-Transpiration Lab Wrap-Up -CPS: Review of Plant Life Cycles -Notes: Plant Tissues, Transport, & Support -Skim Chapters 35, 36, & 37

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1 AP Biology Syllabus - Unit 13: Plants Essential Questions: 1. What characteristics of plants make them different from other eukaryotes? 2. What are the defining characteristics of the different phyla of plants? Suggested Reading: Chapter 29 (All) Chapter 30 (All) Chapter 35 (All) Chapter 36 (All) Chapter 37 (All) Chapter 38 (All) Chapter 39 (All) Homework: Transpiration Pre-Lab Activity (Due Tuesday, 04/12) Transpiration Lab Report (Due Thursday, 04/21) Online Quiz: Chapters 29 & 30 In-Class Work: Secret Life of Plants Video Questions, CPS Reviews, Dissection Sketches Unit Exam (100 pts): 50 Multiple Choice Questions (100 pts - 2 pts per question) Schedule: (See Weekly Outline on course website for potential adjustments) Date Lesson Topics Assignments Monday 04/11 -Transpiration Lab Set-Up -Secret Life of Plants: Mosses Tuesday 04/12 Wednesday 04/13 Thursday 04/14 Friday 04/15 Monday 04/18 Tuesday 04/19 Thursday 04/21 Friday 04/22 -Secret Life of Plants: Ferns & Pines -Secret Life of Plants: The Flower -Flower & Fruit Dissection Lab -Label Diagram of the Moss Life Cycle (Due Tuesday, 04/12) -Transpiration Pre-Lab Activity (Due Tuesday, 04/12 at 7:45 am) -Label Diagram of the Fern Life Cycle (Due Wednesday, 04/13) -Label Diagram of the Pine Life Cycle (Due Thursday, 04/14) -Flower & Fruit Dissection Sketches (Due in class) -Label Diagram of the Angiosperm Life Cycle (Due Friday, 04/15) -Online Quiz #15 (Chapters 29 & 30) (Due Monday, 04/18 at 7:45 am) -Transpiration Lab Wrap-Up -CPS: Review of Plant Life Cycles -Notes: Plant Tissues, Transport, & Support -Skim Chapters 35, 36, & 37 -CPS: Plant Review -Skim Chapters 38 & 39 -Plant Tissues Observation Lab -Review for Unit 13 Exam -Unit 13 Exam -Plant Tissues Dissection Sketches (Due in class) -Study for Unit 13 Exam

2 Unit 13: Animals Learning Targets Chapter 29: Plant Diversity I: How Plants Colonized Land Describe four shared derived homologies that link charophyceans and land plants. Distinguish among the kingdoms Plantae, Streptophyta, and Viridiplantae. Note which of these is used in the textbook. Describe five characteristics that distinguish land plants from charophycean algae. Explain how these features are adaptive for life on land. Define and distinguish among the stages of the alternation of generations life cycle. Describe evidence that suggests that plants arose roughly 475 million years ago. List and distinguish among the three phyla of bryophytes. Briefly describe the characteristics of each group. Distinguish between the phylum Bryophyta and the bryophytes. Explain why bryophyte rhizoids are not considered roots. Explain why most bryophytes grow close to the ground. Diagram the life cycle of a bryophyte. Label the gametophyte and sporophyte stages and the locations of gamete production, fertilization, and spore production. Describe the ecological and economic significance of bryophytes. Describe the five traits that characterize modern vascular plants. Explain how these characteristics have contributed to their success on land. Distinguish between microphylls and megaphylls. Distinguish between the homosporous and heterosporous condition. Explain why seedless vascular plants are most commonly found in damp habitats. Name the two clades of living seedless vascular plants. Explain how vascular plants differ from bryophytes. Distinguish between giant and small lycophytes. Explain why whisk ferns are no longer considered to be living fossils. Describe the production and dispersal of fern spores. Chapter 30: Plant Diversity II: The Evolution of Seed Name five terrestrial adaptations that contributed to the success of seed plants. Compare the size and independence of the gametophytes of bryophytes with those of seed plants. Describe the ovule of a seed plant. Contrast the male gametophytes of bryophytes with those of seed plants. Explain why pollen grains were an important adaptation for successful reproduction on land. Explain how a seed can be said to include contributions from three distinct generations. Compare spores with seeds as dispersal stages in plant life cycles. Explain how climatic changes with the formation of the supercontinent Pangaea favored the spread of gymnosperms. List and distinguish among the four phyla of gymnosperms. Describe the life history of a pine. Indicate which structures are part of the gametophyte generation and which are part of the sporophyte generation. Identify the following floral structures and describe a function for each: sepal, petal, stamen, carpel, filament, anther, stigma, style, ovary, ovule. Define fruit. Explain how fruits may be adapted to disperse seeds. Explain why a cereal grain is a fruit rather than a seed. Diagram the generalized life cycle of an angiosperm. Indicate which structures are part of the gametophyte generation and which are part of the sporophyte generation. Describe the role of the generative cell and the tube cell within the angiosperm pollen grain. Explain