{"id":552,"date":"2018-04-26T10:01:07","date_gmt":"2018-04-26T10:01:07","guid":{"rendered":"https:\/\/thepiquelab.com\/blog\/?p=552"},"modified":"2024-04-03T15:44:25","modified_gmt":"2024-04-03T07:44:25","slug":"asking-right-questions-all-about-plant-parts","status":"publish","type":"post","link":"https:\/\/thepiquelab.com\/blog\/asking-right-questions-all-about-plant-parts\/","title":{"rendered":"Student&#8217;s Guide To Asking The Right Questions: All About Plant Parts"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;4.16&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text _builder_version=&#8221;4.21.0&#8243; hover_enabled=&#8221;0&#8243; z_index_tablet=&#8221;500&#8243; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;]<\/p>\n<p>In today&#8217;s article on <a href=\"\/blog\/category\/primary-school-science-techniques\/primary-4-science\/plant-cycle\/\"><strong>Plant Cycle<\/strong><\/a>, we will be discussing the following question:<\/p>\n<p style=\"text-align: left;\">If you can see a fruit growing on a plant, what kind of information can you tell me about the plant?<\/p>\n<div class=\"read-also\">\n<h3>Read Also:<\/h3>\n<ol>\n<li class=\"p1\"><strong><a href=\"https:\/\/thepiquelab.com\/blog\/transport-in-plants-why-do-farmers-remove-the-food-carrying-tubes-of-plants\/\">Transport In Plants: Why Do Farmers Remove The Food-Carrying Tubes Of Plants?<\/a><\/strong><\/li>\n<li class=\"p1\"><strong><a href=\"https:\/\/tpl.digital\/p5-p6-sps\" target=\"_blank\" rel=\"noopener\">Ultimate Science Practice Series: Plant Cycle (Practice Questions &amp; Explainer Videos)<\/a><\/strong><\/li>\n<\/ol>\n<\/div>\n<p>As you may have\u00a0realized, reading your textbooks, guidebooks and notes are the fundamental steps to understanding the concepts covered in the PSLE Science syllabus. However&#8230;<\/p>\n<blockquote>\n<p><strong>Understanding<\/strong> the concept does not necessarily mean that you will be able to <strong>apply<\/strong> the concepts that you have learnt!<\/p>\n<\/blockquote>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #d00031; font-family: geomanist-bold;\">Is Your Child Facing The Same Problem I Faced When I Was Student?<\/span><\/h2>\n<p>Your child may not be asking the <em>right questions.<\/em> As a result, your child may find it challenging to prepare his\/her thought processes and answers adequately.<\/p>\n<p>In addition, your child may be spending too much precious time during his\/her exams trying to figure out the underlying Science concept behind the question and phrasing his\/her answers in a scientific manner, to meet the examiner&#8217;s expectations.<\/p>\n<p>Over the next five posts, I will be helping you identify and tackle five common concepts found in the topic of <a href=\"\/blog\/category\/primary-school-science-techniques\/primary-4-science\/plant-cycle\/\"><strong>Plants<\/strong><\/a>. These are fundamental challenges that many of my students face, which may also be something that your child struggle with too!<\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #d00031;\">How Can Your Child Ask The Right Questions?<\/span><\/h2>\n<p>Let me take you through my thought process:<\/p>\n<p><strong>Q: If you can see a fruit growing on a tree\/plant, what kind of information can you tell me about the plant?<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-2073 size-full aligncenter\" src=\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/TPL-Tomato-Plant-Fruit.jpg\" alt=\"\" width=\"382\" height=\"551\" srcset=\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/TPL-Tomato-Plant-Fruit.jpg 382w, https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/TPL-Tomato-Plant-Fruit-104x150.jpg 104w, https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/TPL-Tomato-Plant-Fruit-208x300.jpg 208w\" sizes=\"(max-width: 382px) 100vw, 382px\" \/><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-family: geomanist-bold;\">Thought Process<\/span><\/h2>\n<ul>\n<li>A fruit develops from a flower.<\/li>\n<li>For the flower to develop into a fruit, it must have been <strong>FERTILISED<\/strong>.<\/li>\n<li>In order for the flower to be fertilised, it must first be <strong>POLLINATED<\/strong>.<\/li>\n<\/ul>\n<p>Let us recall the definition of pollination &#8211; The transfer of pollen grains from the <strong>ANTHER<\/strong> to the <strong>STIGMA<\/strong>.<\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-family: geomanist-bold; color: #000000;\">Can Your Child Answer These 3 Questions?<\/span><\/h2>\n<p>With that understanding, I have 3 questions that your child needs to consider:<\/p>\n<ol>\n<li>Does the stigma need to be present in the flower?<\/li>\n<li>Does the anther need to be present in the flower?<\/li>\n<li>Are both the stigma and anther required to be present in the same flower for pollination to take place?