plant biology Flashcards

(50 cards)

1
Q

Examine the symbiotic interaction of algae and fungi, and understand the role of lichens.

A

Algae provide food; fungi provide protection and structure.
Lichens are essential for ecological succession, environmental monitoring, and supporting life in extreme environments.

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2
Q

Learn some characteristics of algae, and understand the role of algae

A

Algae are simple, photosynthetic organisms living mainly in water.
They are essential for producing oxygen, feeding aquatic life, and supporting the Earth’s climate and economy.

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3
Q

Understand the evidence supporting the hypothesis that land plants and aquatic green algae evolved from a common ancestor.

A

Same pigments: Both have chlorophyll a and b.
Same cell wall: Both use cellulose for their walls.
Same food storage: Both store starch inside plastids.
Similar DNA: Genetic studies show they are closely related, especially land plants and charophyte algae.
Similar cell division: Both form a phragmoplast during cell division.
Similar reproduction: Both protect their zygotes with special coatings.
Habitat:
Green algae mostly live in water.
Land plants live mainly on land.
Structure:
Green algae are often single-celled or simple multicellular.
Land plants are complex with roots, stems, leaves.
Support:
Green algae float in water, no strong support needed.
Land plants have stiff cell walls and internal support to stand upright.
Reproduction:
Many green algae release gametes directly into water.
Land plants protect gametes and develop embryos inside tissues.
Protection from Drying Out:
Green algae don’t have special structures to prevent drying.
Land plants have cuticles (waxy layers) to keep water inside.
Vascular Tissue (xylem and phloem):
Green algae do not have vascular tissue.
Land plants do have it to move water and nutrients.

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4
Q

Describe the environmental challenges against living on land, and the adaptations that plants have which allow them to live on land despite the barriers.

A

Environmental Challenges for Life on Land
Drying out (desiccation): No water everywhere like in oceans.
Support: No water to hold them up.
Reproduction: Harder to spread sperm and eggs without water.
Obtaining water and nutrients: No constant soaking in water.
Temperature changes: Land has bigger swings between hot and cold.
Plant Adaptations to Survive on Land
Cuticle: Waxy coating on leaves and stems to prevent water loss.
Stomata: Small openings that can open and close to control water and gas exchange.
Vascular tissue (xylem and phloem): Tubes that move water and food inside the plant.
Roots: Structures to anchor plants and absorb water/nutrients from the soil.
Strengthened cell walls: Extra support from lignin in vascular plants to stay upright.
Protected gametes and embryos: Gametes and embryos are kept safe inside tissues, often in seeds.
Pollen: Carries sperm through the air without needing water.

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5
Q

Describe the benefits for early plants as they evolved to live on land.

A

More sunlight: No water to block light, so better photosynthesis.
More carbon dioxide: Easier access to CO₂ from the air for making food.
Less competition: Few organisms lived on land at first, so lots of space and resources.
Fewer herbivores: Early on, there were no land animals eating plants.
Rich soil nutrients: Land soils had minerals plants could use.

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6
Q

Describe the four main categories of plants that are displayed in the studio and provide an example of each.

A

Bryophytes (nonvascular plants)
No vascular tissue, small, need water to reproduce.
Example: Mosses
Seedless Vascular Plants
Vascular tissue (xylem and phloem) but no seeds; reproduce with spores.
Example: Ferns
Gymnosperms
Vascular plants with seeds but no flowers; seeds are often in cones.
Example: Pine trees
Angiosperms
Vascular plants with seeds inside fruits; have flowers.
Example: Sunflowers

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7
Q

Understand the main differences in the life cycles of bryophytes, seedless vascular plants and vascular plants.

A

Bryophytes (like mosses)
Gametophyte (haploid) is the main, visible stage.
Sporophyte (diploid) is small and depends on the gametophyte for food.
Need water for sperm to swim to the egg.
Seedless Vascular Plants (like ferns)
Sporophyte (diploid) is the main, visible stage.
Gametophyte is small and separate, living on its own.
Still need water for sperm to swim to the egg.
Vascular Seed Plants (gymnosperms and angiosperms)
Sporophyte (diploid) is dominant and very large.
Gametophyte is tiny and lives inside cones or flowers.
Do NOT need water for reproduction; sperm are carried by pollen (wind, animals).

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8
Q

Be able to diagram and label a generalized life cycle for plants.

A

Sporophyte (2n)
Grows from a fertilized egg (zygote).
It is diploid (2 sets of chromosomes).
Makes haploid spores by meiosis.
Spores (n)
Single cells that are haploid (1 set of chromosomes).
Grow into the next stage without fusing with another cell.
Gametophyte (n)
Grows from a spore.
It is haploid.
Makes gametes (egg and sperm) by mitosis.
Gametes (n)
Egg and sperm fuse together (fertilization) to form a new zygote.
Zygote (2n)
Diploid.
Grows into a new sporophyte, starting the cycle again.

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9
Q

Learn the difference (chromosome number, morphology, and reproductive strategy) between the sporophyte and gametophyte generations of plants.

A

The sporophyte generation is diploid (2n), meaning it has two sets of chromosomes. It is usually larger and more complex than the gametophyte. The sporophyte’s job is to make haploid spores through meiosis.
The gametophyte generation is haploid (n), meaning it has only one set of chromosomes. It is usually smaller and simpler. The gametophyte makes haploid gametes (eggs and sperm) through mitosis.
In short:
Sporophytes make spores.
Gametophytes make gametes.

