Pharmaceutical Botany

Pharm Bio Sc 1L

Laboratory Manual

2015 Edition
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To the student

The laboratory is an essential part of botany. It affords the opportunity to

learn and apply scientific procedures and gives you the chance to make your own
observations and use this information in learning. Further, you will be expected to
develop a critical attitude in drawing conclusions from careful observations.
Botany is a study of interrelated facts, hence, unless you understood one
topic; you will not be prepared to consider another whose understanding is based
on previously learned material. Each exercise includes questions intended to direct
your observations and problems to stimulate thinking. It is strongly recommended
that you bring your text books and reference materials to the laboratory to aid you
in looking up terms, understanding concepts and referring to illustrations.
This manual is designed to introduce the student to the basic structures and
functions of plants; focusing on the morphological, anatomical, and taxonomic
relationships of plants as well as fundamental plant cell biology including cell
structure, function, and basic metabolism. You will also be initiated to the principles
of biochemistry and pharmacognosy in order to prepare you for higher Pharmacy
courses. At the end of this course, you are expected to appreciate the significance
of plants and recognize their importance in Pharmacy and other related fields of
study.

Laboratory protocols

 Course attendance is your responsibility and you are expected to attend every
laboratory class.
 The laboratory gown and close-toed footwear are required to be worn at all
times while inside the laboratory.
 Bags and other unnecessary things should not be found in the working area.
 Have your own drawing and labeling materials.
 Eating and drinking are not allowed inside the laboratory.
 The activities should be read and understood before coming to class.
 Do not perform any unauthorized experiments.
 Excessive noise and unruly behavior is prohibited in the laboratory.
 Utmost care should be observed for the proper use and handling of all
laboratory equipments.
 All laboratory equipment should be used for their intended purpose.
 Cleanliness of the laboratory is to be maintained at all times.
 Proper disposal of materials and wastes is expected of everyone.
 Arrive on time for class and maintain proper classroom decorum at all times.

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 Laboratory Groupings
Groups of 4-5 students will be formed on the first day. Being a member,
participation and responsibility are encouraged. Work in the laboratory may be done
individually or by groups. In any way, honesty, resourcefulness and proper scientific
behavior are expected and enforced.

Recording of results and Report- Making

Each member of the group will have a chance to be the group reporter in
charge of making the final report. Neatness, legibility and systematic presentation
of observations and research are crucial. Along with the cover sheet (removed from
the manual), attachments may be required for additional illustrations or pictures.
Separate sheets will also be attached to contain the answers to the Questions for
Research. Use a clip to compile the complete report to be submitted the following
meeting after the exercise was finished. Cite the bibliographic references used.

Guide for Illustrations

Good drawings will help fix facts more firmly in your mind. Draw directly on
bond papers using colored pencils and label using either black or blue pen. Labels
are to be written on the right side and a caption is to be placed below each
illustration. The drawings should be big and clear enough for better study and
checking.

Written and Practical Laboratory Quizzes / Examinations

Scheduled or otherwise, the students are expected to come to class ready for
any quizzes that may be given. These may be done at the beginning, during or
towards the end of the period, according to the discretion of the instructor. Periodic
examinations shall be conducted during the designated exam dates and time
schedules. Practical exams may include macroscopic as well as microscopic viewing
of prepared specimens or slides. Mechanics will be explained prior to the said
activity.

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NAME: ___________________________ INSTRUCTOR: _____________

DATE: ___________________________ RATING: __________________

EXERCISE NO. 1

THE COMPOUND MICROSCOPE

The compound microscope is one of the most often used and useful tools in
this course. An understanding of the proper structure and use of the microscope is
essential. The more competent you are in using this instrument the more you will
be able to see the material you study.

I. OBJECTIVES: In this exercise, you should become familiar with the parts of the
compound microscope and their functions, and be able to use the microscope
correctly.

