or
omissions.
Information taken from several
reliable / some sources in a
systematic manner.
A few grammatical spelling, or
punctuation errors.
75 - <100% original ideas
75 - <100% original ideas
on time (2 mark)
Unsatisfactory
(1 m)
Information is confusing, incorrect or
flawed.
(Information has little or nothing to do
with the topic.)
Diagrams /photos and illustrations are
not accurate or do not add to the
reader’s understanding of the topic.
Little evidence of any real knowledge of
subject area.
Little evidence of any real knowledge of
subject area.
Information taken from limited sources
and not arranged systematically.
Many grammatical, spelling, or
punctuation errors.
<75% original ideas
<75% original ideas
late (delay)- (1 mark)
= 25 marks (weightage 15%)
0
 INDIVIDUAL ASSIGNMENT
HANDBOOK OF PLANT REPRODUCTION

CLO4: Demonstrate understanding of knowledge related to developmental processes

that occur in animals and plants. (A3)

Introduction:

In this assignment, students will learn how the process of sexual reproduction in
plants occurs. In order to understand the life cycle in angiosperm, students are required to
draft a handbook of plant reproduction. There are several different methods and
processes involved in the sexual reproduction of plants. Many of the structures
associated with sexual reproduction in plants are valuable commodities for humans
(think fruits, berries, and vegetables).

Select two (2) types a flowering of local species such as Zea mays (jagung), Durio
zibethinus (Durian), Artocarpus heterophyllus (Jackfruit), Cucurbita sp (pumpkin,
cucumber), Michelia champaca (cempaka), and others related plant.

A) STEM Activity: Activities to Teach or Explore Plant Science

Flower dissection: (Refer to HoLaP)

In the dissect of flower activity, students take flowers apart piece by piece to learn more
about the parts of a flower and see what parts different flowers have in common.

1) Explore the different part of flowers

2) List and shows the materials used
3) Label each floral part – do your own creativity
4) Prepare the description of these flowers based on the following:

• Describe the flower (description and figures (morphological and anatomical

related)
• Describe the process of pollination (self-pollination and/or cross-pollination).
Identify several common methods of pollination
• Define double fertilization of the species. Describe the process that leads to the
development of a seed
• Describe the process that leads to the development of a fruit. Identify different
methods of fruit and seed dispersal

*For example of a STEM Activity:

https://youtu.be/T8tmVMyzu18 or, https://youtu.be/KclqPo1Dgpc

B) HANDBOOK of Plant reproduction (softcopy version)

1) Using google search to get handbook design template. For example:

https://www.canva.com/
2) Combine the STEM activity information (provide link) and content of description to
prepare a handbook and submit as a INDIVIDUAL ASSIGNMENT REPORT. Your
writing should be presented with your own creativity and minimum 15 pages.
3) Checking your writing for plagiarism (https://smallseotools.com/)
0