Plant Comprehensive Review Package (Answers)
Reply
Monthly Archives: April 2016
Jeopardy (Kingdom Plantae Review)
Angiosperms (Flowering Plants)
Block A (Adel, Katie and Alexis)
Presentation: Angiosperm
Review Sheet: Angiosperm Review Sheet
Block C (Michelle, Josie, Sydney, Aliyah, Kanta, Narmin, Megan)
Presentation: Angiosperm Presentation
Game: Jeopardy
Review Sheet: Angiosperm Review Sheet
Worksheet (and answers): Angiosperm Worksheet Angiosperm Worksheet Answers
Angiosperm (Summary)
(Adapted from Miller and Levine, 473) As the “flowering plants”, all angiosperms reproduce sexually through their flowers. Unlike the gymnosperms, the seeds of angiosperms are not “naked”, but carried in a protective wall (ovary) that will later develop into the fruit.
Structure and Function
Flowers have many of the adaptations that make it well suited for life on dry land, including:
- Cuticle
- Vascular tissue
- Seed coat
- Pollen grain
- Fruits and Flowers
The adaptation that makes angiosperms unique from all other plant groups we have discussed so far is the flower, the part responsible for sexual reproduction. Some angiosperms have male and female parts on separate flowers, while some angiosperms have both male and female parts on the same flower.
The Stamen is the male reproductive organ of the flower. It includes the
- Anther: contains the microsporangia (microspore mother cells) where microspores are produced.
- Filament: long thin stalk that holds up the anther
The Carpel is the female reproductive organ of the flower. It includes the
- Stigma: the sticky part where pollen grain attaches
- Style: holds up the stigma
- Ovary: holds the ovule(s). Will eventually develop into the fruit.
The ovules is the site of double fertilization, a process unique to angiosperms. It will eventually develop into the seed.
Examples
Angiosperms make up the grand majority of plants in the world today. Whereas during the time of the dinosaurs, conifers were the dominant group, angiosperms rule the world today. Here are just several examples of all the angiosperms we have:
- All fruit trees
- Grasses
- Berries
- Deciduous trees
- Tulips, roses, etc.
- Rice, corn and grains
Reproductive Cycle
Honourable Mention! From Team Angiosperms (C Block)
The beautiful diagram to the left (courtesy of Team Angiosperm block C), includes more detail than you are required to know. Nevertheless, it is an informative diagram that should help you in understanding the angiosperm life cycle.
Steps in the Reproductive Cycle
- The Sporophyte generation is represented by the plant itself, and the flower. The flower contains the anther and ovule(s).
- The anther contains many diploid microspore mother cells, which will then divide via meiosis to create microspores, which become the pollen grains. The pollen grains will then develop into sperm when it reaches the ovule.
- Microspore mother cell (2N) —> Microspores (N) —> Pollen grains (N) —> Sperm (N)
- Each ovule (contained within the ovary) contains one megaspore mother cell (2N), which will then divide via meiosis to produce a total of eight haploid cells. These eight haploid cells and the membrane that surrounds it is the embryo sac. Five of the haploid cells will disappear, two of them will become the polar nuclei, and one will become the egg cell.
- Megaspore mother cell (2N) –> Embryo sac (8 haploid cells + membrane) –> Polar nuclei (2N) and egg (N)
(Fertilization) Both the polar nuclei and egg will be fertilized by the sperm- The polar nuclei will become a triploid structure (3N) called the endosperm, it provides the nutrition for the developing embryo
- The egg and sperm will become a diploid structure (2N) called the zygote, which will develop into the embryo.
Gymnosperms (Focus on Conifers)
Block A (Allison M., Ryan)
Block C (Cassy, Kaitlyn, Kyle, Alex, Pavel)
Jeopardy 2.0 (1)
Biology Conifers
Conifer (Summary)
Conifer, the “cone-bearers”, are another member of phylum Tracheophyta. Amongst the five groups we are studying, conifers and angiosperms are also known as the seed plants. These plants have developed several adaptations that allowed them to become even more independent from water than the ferns, moss and algae, including seeds (structures that enclose and protect the embryo from drying), pollen grains (structures that enclose the sperm). You will notice in both conifers and angiosperms that the gametophyte generation is very small and reduced, and confined in the sporophyte.