II. MATERIALS:

Compound microscope
Reference materials

III. PROCEDURE:

1. Set the microscope on a steady and flat surface and examine the adjustments
or the screws which raise or lower the body tube. The larger screw is the
coarse adjustment which brings the specimen being observed into focus
while the smaller one is the fine adjustment which is manipulated for precise
and fine image of the specimen. Immediately above the body tube is a
smaller tube called the draw tube, which holds the eyepiece/ ocular where
the observer looks into in order to view the specimen under study.
2. The arm connects the body tube to the base of the microscope.
3. Manipulate the revolving nosepiece; it enables the observer to shift from
one objective to another: the scanning objective (SO) is the shortest tube
with the least magnification capacity, low power objective (LPO) for
greater magnification, the high power objective (HPO), and the oil
immersion objective (OIO).
4. The dust shield is seen over the revolving nosepiece in order to protect the
objectives from the dust particles and other foreign bodies that might impede
the proper movement and functioning of the objectives.
5. Just below the objectives is a flat square surface known as the stage where
the slide to be examined is mounted, and secured with stage clips to hold it
in place. The aperture is the hole in the stage through which the base
(transmitted) light reaches the stage. Stage height adjustments (Stage
Control) are knobs used to move the stage left and right or up and down.
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 6. Under the stage is a thin metallic disc known as the iris diaphragm. This
regulates the amount of light that enters the microscope. In some
microscopes, a short metallic cylinder is found between the stage and the
diaphragm, known as the condenser which focuses the light on the specimen.
7. The mirror, supported by the mirror rack attached to the base, catches and
reflects the light on the specimen. One side of the mirror is plane and the
other concave, in order to collect natural and artificial light, respectively.
*** Instead of mirror for capturing light, modern light microscopes are
equipped with illuminator, typically located in the base of the microscope.
Most light microscopes use low voltage, halogen bulbs with continuous
variable lighting control located within the base.

IV. ILLUSTRATION:

Draw the compound microscope and label completely.

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V. QUESTIONS FOR RESEARCH:

1. Provide pictures of each of the following types of microscope and briefly

describe the principle involved in their use.

Microscope Picture Principle

a. Light
microscope

b. Scanning
microscope

c.
Transmission
electron
microscope

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d. Dark field
microscope

e. Phase-
contrast
microscope

f.
Interference
microscope

g. Confocal
Scanning
LASER
microscope

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2. Discuss the importance of the use of microscopes in the study of plants as a
whole.
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3. Describe 5 ways on the proper handling and care of a microscope.

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NAME: _________________________ INSTRUCTOR: _____________

DATE: _______________________ RATING: ________________

EXERCISE NO. 2

MAGNIFICATION

The use of the microscope allows you to observe specimens that are too small
to be seen by the unaided eye. Adjusting the objective lenses permits you to
increase the size of the specimen being observed under the microscope.

I. OBJECTIVES: In this exercise, you should be adept in the art of focusing and
depth perception. You should be able to compute for the magnification of an object
seen under the microscope and compare magnified specimens to their original sizes.

II. MATERIALS:

Compound microscope
Hand lens
Ruler
Micrometer eyepiece
A small leaf
A tiny pebble
Prepared onion root tip

III. PROCEDURE:

A. Macroscopic measurement:

1. Measure the actual size of the pebble and the leaf using the millimeter
scale of the ruler. Consider the length and width.
2. Enlarge the size of the pebble by five (5) times
3. Reduce the size of the leaf by half (1/2)

B. Microscopic measurement:

1. Replace the eyepiece with a micrometer eyepiece. Focus the millimeter

scale of the ruler under LPO and count the number of micrometer spaces
covering one (1) millimeter space. Each member of the group should do
their own measurement. Get the average and use this number for group
computations. Example: If there are 50 micrometer spaces for each
millimeter scale, then 1 divided by 50 is equal to 0.02 mm per
micrometer space.

