PLANT AND ANIMAL ORGAN

SYSTEMS AND THEIR FUNCTIONS:

SENSORY AND MOTOR MECHANISMS
for General Biology 2 Grade 11
Quarter 4 / Week 6

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 FOREWORD

This self-learning kit will serve as a guide in comparing

and contrasting sensory and motor mechanisms in plants
and animals. It will be your aid as you learn new ideas
and enrich your existing knowledge about scientific
concepts.

In this learning kit, learners will be able to gain

knowledge in identifying the similarities and differences in
the sensory and motor mechanism of plants and animals.

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OBJECTIVES
At the end of the lesson, learners shall be able to:
K: identify the organs involved in the sensory and motor mechanisms
among plants and animals and their respective functions;
S: compare and contrast sensory and motor mechanisms between
plants and animals using a Venn diagram; and
A: practice the habit of taking care of the body to ensure well-
functioning organ systems.

LEARNING COMPETENCY

Compare and contrast the following processes in plants and animals:

reproduction, development, nutrition, gas exchange,
transport/circulation, regulation of body fluids, chemical and nervous
control, immune systems, and sensory and motor mechanisms.
(STEM_BIO11/12-IVa-h-1)

I. WHAT HAPPENED

Today is ―Wisdom day‖!

You should know that we humans have much more superpowers than the
ones we were taught we had!
#trivia

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PRE-ACTIVITY

Directions: Identify the parts of the following sensory and motor organs in
plants and animals. Write your answers in your notebook.

D
B

E
F

C
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 II. WHAT
I. I NEED TO KNOW
PLANT SENSORY AND MOTOR MECHANISM
Animals can respond to environmental factors by moving to a new
location. Plants, however, are rooted in place and must respond to the
surrounding environmental factors. Plants have sophisticated systems to
detect and respond to light, gravity, temperature, and physical touch.
Receptors sense environmental factors and relay the information to effector
systems—often through intermediate chemical messengers—to bring about
plant responses.
Plant movement in response to environmental stimuli
A plant may respond to such an external
stimulus by directional growth—that is, the
direction of growth depends on the direction of
the stimulus. Such a directional growth response,
called a tropism, results in a change in the
position of a plant part. Tropisms are irreversible
and may be positive or negative, depending on
whether the plant grows toward the stimulus (a
positive tropism) or away from it (a negative https://biology-igcse.weebly.com

tropism). Tropisms are under hormonal control.

A. Phototropism
Phototropic responses involve the bending of
growing stems and other plant parts toward sources
of light. In general, stems are positively phototropic,
growing toward a light source, while most roots do
not respond to light or, in exceptional cases, exhibit https://www.dreamstime.com
only a weak negative phototropic response.

B. Gravitropism
When a potted plant is tipped over, the shoot
bends and grows upward. The same thing happens
when a storm pushes over plants in a field. These
are examples of gravitropism, the response of a
https://www.istockphoto.com
plant to the gravitational field of the Earth.

C. Thigmotropism
Thigmotropism is a name derived from the
Greek root thigma, meaning ―touch.‖ A
thigmotropism is a response of a plant or plant part to
contact with the touch of an object, animal, plant, or
even the wind. When a tendril makes contact with an
https://www.alamy.com

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object, specialized epidermal cells, whose action is not clearly understood,
perceive the contact and promote uneven growth, causing the tendril to curl
around the object, sometimes within as little as 3 to 10 minutes.

D. Other Tropisms
The tropisms just discussed are among the best known, but others have
been recognized. They include:
 electrotropism (responses to electricity);
 chemotropism (response to chemicals);
 traumotropism (response to wounding);
 thermotropism (response to temperature);
 aerotropism (response to oxygen);
 skototropism (response to dark); and
 geomagnetotropism (response to magnetic fields).
 Roots will often follow a diffusion gradient of water coming from a
cracked pipe and enter the crack. Some call such growth movement
hydrotropism, but there is disagreement whether responses to water
and several other ―stimuli‖ are true tropisms.
Signal transduction pathways link signal reception to response
A hormone or other kind of
stimulus interacting with a specific
receptor protein can trigger the
sequential activation of relay
proteins and also the production
of second messengers that
participate in the pathway. The
signal is passed along, ultimately
bringing about cellular responses.
In this diagram, the receptor is on
the surface of the target cell; in
other cases, the stimulus interacts
with receptors inside the cell.
Campbell Biology: Tenth Edition, 2014

Steps in Information Processing

1. Receptor cell perceives external

stimulus and transduces the
information to an internal signal.
2. A hormone (cell-cell signal) released
by the receptor cell travels throughout
the body.
3. Receptor cells receive the hormonal
(cell-cell) signal, transduce it to an
internal signal, and change activity.