the process and function of double fertilization. Explain the significance of Archaefructus. Explain the significance of Amborella. Distinguish between monocots and eudicots. Explain how animals may have influenced the evolution of terrestrial plants and vice versa. Name the six angiosperms that are most important in the diet of the human species. Describe the current threat to plant diversity caused by human population growth. Chapter 35: Plant Structure, Growth, and Development Describe and compare the three basic organs of vascular plants. Explain how these basic organs are interdependent. List the basic functions of roots. Describe and compare the structures and functions of fibrous roots, taproots, root hairs, and adventitious roots. Describe the basic structure of plant stems.

3 Explain the phenomenon of apical dominance. Describe the structures and functions of four types of modified shoots. Describe and distinguish between the leaves of monocots and those of eudicots. Describe the three tissue systems that make up plant organs. Describe and distinguish between the three basic cell types of plant tissues. For each tissue, describe one characteristic structural feature and explain its functional significance. Explain the functional relationship between a sieve-tube member and its companion cell. Distinguish between determinate and indeterminate growth. Give an example of each type of growth. Distinguish among annual, biennial, and perennial plants Explain this statement: In contrast to most animals, which have a stage of embryonic growth, plants have regions of embryonic growth. Distinguish between the primary and secondary plant body. Describe in detail the primary growth of the tissues of roots and shoots. Describe in detail the secondary growth of the tissues of roots and shoots. Name the cells that make up the tissue known as wood. Name the tissues that comprise the bark. Explain why Arabidopsis is an excellent model for the study of plant development. Explain what each of these Arabidopsis mutants has taught us about plant development: (a) fass mutant, (b) gnom mutant, (c) KNOTTED-1 mutant, (d) GLABRA-2 mutant Define and distinguish between morphogenesis, differentiation, and growth. Explain why (a) the plane and symmetry of cell division, (b) the orientation of cell expansion, and (c) cortical microtubules are important determinants of plant growth and development. Explain how pattern formation may be determined in plants. Give an example to demonstrate how a cell s location influences its developmental fate. Explain how a vegetative shoot tip changes into a floral meristem. Describe how three classes of organ identity genes interact to produce the spatial pattern of floral organs in Arabidopsis. Chapter 36: Transport in Vascular Plants Describe how proton pumps function in transport of materials across plant membranes, using the terms proton gradient, membrane potential, cotransport, and chemiosmosis. Define osmosis and water potential. Explain how water potential is measured. Explain how solutes and pressure affect water potential. Explain how the physical properties of plant cells are changed when the plant is placed into solutions that have higher, lower, or the same solute concentration. Define the terms flaccid, plasmolyze, turgor pressure, and turgid. Explain how aquaporins affect the rate of water transport across membranes. Name the three major compartments in vacuolated plant cells. Distinguish between the symplast and the apoplast. Describe three routes available for lateral transport in plants. Define bulk flow and describe the forces that generate pressure in the vascular tissue of plants. Relate the structure of sieve-tube cells, vessel cells, and tracheids to their functions in bulk flow. Explain what routes are available to water and minerals moving into the vascular cylinder of the root. Explain how mycorrhizae enhance uptake of materials by roots. Explain how the endodermis functions as a selective barrier between the root cortex and vascular cylinder. Describe the potential and limits of root pressure to move xylem sap. Define the terms transpiration and guttation. Explain how transpirational pull moves xylem sap up from the root tips to the leaves. Explain how cavitation prevents the transport of water through xylem vessels. Explain this statement: The ascent of xylem sap is ultimately solar powered. Explain the importance and costs of the extensive inner surface area of a leaf. Discuss the factors that may alter the stomatal density of a leaf. Describe the role of guard cells in photosynthesis-transpiration. Explain how and when stomata open and close. Describe the cues that trigger stomatal opening at dawn. Explain how xerophytes reduce transpiration. Describe crassulacean acid metabolism and explain why it is an important adaptation to reduce transpiration in arid environments. Define and describe the process of translocation. Trace the path of phloem sap from a primary sugar source to a sugar sink. Describe the process of sugar loading and unloading. Define pressure flow. Explain the significance of this process in angiosperms.