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10
Q

Summarize the evolutionary trends among plants.

A

From water to land:
Early plants evolved from aquatic green algae and adapted to survive on dry land.
From no vascular tissue to vascular tissue:
First plants (like mosses) had no tubes for moving water; later plants (like ferns) developed vascular tissue (xylem and phloem).
From spores to seeds:
Early plants (like ferns) spread by spores; later plants (like pine trees and flowers) developed seeds for better protection and survival.
From needing water for fertilization to using pollen:
Early plants needed water for sperm to swim; later plants used pollen to carry sperm through the air.
From small sporophyte to dominant sporophyte:
In early plants (like mosses), the gametophyte was bigger; in later plants (like ferns, pine trees, and flowers), the sporophyte became the main, visible stage.

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11
Q

Define vegetative (asexual) reproduction. Examine several examples of asexual reproduction in plants and explain the genetic similarity or difference between the parental plant and the progeny.

A

Vegetative (asexual) reproduction is when a plant makes a genetically identical copy of itself without using seeds or fertilization. Only one parent is involved.

Examples of Asexual Reproduction in Plants
Runners:
Plants like strawberries grow horizontal stems (runners) that make new plants.
Rhizomes:
Underground stems like in ginger spread and grow new plants.
Tubers:
Plants like potatoes grow swollen underground stems that can sprout into new plants.
Bulbs:
Onions and tulips use underground bulbs to make new plants.
Cuttings:
Pieces of a plant (like a stem or leaf) can grow roots and become a new plant — common with coleus or succulents.
Genetic Similarity
The progeny are genetically identical (clones) to the parent because no mixing of DNA occurs.

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12
Q

Learn the basic parts of the plant body

A

Roots
Anchor the plant in the ground.
Absorb water and nutrients from the soil.
Sometimes store food (like in carrots).
Stems
Support the plant and hold up leaves and flowers.
Transport water, nutrients, and sugars through vascular tissue (xylem and phloem).
Leaves
Main site for photosynthesis (making food from sunlight).
Have stomata (tiny pores) to exchange gases (CO₂ and O₂).
Flowers (in flowering plants)
Reproductive structures that make seeds.
Attract pollinators (like bees) to help spread pollen.
Fruits (in flowering plants)
Protect and help spread seeds.
Formed from the flower after fertilization.

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13
Q

Learn the basics of flower morphology. Be able to identify and give the function of male and female reproductive structural parts of flowers.

A

Flowers are the reproductive structures of angiosperms (flowering plants). They usually have male parts, female parts, and sometimes petals and sepals for protection and attraction.
Male Parts (called the Stamen)
Anther:
Makes and releases pollen (contains sperm).
Filament:
Holds up the anther to help spread pollen.
Female Parts (called the Carpel or Pistil)
Stigma:
Sticky surface that catches pollen.
Style:
Tube that connects stigma to ovary; pollen travels down it.
Ovary:
Houses ovules (eggs).
After fertilization, it becomes the fruit.
Ovule:
Contains the egg cell; becomes the seed after fertilization.
Other Key Flower Parts
Petals:
Brightly colored to attract pollinators like bees and butterflies.
Sepals:
Green leaves under the petals; protect the bud before it opens.
Quick Summary
Male = Stamen → Anther + Filament → Makes pollen.
Female = Carpel/Pistil → Stigma + Style + Ovary → Makes seeds.

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14
Q

Understand the fundamentals of pollination and fertilization in plants, and learn the distinction between the two processes.

A

Pollination is when pollen moves from the anther (male part) to the stigma (female part) of a flower.
It can happen by wind, water, or animals (like bees and butterflies).
Pollination does not guarantee fertilization — it just brings the sperm close to the egg.
Fertilization happens after pollination.
It is when a sperm cell from the pollen joins with an egg inside the ovule.
This forms a zygote (fertilized egg), which grows into a seed.
Key Difference
Pollination = Moving pollen.
Fertilization = Sperm and egg joining to make a seed.

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15
Q

Describe the formation and development of seeds and fruits.

A

Formation and Development of Seeds
After fertilization, the zygote (fertilized egg) inside the ovule begins to grow.
The zygote develops into an embryo (baby plant).
The outer parts of the ovule harden and become a seed coat, protecting the embryo.
Inside the seed, there is also stored food (in the endosperm or cotyledons) to help the embryo grow when it sprouts.
Formation and Development of Fruits
As the seed forms, the ovary around it begins to change.
The ovary swells and develops into a fruit, which helps protect the seed and sometimes helps spread it (by wind, water, or animals).
In many cases, fruits are sweet, juicy, or lightweight to attract animals or float in water.
Quick Summary
Seed = developed from the fertilized ovule.
Fruit = developed from the ovary surrounding the seed.

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16
Q

Identify the basic structures of seeds and fruits and state the function of those structures.