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 2. Place the prepared slide of onion root tip on the stage and focus under
LPO. Count the number of micrometer spaces that will cover the length
as well as the width of one cell. Allow every member to measure then
get the average sizes as well. Convert this average micrometer spaces
reading into its millimeter equivalent. This will give the actual size of the
specimen in millimeters.

IV. ILLUSTRATIONS:

1. Draw the pebble in its (a.) actual size (b.) magnified size

Actual size Magnified size

2. Draw the leaf in its (a.) actual size (b.) reduced size

Actual size Reduced size

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V. COMPUTATIONS:

1. Compute for the average micrometer spaces in each millimeter scale of

your ruler.

2. Compute for the average size of one (1) onion root tip cell expressed in
millimeters.

VI. QUESTIONS FOR RESEARCH:

1. Define:
a. Magnification
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b. Resolution
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2. Give 5 microorganisms and 5 macroorganisms, and indicate the average actual
sizes.

Microorganisms Picture Actual size

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Macroorganisms Picture Actual size

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NAME: ___________________________ INSTRUCTOR: _____________

DATE: ____________________________ RATING: __________________

EXERCISE NO. 3

EXERCISES IN FOCUSING

Properly focusing a microscope allows you to observe clearly the specimen

being viewed. The following exercise gives you an opportunity to practice finding
objects under the microscope, change objective lenses and prepare simple wet
mount slides to be observed.

I. OBJECTIVES: In this exercise, you should be able to properly focus and obtain
a clear image of the specimen using a compound microscope, prepare and observe
a simple wet mount and compare the images seen using the different objective
lenses, namely the SO, LPO, HPO and OIO.

II. MATERIALS:

Compound microscope Cutter

Prepared slides of onion root tip Forceps
Plain slides with cover slips One small onion bulb

III. PROCEDURE:

A. Examination of a prepared specimen

1. Place the microscope on a steady flat surface.

2. While looking through the microscope, adjust the illuminator until a bright
circular area is seen through the eyepiece- this is known as the field of the
microscope.
3. Place the slide to be examined on the stage with the cover slip facing up
and the specimen centered over the stage aperture. Secure the slide using
the stage clips.
4. Turn the nosepiece until the SO is centered above the stage aperture.
5. Move the SO down with the coarse adjustment until the objective is close
to the slide.
6. Move the coarse adjustment slowly upward until the specimen comes into
view. If it does not, check to see if the specimen is centered on the stage.
Lower the SO, and then try again.
7. Focus the specimen as sharply as you can with the fine adjustment.
Regulate the light with the iris diaphragm to the desired intensity.
8. Turn the nosepiece until the LPO clicks into position. The specimen should
be in view and requires slight focusing with the fine adjustment.
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 9. Turn the nosepiece until the HPO clicks into position. Manipulate the fine
adjustment until a clear image is produced. (Never focus under HPO with
the coarse adjustment to prevent crushing or ruining the objective lenses
and prepared slides)
10. Put a drop of immersion oil on the slide and focus under OIO.
*** Always locate and begin the study of the material under SO

B. Preparation and observation of a simple wet mount

1. Instill a drop of water on a plain glass slide to avoid dryness.

2. Cut an onion into quarters and peel off the membrane from the underside
using forceps.
3. Lay the onion membrane flat on the surface of the slide.
4. Lower the cover slip onto the glass slide, making sure that no air bubbles
are trapped.
5. Focus the specimen under SO, LPO, HPO, and OIO.

IV. ILLUSTRATIONS:

Draw the (a.) onion root tip and (b.) onion membrane as observed under SO,
LPO, HPO, and OIO. Compare the observations of the onion root cells as to their
shape, size and abundance.

