Matching

1. bulbs onions and garlic reproduce using these. 2. corms strawberry plants and bermuda grass have these stems that produce other stems and leaves on top and roots on bottom. 3. rhizomes these are fleshy, enlarged stems like the potato. 4. stolons banana trees and bamboo have these horizontal stems that can divide and grow in several directions at once. 5. tubers gladiolus and freesia plants have these special stems that are short and fleshy with a bud for growth of new stems and leaves and an area on the bottom for root growth.

1. bulbs - Onions and garlic reproduce using these

2. corms = Gladiolus and freesia plants have these special stems...

3. Rhizomes - Banana trees and bamboo have these horizontal...

4. Stolons - strawberry plants and Bermuda grass...

5. Tubers - Fleshy, enlarged stems like the potato

Explanation:

Bulbs are made up of layers and layers of modified leaves called scales. These scales provide the nutrition for the growing plant. They have roots at the bottom that anchor the plant.

Corms are similar to the bulb but they are more solid and do not have scales. They are kind of round but with a flat top. As the leaves of the plant grow, the corm shrinks until it is gone. New corm grow from the buds that grow out of the original corm.

Rhizomes are underground stems. They are fleshy and they grow horizontally. Eyes or buds grow around the rhizomes sometimes on the side or on top. Other examples would be irises and ginger.

Stolons are also known as runners. They creep or grow horizontally. They usually grow on the surface, but can also grow underground, just below the surface. These roots grow nodes where each node grows roots which become new plants.

Tubers are fat and round and do not grow horizontally. Instead, they stem out of the eyes and each shoot can become a new plant. You can cut them into pieces to propogate them, as long as there is at least one eye on the replanted piece.

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why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

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