4 Chapter 37: Plant Nutrition Describe the ecological role of plants in transforming inorganic molecules into organic compounds. Define the term essential nutrient. Explain how hydroponic culture is used to determine which minerals are essential nutrients. Distinguish between macronutrient and micronutrient. Name the nine macronutrients required by plants. List the eight micronutrients required by plants and explain why plants need only minute quantities of these elements. Explain how a nutrient s role and mobility determine the symptoms of a mineral deficiency. Define soil texture and soil composition. Explain how soil is formed. Name the components of topsoil. Describe the composition of loams and explain why they are the most fertile soils. Explain how humus contributes to the texture and composition of soils. Explain why plants cannot extract all of the water in soil. Explain how the presence of clay in soil helps prevent the leaching of mineral cations. Define cation exchange, explain why it is necessary for plant nutrition, and describe how plants can stimulate the process. Explain why soil management is necessary in agricultural systems but not in natural ecosystems such as forests and grasslands. Describe an example of human mismanagement of soil. List the three mineral elements that are most commonly deficient in agricultural soils. Explain how soil ph determines the effectiveness of fertilizers and a plant s ability to absorb specific mineral nutrients. Describe problems resulting from farm irrigation in arid regions. Describe actions that can reduce loss of topsoil due to erosion. Explain how phytoremediation can help detoxify polluted soil. Define nitrogen fixation and write an overall equation representing the conversion of gaseous nitrogen to ammonia. Explain the importance of nitrogen-fixing bacteria to life on Earth. Summarize the ecological role of each of the following groups of bacteria. (a) ammonifying bacteria, (b) denitrifying bacteria, (c) nitrogen-fixing bacteria, (d) nitrifying bacteria Explain why improving the protein yield of crops is a major goal of agricultural research. Describe the development of a root nodule in a legume. Explain how a legume protects its nitrogen-fixing bacteria from free oxygen, and explain why this protection is necessary. Describe the basis for crop rotation. Explain why a symbiosis between a legume and its nitrogen-fixing bacteria is considered to be mutualistic. Explain why a symbiosis between a plant and a mycorrhizal fungus is considered to be mutualistic. Distinguish between ectomycorrhizae and endomycorrhizae. Name one modification for nutrition in each of the following groups of plants: (a) epiphytes, (b) parasitic plants, (c) carnivorous plants Chapter 38: Angiosperm Reproduction and Biotechnology In general terms, explain how the basic plant life cycle with alternation of generations is modified in angiosperms. List four floral parts in order from outside to inside a flower. From a diagram of an idealized flower, correctly label the following structures and describe the function of each structure: sepals, petals, stamen (filament and anther), carpel (style, ovary, ovule, and stigma) Distinguish between: (a) complete and incomplete flowers, (b) bisexual and unisexual flowers, (c) monoecious and dioecious plant species Explain by which generation, structure, and process spores are produced. Explain by which generation, structure, and process gametes are produced. Name the structures that represent the male and female gametophytes of flowering plants. Describe the development of an embryo sac and explain the fate of each of its cells. Explain how pollen can be transferred between flowers. Distinguish between pollination and fertilization. Describe mechanisms that prevent self-pollination. Outline the process of double fertilization. Explain the adaptive advantage of double fertilization in angiosperms. Explain how fertilization in animals is similar to that in plants. Describe the fate of the ovule and ovary after double fertilization. Note where major nutrients are stored as the embryo develops. Describe the development and function of the endosperm. Distinguish between liquid endosperm and solid endosperm. Describe the development of a plant embryo from the first mitotic division to the embryonic plant with rudimentary organs. From a diagram, identify the following structures of a seed and state a function for each: seed coat, proembryo, suspensor, hypocotyls, radicle, epicotyl, plumule, endosperm, cotyledons, shoot apex