Prepared slide of
Shape Size Abundance
onion root tip
Scanning objective

Low power objective

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 High power objective

Oil immersion objective

Onion membrane
Shape Size Abundance
(Wet mount)
Scanning objective

Low power objective

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 High power objective

Oil immersion objective

V. QUESTIONS FOR RESEARCH:

1. Describe “lens effect”. What is its significance in microscopy?

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NAME: ___________________________ INSTRUCTOR: _____________

DATE: ____________________________ RATING: __________________

EXERCISE NO. 4

CELLULAR FUNCTIONS

The structures and organization of plant cells influence the different activities
that occur within the living cell. These biologic activities include diffusion and
osmosis. These processes allow substances to enter and pass through plant
structures.

I. OBJECTIVES: In this exercise, you should be able to define and observe the
processes of diffusion and osmosis. You should be able to explain how these
processes affect the movement of substances into and out of the plant cells.

***Note: This activity takes some time, plan ahead.

II. MATERIALS:
For osmosis set-up For Osmosis
For diffusion set-up
(egg model) (Red onion)
Beetroot Beakers (1-L capacity, 250-ml Small red onion
capacity)

Cork borer Eggs (4 per group) Knife/ cutter

Forceps Vinegar Glass slide with cover slip
Test tubes Saturated sugar solution 0.9% salt solution
Beakers (50-ml and 400-ml capacity) 0.9% salt solution 15% salt solution
Ice Watch glass Distilled water
Distilled water Tissue paper Microscope
Thermometer Weighing balance
Chopping board Food color (green, blue, red)
Knife
Tissue paper

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III. PROCEDURE: (set up to be explained and demonstrated by the
instructor)

A. Diffusion

1. Cut 3 discs of beetroot with a size 4 cork borer (diameter). Thickness of the
discs should be 1cm.
2. Set up a series of water baths at different temperatures using the 400-ml
beakers.
a. Ice bath (0-4°C)
b. Water bath at room temperature
c. Warm bath (40-45°C)
3. Fill the small beakers with 50ml of distilled water. Label the beakers (one for
each temperature of water bath) with the temperature. Place the beakers, one
in each water bath, for 5 minutes to equilibrate to the water bath temperature.
4. Collect the beetroot discs using forceps. Blot them dry using tissue paper and
put each disc into the small beakers and leave in the water bath for 30
minutes.
5. After 30 minutes, shake the small beakers gently to make sure any pigment
is well-mixed into the water, and then remove the beetroot discs.
6. Describe the depth of colour in each beaker. A piece of white card behind the
beakers will make this easier to see. Arrange the beakers in order of
temperature of the water bath.

B. Osmosis (Egg model)

1. Place the eggs in the 1-L beaker and pour enough vinegar to cover the eggs
entirely. Soak the eggs for 48 hours or until the shell has completely dissolved.
2. Once the shells have been dissolved, carefully remove the eggs from the
vinegar and rinse with tap water.
3. Blot the eggs dry using tissue paper, weigh (grams) and measure the
circumference (cm) of each egg and record the initial circumference and
weights.
***For circumference, wrap a piece of string around the width of the egg until
both ends meet. Straighten the string and align against a ruler to record the
circumference.
4. Label and fill three 250-ml beakers with the following solutions:
Beaker A: 100ml of distilled water with 5 drops of blue food color
Beaker B: 100ml of 0.9% salt solution with 5 drops of green food color
Beaker C: 100ml of saturated sugar solution with 5 drops of red food
color
5. Soak one shell-less egg in each of the solutions for 24 hours.
6. After 24 hours, take pictures of your setup and observe changes in the
color and volume of the solutions. Remove the eggs from the solutions, blot
dry using tissue paper.
7. Measure the circumference and weigh each egg and record your results.
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8. Calculate the percent change in circumference and mass for each egg using
the following formula:

𝐹𝑖𝑛𝑎𝑙 𝑐𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑐𝑒 − 𝐼𝑛𝑖𝑡𝑖𝑎𝑙 𝑐𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑐𝑒

𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐶ℎ𝑎𝑛𝑔𝑒 = × 100
𝐼𝑛𝑖𝑡𝑖𝑎𝑙 𝑐𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑐𝑒

𝐹𝑖𝑛𝑎𝑙 𝑚𝑎𝑠𝑠 − 𝐼𝑛𝑖𝑡𝑖𝑎𝑙 𝑚𝑎𝑠𝑠

𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐶ℎ𝑎𝑛𝑔𝑒 = × 100
𝐼𝑛𝑖𝑡𝑖𝑎𝑙 𝑚𝑎𝑠𝑠

9. Break the eggs and take pictures of the contents.

C. Osmosis (Red onion cells)

1. Carefully slice away the colored layer of cells from the red onion. This should
only be the thin purple layer.
2. Place the thin, purple onion layer on a dry microscope slide shinny side up.
3. Put a drop of 0.9% salt solution and mount the cover slip. Wait for 5 minutes
before focusing under the microscope.
4. Scan the entire slide using LPO. Take pictures.
5. Make another wet mount of the onion epidermis using distilled water. Wait for
5 minutes before focusing under the microscope.
6. Scan the entire slide using LPO. Take pictures.
7. Make another wet mount of the onion epidermis using 15% salt solution. Wait
for 5 minutes before focusing under the microscope.
8. Scan the entire slide using LPO. Take pictures.

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IV. ILLUSTRATIONS:

Provide pictures

Diffusion setup

Beet root discs (procedure #1)

Water bath set- up (procedure #4)

Depth of color (procedure #6)

Describe any relationship between the amount of pigment released from

the beetroot and the temperature.
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Describe other factors that affect the rate of diffusion.
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Osmosis setup and data table (Egg model)

Pictures
Percent
Solutions Unbroken Broken Measurements Initial Final
change
egg egg

Circumference
Egg in
distilled
water
Mass

Circumference
Egg in
0.9% salt
solution
Mass

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 Circumference
Egg in
saturated
sugar
solution
Mass

Underline one word in each set of parentheses.

A. A cell placed in a saturated sugar solution solution is in a(n)

(hypertonic/hypotonic/isotonic) environment. This will cause the cell to
(gain/lose) water because the cell is (hypertonic/hypotonic/isotonic) when
compared to its environment.

B. A cell placed in distilled water is in a(n) (hypertonic/hypotonic/isotonic)

environment. This will cause the cell to (gain/lose) water because the cell is
(hypertonic/hypotonic/isotonic) when compared to its environment.

C. A cell placed in 0.9% salt solution is in a(n) (hypertonic/hypotonic/isotonic)

environment. This will cause the cell to maintain equilibrium because the flow of
water is (the same/different) on both sides of the biological membrane.

Provide pictures, label the parts, and using arrows indicate the movement
of water into/out of the cell

Osmosis (Red onion cells)

0.9% salt solution

Distilled water

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15% salt solution

A. Red blood cells (and other animal cells) placed in a distilled water solution
usually swell up and burst. What prevented the red onion cells from swelling up
and bursting when they were placed in the distilled water?
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B. What does this movement of water have to do with homeostasis in a cell?

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C. How does the cell membrane help to maintain the homeostasis of water
content?
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D. If a bowl of fresh strawberries is sprinkled with sugar, a few minutes later the
berries will be covered with juice. Why? Use the terms: osmosis, concentration
gradient, high concentration, low concentration and cell membrane to explain your
answer.
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V. QUESTIONS FOR RESEARCH:

1. Define
(a.) diffusion:
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(b.) osmosis:
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(c.) active transport:

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2. Cite a specific example by which (a.) diffusion, (b.) osmosis and (c.) active
transport is demonstrated within a plant cell.