A

Basic Structures of a Seed and Their Functions
Seed coat:
Hard outer layer that protects the seed from damage and drying out.
Embryo:
The baby plant that will grow into a new plant.
Cotyledon(s) (seed leaves):
Provide stored food to the embryo until it can start photosynthesis.
Endosperm (in some seeds):
Extra food supply for the developing embryo.
Basic Structures of a Fruit and Their Functions
Ovary wall (becomes fruit):
Protects the seeds inside.
Pericarp (fruit wall):
May help in seed dispersal by attracting animals or floating on water.
Can have three layers:
Exocarp (outer skin)
Mesocarp (fleshy middle)
Endocarp (inner layer around seed)
Quick Summary
Seed parts protect and feed the embryo.
Fruit parts protect seeds and help them spread.

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17
Q

Explore the basic processes of seed germination and identify the structures of developing monocot and eudicot seedlings.

A

Basic Process of Seed Germination
Water softens the seed coat and activates the embryo.
The embryo starts to grow, using stored food from the cotyledon or endosperm.
The root (radicle) is the first part to emerge, anchoring the plant and absorbing water.
The shoot (plumule) grows upward toward the light to start photosynthesis.
Structures in Developing Monocot and Eudicot Seedlings
Monocots (like corn):
Single cotyledon (one seed leaf).
Radicle becomes the main root.
Plumule grows upward but is protected by a sheath called the coleoptile.
Leaves are narrow and parallel-veined.
Eudicots (like beans):
Two cotyledons (two seed leaves).
Radicle grows into a thick taproot.
Plumule grows into a stem and true leaves.
Cotyledons may emerge above the soil and feed the young plant until it can photosynthesize.
Quick Summary
Germination = Water + root first, shoot second.
Monocots = one cotyledon, protected shoot.
Eudicots = two cotyledons, often bigger roots and leaves.

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18
Q

Define plant meristems and differentiate between primary and secondary plant growth.

A

Plant Meristems
Meristems are areas of actively dividing cells (like stem cells for plants).
They allow plants to grow and make new organs (like leaves, stems, and roots).
Primary Growth
Caused by the apical meristems (at the tips of roots and shoots).
Makes the plant longer (taller stems and deeper roots).
Happens in all plants.
Example: A stem getting taller each year.
Secondary Growth
Caused by the lateral meristems (vascular cambium and cork cambium).
Makes the plant thicker (wider stems and roots).
Happens mostly in woody plants (like trees).
Example: A tree trunk growing wider each year (adding rings).
Quick Summary
Primary growth = getting longer.
Secondary growth = getting wider.

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19
Q

Distinguish the differences between monocots and eudicots at the level of flower, root, stem and leaf tissues.

A

Differences Between Monocots and Eudicots
Flowers
Monocots: Flower parts in multiples of 3 (like 3 or 6 petals).
Eudicots: Flower parts in multiples of 4 or 5 (like 4, 5, or 10 petals).
Roots
Monocots: Have a fibrous root system (many thin roots spreading out).
Eudicots: Have a taproot system (one main thick root with smaller branches).
Stems
Monocots: Vascular bundles (xylem and phloem) are scattered throughout the stem.
Eudicots: Vascular bundles are arranged in a ring around the edge.
Leaves
Monocots: Parallel veins (veins run side by side).
Eudicots: Branched or net-like veins.
Quick Summary
Monocots: 3s, fibrous roots, scattered stems, parallel leaves.
Eudicots: 4s or 5s, taproot, ringed stems, branching leaves.

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20
Q

examine the various tissues and cell types seen in stem and root cross sections.

A

Major Tissues in Stem and Root Cross Sections

  1. Dermal Tissue
    • Epidermis:
    • Outer layer of cells that protects the plant
    • May have a cuticle (waxy layer) to prevent water loss.
  2. Ground Tissue
    • Cortex:
    • Layer between epidermis and vascular tissue.
    • Made of parenchyma cells (store food and water).
    • Pith (only in stems, especially eudicots):
    • Center of the stem; also made of parenchyma for storage.
  3. Vascular Tissue
    • Xylem:
    • Moves water and minerals upward from roots.
    • Made of dead cells (vessel elements and tracheids).
    • Phloem:
    • Moves sugars (food) throughout the plant.
    • Made of living cells (sieve-tube elements).

Key Differences in Stems vs. Roots

Stems:
• Vascular bundles arranged in a ring (eudicots) or scattered (monocots).
• May have a large pith in the center.

Roots:
• Vascular tissue is usually central (in the center of the root).
• Surrounded by a special layer called the endodermis, which controls what enters the vascular tissue.

Important Cell Types You See
• Parenchyma: soft, flexible cells for storage and healing.
• Collenchyma: flexible support cells (in young stems).
• Sclerenchyma: very tough, dead support cells (like fibers).

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21
Q

Investigate the response of pea plant tissues to the presence of the plant hormone gibberellin.

A

Response of Pea Plant Tissues to Gibberellin
• Gibberellin is a plant hormone that makes pea plants grow taller.
• It stimulates cell elongation (cells grow longer) and cell division (more cells are made).
• In pea plants, when gibberellin is present:
• Stem internodes (the spaces between leaves) stretch out, making the plant taller and less compact.
• Leaves and stems grow larger and faster than normal.
• If a pea plant lacks gibberellin (naturally or by mutation), it will stay short and stunted.

Quick Summary
• With gibberellin = tall, stretched stems.
• Without gibberellin = short, compact plant.

22
Q

Define tropism. Explore phototropism and gravitropism. Understand the role of the plant hormone auxin in tropism.

