ap biology unit 5: plant form and function - wikispacesin+focus...learning objectives unit 5 ......
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AP Biology Unit 5: Plant Form and Function
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Learning Objectives Unit 5
1.01 The student is able to justify that positive feedback mechanisms amplify responses in organisms. [See SP 6.1]
1.02 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [See SP 6.1]
1.04 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation. [See SP 4.1]
1.08 The student is able to make a prediction about the interactions of subcellular organelles. [See SP 6.4]
1.13 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. [See SP 6.4]
1.18 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.[See SP 1.3]
1.19 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs. [See SP 1.3]
1.21 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [SP 1.1, 1.4]
1.24 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. [See SP 3.1]
1.27 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. [See SP 6.1]
2.08 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. [SP 4.1]
2.29 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. [See SP 1.1]
3.14 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. [See SP 5.3]
3.20 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. [See SP 3.3]
3.23 The student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce. [See SP 6.2]
3.24 The student is able to explain how internal membranes and organelles contribute to cell functions. [SP 6.2]
3.32 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. [See SP 6.2, 7.1]
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Learning Objectives Unit 5
3.42 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior. [See SP 1.1]
3.50 The student is able to describe how organisms exchange information in response to internal changes or environmental cues. [See SP 7.1]
4.14 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [See SP 1.4]
4.15 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. [See SP 1.4, 3.1]
4.27 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter. [See SP 1.4]
Science Practices for Unit 5
The student can use representations and models to communicate scientific phenomena and solve scientific problems.
1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man-made phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.
The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.3 The student can evaluate scientific questions.
The student can plan and implement data collection strategies appropriate to a particular scientific question.
4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
The student can perform data analysis and evaluation of evidence.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal scales.
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Chapter 28: Plant Structure
and Growth KEY CONCEPTS
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VOCABULARY
Apical bud Bark Blade Cambium Collenchyma Companion cell Cork Fibrous root Internode Lateral root Leaf Lignin Meristems Mesophyll Node Parenchyma Petiole Rhizomes Root Sclerenchyma Shoot Sieve plates Sieve-tube elements Stem Stolons Taproot Tracheids
CONCEPTS
Apical dominance Dermal tissue Ground tissue Indeterminate growth Phloem Primary growth Root hairs Secondary growth Sieve tube elements Stomata Vascular tissue Xylem
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Plants have a hierarchical organization consisting of organs, tissues, and cells
1. What are the three organs plants have? Write a brief description of the function of each.
2. Do all plants have the three organs listed above? Explain.
3. Compare and contrast taproots, lateral roots, and root hairs.
4. List five functions of roots in plants.
5. Label the parts of the flowering plant.
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6. Complete the table comparing monocots and dicots (eudicots).
Characteristic Monocot Eudicot
Number of cotyledons
Leaf venation
Draw leaf cross section
Vascular tissue in stem
Draw vascular tissue in stem
Vascular tissue in roots
Draw vascular tissue in roots
Openings in each pollen grain
Multiples of flower parts
Draw a flower
7. What is the function of a plant stem?
8. Compare and contrast nodes and internodes. What is the function of each. A diagram may help.
9. Compare and contrast apical buds and auxiliary buds.
10. What is the function of a leaf? Name at least four.
11. What are the three types of tissues found in plants? Do all plants have these? Explain.
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12. What is the primary function of each type of tissue?
13. Compare and contrast xylem and phloem. (Details here!)
14. Compare and contrast pith and cortex.
15. Complete the diagram of tissue systems in plants.
16. What are the three types of cells found commonly in plants? Briefly describe the structure and function of each.
Which types of plant cells are dead at functional maturity? Which types of plant cells lack nuclei at functional maturity?
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Meristems generate new cells for growth and control the developmental phases and life spans of plants
17. Compare and contrast indeterminate and determinate growth. What are the advantages and disadvantages to determinate and indeterminate growth?
18. Compare and contrast primary and secondary growth.
19. Compare and contrast vegetative growth and reproductive growth.
Primary growth lengthens roots and shoots
20. Complete the diagram for root growth in a eudicot.
21. Where does the most active cell division occur within a root? Use the diagram above to help you explain.
22. What is the function of the root cap?
23. Compare and contrast the zones of cell division, elongation, and differentiation.
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24. Complete the diagram of leaf anatomy.
25. Explain the functions of the stomata and the guard cells.
26. Draw a stomata and guard cells.
What gas critical to photosynthesis enters the leaf through stoma?
What is lost through the stoma that leads to transpiration?
Secondary growth increases the diameter of stems and roots in woody plants
27. Complete the diagram of primary and secondary growth.
28. Can you determine the age of a tree by looking at its rings? Explain.
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TESTING YOUR KNOWLEDGE: SELF-QUIZ ANSWERS
Now you should be ready to test your knowledge. Place your answers here: 1. __________ 2.__________ 3 . __________ 4. __________ 5. __________
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SCIENTIFIC SKILLS EXERCISE
Complete the exercise on page 560 and answer the questions here. Use complete sentences. 1.