Structure and Functions Conifer and Angiosperm Reproduction
- Roots – true roots. For water and nutrient absorption.
- Stems – hold up leaves to the sun
- Leaves – needles, for photosynthesis and gas exchange
- Cuticle – protects the leaves from drying out. In some species of conifers, the cuticle is especially thick to protect the plant from very dry conditions
- Vascular Tissue (xylem and phloem) see below for details
Unique to conifers
- Cones – the reproductive structures of conifers. The site where the spore, gametophyte and gamete and zygote generations take place.
- Needle-like leaves – leaves that are rolled up into needles. This reduces the surface area and therefore, the amount of water loss. This is an adaptation for dry conditions.
Reproduction
Powerpoint: Conifer and Angiosperm Reproduction
The Powerpoint above explains in detail the stages of conifer reproduction. I highly recommend giving it a second look.
- The sporophyte (diploid, multicellular) generation of conifers is the tree itself.
- The sporophyte produces
- Male cones – contains the microsporangium
- Female cones – contains the megasporangium
- The microsporangium produces the microspores via meiosis. The megasporangium produces the megaspores vias meiosis. The megaspores and microspores are the spores generation of conifers.
- The megaspores then develop into ovules. The microspores develop into the pollen grain. These structures represent the gametophyte generation of conifers.
- The ovules produce the eggs. The pollen grain produce the sperm. These structures represent the gamete generation of conifers.
- The egg and the sperm combine to produce a diploid cell, the zygote, which will then develop into the multicellular sporophyte.
Answers to Algae, Moss, Ferns
Plant Reproduction Group Presentations
Handout: Biology Presentation Handout
Rubric: Biology Presentation Rubric
For this project, you and your group will be leading a class investigation into one of the five major plant phylum that we will be covering (algae, moss, ferns, gymnosperms, angiosperms).
Your main objective is to teach the class about your group of organisms by providing examples, preparing a presentation, lead a class field trip… whatever you decide! The total presentation should be 30 – 40 minutes.
| Algae
April 11th
|
Focus on:
· Characteristics of Algae (pp. 433 – 434) · Adaptations of Algae to Life Under Water (pp. 434) · Chlorophyll and Accessory Pigments (pp. 434 – 435) · Chlorophyta (pp. 436 – 438) · Reproduction of Chlamydomonas and Ulva (pp. 440 – 41) |
|
| Moss
(focus on Bryophyta)
April 12th |
Focus on:
· Demands of Life On Land (pp. 450 – 451) · Physical characteristics of Bryophytes (pp. 452 – 453) · Alternation of Generations in Mosses (pp. 453 – 454) |
|
| Ferns
April 13th |
Focus on:
· Demands of Life On Land (pp. 450 – 451) · The Ferns and the First Vascular Plants (455 – 56) · Physical Characteristics of Ferns (pp 457) · Alternation of Generations in Ferns (pp 458 – 59) |
|
| Gymnosperms
(focus on Conifers)
April 14th |
Focus on:
· Demands of Life On Land (pp. 450 – 451) · Seed plants – designed for life on Land (467 – 68) · Roots, Stems, and Leaves (468 – 69) · Vascular Tissue (469) · Conifers: Cone Bearers (472 – 73) |
|
| Angiosperms
April 15th |
Focus on:
· Demands of Life On Land (pp. 450 – 451) · Seed plants – designed for life on Land (467 – 68) · Roots, Stems, and Leaves (468 – 69) · Vascular Tissue (469) · Angiosperms: Flowering Plants (473; excluding monocots and dicots) |
Assignment
All groups are responsible for delivering the following components
- Structure and Function
Identify the key structures of your group of organisms. What are the structures which almost all members of the group share? What functions do these structures serve? What purpose do these structures serve (e.g. to transport water? To attract animals to help them pollinate?).