A

What is Tropism?
• Tropism is a plant’s growth response toward or away from a stimulus (like light, gravity, or touch).

Phototropism
• Phototropism = growth in response to light.
• Plants bend toward the light source.
• Helps maximize photosynthesis.

Gravitropism
• Gravitropism = growth in response to gravity.
• Roots grow down (positive gravitropism).
• Shoots grow up (negative gravitropism).

Role of Auxin in Tropism
• Auxin is a plant hormone that controls tropisms.
• In phototropism:
• Auxin moves to the shady side of the stem.
• It stimulates cells there to grow longer, causing the stem to bend toward the light.
• In gravitropism:
• Auxin collects on the lower side of roots and stems.
• In roots, high auxin slows growth, causing the root to bend downward.
• In stems, high auxin speeds up growth, causing the stem to bend upward.

Quick Summary
• Tropism = plant bends to light, gravity, etc.
• Auxin = hormone that moves and controls how plants bend.

23
Q

Understand how the properties of water are important to its transport and movement in plants.

A

Importance of Water Properties for Plant Transport
1. Cohesion
• Water molecules stick to each other.
• This forms a continuous water column inside the plant’s xylem (like a chain).
2. Adhesion
• Water molecules stick to the walls of the xylem vessels.
• This helps pull water upward against gravity.
3. Surface Tension
• Water forms a tight surface that helps pull more water into leaves when water evaporates.
4. High Heat Capacity
• Water absorbs heat without changing temperature quickly.
• This helps plants stay cool and avoid damage from sudden temperature changes.

How It Works
• Water is pulled upward from the roots to the leaves by transpiration (evaporation of water from leaf surfaces).
• Cohesion and adhesion keep the water moving in a continuous flow inside the plant.

Quick Summary
• Cohesion + Adhesion + Transpiration = Water movement up the plant.

24
Q

Explore how water is transported in plants; understand the cohesion-tension model of water movement from roots to leaves using mechanisms that you learned in Module 5, Class 1.

A

How Water is Transported in Plants
• Water enters roots from the soil by osmosis (water moving from high to low concentration).
• Water moves into the xylem (the transport tissue for water).
• It travels up the plant to the leaves where it evaporates from small pores called stomata (this is transpiration).

Cohesion-Tension Model (Main Way Water Moves)
• Transpiration creates a pull (like sucking on a straw) as water evaporates from leaves.
• Cohesion (water molecules stick to each other) keeps the water column together as it is pulled upward.
• Adhesion (water sticking to xylem walls) helps fight gravity and keeps water moving upward.
• Tension is created by evaporation at the leaves, pulling water all the way from the roots.

Quick Summary
• Transpiration pulls water.
• Cohesion holds the water molecules together.
• Adhesion sticks water to the xylem walls.
• Tension moves water upward like a chain from roots to leaves.