Diffusion:
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Osmosis:
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Active transport:
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3. Plants can be killed by sprinkling salt on the ground around them and then
watering.
Explain
(a.) why the plants die
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(b.) why water must be added in order to kill them

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NAME: ___________________________ INSTRUCTOR: _____________

DATE: ____________________________ RATING: __________________

EXERCISE NO. 5

PLANT TISSUES

In this exercise, you should become familiar with several kinds of cells and
tissues. As you study each kind of cell, correlate its structure with its function. All
organs of a plant are composed of the same basic tissue systems and the different
arrangements of these systems are the result of adaptations for specific functions.

I. OBJECTIVES: After completing this exercise, you should be able to describe

meristematic tissues found in different plant parts, describe complex conducting
tissues of plants and their functions and describe other complex tissues that are
neither meristematic nor conducting.

II. MATERIALS:

Compound microscope
Prepared slides of:
Onion root tip
Cadena de amor
Tilia leaf
Vicia faba
Helianthus stem
Stone cells,
Tangential section of wood,
Ranunculus root
Cork
Textbooks and references.

III. PROCEDURE:

Take note that with the stains most frequently used in making permanent
prepared slides, lignified cell walls usually will be stained red, whereas cell walls
composed mainly of cellulose will be stained some shade of blue or green.
Focus each slide under LPO, (take pictures) and locate the different tissues
indicated. Pay particular attention to the characteristics of the cells comprising the
tissues.

a. Allium cepa- Meristematic tissues

Apical meristems are found at the tip of roots and shoots which produce
new cells to increase the length of the root or shoot.
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b. Tilia leaf - Upper and lower epidermis
Epidermal cells are a single superficial layer of cells covering all other
primary tissues which are derived from the apical meristems. These cells
protect underlying tissues.

c. Vicia faba - Parenchyma tissues

Parenchyma cells tend to have large vacuoles and may contain various
secretions. They may be classified as either:
i. Aerenchyma cells which have extensive connected air spaces
ii. Chlorenchyma cells which contain chloroplasts (green pigments)

d. Cadena de amor - Collenchyma tissues

Collenchyma cells are rather elongated cells provide excellent support and
strengthening functions being located just beneath the epidermis and
thickened at the corners.

e. Stone cells - Sclereids

Sclerenchyma cells support and protect due to the shape, thickness and
toughness of their cell walls on which are deposited with lignin. They are
further classified as:
i. Sclereids - isodiametric cells
ii. Fibers- Elongated cells with pointed ends

f. Helianthus stem- Reticulate vessels, annular vessels, spiral vessels, pitted

vessels
Vessels are made up of vessel elements which are long tubes that are open
at each end. Their walls are thickened forming a secondary wall that is
deposited in different patterns.
i. Reticulate vessels - the lignin forms a network on the walls
ii. Annular vessels - lignin deposits appear as separate rings
iii. Spiral vessels - lignin is laid down as spiral bands
iv. Pitted vessels- the walls are pitted
v. Scalariform vessels - have the thickenings in the form of
transverse, interconnecting bars

g. Tangential section of the wood - Tracheids , vascular ray

Tracheids - tubes that are tapered at each end, with pits that allow passage
of water between cells.
Rays - important for lateral short- distance conduction.

h. Cork cells
These are flattened, thin- walled cells with little or no intercellular spaces.
These make up the periderm that constitutes the outer bark of a woody
stem.

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IV. ILLUSTRATIONS:

Provide pictures of the actual specimens focused and describe the

characteristics of the cells and indicate their function/s.
Description
Picture (3D shape, living
(point out the or dead at Function/s of
Specimen
tissue/ cell maturity, lignified the cell
indicated) or nonlignified
walls)

Allium cepa
root
(Meristematic
tissues)

Tilia leaf
(Upper and
lower
epidermis)

Vicia faba
(Parenchyma
tissues)

Cadena de
amor
(Collenchyma
tissues)

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Stone cells
(Sclereids)

Helianthus
stem
(Reticulate
vessels,
annular
vessels,
spiral
vessels,
pitted
vessels)

Tangential
section of
wood
(Tracheids ,
vascular ray)

Cork
(Cork cells)

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V. QUESTIONS FOR RESEARCH:

1. Describe meristematic tissues fully including apical, lateral and intercalary

types.
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2. Why are conducting tissues referred to as complex tissues?