- Specimens
Groups must provide specimens for the class to look at. The purpose of specimens is to give students the opportunity to get hands-on experience with examining the structures, and familiarizing themselves with them. In other words, the specimens should be used to enhance our understanding of structure and function.
Please make sure you provide enough specimens so that each group may have at least one specimen to observe.
You may choose to
- Bring specimens into the class
- Lead the class on a field trip outside to observe live specimens
- Reproductive Cycle (Poster Board)
Each group is responsible for creating a poster board that illustrates the general reproductive cycle of the group you are representing. There may be multiple reproductive cycles in your group. Your job is to choose one (or two) that are representative of the general trend.
Please do not copy and paste a picture onto your poster board and leave it at that. Provide some explanations or re-represent it in a way that is easier to understand. Reproductive cycles are complex and can be very complicated, try to make it easier to understand!
- Class Activity
Each group is responsible for designing a short class activity (about 15- 20 minutes, including de-briefing) that helps your students (your peers) to better understand what they are learning. The activity can focus on structure/function, reproductive cycle, or both.
Examples of what your group might do:
- Game: kahoot or jeopardy
- Acting out the reproductive cycle in a role play
- Arranging the steps of the reproductive cycle
- Field trip (if you take the class out on a field trip, you do not need to add a class activity)
- Finding the steps of the reproductive cycle and being the first group to “catch them all” (Easter egg hunt style)
- Review Sheet
Each group will also be responsible for making one FULL 8.5” x 11” sheet of review material. The review material should draw the presentation to a close and provide a comprehensive summary of what was learned in class. Think of it as a cheat sheet. You may use the backside of the sheet if there is lots of material.
Assessment
This assignment is marked out of a total of 60. The mark will count towards the Project component.
- What am I being assessed on?
| Structure and Function | /8 |
| Specimens | /8 |
| Reproductive Cycle Poster Board | /8 |
| Class Activity | /8 |
| Review Sheet | /8 |
| Pedagogy | /8 |
| Total | 48 marks |
Please see the back of this package for a comprehensive rubric.
- Who is assessing me?
For every ONE presentation, each group will receive a total of five assessments: one from every group (4) and one from me (1). Each group is responsible for marking one rubric. The final mark is an average of the five assessments.
For example, if for structure and function, you received 9 from two groups, 6 from one group and 8 from two others, your final mark for this component is the average of all of these marks (8/10).
- What if there is one group member not pulling their weight?
At the end of the presentation, each group member is responsible for assigning a mark for their group member out of four.
| 4
Contributed to the best of their abilities |
3
Contributed somewhat below the best of their abilities |
2
Made little effort to contribute |
1
Contributed little to nothing |
|
| Name of Member | ||||
| Name of member |
Generally if there are no problems, than the default mark allotted should be a four. However, should there be any concerns that a member is not pulling their weight you may indicate on this sheet. If there is significant consensus amongst group members that a member is not contribute as much as they should, I may adjust the marks accordingly. Up to half the marks may be deducted if the member has seriously underperformed.
Please note: assess your members according to the “best of their abilities”. Keep in mind that your group members will vary in terms of their ability to contribute (for example, work outside of school, workload from other classes, etc.). Use your best judgment to determine if a member has tried their best.
Group Plan
(Due Friday April 1st 2016)
Group members:
| What do you plan to do? | Who will be responsible? | |
| Structure and Function |
|
|
| Examples |
|
|
| Reproductive Cycle |
|
|
| Class Activity |
|
|
| Review Sheet |
|
|
Rubric
| 8
Exceeds expectations |
6
Meets Expectations |
4
Approaching Expectations |
2
Not yet meeting expectations |
0 | Mark | |
| Structure and Function | Both structures and function thoroughly covered
Clearly connects how structure helps plant to adapt to environment. |
Both structures and function covered
Some attempts to connect how structure helps plant to adapt to environment. |
Some component of structure or functions missing.