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Growth, development, and responses to stimuli

A hormone, in the original meaning of the term, is a signaling molecule

that is produced in tiny amounts by one part of an organism’s body and
transported to other parts, where it binds to a specific receptor and triggers
responses in target cells and tissues.
Review on the different plant hormones:
Class Action Examples
Promoters Cause faster growth Auxins
Cytokinins
Gibberellins
Brassinosteroids
Inhibitors Reduce growth Ethylene
Abscisic acid
Jasmonic acid
What do hormones control in plants?
* Roots and shoot growth * Fruit formation and ripening
* Seed germination * Flowering time
* Leaf fall * Bud formation
* Disease resistance
ANIMAL SENSORY AND MOTOR MECHANISM

In general, whether a stimulus

originates in the outside world or inside
the body, information must be
received, transmitted to the central
nervous system, integrated, and then
transmitted to effectors, muscles, or
glands that carry out some action, the
actual response.
In most animals, sensory
receptors detect information about
changes in the internal or external
environment. These receptors consist
of specialized neuron endings or
specialized cells in close contact with
neurons. Sensory receptors, along with
other types of cells, make up complex
sense organs, such as eyes, ears, nose,
and taste buds. A human taste bud,
for example, consists of modified
epithelial cells that detect chemicals
dissolved in saliva. Several steps take
place in sensory processing, including
Campbell Biology: Tenth Edition, 2014

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sensory reception, energy transduction, transmission of the signal, and
interpretation in the brain. With minor variations, this is how all sensory systems
operate.

Sensory pathway to the brain

Campbell Biology: Eight Edition, 2008

1. Reception - detection of stimuli by sensory receptors

2. Transduction - conversion of physical/chemical stimulus energy into
change in membrane potential of sensory receptor
3. Transmission - After energy has been transduced into receptor potential,
some sensory cells whose axons extend into CNS generate transmission of
action potentials (nerve impulses) to CNS. Integration is the processing of
sensory information.
4. Perception - brain’s construction of stimuli (color, smells, sounds, tastes).

Classification of receptors by the type of energy they transduce

Type of Receptor Type of Energy Examples
Transduced
Thermoreceptors Heat Temperature receptors in blood-
sucking insects and ticks; pit organs
in pit vipers; nerve endings and
receptors in skin and tongues of
many animals
Electroreceptors Electrical; receptors Electrical currents in water used to
and electromagnetic sense differences in navigate by many fishes and some
receptors electrical potential; amphibian species; magnetic fields
electromagnetic used for orientation and migration
receptors detect
magnetic fields

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Nocireceptors (Pain Mechanical; physical Neuron endings in skin and other
receptors) force such as strong tissues
touch, pressure; heat,
temperature extremes;
damaging chemicals
Mechanoreceptors Mechanical; change Tactile receptors (free nerve
shape as result of endings, Merkel discs, Meissner
being pushed or pulled corpuscles, Ruffini corpuscles,
Pacinian corpuscles); respond to
touch and pressure
Proprioceptors; respond to
movement and body position
Muscle spindles; respond to muscle
contraction Golgi tendon organs;
respond to stretch of a tendon
Joint receptors; respond to
movement in ligaments
Statocysts in invertebrates; have
hair cells that respond to gravity
lateral line organs in fish; detect
vibrations in the water; respond to
waves and currents
Vestibular apparatus
Hair cells in saccule and utricle;
respond to gravity, linear
acceleration
Hair cells in semicircular canals;
respond to angular acceleration
Hair cells in organ of Corti in
cochlea; respond to pressure
waves (sound)
Chemoreceptors Specific chemical Taste buds; olfactory epithelium
compounds
Photoreceptors Light Eyespots; ommatidia in compound
eye of arthropods; rods and cones
in retina of vertebrates

Overview of vertebrate skeletal muscle that carry out movement

Vertebrate skeletal muscle, which moves bones and body, has a
hierarchy of smaller and smaller units.