<\/li>\n<\/ol>\n<p>Here, your child must take note that the most important part of the flower that is needed for it to develop into a fruit is the <span style=\"font-family: geomanist-bold;\">stigma<\/span> and the <span style=\"font-family: geomanist-bold;\">ovary<\/span>.<\/p>\n<p>The stigma is required for pollen grains from the anther to land on it in the process of pollination. Without the flower becoming pollinated, fertilisation will not be able to take place.<\/p>\n<p>On the other hand, the pollen grains from the anther need not necessarily come from the same flower. Next, your child needs to know that flowers can either be <a href=\"\/blog\/self-cross-pollination-misconception-demystified\/\">self-pollinated or cross-pollinated<\/a>.<\/p>\n<p>As such, even if the flower does not contain anthers, pollen grains from the anthers of other flowers (of the SAME species) can still be used to pollinate the stigma of a flower.<\/p>\n<p>Once the flower becomes pollinated, a pollen tube, which carries the male reproductive cell in the pollen grains is transported to the ovary where it fuses with the female reproductive cell in the ovule in the process of fertilisation.<\/p>\n<p><em>NOTE: The pollen grain does not fuse with the ovary. It is the <span style=\"font-family: geomanist-bold;\">male reproductive cell<\/span> stored in the pollen grain that fuses with the <span style=\"font-family: geomanist-bold;\">female reproductive cell<\/span> stored in the ovule.<\/em><\/p>\n<p>&nbsp;<\/p>\n<h3><span style=\"color: #000000; font-family: geomanist-bold;\">To Put Things Simply&#8230;<\/span><\/h3>\n<p>A\u00a0flower that develops into a fruit has the following characteristics:<\/p>\n<blockquote>\n<p>The flower <span style=\"font-family: geomanist-bold;\">must have a stigma and ovary<\/span> to develop into a fruit, but <span style=\"font-family: geomanist-bold;\">need not have an anther<\/span>.<\/p>\n<\/blockquote>\n<p>In our next article, I will be sharing how to interpret and analyse questions on <a href=\"\/blog\/asking-right-questions-plants-do-not-bear-flowers\/\">plants that do not bear flowers<\/a>. \ud83d\ude42<\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=&#8221;CCI&#8221; _builder_version=&#8221;4.16&#8243; custom_margin=&#8221;0px||&#8221; custom_padding=&#8221;0px||&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_divider color=&#8221;#898989&#8243; _builder_version=&#8221;4.16&#8243; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_divider][et_pb_image src=&#8221;https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/The-Pique-Lab-CCI-Science-Course-CTA.png&#8221; align=&#8221;center&#8221; align_tablet=&#8221;center&#8221; align_phone=&#8221;&#8221; align_last_edited=&#8221;on|desktop&#8221; admin_label=&#8221;CCI&#8221; _builder_version=&#8221;4.16&#8243; z_index_tablet=&#8221;500&#8243; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][et_pb_text _builder_version=&#8221;4.16&#8243; text_font=&#8221;||||||||&#8221; text_text_color=&#8221;#333333&#8243; text_font_size=&#8221;18px&#8221; text_orientation=&#8221;center&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<p>If you like our methodology, we&#8217;ve some upcoming workshops:<\/p>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.16&#8243; text_font=&#8221;geomanist-medium||||||||&#8221; text_text_color=&#8221;#f44a4a&#8221; text_font_size=&#8221;18px&#8221; text_orientation=&#8221;center&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<p><a href=\"https:\/\/thepiquelab.com\/p4-complete-concept-integration-course\/\"><strong>P4 Complete Concept Integration\u2122 Science Course<\/strong><\/a><br \/><a href=\"https:\/\/thepiquelab.com\/p5-complete-concept-integration-course\/\"><strong> P5 Complete Concept Integration\u2122 Science Course<\/strong><\/a><br \/><a href=\"https:\/\/thepiquelab.com\/p6-complete-concept-integration-course\/\"><strong> P6 Complete Concept Integration\u2122 Science Course<\/strong><\/a><\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<!-- AddThis Advanced Settings generic via filter on the_content --><!-- AddThis Share Buttons generic via filter on the_content -->","protected":false},"excerpt":{"rendered":"<p><!-- AddThis Advanced Settings generic via filter on the_excerpt --><!-- AddThis Share Buttons generic via filter on the_excerpt --><\/p>\n","protected":false},"author":32,"featured_media":241601,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<p>Many students are unfamiliar with the concept of the cooling curve graph as examination questions typically test on heating curve graphs. Thus, when students are tested on cooling curve graphs, they find it difficult to answer the question accurately. As such, in today\u2019s blogpost, I will be discussing the thought processes required to answer these questions.