Little to no attempt to connect how structure helps plant to adapt to environment. |
Significant components of structure of function missing. (e.g. may have covered structures but none of the function) | No structures and function covered. | |
| Specimens | Specimens are effectively used to enhance understanding of structure and function | Specimen are used to provide some level of appreciation for structure and function | Specimen are seldom used to illustrate structure and function | Specimen are present, but not used to illustrate structure and function | Specimen not provided. | |
| Reproductive Cycle Posterboard | Clearly illustrates reproductive cycle in a way that is easy to understand | Illustrates reproductive cycle with sufficient explanations | Reproductive cycle illustrated, but explanations are insufficient to help with understanding | Reproductive cycle may or may not be illustrated, with few explanations to help with understanding | No explanations, or lacking component completely. | |
| Class activity | Activity is effective, engaging and enhances understanding of content. | Activity helps to enhance understanding in most areas of content. | Activity covers some areas, does not seem to relate to content in others. | Activity fails to relate content. | No activity is provided. | |
| Review Sheet | Review sheet covers all key components.
Provides excellent review of material.
Reflects appropriate level of understanding |
Review sheet covers most of key components.
Provides sufficient review of material.
Reflects appropriate level of understanding |
Review sheet seems incomplete.
Does not provide sufficient review of material.
May reflect an inappropriate level of detail. |
Review sheet covers little to none of the critical parts.
Reflects inappropriate level of detail and content. |
No review sheet provided. | |
| Pedagogy
(How effectively was the content delivered?) |
Delivery is clear, effective and engaging.
Group is well prepared and knowledgeable |
Delivery is clear and somewhat engaging.
Group demonstrates good level of preparedness and knowledgeability |
Delivery is unclear in some parts.
Group demonstrates some level of preparedness and knowledgeability. |
Delivery is confusing and unclear.
Group demonstrates insufficient level of preparedness and knowledgeability. |
Delivery is incomprehensible or severely lacking. | |
| Total | ||||||
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________
Monocotyledons vs. Dicotyledons
Powerpoint: Monocotyledon and Dicotyledon
Lab: Dicotyledon and Monocotyledon Lab
Dicotyledon and monocotyledons are subclasses of class angiospermae (the flowering plants). These two subclasses of plants share the characteristics of flowering plants (flower, seed, fruit, stem, vascular tissue etc.). While they are named after the number of “seed leaves” that sprout from the growing plant (one for monocots and two for dicots), mature plants differ in many other respects (Table 1).
This lab, you will be trying identify several specimens as monocots or dicots based on some of the following characteristics.
Background on Angiosperm Reproduction
Angiosperm reproduction involves the meeting of sperm and egg. However, an extra step occurs in angiosperms that does not occur in any other plant group: a second sperm fuses with the polar nuclei to form a triploid structure, known as the endosperm (3N).
In most plants, the endosperm provides the “food store” for the developing embryo (2N).
The endosperm also does something very strange, it will give rise to the “seed leaves” known as the cotyledon. Because the endosperm is triploid (3N), the cotyledon is also triploid.
Depending on if there is one triploid seed leaf or two triploid seed leaves, the plant is classified as a “monocotyledon” (“one seed-leaf”) or “dicotyledon” (“two seed leaves”).
However, the cotyledon will eventually wilt away. Then there shall be no signs that indicate whether a plant is a monocot or a dicot right? Thankfully, not. There are many other signs to indicate whether a plant in its adult stage is a dicot or a monocot. We will be looking at five.
1. Leaves
The veins of monocot leaves are usually straight and parallel.
The veins of dicot leaves usually form a branching network.
2. Stem and Root
Stem: (Monocots) The vascular tissues are scattered across the cross section. (Dicots) the vascular tissues are arranged in a ring under the epidermis.
Root: (Monocots) The vascular tissues are arranged in a ring (Dicots) the vascular tissues are bunched together into the center. The xylems are arranged in a tiny “X” in the dead middle.