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Chapter 29: Resource
Acquisition, etc. in Plants
KEY CONCEPTS
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VOCABULARY
Aquaporins
Arbuscular mycorrhizae
Ectomycorrhizae
Epiphyte
Essential element
Flaccid
Humus
Hydroponics
Loam
Macronutrient
Micronutrient
Mycorrhizae
Nodules
Phloem sap
Phyllotaxy
Protoplast
Rhizobacteria
Stomata
Turgid
Xerophytes
Xylem sap
CONCEPTS
Apoplast
Bulk flow
CAM
Casparian strip
Cation exchange
Circadian rhythm
Cohesion-tension hypothesis
Gas exchange
Mineral deficiency
Nitrogen cycle
Nitrogen fixation
Osmosis
Phloem
Plasmolysis
Pressure potential
Soil management
Solute potential
Sugar sink
Sugar source
Symplast
Topsoil
Translocation
Transpiration
Transpirational pull
Turgor pressure
Water potential
Xylem
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Adaptations for acquiring resources were key steps in the evolution of vascular plants.
1. Complete the diagram of generalized resource acquisition in vascular plants.
2. What factors affect light absorption?
3. What factors affect root absorption?
4. Describe the physiological mechanism found in buffalo grass to minimize intra-specific competition.
Different mechanisms transport substances over short or long distances.
5. Compare and contrast long and short distance transport in general.
6. Compare and contrast apoplast and symplast. Complete the diagram. Is this long or short transport?
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7. Complete the diagram of solute transport in detail. Summarize what occurs at each step. Is this long or short transport?
8. Define osmosis. Which way does water flow?
9. Define water potential. What is “potential”?
10. What are the equations associated with water potential? (Hint remember Ψ)
11. Compare and contrast solute potential, water potential, and pressure potential. What causes each? What is the function of each?
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12. Complete the diagram concerning water relationships in plant cells.
What happens if the water potential in the cell is greater than the water potential outside the cell? What happens if the pressure potential in the cell is greater than the pressure potential outside the cell? What happens if the solute potential inside the cell is greater than the solute potential outside the cell?
13. What is the function of aquaporins and why are they needed?
14. Compare and contrast osmosis and bulk flow. (Use details!)
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Plant roots absorb essential elements from the soil.
15. Compare and contrast macronutrients and micronutrients.
16. Complete the table below regarding macro and micronutrients. (Do not copy the table out of the book, this is different!)
Nutrient Macro or micro Source Function(s)
Carbon
Oxygen
Hydrogen
Nitrogen
Potassium
Sodium
Phosphorus
Sulfur
Iron
17. What is mineral deficiency?
18. We depend on agriculture around here and soil management is a huge part of that. How do we
“manage” soil?
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19. Complete the diagram of cation exchange in soil. Explain what is happening in full sentences.
Plant nutrition often involves relationships with
other organisms.
20. Complete the diagram of bacterial roles in soil nitrification.
21. What is nitrogen fixation?
22. What are some symbiotic relationships between plants and fungi? Do both organisms benefit? Explain.
23. How can introduced organisms affect symbiotic relationships of plants?
24. Compare and contrast epiphytes, parasitic plants, and carnivorous plants.
Transpiration droves the transport of water and minerals from roots to shoots via the xylem.
25. Complete the diagram of the transport of water and minerals into the root. Use details.
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26. Compare and contrast the apoplastic route and the symplastic route.
27. What is the role of the Casparian strip?
28. Complete the diagram for the generation of transpirational pull. Use details.
29. Describe the cohesion-tension hypothesis.
30. Complete the diagram for the ascent of xylem. Explain the process. (YES, AGAIN!)
The rate of transpiration is regulated by the stomata.
31. What percentage of water loss in a plant is via the stomata?
32. What mechanisms do plants have of regulating
stomata? Complete the diagram.
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33. What is a circadian rhythm?
34. What plant hormone causes stomata to close in a draught?
35. What are three adaptations plants have to prevent water loss?
Sugars are transported from sources to sinks via the phloem. 36. Complete the diagram of sucrose loading.
37. Compare and contrast a sugar source and a sugar sink.
38. Describe bulk flow by positive pressure in detail.
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TESTING YOUR KNOWLEDGE: SELF-QUIZ ANSWERS
Now you should be ready to test your knowledge. Place your answers here: 1. ________ 2.________ 3 . ________ 4. ________ 5. ________ 6. ________ 7 . ________ 8. ________ 9. ________
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SCIENTIFIC SKILLS EXERCISE
Complete the exercise on page 576 and answer the questions here. Use complete sentences.