<\/p><h3 style=\"text-align: center;\"><strong><span style=\"color: #d00031;\">What is a \u201ccooling curve graph\u201d? <\/span><\/strong><\/h3><p style=\"text-align: center;\">A cooling curve is a line graph that illustrates the change in state of matter of an object, generally from gas to liquid, and\/or liquid to solid.<\/p><p>As the object is cooling, it means that the temperature of the object is decreasing, rather than increasing in a heating curve graph. In a cooling curve graph, the object is losing heat to the surroundings and undergoes a heat process, which causes a change in state. With this understanding, let us take a look at the question below.<\/p><h3><span style=\"color: #d00031;\"><strong>Question:<\/strong><\/span><\/h3><p>RGPS\/2016\/P5\/SA2\/Q18<\/p><p style=\"padding-left: 30px;\">Substance X is a solid at room temperature. Substance X was placed in a test tube over a flame to melt. Then, it was left to cool in a room.<\/p><p style=\"padding-left: 30px;\">The graph below shows the change in temperature of heated Substance X when it was left to cool in a room over a period of time.<\/p><p><img class=\"alignnone size-full wp-image-9767\" src=\"https:\/\/staging.thepiquelab.com\/wp-content\/uploads\/2018\/04\/2-1.png\" alt=\"\" width=\"708\" height=\"253\" \/><\/p><p style=\"padding-left: 30px;\">Which one of the following statements is correct?<\/p><p style=\"padding-left: 30px;\">(1) At R, substance X is a solid. (2) Q is the temperature of the room. (3) R is the melting point of Substance X. (4) At P, Substance X gains heat from the surrounding.<\/p><p>Firstly, let us take a look at the information given in the question.<\/p><p style=\"text-align: center;\"><span style=\"color: #d00031;\">\"Substance X is a solid at room temperature.\u201d<\/span><\/p><p><strong>Interpretation 1: Substance X is in the solid state at room temperature<\/strong>.<\/p><p style=\"text-align: center;\"><span style=\"color: #d00031;\">\u201cSubstance X was placed in a test tube over a flame to melt.\u201d<\/span><\/p><p><strong>Interpretation 2: When heated, Substance X melted, changing from solid to liquid state.<\/strong> This means that Substance X was in the liquid state when it was left to cool in the room. Thus, at P (the start of the graph), substance X was a liquid. Secondly, let us analyze the graph.<\/p><p style=\"padding-left: 30px;\">(i) The temperature of substance X decreases over time.<\/p><p>This shows that <u>substance X is losing heat to the cooler surrounding air<\/u> and decreases in temperature.<\/p><p style=\"padding-left: 30px;\">(ii) The temperature of substance X remains the same first at Q, then at R.<\/p><p>Similar to heating curve graph, there are two possible reasons why the temperature of a substance remains constant.<\/p><ol><li>The substance is undergoing a heat process (change in state).<\/li><li>The substance is at room temperature and there is no transfer of heat between the substance and the surroundings.<\/li><\/ol><p>If Q is the room temperature, it means that the temperature of substance X and the surroundings would be the same. Thus, there would not be any heat transfer and the temperature of substance X would not decrease again at a later time. However, the temperature of substance X decreases again after Q. Thus, it is not possible for Q to be the room temperature. As such, substance X is undergoing a heat process at Q, which is freezing, and is turning from liquid to solid. Thus, <u>Q is the freezing\/melting point of substance X.<\/u> The temperature of substance X decreases again after Q and finally remained constant at R. This shows that there is no more heat transfer between substance X and the surroundings and <u>substance X, which is in the solid state, has reached room temperature at R.<\/u> Thus, the answer is option (1).<\/p><hr \/><p>[thrive_leads id='8207']<\/p>","_et_gb_content_width":"","om_disable_all_campaigns":false,"_lmt_disableupdate":"no","_lmt_disable":"","footnotes":""},"categories":[9,4,6,3],"tags":[],"post_folder":[],"modified_by":"Jaimie Aberia","_links":{"self":[{"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/posts\/552"}],"collection":[{"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/users\/32"}],"replies":[{"embeddable":true,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/comments?post=552"}],"version-history":[{"count":16,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/posts\/552\/revisions"}],"predecessor-version":[{"id":244203,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/posts\/552\/revisions\/244203"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/media\/241601"}],"wp:attachment":[{"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/media?parent=552"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/categories?post=552"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/tags?post=552"},{"taxonomy":"post_folder","embeddable":true,"href":"https:\/\/thepiquelab.com\/blog\/wp-json\/wp\/v2\/post_folder?post=552"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}