25
Examine and learn the anatomy of a root. Know the function of and be able to identify the root cap, zone of cell division, xylem, phloem, endodermis, and root hairs.
Root Anatomy and Functions Root Cap • A tough, protective covering at the tip of the root. • Protects the delicate growing cells as the root pushes through the soil. Zone of Cell Division • Located just behind the root cap. • New cells are made here by mitosis in the apical meristem (growth tissue). Xylem • Found in the center of the root. • Transports water and minerals up from the roots to the rest of the plant. Phloem • Located around or near the xylem. • Transports sugars and nutrients from the leaves down to the roots and other parts. Endodermis • A single layer of tightly packed cells that forms a boundary around the vascular tissue. • Regulates what enters the xylem (like a filter). Root Hairs • Tiny extensions of root cells near the tip of the root. • Increase surface area to absorb more water and nutrients from the soil. ⸻ Quick Summary • Root cap = protects. • Zone of cell division = makes new cells. • Xylem = moves water up. • Phloem = moves food down. • Endodermis = controls entry to xylem. • Root hairs = absorb water and nutrients.
26
Examine root hairs and understand their significance for water and mineral absorption by plants.
Root Hairs and Their Significance • Root hairs are tiny extensions of root epidermal cells. • They are very thin and long, which gives them a huge surface area. • They increase water and mineral absorption because they reach into the tiny spaces between soil particles. • More surface area means the plant can absorb much more water and nutrients than it could with just the main root alone. ⸻ Quick Summary • Root hairs = tiny structures that grab water and minerals from the soil. • They are essential for keeping the plant hydrated and fed.
27
Examine the route of the movement of water from the soil to leaves.
Route of Water Movement from Soil to Leaves 1. Soil to Root Hairs • Water enters root hairs by osmosis (water moves from high concentration in the soil to lower concentration inside the root). 2. Root Hairs to Cortex • Water travels through the cortex (the ground tissue of the root) by moving cell to cell or around cells. 3. Through the Endodermis • Water must pass through the endodermis (which controls what gets into the plant’s vascular system). • It passes through the Casparian strip, a waterproof barrier forcing water into cells (not just between them). 4. Into the Xylem • After the endodermis, water enters the xylem vessels — the tubes that carry water upward. 5. Up the Stem and Into the Leaves • Water is pulled upward by transpiration (evaporation of water from leaf stomata). • Cohesion (water sticking to water) and adhesion (water sticking to xylem walls) help move the water up. 6. Evaporation at the Leaves • Water finally exits through stomata on the leaves into the air. ⸻ Quick Summary • Soil → Root hairs → Cortex → Endodermis → Xylem → Leaves → Air
28
Learn and examine the anatomy of leaf structure. Know the function of and be able to identify the upper epidermis, leaf vein, stomata, palisade mesophyll and spongy mesophyll.
Leaf Anatomy and Functions • Upper Epidermis • Outer protective layer on the top of the leaf. • Covered by a waxy cuticle to prevent water loss. • Leaf Vein (Vascular Bundle) • Contains xylem (moves water to the leaf) and phloem (moves sugars away from the leaf). • Provides support and transport. • Stomata (singular = stoma) • Tiny pores mostly on the underside of the leaf. • Allow gas exchange: CO₂ in, O₂ and water vapor out. • Open and close with guard cells. • Palisade Mesophyll • Layer of tightly packed cells right under the upper epidermis. • Main site of photosynthesis — lots of chloroplasts to capture sunlight. • Spongy Mesophyll • Loosely packed cells with air spaces between them. • Helps with gas movement (CO₂ and O₂) inside the leaf. ⸻ Quick Summary • Upper epidermis = protection. • Vein = transport water and sugars. • Stomata = gas exchange. • Palisade mesophyll = photosynthesis. • Spongy mesophyll = gas circulation.
29
Examine stomata and identify their role in the movement of water and in gas exchange.
Stomata and Their Role • Stomata are tiny openings mainly on the underside of leaves. • Each stoma is surrounded by two guard cells that open and close the pore. ⸻ Role in Water Movement • When stomata are open, water vapor escapes from inside the leaf into the air. • This process is called transpiration. • Transpiration creates a pull that draws water upward from the roots through the xylem. ⸻ Role in Gas Exchange • When stomata are open, they allow carbon dioxide (CO₂) to enter for photosynthesis. • They also let oxygen (O₂) (waste from photosynthesis) exit into the air. ⸻ Quick Summary • Water movement: Stomata let water evaporate (pulls water up). • Gas exchange: Stomata let CO₂ in and O₂ out.
30
Explore plant adaptations for growth in habitats with different amounts of water.
Plant Adaptations Based on Water Availability 1. Xerophytes (plants in dry environments like deserts) • Thick cuticle: Reduces water loss. • Small or no leaves: Lowers evaporation (some have spines instead, like cacti). • Deep or wide-spreading roots: Reach deep or far for water. • Stomata open at night (CAM photosynthesis) to save water. 2. Mesophytes (plants in moderate environments) • Normal-sized leaves: Good for regular sunlight and rainfall. • Regular stomata activity: Open during the day for gas exchange. • Balanced root systems: Not extremely deep or shallow. 3. Hydrophytes (plants in water or wet environments) • Thin or no cuticle: No need to prevent water loss. • Large air spaces in tissues: Help float and move oxygen to underwater parts. • Stomata on upper leaf surface: Since the bottom is in water, they open on top. ⸻ Quick Summary • Xerophytes: Save water. • Mesophytes: Balanced for moderate conditions. • Hydrophytes: Handle lots of water easily.
31
Understand the process of mineral transport by plants, based on the mechanisms that you learned in Module 5, Class 1.
