Category: 2nd Semester

Chapter 28 AP Objectives

 

Chapter 28     The Origins of Eukaryotic Diversity
Objectives
Protists Are Extremely Diverse
1. Explain why the kingdom Protista is no longer considered a legitimate taxonomic group.
2. Describe the different nutritional strategies of protists.
3. Describe the three ecological categories of protists. Explain why the terms protozoa and algae are not useful as taxonomic categories.
4. Describe the evidence that supports the theory that mitochondria and plastids evolved by serial endosymbiosis. Explain which living organisms are likely relatives of the prokaryotes that gave rise to mitochondria and plastids.
5. Describe the evidence that suggests that mitochondria were acquired before plastids in eukaryotic evolution.
6. Explain the role of secondary endosymbiosis in the evolution of photosynthetic protists.
A Sample of Protistan Diversity
7. Describe the reduced mitochondria of diplomonads. Explain why this group is successful despite this feature.
8. Explain how trypanosomes avoid detection by the human immune system.
9. Explain why Plasmodium continues to pose a great risk to human health despite modern medical advances.
10. Describe the process and significance of conjugation in ciliate life cycles.
11. List three differences between oomycetes and fungi.
12. Describe the life cycle, ecology, and impact on humans of the following stramenopiles:
a. downy mildew
b. diatoms
c. kelp
13. Describe how amoeboid protists move and feed.
14. Explain why foraminiferans and gymnamoebas are not considered to be closely related, although both are amoebas.
15. Compare the life cycles and ecology of plasmodial and cellular slime molds.
16. Explain the problem faced by Dictyostelium aggregates of constraining “cheaters” that never contribute to the stalk of the fruiting body. Discuss how research on this topic may lead to insights into the evolution of multicellularity.
17. Explain the basis for the proposal for a new “plant” kingdom, Viridiplantae.
18. Describe three mechanisms by which large size and complexity have evolved in chlorophytes.

 
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Chapter 31 AP Objectives

 

Chapter 31     Fungi
Objectives
Introduction to the Fungi
1. List the characteristics that distinguish fungi from members of other multicellular kingdoms.
2. Explain how fungi acquire their nutrients.
3. Describe the basic body plan of a fungus.
4. Describe the processes of plasmogamy and karyogamy in fungi.
5. Explain the significance of heterokaryotic stages in fungal life cycles.
Diversity of Fungi
6. Describe the evidence that suggests that Fungi and Animalia are sister kingdoms.
7. Explain the possible significance of the flagellated spores of members of the phylum Chytridiomycota.
8. Describe the life cycle of the black bread mold, Rhizopus stolonifer.
9. Describe two alternate hypotheses to explain the reduced mitochondria of the microsporidia.
10. Distinguish between ectomycorrhizae and endomycorrhizae.
11. Distinguish among the Zygomycota, Ascomycota, and Basidiomycota. Include a description of the sexual structure that characterizes each group and list some common examples of each group.
Ecological Impacts of Fungi
12. Describe some of the roles of fungi in ecosystems.
13. Describe the structure of a lichen. Explain the roles of the fungal component of the lichen.
14. Explain how lichens may act as pioneers on newly burned soil or volcanic rock.
15. Describe the role of fungi as agricultural pests.
16. Define mycosis, and describe some human mycoses.
17. Describe three commercial roles played by fungi.
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Chapter 29 AP Objectives

 

Chapter 29     Plant Diversity I: Colonization of Land
Objectives
An Overview of Land Plant Evolution
1. Describe four shared derived homologies that link charophyceans and land plants.
2. Distinguish among the kingdoms Plantae, Streptophyta, and Viridiplantae. Note which of these is used in the textbook.
3. Describe five characteristics that distinguish land plants from charophycean algae. Explain how these features are adaptive for life on land.
4. Define and distinguish among the stages of the alternation of generations life cycle
5. Describe evidence that suggests that plants arose roughly 475 million years ago.
Bryophytes
6. List and distinguish among the three phyla of bryophytes. Briefly describe the characteristics of each group.
7. Distinguish between the phylum Bryophyta and the bryophytes.
8. Explain why bryophyte rhizoids are not considered roots.
9. Explain why most bryophytes grow close to the ground.
10. Diagram the life cycle of a bryophyte. Label the gametophyte and sporophyte stages and the locations of gamete production, fertilization, and spore production.
11. Describe the ecological and economic significance of bryophytes.
The Origin and Diversity of Vascular Plants
12. Describe the five traits that characterize modern vascular plants. Explain how these characteristics have contributed to their success on land.
13. Distinguish between microphylls and megaphylls.
14. Distinguish between the homosporous and heterosporous condition.
15. Explain why seedless vascular plants are most commonly found in damp habitats.
16. Name the two clades of living seedless vascular plants.
17. Explain how vascular plants differ from bryophytes.
18. Distinguish between giant and small lycophytes.
19. Explain why whisk ferns are no longer considered to be “living fossils.”
20. Describe the production and dispersal of fern spores.
Student Misconceptions
21. Many students have difficulty in understanding the significance of derived characters that are shared between two extant groups. Just as many members of the general public have the mistaken notion that humans evolved from chimpanzees, some students will think that charophyceans are in some sense ancestral to plants or that charophyceans are identical to the last common ancestor that plants and charophyceans shared.
22. It is important to make sure that your students understand alternation of generations in bryophytes and seedless vascular plants. Plant life cycles are challenging for all students. Without a good understanding of the life cycles of plants with recognizable gametophytes and sporophytes, students will have great difficulty with gymnosperm and angiosperm life cycles.
23. Students tend to think of derived traits as “advanced.” Be careful to avoid this term. Point out that organisms have a combination of primitive and derived traits, and that all living organisms have an equally long evolutionary history, dating back to the origin of life on Earth.
24. Many students are not very familiar with or knowledgeable about plants. Some of the terminology of plant life cycles can be confusing to such students. Clarify for students the meaning of these pairs of terms:
a. homosporous and heterosporous
b. bryophyte and phylum Bryophyta
c. rhizoid and root
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Chapter 30 AP Objectives