Within a typical skeletal muscle is a bundle of long fibers running

parallel to the length of the muscle. Each fiber is a single cell with multiple
nuclei (each nucleus is derived from one of the embryonic cells that fused to
form the muscle cell). Inside a muscle cell lies a longitudinal bundle of
myofibrils, which contain the thin and thick filaments. The myofibrils in muscle
fibers are made up of repeating sections called sarcomeres, which are the
basic contractile units of skeletal muscle. The borders of the sarcomere line
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up in adjacent myofibrils, forming a pattern of light and dark bands
(striations) visible with a light microscope. For this reason, skeletal muscle is
also called striated muscle. Thin filaments attach at the Z lines, while thick
filaments are anchored at the M lines centered in the sarcomere. In a resting
(relaxed) myofibril, thick and thin filaments partially overlap. Near the edge of
the sarcomere there are only thin filaments, whereas the zone in the center
contains only thick filaments. This arrangement is the key to how the
sarcomere, and hence the whole muscle, contracts.

Campbell Biology: Eight Edition, 2008

The sliding-filament model of muscle contraction

The most widely accepted theory explaining how muscle fibers
contract is called the sliding-filament theory. According to this theory, myosin
filaments use energy from ATP to ―walk‖ along the actin filaments with their
cross bridges. This pulls the actin filaments closer together.

The movement of the actin filaments also pulls the Z lines closer
together, thus shortening the sarcomere. When all of the sarcomeres in a
muscle fiber shorten, the fiber contracts. A muscle fiber either contracts fully
or it doesn’t contract at all. The number of fibers that contract determines the
strength of the muscular force. When more fibers contract at the same time,
the force is greater.
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The sliding-filament model of
muscle contraction. The
drawings on the right show that
the lengths of the thick (myosin)
filaments (purple) and thin
(actin) filaments (orange) remain
the same as a muscle fiber
contracts.
Campbell Biology: Eight Edition, 2008

POST-ACTIVITIES

Task 1: MIX AND MATCH

Directions: Complete the table below by classifying the terms according to

the appropriate column they belong. Write your answers in your notebook.
1. Hormones 7. Pain receptors 13. Signal transduction
2. Brain 8. Cell receptors 14. Pit organs
3. Gibberellins 9. Proteins 15. Rods and cones
4. Phototropism 10. Statocysts 16. Skototropism
5. Stimuli reaction 11. Gravitropism 17. Sensory mechanism
6. Tendrils 12. Ommatidia 18. Cell wall

PLANTS ANIMALS AND PLANTS ANIMALS

Task 2: COMPARE AND CONTRAST

Directions: Compare and contrast the

sensory and motor mechanisms between
plants and animals using a Venn diagram.
You may use books, internet, or journal
articles for more information. Write your
answers in your notebook.

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 III. WHAT I HAVE LEARNED

EVALUATION/POST-TEST
MULTIPLE CHOICE. Read each item carefully and write the letter of
the correct answer in your notebook.
1. Which of the following are not correctly matched?
A. mechanoreceptors—touch, pressure
B. electroreceptors—voltage
C. photoreceptors—light
D. chemoreceptors—gravity
2. If the stem grows towards sunlight and root grows just opposite to it, the
stem movement is known as ___________.
A. phototropic movement
B. negative phototropic movement
C. positive phototropic movement
D. none of these
3. Twining of tendrils around a support is a good example of___________.
A. chemotropism B. nastic movements
C. phototropism D. thigmotropism
4. Which of the following statements is incorrect for signal transduction
pathway?
A. Signal transduction pathways link signal reception to response
happens only in plants.
B. Signal transduction pathways link signal reception to response
happens both in plants and animals.
C. Signal transduction pathway can be triggered by a hormone or an
external stimulus
D. The result of any signal transduction is cellular response.
5. Merkel discs, Meissner corpuscles, Ruffini corpuscles, and Pacinian
corpuscles are examples of ______________.
A. Photoreceptors B. Mechanoreceptors
C. Chemoreceptors D. Electroreceptors

