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Chapter 23: Problem 35

Multiple leaves attached to the same node are fairly unusual. One example is found on the macadamia nut tree. The leaf arrangement in the macadamia tree is best characterized as ___. a. whorled b. opposite c. tripled d. alternate

Short Answer

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whorled

Step by step solution

01

- Review Leaf Arrangement Types

Before solving the problem, it is important to understand the different types of leaf arrangements. They can be classified as: whorled, opposite, tripled, and alternate. Whorled means three or more leaves grow at a single point around the stem. Opposite means leaves grow in pairs on either side of the stem. Tripled is not a common term in botany and might be incorrect here. Alternate means leaves grow one by one in an alternating pattern along the stem.
02

- Analyze the Macadamia Nut Tree

Research or recall the leaf arrangement on the macadamia nut tree. Multiple leaves form at the same node on this tree.
03

- Determine Correct Leaf Arrangement

Based on the review, the presence of multiple leaves attached to the same node suggests a 'whorled' arrangement.
04

- Select the Answer

Based on the information that multiple leaves at the same node indicate a whorled arrangement, the best choice is 'whorled'.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

whorled leaf arrangement
In nature, some plants have a unique way of arranging their leaves known as a whorled leaf arrangement. Here, three or more leaves grow from a single point on the stem, encircling it. This kind of structure ensures that leaves can capture sunlight efficiently by spreading out in all directions around the stem.

Plants like the macadamia nut tree and certain species of mint exhibit this arrangement.

Specifically:
  • Three or more leaves per node
  • Leaves encircle the stem
  • Efficient space and light utilization
Understanding this pattern helps in identifying and classifying such plants.
opposite leaves
Opposite leaf arrangement is common in various plant species. In this arrangement, two leaves grow at the same level, but on opposite sides of the stem. This allows the plant to balance its growth and maximize sunlight exposure. The leaves pairs are directly across from each other, giving the plant a symmetrical appearance.

Characteristics include:
  • Two leaves per node
  • Leaves positioned directly across each other
  • Symmetrical growth
Examples of plants with opposite leaf arrangements include maple trees and the dogwood tree. This setup benefits the plant by reducing shade on lower leaves.
alternate leaf arrangement
In an alternate leaf arrangement, the leaves grow one by one in a staggered pattern along the stem. This is one of the most common types of leaf arrangement in plants. The alternating pattern ensures that each leaf has ample space to access sunlight and air.

Key features are:
  • One leaf per node
  • Each leaf grows at a different level on the stem
  • Non-symmetrical, staggered pattern
Common examples include sunflowers and oaks.

This type of arrangement maximizes the photosynthetic efficiency of the plant.
leaf structure in trees
Understanding leaf structure in trees is essential as it varies significantly between species. The structure includes everything from the leaf blade to the arrangement along the stem.

Components include:
  • Leaf blade: The broad, flat part of the leaf
  • Petiole: The stalk attaching the leaf to the stem
  • Nodes: Where leaves are attached to the stem
Leaf arrangement impacts how trees grow, absorb sunlight, and perform photosynthesis. By recognizing these patterns, we can better study and identify different tree species.
Common arrangements are whorled, opposite, and alternate, each serving a functional purpose for the plant鈥檚 growth and survival.

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Most popular questions from this chapter

Like the animal intestine, the organ system principally responsible for nutrient and water uptake, the plant root system, is home to a microbiome upon which the host depends. One important role for the root microbiome is innate immunity. Wheat take-all is a disease caused by the fungus \(Gaeumannomyces\) graminis that attacks plant roots and blocks root water channels. When a major outbreak occurs in a wheat field, susceptibility remains high in the following year. But after four to six continued crops of wheat in the same field, susceptibility to the disease declines. This resistance can be transferred with the soil. Burning the soil surface or rotation with another crop returns susceptibility to the next wheat crop. The Fusarium (a fungus) wilt disease of strawberries and potato scab caused by Streptomyces scabies (a bacteria) show a similar disease progression and transferability of resistance (Weller, Ann. Rev. Plant Phytopath, 26, 1988). A. Plants, like animals, have immune defenses that may involve cooperative interactions between organisms. Describe a model of immune response that accounts for these behaviors. In plants, the first line of defense is the cell wall. Animal cells lack this protective barrier. Adaptive immunity of vertebrates to pathogens uses specific defenses that are transportable within the organism, such as T-cells, and retains information about earlier infections, such as T-cell receptors. Unlike adaptive immunity, the innate responses of plants are much less effective in defending against necrotrophic (colonizing dead tissue) than against biotrophic (infecting living tissue) pathogens. In animal tissue, the response to infection is inflammation, the recruitment of resources to protect the tissue. In plant tissue, the response is apoptosis. B. Describe contrasting models of defense strategies for plants and animals that express each of these differences in terms of these strategies: cell boundary, immunological memory, and tissue repair.

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A disruption of dynamic homeostasis in the relationship between vascular plants and insects is occurring as global climate changes. The reduction in the yield of soybeans is plotted against leaf area removed by two insects, beetles and aphids. Soybean blooms begin to develop in the week of 13 July. Prior to that time, there is no effect of leaf removal on yield, even with complete loss of leaves. In the week of 18 August, plants are beginning to form seeds, and loss of leaves can be devastating. A. One observed effect of climate change is the shift toward earlier development in many insects. Quantitatively describe the worst possible consequences for yield, assuming plant developmental timing is not altered by warming temperatures, if the peak abundance of Japanese beetles is shifted from 18 July to 13 July, and 80% of leaf area is lost. The expression of genes involved in seed development is temperature dependent, unlike the scenario suggested in part A. More than 90% of soybean seeds planted in 2015 in the soybean-corn ecosystem of the central United States are the herbicide-resistant, genetically modified 鈥淩oundup Ready鈥� variety. The seed has a patented genome. It produces seeds that are sterile and must be purchased each spring from the patent holder. B. Predict how the use of Roundup Ready seeds affects the selection of expression regulated in response to increasing temperature. Roundup is an herbicide whose active chemical component is glyphosphate. This molecule disrupts the synthesis of phenylalanine, tyrosine, and tryptophan. By inserting a gene from Agrobacteria, a Roundup Ready seed can synthesize these amino acids in the presence of the herbicide. C. Pose two scientific questions that must be considered to estimate the long- term effectiveness of this strategy for weed management.

Besides the age of a tree, what additional information can annual rings reveal? a. Annual rings can also indicate the height of the tree. b. Annual rings can also indicate the climatic conditions that prevailed during each growing season. c. Annual rings can also indicate in which season the tree was sown. d. Annual rings can also give an estimation of how long a particular tree is going to live.

A student reported vascular tissue while inspecting a cross-section of a plant stem under the microscope. Which cells would allow the student to identify vascular tissue? a. tracheids, vessel elements, sieve-tube cells, and companion cells b. cells actively dividing at the apex of the stem c. parenchyma cells at the center of the section d. cells covered by a cuticle at the outside edge of the section
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