Mineral Transport in Plants • Minerals from the soil enter root hairs mainly by active transport. (Because minerals are often more concentrated inside the plant than in the soil, they need energy to move in.) • After entering root hairs, minerals move cell-to-cell through the cortex toward the xylem. • At the endodermis, minerals are filtered — the plant controls which minerals are allowed into the xylem. • Once inside the xylem, minerals travel upward with water by the transpiration pull (cohesion-tension model). ⸻ Quick Summary • Active transport moves minerals into the root. • Xylem carries minerals up with the water flow.
32
Learn the functions of mineral nutrients in plants, and examine symptoms of plants with mineral deficiencies.
Functions of Key Mineral Nutrients in Plants • Nitrogen (N) • Needed for making proteins and chlorophyll (important for growth and green leaves). • Phosphorus (P) • Important for energy transfer (ATP) and root development. • Potassium (K) • Helps regulate water balance and opening and closing of stomata. • Calcium (Ca) • Builds cell walls and helps with cell division. • Magnesium (Mg) • Central atom in chlorophyll, needed for photosynthesis. • Iron (Fe) • Needed to make chlorophyll and for enzyme functions. ⸻ Symptoms of Mineral Deficiencies • Nitrogen deficiency: • Yellowing leaves (especially older leaves first). • Phosphorus deficiency: • Purple or dark green leaves, stunted growth. • Potassium deficiency: • Brown edges on leaves, weak stems. • Calcium deficiency: • Deformed or crumbling new leaves. • Magnesium deficiency: • Yellowing between veins of older leaves (leaves look striped). • Iron deficiency: • Yellowing between veins of young leaves (new leaves look pale). ⸻ Quick Summary • Different minerals have different jobs. • Deficiencies show as color changes, poor growth, or leaf damage.
33
Examine the symbiotic relationship of plants and bacteria, and understand the role of symbiotic nitrogen fixation
Symbiotic Relationship of Plants and Bacteria • Certain plants (mostly legumes, like peas and beans) form a mutualistic relationship with nitrogen-fixing bacteria (like Rhizobium). • The bacteria live inside root nodules (small bumps on the plant roots). ⸻ Role of Symbiotic Nitrogen Fixation • Bacteria take nitrogen gas (N₂) from the air (which plants can’t use) and convert it into ammonia (NH₃), a form plants can absorb and use to make proteins. • In return, the plant gives the bacteria sugars and a safe home in the root nodules. ⸻ Quick Summary • Bacteria fix nitrogen → Plants get usable nitrogen → Bacteria get food and shelter.
34
Examine the symbiotic relationship of plants and fungi, and understand the role of mycorrhizae.
Symbiotic Relationship of Plants and Fungi • Most plants form a mutualistic relationship with fungi called mycorrhizae. • The fungi grow around or inside the plant’s roots. ⸻ Role of Mycorrhizae • Fungi help the plant absorb more water and minerals (especially phosphorus) from the soil. • Plants provide the fungi with sugars made during photosynthesis. • This partnership makes plants healthier, stronger, and more drought-resistant. ⸻ Quick Summary • Fungi boost water and nutrient uptake. • Plants feed fungi with sugars.
35
Understand the process of transport of organic nutrients by plants, based on the mechanisms that you learned in Module 5, Class 1.
Transport of Organic Nutrients in Plants • Organic nutrients (mainly sugars made during photosynthesis) are transported through the phloem. • This movement is called translocation. ⸻ How It Works (Pressure-Flow Model) 1. Sugars are made in source tissues (like leaves). 2. Sugars are actively loaded into phloem sieve tubes. 3. Water from nearby xylem moves into the phloem by osmosis, creating high pressure. 4. The pressure pushes the sugary fluid through the phloem toward sink tissues (like roots, fruits, or growing shoots) that need or store the sugars. 5. Sugars are unloaded at the sink, and water returns to the xylem. ⸻ Quick Summary • Phloem moves sugars from source (leaf) to sink (root, fruit, etc.) using pressure differences.
36
Describe the greenhouse effect, its causes, and consequences.
What is the Greenhouse Effect? • The greenhouse effect is when certain gases trap heat in Earth’s atmosphere, keeping the planet warm enough to support life. ⸻ Causes of the Greenhouse Effect • Sunlight reaches Earth; some of it is reflected back into space. • Some of it is absorbed by Earth’s surface and then re-radiated as heat (infrared radiation). • Greenhouse gases like carbon dioxide (CO₂), methane (CH₄), and water vapor trap some of that heat instead of letting it escape into space. Major greenhouse gases include: • Carbon dioxide (CO₂) • Methane (CH₄) • Nitrous oxide (N₂O) • Water vapor (H₂O) ⸻ Consequences of the Greenhouse Effect • Natural greenhouse effect: • Good — keeps Earth at a livable temperature. • Enhanced (human-caused) greenhouse effect: • Too much heat trapped → global warming. • Rising sea levels from melting ice. • More extreme weather (floods, droughts, hurricanes). • Changes in ecosystems and plant/animal life. ⸻ Quick Summary • Normal greenhouse effect = good (life possible). • Too much greenhouse effect = bad (climate problems).
37
Describe the changes in atmospheric CO2 that have occurred through geologic time and through the past 200 years, and explain how CO2 levels are related to climate.
Changes in Atmospheric CO₂ Through Geologic Time • Over millions of years, CO₂ levels have risen and fallen naturally. • Very high CO₂ during times like the age of dinosaurs (hotter Earth). • Lower CO₂ during ice ages (colder Earth). • Natural changes were caused by volcanoes, weathering of rocks, ocean absorption, and plant life. ⸻ Changes in CO₂ Over the Past 200 Years • Since the Industrial Revolution (~1800s), CO₂ levels have rapidly increased. • Main cause: Burning fossil fuels (coal, oil, natural gas) and deforestation (cutting down forests). • CO₂ levels have risen from about 280 parts per million (ppm) (pre-1800s) to over 420 ppm today — the highest in hundreds of thousands of years. ⸻ How CO₂ Levels Are Related to Climate • More CO₂ = more heat trapped = warmer global temperatures. • As CO₂ rises, Earth’s average temperature increases (global warming). • Past high CO₂ periods matched with hotter climates; low CO₂ periods matched with ice ages. ⸻ Quick Summary • Long-term: CO₂ levels changed naturally with Earth’s cycles. • Past 200 years: Human activities caused a sharp CO₂ rise. • More CO₂ = Warmer Earth.
38
Identify the major causes of the recent (last 200 years) changes in atmospheric CO2 levels.