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SEQUENCING

Directions: Arrange the sequence of events that happen during an action of

sensory and motor systems of animals. Assign numbers, 1 being the first event
until 6 being the last. Write your answers in your notebook.
__________ 6. receptor potential
__________ 7. action potential in sensory neuron
__________ 8. production of action response
__________ 9. receptor transduces energy of stimulus into electrical energy
__________ 10. signal transmitted to CNS
__________ 11. stimulus (such as light energy)

REFERENCES

Campbell, Neil and Reece, Jane. ―Biology: Eight Edition.‖ Pearson Education
Inc. Pearson Benjamin Cummings, Glenview, Illinois, 2008.

Campbell, Neil and Reece, Jane. ―Biology: Tenth Edition.‖ Pearson Education
Inc. Pearson Benjamin Cummings, Glenview, Illinois, 2014.

Raven, Peter H. et. al. Biology: 12th Edition. 2020

Solomon, Eldra P. et. al. Biology: 8th Edition. Thomson Learning Academic
Resource Center. Belmont, California. 2008

https://courses.lumenlearning.com/suny-biology2xmaster/chapter/plant-
sensory-systems-and-responses/

https://www.slideshare.net/AbeerElhakem/plant-hormones-40705299

https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Boo
k%3A_Introductory_Biology_(CK12)/13%3A_Human_Biology/13.01%3A_Muscle
_Contraction

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent / CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS – Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

PABLO A. RAGAY
Writer

IVANNE RAY A. GIDOR

Layout Artist
_________________________________
ALPHA QA TEAM

LIEZEL A. AGOR
MA. OFELIA I. BUSCATO
ANDRE ARIEL B. CADIVIDA
THOMAS JOGIE U. TOLEDO

BETA QA TEAM

LIEZEL A. BESAS
JOAN B. VALENCIA
LIELIN A. DE LA ZERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO
DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright
and may not be reproduced in any form without expressed written consent from the division.

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SYNOPSIS
11. 1

This self-learning kit is designed

5. B 10. 5
4. A 9. 2
to help learners understand the 3. D 8. 6
concept of sensory and motor 2. C 7. 4
mechanism among plants and 1. D 6. 3
animals in an engaging and concise WHAT I HAVE LEARNED

manner possible, contextualized to Task 2: Answers may vary

meet the standards of the K to 12
curriculum thereby facilitating
optimum learning.
Brain Proteins Cell Wall

Pit organs Cell receptors Tendrils

Learners are then expected to cones mechanism

accomplish the objective set at the

Rods and Sensory Skototropism
Reaction
start of the lesson about sensory and Ommatidia Stimuli Gravitropism

motor mechanisms. Moreover, the

Transduction
Pain receptors Signal Phototropism
author hopes that this module will
increase your engagement, help you
Statocysts Hormones Gibberellins
Plants
retain and remember information Animals Animals and Plants
easily, and deepen your Task 1
understanding of the concept
Activities

through hands-on and application- N. Muscles, O. Muscle fibers

based learning opportunities J. Lens, K. Cornea, L. Optic nerve, M. Tendon,
provided in this module. drum),
H. Cochlea, I. Tympanic membrane (ear
As you proceed with being
E. Dermis, F. Sweat glands (Eccrine), G. Pinna,

engaged in this simple module,

A. Leaves, B. Stomata, C. Roots, D. Epidermis,
SciQuiz 1
remember to internalize these
concepts and be prepared to apply ANSWER KEY
these things in the future.

ABOUT THE AUTHOR

PABLO ACIERTO RAGAY JR. finished his course at Negros
Oriental State University with a degree of Bachelor in
Secondary Education major in Biological Science last 2015.
He is a Grade 12 teacher/adviser at Caticugan High
School in the Senior High Department, a senior high focal
person, and at the same time, the acting SHS registrar. He
is currently taking Master of Arts in Science Teaching at
Negros Oriental State University.

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