5 Explain how a monocot and dicot seed differ. Explain how fruit forms and ripens. Distinguish among simple, aggregate, and multiple fruit. Give an example of each type of fruit. Explain how selective breeding by humans has changed fruits. Explain how seed dormancy can be advantageous to a plant. Describe some conditions for breaking dormancy. Describe the process of germination in a garden bean. Describe the natural mechanisms of vegetative reproduction in plants, including fragmentation and apomixis. Explain the advantages and disadvantages of reproducing sexually and asexually. Explain various methods that horticulturalists use to propagate plants from cuttings. Explain how the technique of plant tissue culture can be used to clone and genetically engineer plants. Describe the process of protoplast fusion and its potential agricultural impact. Chapter 39: Plant Responses to External and Internal Signals Compare the growth of a plant in darkness (etiolation) to the characteristics of greening (de-etiolation). Describe the signal pathways associated with de-etiolation. Describe the role of second messengers in the process of de-etiolation. Describe the two main mechanisms by which a signaling pathway can activate an enzyme. Explain, using several examples, what researchers have learned about the activity of plant hormones by study of mutant plants. For the following scientists, describe their hypothesis, experiments, and conclusions about the mechanism of phototropism: Charles and Francis Darwin, Peter Boysen-Jensen, Frits Went List six classes of plant hormones, describe their major functions, and note where they are produced in the plant. Explain how a hormone may cause its effect on plant growth and development. Describe a possible mechanism for the polar transport of auxin. According to the acid growth hypothesis, explain how auxin can initiate cell elongation. Explain why 2,4-D is widely used as a weed killer. Explain how the ratio of cytokinin to auxin affects cell division and cell differentiation. Describe the evidence that suggests that factors other than auxin from the terminal bud may control apical dominance. Describe how stem elongation and fruit growth depend on a synergism between auxin and gibberellins. Explain the probable mechanism by which gibberellins trigger seed germination. Describe the functions of brassinosteroids in plants. Describe how abscisic acid (ABA) helps prepare a plant for winter. Describe the effects of ABA on seed dormancy and drought stress. Describe the role of ethylene in the triple response to mechanical stress, apoptosis, leaf abscission, and fruit ripening. Define photomorphogenesis and note which colors are most important to this process. Compare the roles of blue-light photoreceptors and phytochromes. Describe the phenomenon of chromophore photoreversibility and explain its role in light-induced germination of lettuce seeds. Define circadian rhythm and explain what happens when an organism is artificially maintained in a constant environment. List some common factors that entrain biological clocks. Define photoperiodism. Distinguish among short-day, long-day, and day-neutral plants. Explain why these names are misleading. Explain what factors other than night length may control flowering and what is necessary for flowering to occur. Describe how plants apparently tell up from down. Explain why roots display positive gravitropism and shoots exhibit negative gravitropism. Distinguish between thigmotropism and thigmomorphogenesis. Describe how motor organs can cause rapid leaf movements. Provide a plausible explanation for how a stimulus that causes rapid leaf movement can be transmitted through the plant. Describe the challenges posed by, and the responses of plants to, the following environmental stresses: drought, flooding, salt stress, heat stress, and cold stress. Explain how plants deter herbivores with physical and chemical defenses. Describe the multiple ways that plants defend against pathogens.