Major Causes of Recent Increases in Atmospheric CO₂ (Last 200 Years) 1. Burning Fossil Fuels • Coal, oil, and natural gas are burned for energy, releasing carbon dioxide. • Major sources: power plants, cars, planes, and factories. 2. Deforestation • Cutting down forests reduces the number of trees that absorb CO₂. • Trees store carbon, so when they are burned or decay, they release CO₂. 3. Industrial Processes • Making cement, steel, and other materials releases CO₂ during production. 4. Agriculture • Some farming activities (like soil plowing and fertilizer use) increase CO₂ and other greenhouse gases. ⸻ Quick Summary • Burning fuels, cutting forests, industrial production, and farming have all pushed CO₂ levels up.
39
Identify the consequences of higher CO2 levels on plant growth.
Consequences of Higher CO₂ Levels on Plant Growth 1. Faster Growth (sometimes) • Higher CO₂ can make some plants grow faster, because CO₂ is needed for photosynthesis. 2. Bigger Leaves but Weaker Tissues • Plants may have larger leaves but thinner, weaker tissues, making them more vulnerable to pests or drought. 3. Lower Nutritional Value • Crops grown in high CO₂ often have less protein, iron, and zinc, reducing their nutritional quality. 4. Different Species Responses • Some plants (like weeds) benefit more from high CO₂ than crops, possibly leading to more weed problems. 5. Water Use Efficiency Improves • Plants may lose less water because they can keep stomata more closed, helping them survive dry conditions. ⸻ Quick Summary • More CO₂ = faster growth, but weaker plants, poorer nutrition, and more weeds.
40
Name the ultimate source of energy for all life on earth.
The Sun
41
List and briefly describe the biological factors that limit the conversion of solar energy into food.
Biological Factors That Limit Solar Energy Conversion into Food 1. Light Absorption • Plants don’t absorb all wavelengths of sunlight — mostly only red and blue light, so some energy is lost. 2. Photosynthetic Efficiency • Even under perfect conditions, plants only convert about 1–2% of sunlight into chemical energy (sugars). 3. Respiration • Plants use some of their own energy for growth and maintenance, not just storing it as food. 4. Water and Nutrient Availability • Without enough water or minerals, plants can’t photosynthesize at full speed. 5. Temperature Extremes • If it’s too hot or too cold, photosynthesis slows down or stops. 6. Damage from Herbivores or Disease • Insects, animals, or fungal infections can reduce leaf area or damage plants, limiting energy capture. ⸻ Quick Summary • Not all light used, low efficiency, energy used for living, and environmental limits all reduce food production.
42
Describe how the 2nd Law of Thermodynamics influences the production of food to feed a growing population.
2nd Law of Thermodynamics and Food Production • The 2nd Law of Thermodynamics says that energy is always lost as heat when it changes form. • In food production, energy from the Sun is captured by plants, but most of it is lost at each step: • Plants only store a small part of the sunlight they receive. • When animals eat plants, they lose even more energy as heat through movement, digestion, and metabolism. • Only a tiny fraction of the original solar energy becomes usable food energy for humans. ⸻ Why It Matters for Feeding a Growing Population • Producing plant-based foods is more energy-efficient because it loses fewer steps. • Raising animals (meat production) is less efficient because it loses more energy between the plants and the final food. • To feed more people, efficient use of energy (like eating more plants and improving farming) is important. ⸻ Quick Summary • Energy is lost at every step. • More plant-based food = more efficient use of solar energy.
43
Describe the implications of the 2nd Law of Thermodynamics on using meat vs. grain to provide food for the human population.
Implications of the 2nd Law of Thermodynamics: Meat vs. Grain • The 2nd Law says that energy is always lost (mostly as heat) when it changes from one form to another. • When humans eat grains (plants), they get energy directly from the Sun’s stored energy (only one major step). • When humans eat meat, the energy had to first pass through animals (plants → animals → humans), meaning even more energy is lost at each step. ⸻ Why It Matters • Producing meat uses more energy, land, and water because animals must be fed lots of plants to grow. • Producing grains is more efficient — more people can be fed with the same amount of land and energy. ⸻ Quick Summary • Grain = direct, efficient energy use. • Meat = indirect, wasteful energy use. • Feeding more people is easier with plant-based foods.
44
Describe how an increase in human population size will influence the amount of food we need and our ability to provide food to the population.
How Population Growth Affects Food Needs • As the human population increases, the total amount of food needed also increases. • More people means we need more crops, more animals, and more water, land, and energy to produce food. ⸻ Challenges to Providing Enough Food • Limited resources: • Good farmland, fresh water, and fertilizer are limited. • Land use pressure: • Expanding farms often leads to deforestation and loss of natural ecosystems. • Environmental impact: • More farming can cause pollution, soil erosion, and climate change, making farming harder over time. • Inefficiency: • Producing meat uses much more land and energy than producing grains or vegetables. • Food distribution: • Even if enough food is produced, unequal distribution can leave some areas hungry while others have surpluses. ⸻ Quick Summary • More people = more food needed. • Strains on land, water, and environment make feeding everyone harder unless farming becomes more efficient and sustainable.
45
Describe the various factors that limit our ability to produce food to feed a growing human population.