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3. Tabulate the complex conducting tissues as to their descriptions and
functions.

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4. Differentiate primary and secondary growths in plants.
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5. Explain the importance of distinguishing different types of plant tissues in

the study of natural products and medicinal agents obtained from plant
sources.
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6. What are secondary metabolites? In what type of cells or tissues are they
produced and how are they compartmentalized within the cells?
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NAME: ___________________________ INSTRUCTOR: _____________

DATE: ________________________ RATING: __________________

EXERCISE NO. 6

PLANT DIVERSITY

Plant tissues are organized to form three different vegetative organs: the root,
the stem, and the leaves. In this exercise, you will be able to differentiate the two
broad classes of angiosperms or flowering plants; the dicotyledonae (dicots) and the
monocotyledonae (monocots), basing on the gross structure of their root system,
stem, cotyledons, and leaves.

I. OBJECTIVES: After completing this exercise, you should be able to identify the
parts of a typical plant and give the function of each part, and compare the parts of
a monocot with those of a dicot plant. In addition, you should be able to know how
plants are classified and named.

***Note: this exercise requires the students to germinate about 3 corn

seeds and bean seeds until they are about 7 inches tall seedlings. Plan
ahead.

II. MATERIALS:
Corn seeds Textbooks and references
Bean seeds

III. PROCEDURE:

A. Monocot vs Dicot

1. Examine a complete dicot plant (bean) and its parts. Note the
characteristics of its cotyledons, roots, leaves and stem.
2. Examine a complete monocot plant (corn) and its parts. Note the
characteristics of its cotyledon, roots, leaves and stem.
3. Compare and contrast the gross characteristics of a monocot from that of
a dicot.

B. Plant Diversity

1. Proceed to the pharmacy herbal garden and examine their gross

morphology and how they are named. List 5 monocot plants and 5 dicot
plants.

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 Monocot
Common Scientific Family Woody/ Pharmacological
name name name herbaceous Use/s

Dicot
Common Scientific Family Woody/ Pharmacological
name name name herbaceous Use/s

IV. ILLUSTRATIONS:

1. Draw and label completely the following:

a. Bean seedling (dicot)

Describe the characteristics of:

A. cotyledons:
B. roots:
C. leaves:
D. stem:
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 b. Corn seedling (monocot)

Describe the characteristics of:

A. cotyledons:
B. roots:
C. leaves:
D. stem:

V. QUESTIONS FOR RESEARCH:

1. Tabulate other differences between dicot and monocot plants.

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2. What is dichotomous key? Cite a specific example of how a plant is classified
using dichotomous key.
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3. Discuss the significance of plant classification in pharmacy.
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NAME: ___________________________ INSTRUCTOR: _____________

DATE: ________________________ RATING: _________________

EXERCISE NO. 7

ROOTS

This exercise enables you to learn the different root systems, root regions and
their functions, and the arrangement of vascular tissues in roots that allows for
efficient transport of water and substances, the different specialized roots and the
observation of the economic and pharmaceutical importance of roots.

I. OBJECTIVES: After completing this exercise, you should be able to identify the
different types of root systems, identify and describe the growth regions of the root,
locate the internal parts of a root cross section, describe the transport system in the
roots, and give examples of economic and pharmaceutical uses of roots.

II. MATERIALS:

Compound microscope
Prepared slides of monocot root and dicot root (cross section)
Textbooks and references

III. PROCEDURE:

A. Root systems

1. Use reference materials to study the different root systems.

2. Focus the prepared slides of a cross section of a monocot and a dicot root
under SO and take note of the differences in the structure and
arrangement of vascular bundles.

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