 

Chapter 30     Plant Diversity II: The Evolution of Seed Pants
Objectives
Key Terrestrial Adaptations Were Crucial to the
Success of Seed Plants
1. Name five terrestrial adaptations that contributed to the success of seed plants.
2. Compare the size and independence of the gametophytes of bryophytes with those of seed plants.
3. Describe the ovule of a seed plant.
4. Contrast the male gametophytes of bryophytes with those of seed plants.
5. Explain why pollen grains were an important adaptation for successful reproduction on land.
6. Explain how a seed can be said to include contributions from three distinct generations.
7. Compare spores with seeds as dispersal stages in plant life cycles.
Gymnosperms
8. Explain how climatic changes with the formation of the supercontinent Pangaea favored the spread of gymnosperms.
9. List and distinguish among the four phyla of gymnosperms.
10. Describe the life history of a pine. Indicate which structures are part of the gametophyte generation and which are part of the sporophyte generation.
Angiosperms (Flowering Plants)
11. Identify the following floral structures and describe a function for each:

a. sepal f. anther
b. petal g. stigma
c. stamen h. style
d. carpel i. ovary
e. filament j. ovule
12. Define fruit. Explain how fruits may be adapted to disperse seeds.
13. Explain why a cereal grain is a fruit rather than a seed.
14. 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.
15. Describe the role of the generative cell and the tube cell within the angiosperm pollen grain.
16. Explain the process and function of double fertilization.
17. Explain the significance of Archaefructus.
18. Explain the significance of Amborella.
19. Distinguish between monocots and eudicots.
20. Explain how animals may have influenced the evolution of terrestrial plants and vice versa.
Plants and Human Welfare
21. Name the six angiosperms that are most important in the diet of the human species.
22. Describe the current threat to plant diversity caused by human population growth.

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Chapter 35 AP Objectives

 

Chapter 35     Plant Structure and Growth
Objectives
The Plant Body
1. Describe and compare the three basic organs of vascular plants. Explain how these basic organs are interdependent.
2. List the basic functions of roots. Describe and compare the structures and functions of fibrous roots, taproots, root hairs, and adventitious roots.
3. Describe the basic structure of plant stems.
4. Explain the phenomenon of apical dominance.
5. Describe the structures and functions of four types of modified shoots.
6. Describe and distinguish between the leaves of monocots and those of eudicots.
7. Describe the three tissue systems that make up plant organs.
8. 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.
9. Explain the functional relationship between a sieve-tube member and its companion cell.
The Process of Plant Growth and Development
10. Distinguish between determinate and indeterminate growth. Give an example of each type of growth.
11. Distinguish among annual, biennial, and perennial plants.
12. Explain this statement: “In contrast to most animals, which have a stage of embryonic growth, plants have regions of embryonic growth.”
13. Distinguish between the primary and secondary plant body.
14. Describe in detail the primary growth of the tissues of roots and shoots.
15. Describe in detail the secondary growth of the tissues of roots and shoots.
16. Name the cells that make up the tissue known as wood. Name the tissues that comprise the bark.
Mechanisms of Plant Growth and Development
17. Explain why Arabidopsis is an excellent model for the study of plant development.
18. 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
19. Define and distinguish between morphogenesis, differentiation, and growth.
20. 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.
21. Explain how pattern formation may be determined in plants.
22. Give an example to demonstrate how a cell’s location influences its developmental fate.
23. Explain how a vegetative shoot tip changes into a floral meristem.
24. Describe how three classes of organ identity genes interact to produce the spatial pattern of floral organs in Arabidopsis.
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