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Chapter 30: Reproduction &
Domestication of Flowering Plants
KEY CONCEPTS
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VOCABULARY
Accessory fruit Aggregate fruit Biofuels Biomass Complete flower Incomplete flower Inflorescence Multiple fruit Simple fruit
STRUCTURES
Anther Carpel Embryo sac Endosperm Fruit Megaspore Microspore Ovary Ovule Petal Pistil Pollen grain Pollen tube Receptacle Seed coat Stamen Stigma Style
CONCEPTS
ABC hypothesis Apomixis Asexual reproduction Dioecious Dormancy Double fertilization Fertilization Fragmentation GMO Inhibition Pollination Self incompatability Sexual reproduction Totipotent Transgenic Vegetative reproduction
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Flowers, double fertilization, and fruits are unique features of the angiosperm life cycle.
1. What is the function of a flower?
2. Compare and contrast incomplete flowers, complete flowers, and inflorescences.
3. Label the parts of the flower and indicate the primary function for each part.
4. Using the diagram, explain the ABC hypothesis of flower formation.
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5. Complete the diagram of double fertilization. KNOW THIS.
6. What is the endosperm? Where did it come from? What is its function?
7. Compare and contrast the origin of microspores and megaspores. Use the diagram.
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8. Complete the table on the four primary means of pollination for angiosperms. For each, indicate the adaptations of the flowers. Pollination Flower/Plant Adaptations
Wind
Insects
Bats
Birds
9. What is the function of a seed?
10. What causes seeds to germinate?
11. What is a fruit?
12. How are flower structure and fruit structure related?
13. What are the three main ways seeds are dispersed?
14. Why is seed dispersal necessary?
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Flowering plants reproduce sexually, asexually, or both. 15. Compare and contrast fragmentation and vegetative reproduction.
16. How is self-fertilization avoided?
17. What is grafting and why do many fruits come from grafted plants?
People modify crops through breeding and genetic engineering. 18. If a plant is transgenic, what does that mean?
19. What are some advantages of transgenic food plants?
20. What are some disadvantages of transgenic food plants?
21. What is your position on transgenic food plants? (onion question)
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TESTING YOUR KNOWLEDGE: SELF-QUIZ ANSWERS
Now you should be ready to test your knowledge. Place your answers here: 1. _________ 2._________ 3 . _________ 4. _________ 5. _________ 6. _________ 7. _________8. _________ 9. __________
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SCIENTIFIC SKILLS EXERCISE
Complete the exercise on page 610 and answer the questions here. Use complete sentences. 1.
2.
3.
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Chapter 31: Plant Respones to Internal and
External Stimuli KEY CONCEPTS
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VOCABULARY
Abscisic acid Auxin Blue-light photoreceptors Cytokinin Ethylene Gibberelin Gravitropism Hormone Phototropism Phytochromes Salicylic acid Thigmomorphogenesis Virulent
CONCEPTS
Circadian rhythms Day neutral plant Hypersensitive response Long day plant Photomorphogenesis Senescence Short day plant Stress Systemic acquired resistance Triple response Tropism
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Plant hormones help coordinate growth, development, and responses to stimuli.
1. Explain the term tropism.
2. What part of a grass coleoptile senses light and how is the signal transmitted? Explain your answer.
3. Does asymmetric distribution of a growth hormone cause a plant to grow toward the light? Explain your answer.
4. Complete the table on plant hormones. Hormone Where Produced/Found Function(s)
Auxin (IAA)
Cytokinins
Gibberellins
Brassinosteroids
Abscisic acid (ABA)
Ethylene
5. What causes polar movement of auxin from shoot tip to bas
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6. List and briefly describe three adaptations plants have to environmental stresses.
7. What is the triple response? List and briefly describe each response.
Responses to light are critical for plant success.
8. Describe the action spectrum and what it means for plants. Use the diagram.
9. What is the role of phytochromes and blue-light photoreceptors?
10. Does the order of red and far-red illumination affect seed germination? Explain.
11. Do plants sleep? Explain.
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12. Using the diagram, explain the differences between short-day and long-day plants. KNOW THIS
13. What evidence exists for the existence of a flowering hormone?
Plants respond to a wide variety of stimuli other than light.
14. What is the role of statoliths in gravitropism?
15. What role does touch play in the growth patterns of plants? (Look at thigmotropism.)
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16. Complete the table describing plant responses to common environmental stresses.
Stressor Plant Response
Drought
Flood
Salt
Heat
Cold
Plants respond to attacks by herbivores and pathogens.
17. Explain the diagram. What is happening?
18. Complete the diagram on plant responses against avirulent pathogens. Explain
19. Compare and contrast the hypersensitive response and systemic acquired resistance.
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TESTING YOUR KNOWLEDGE: SELF-QUIZ ANSWERS
Now you should be ready to test your knowledge. Place your answers here: 1. __________ 2.__________ 3 . __________ 4. __________ 5. __________ 6. __________
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SCIENTIFIC SKILLS EXERCISE
Complete the exercise on page 634 and answer the questions here. Use complete sentences.
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