3. Flowers
Monocot flowers usually have petals in multiples of 3’s.
Dicot flowers tend to have petals arranged in multiples of 4’s and 5’s.
4. Growth
Monocots stems usually do not grow thicker from year to year.
Dicot stems do usually grow thicker from year to year.
Practice: Try identifying the plants below as dicot or monocot! (Answers below)
A (Tree)
B (Flower)
C (Blade of Grass)
D (Palm Leaf)
E (Fern)
F (carrot cross section)
G (Celery Cross section)
Monocotyledon and Dicotyledon (Answers to Practice)
Ferns
Block A (Alex, Brenda and Julia)
Presentation: Ferns
Jeopardy Game: Jeopardy
Block C (Riley, Meaghen, Maya, Brittney, Paisley and Sierra)
Presentation: Fern Structure and Functions (Block C)
Review Sheet with Answers: Fern Review Sheet Questions answers.
Pteropsida (Ferns) (Summary)
Pteropsida, the ferns, are one of the first plants to have developed vascular tissue (xylem and phloem). Plants with vascular tissue are part of phylum Tracheophyta. These vascular tissue allow water, nutrients and sugars to be transported around the plant, allowing the plant to grow away from water and grow taller. Therefore, plants with vascular tissue are considered “true” land plants. However, as we will see, ferns are still somewhat dependent on water, as they still require water for reproduction.
Structure and Function
- Frond – the visible part of the plant, the leaves. Note that unlike in algae and moss, these fronds are considered true leaves, since they have vascular tissue
- Rhizome – creeping underground stems. (Note: RHIZOMES ARE NOT THE ROOTS OF FERNS) they are stems, their job is to anchor the fern to the ground.
- Roots – true roots. For water and nutrient absorption.
- Cuticle – a waxy layer on the top of leaves that help it to retain water
- Vascular Tissue
- Xylem – transports water and nutrients upwards
- Phloem – transports sugars up and down to everywhere the plant needs to go
- Sorus (pl. Sori) – dots found on the underside of fronds. They are defined as a cluster of many many sporangia (sing. sporangium). These sporangia produce spores
.JPG)
Sori on the underside of the fern.
Fern Reproduction
- The prothallus is the gametophyte (haploid, multicellular) stage of the fern life cycle. It is very small and rarely seen. On the underside, are the
- Antheridium: produces sperm cells (N)
- Archegonium: produces egg cells (N)
- Egg (N) fuses with sperm (N), creating zygote (2N). The zygote develops into multicellular embryo (2N), which then develops into the sporophyte. The sporophyte stage is the stage which we think of as “ferns”
- Sporophyte (2N) contains Sori, on its underside, which are clusters of sporangia.
- Each sporangium is responsible for producing spores via meiosis. The spores are therefore haploid.
- The spores (N) develop into the haploid multicellular gametophyte: the prothallus.
Mosses
Block A (Cassidy, Lexus, Allison, Ana and Logan)
Presentation: Moss (Block A)
Moss Review Sheet- Biology 11 (1)
Block C (Dylan, Kyle, Nathan, Jake, and Ryan)
Presentation: block c Moss project
Mosses (Summary)
Bryophyta (including mosses, hornworts and liverworts) are a group of primitive plants that probably resembled the first plants to colonize the land. However, they are not considered land plants, since they are still highly dependent on water to thrive. Here, we will focus on the mosses.
Structure and Function
Mosses, like the algae from which they evolved, display alternation of generations. This means that in one complete life cycle, it has a diploid, multicellular generation (sporophyte) and a haploid, multicellular generation (gametophyte).
They are adapted to moist environments with plentiful rainfall at least part of the year. Therefore, mosses…
- Have no vascular tissue
- No leaf, root or stem, since it has no vascular tissue
- It has rhizoids, which are “root-like” structures that do not suck up nutrients or water, but anchor the plant to the surface it is on
- No cuticle
- Flagellated sperm cells that swim through water to fertilize eggs
- The green part of the plant that we really think of as moss is the gametophyte. And like all gametophytes…
- It is haploid (N)
- It produces gametes: eggs (in the archegonium) and sperm (in the antheridium)
- If you look closely at mosses, you may see a small stalk with a capsule on the end sticking out of the green mass. That is the sporophyte.