Factors That Limit Food Production 1. Limited Farmland • There’s only so much good land for farming; cities and deserts can’t easily grow food. 2. Water Shortages • Crops need a lot of water, and freshwater supplies are already overused in many places. 3. Soil Degradation • Overfarming, erosion, and pollution can damage soil, making it less productive. 4. Climate Change • Extreme weather (droughts, floods, heatwaves) harms crops and reduces yields. 5. Pests and Diseases • Insects, fungi, and plant diseases can destroy crops faster than farmers can grow them. 6. Energy Costs • Farming depends on energy (for machines, fertilizers, irrigation), and high costs can limit food production. 7. Loss of Biodiversity • Growing only a few types of crops (monoculture) can make farms more vulnerable to pests and disease. 8. Political and Economic Issues • Wars, trade restrictions, and poverty can block food production or food distribution even if enough is grown. ⸻ Quick Summary • Natural limits, environmental damage, and human problems all make it harder to produce enough food.
46
Describe the ecological consequences of the inverse relationship between plant water conservation and photosynthesis.
Inverse Relationship Between Plant Water Conservation and Photosynthesis • Plants need to open their stomata to let in carbon dioxide (CO₂) for photosynthesis. • But when stomata are open, water vapor escapes — leading to water loss (transpiration). So: • If plants keep stomata open → more photosynthesis, but more water loss. • If plants close stomata to save water → less photosynthesis, so less food energy produced. ⸻ Ecological Consequences 1. Slower Plant Growth • In dry environments, plants grow slower because they must keep stomata closed more often. 2. Lower Crop Yields • Less photosynthesis means smaller harvests, especially during droughts. 3. Changes in Ecosystems • Drought-tolerant plants (like cacti) may outcompete less water-efficient plants, changing the types of plants and animals in an area. 4. Less Carbon Capture • If plants photosynthesize less, they absorb less CO₂, making it harder to slow climate change. ⸻ Quick Summary • Saving water = less photosynthesis = slower growth, smaller harvests, and ecosystem changes.
47
Describe the three metabolic pathways plants use to fix CO2.
Three Metabolic Pathways Plants Use to Fix CO₂ 1. C₃ Pathway (C₃ Photosynthesis) • Most common (used by most plants like wheat, rice, and trees). • CO₂ is directly fixed into a 3-carbon compound called 3-PGA. • Works best in cool, wet environments. • Problem: Loses efficiency in hot, dry conditions because of photorespiration (wasting energy when stomata close). 2. C₄ Pathway (C₄ Photosynthesis) • Used by plants like corn and sugarcane. • CO₂ is first fixed into a 4-carbon compound (oxaloacetate). • Special leaf structure (bundle sheath cells) separates carbon fixation from photosynthesis, reducing photorespiration. • Works well in hot, sunny environments. 3. CAM Pathway (Crassulacean Acid Metabolism) • Used by desert plants like cacti and pineapples. • Stomata open at night (to take in CO₂ and store it) and close during the day (to save water). • Photosynthesis happens during the day using stored CO₂. • Best for very dry conditions. ⸻ Quick Summary • C₃: Most plants, good in cool/wet, bad in hot/dry. • C₄: Hot, sunny areas; very efficient. • CAM: Dry deserts; saves water by opening stomata at night.
48
Describe the costs and benefits for each of the three different metabolic pathways plants use to fix CO2.
C₃ Pathway Benefits: • Simple and energy-efficient under cool, moist conditions. • Works well when water is available and temperatures are moderate. Costs: • Photorespiration (wasting energy and carbon) happens when it’s hot and dry because stomata close to save water. • Less efficient in warm climates. ⸻ C₄ Pathway Benefits: • Minimizes photorespiration even in hot, sunny environments. • Very efficient at capturing CO₂ and producing energy in high light and heat. Costs: • Requires extra energy (ATP) to fix CO₂ into a 4-carbon molecule. • More complex leaf structure needed (bundle sheath cells). ⸻ CAM Pathway Benefits: • Excellent water conservation — stomata open only at night, reducing water loss. • Ideal for extremely dry, desert environments. Costs: • Slower growth because CO₂ is collected at night and stored, limiting how much can be processed during the day. • Energy costly to store and later use CO₂. ⸻ Quick Summary • C₃: Low energy use, but bad in heat. • C₄: Good in heat, but costs more energy. • CAM: Great water saver, but slow growth.
49
Describe the effects of climate change on ecosystem productivity and relate this to the ability of the ecosystem to sustain the heterotrophic organisms within an ecosystem.
Effects of Climate Change on Ecosystem Productivity • Increased temperatures, droughts, and changing rainfall patterns can reduce plant growth (lower primary productivity). • Faster CO₂ rise can sometimes speed up plant growth, but if water, nutrients, or temperatures are bad, growth still declines. • Extreme events (like wildfires, storms, and heatwaves) can damage plants and lower ecosystem productivity even more. ⸻ How This Affects Heterotrophic Organisms (Animals, Fungi, etc.) • Heterotrophs (organisms that eat plants or other animals) depend on plants for food energy. • If plants grow less → less food is available for herbivores (plant-eaters). • If herbivores decline, carnivores (meat-eaters) will also decline because their food sources shrink. • Whole food webs become weaker or collapse if plant productivity drops too much. ⸻ Quick Summary • Less plant growth = less food = decline of animals across the food chain.
50
Examine the implications of the limitations on agricultural production to feed an ever-growing human population.
Implications of Limits on Agricultural Production 1. Food Shortages • If crop yields cannot keep up with population growth, some areas will face hunger and malnutrition. 2. Higher Food Prices • Scarcity of food leads to higher prices, making it harder for poor populations to afford enough to eat. 3. Greater Pressure on Land and Water • Farmers may clear more forests and overuse water to grow more food, causing environmental damage. 4. Increased Dependence on Technology • Need for genetically modified crops, better irrigation, and efficient fertilizers will grow — but not every region can access or afford them. 5. Global Inequality • Wealthier countries will likely be able to adapt better, while poorer countries may suffer more food insecurity. 6. Potential for Conflict • Competition over land, water, and food could lead to political tension, migration, or even conflicts. ⸻ Quick Summary • Limits on farming = less food, higher prices, more inequality, and more environmental strain.