- It is diploid (2N)
- It is produced from the fusion of egg ans sperm
- It produces spores via meiosis
- Therefore, the spores that are produced are haploid (N)
Algae (Phylum Chrysophyta)
Block A (Megan, Jacob, Teigen, Aiden and Alaiah)
Bio 11 project Teigen Slides
Algae Review Game
Algae Review Sheet Answer key (2)
Block C (Anton, Denisa, Princess, Shereen, Erik, Kiyano)
https://prezi.com/ktpb0sucdidk/edit/#74_43012735
Review Sheet: Answer Key (1)
Chrysophyta (Summary)
Algae are amongst the oldest organisms in the world. Their physiology are similar to the organisms that likely gave rise to all plants today, from the great oak to the little moss. Giant kelp forests serve as the basis for large oceanic ecosystems. They produce almost half the oxygen in the atmosphere. Without algae, life on earth as we know it would not exist.
Learning Objectives
- Identify the structure of green algae
- Explain the function of the structures for adapting to their environment
- Identify examples of Chlorophyta
- Describe the reproductive life cycle of Ulva spp. (Multicellular algae)
- Identify the sporophyte and gametophyte
- Identify whether each stage of the life cycle is haploid or diploid
Structure and Function
Algae come in a variety of color, shapes and sizes. There are unicellular, colonial (many individuals living together, but no specialization) or multicellular (specialized structures).
As water-based organisms, algae must live in or near a source of water. Because they are constantly drenched in water, algae have
- No vascular tissue.
- Since they do not have vascular tissue, they do not have true roots, leaves or stems.
- Thin cell walls that allow algae to exchange oxygen, carbon dioxide and nutrients with its surroundings
- No waterproof structures (i.e. cuticle)
- Thin leaf like structures (often two cells thick) to allow as many cells to come in contact with water as possible.
- Flagellated, swimming reproductive cells that can travel through water
One of the challenges of living underwater is a lack of light. The full wavelength of visible light that hits the earth from the sun is represented by the colored spectrum:
As we know, plants take advantage of light in order to photosynthesize. However, different plants will actually take advantage of different wavelengths, depending on the structures they have.
Chlorophyll, are structures inside chloroplasts that collect the energy from light. There are many different types of chlorophyll (a, b, c and d). All algae have chlorophyll a, which is best at absorbing light from the red and purple wavelengths. Unfortunately these wavelengths are absorbed by water and so, are in short supply.
Therefore, algae and plants have evolved other forms of chlorophyll and accessory pigments (light-absorbing compounds that pass the energy they absorb to the other structures that perform photosynthesis) that can use other wavelengths of light. For example, there are types of chlorophyll that absorb blue wavelengths of light.
Chlorophyta is the group of algae known as “green algae”. They resemble the group of organisms that evolved into today’s land plants millions of years ago. Although green algae can be unicellular, colonial or multicellular, they all share in common:
- All chlorophyta have chlorophyll a and b
- Store food in the form f starch
- Display alternation of generation
Examples
- Chlamydomonas
- Single celled green algae
- Two flagella
- Cell wall does not have cellulose
- Volvox
- Circular colony of green algae connected by strings of cytoplasm
- Members of the colony will communicate with each other through strings of cytoplasm to swim
- Some cells specialized for gamete production
- Spirogyra and Oedogonium
- Threadlike green algae
- Green algae that forms threadlike colonies called filaments
- Able to repro duce sexually and asexually
- Holdfast cell at the bottom to attach filament to bottom of water
- Ulva spp.
- Multi-cellular “sea lettuce”
- Only two cells thick
- Specialized cells at bottom form holdfast
Chlamydomonas
Volvox
Oedogonium
Ulva spp.
