Photosynthesis

Photosynthesis
All Materials © Cmassengale

I. Capturing the Energy of Life

  1. All organisms require energy
  2. Some organisms (autotrophs) obtain energy directly from the sun and store it in organic compounds (glucose) during a process called photosynthesis

6CO2 + 6H2O + energy –>  6O2 + C6H12O6

II. Energy for Life Processes

  1. Energy is the ability to do work
  2. Work for a cell includes growth & repair, active transport across cell membranes, reproduction, synthesis of cellular products, etc.
  3. Work is the ability to change or move matter against other forces (W = F x D)
  4. Autotrophs or producers convert sunlight, CO2, and H2O into glucose (their food)
  5. Plants, algae, and blue-green bacteria, some prokaryotes, are producers or autotrophs
  6. Only 10% of the Earth’s 40 million species are autotrophs
  7. Other autotrophs use inorganic compounds instead of sunlight to make food; process known as chemosynthesis
  8. Producers make food for themselves and heterotrophs or consumers that cannot make food for themselves
  9. Heterotrophs include animals, fungi, & some bacteria, & protists

III.      Biochemical Pathways

  1. Photosynthesis and cellular respiration are biochemical pathways
  2. Biochemical pathways are a series of reactions where the product of one reaction is the reactant of the next
  3. Only autotrophs are capable of photosynthesis
  4. Both autotrophs & heterotrophs perform cellular respiration to release energy to do work
  5. In photosynthesis, CO2(carbon dioxide) and H2O (water) are combined to form C6H12O6 (glucose) & O2 (oxygen)
    6CO2 + 6H2O + energy –>  6O2 + C6H12O6
  6. In cellular respiration, O2 (oxygen) is used to burn C6H12O6 (glucose) & release CO2(carbon dioxide), H2O (water), and energy 
  7. Usable energy released in cellular respiration is called adenosine triphosphate or ATP

 

IV. Light Absorption in Chloroplasts

  1. Chloroplasts in plant & algal cells absorb light energy from the sun during the light dependent reactions
  2. Photosynthetic cells may have thousands of chloroplasts
  3. Chloroplasts are double membrane organelles with the an inner membrane folded into disc-shaped sacs called thylakoids
  4. Thylakoids, containing chlorophyll and other accessory pigments, are in stacks called granum (grana, plural)
  5. Grana are connected to each other & surrounded by a gel-like material called stroma
  6. Light-capturing pigments in the grana are organized into photosystems

 V. Pigments

  1. Light travels as waves & packets called photons
  2. Wavelength of light is the distance between 2 consecutive peaks or troughs

  1. Sunlight or white light is made of different wavelengths or colors carrying different amounts of energy
  2. A prism separates white light into 7 colors (red, orange, yellow, green, blue, indigo, & violet) ROY G. BIV
  3. These colors are called the visible spectrum

  1. When light strikes an object, it is absorbed, transmitted, or reflected
  2. When all colors are absorbed, the object appears black
  3. When all colors are reflected, the object appears white
  4. If only one color is reflected (green), the object appears that color (e.g. Chlorophyll)
VI. Pigments in the Chloroplasts

 

chlorophyll is found only in the chloroplasts
  1. Thylakoids contain a variety of pigments ( green red, orange, yellow…)
  2. Chlorophyll  (C55H70MgN4O6) is the most common pigment in plants & algae
  3. Chlorophyll a & chlorophyll b are the 2 most common types of chlorophyll in autotrophs
  4. Chlorophyll absorbs only red, blue, & violet light
  5. Chlorophyll b absorbs colors or light energy NOT absorbed by chlorophyll a
  6. The light energy absorbed by chlorophyll b is transferred to chlorophyll a in the light reactions

structural formula of chlorophyll

  1. Carotenoids are accessory pigments in the thylakoids & include yellow, orange, & red

 

VII. Overview of Photosynthesis        6CO2 + 6H2O C6H12O6 + 6O2

  1. Photosynthesis is not a simple one step reaction but a biochemical pathway involving many steps
  2. This complex reaction can be broken down into  two reaction systems — light dependent & light independent or dark reactions
  • Light Reaction:         H2O O2 + ATP + NADPH2
    • Water is split, giving off oxygen.
    • This system depends on sunlight for activation energy.
    • Light is absorbed by chlorophyll a which “excites” the electrons in the chlorophyll molecule.
    • Electrons are passed through a series of carriers and adenosine triphosphate or ATP (energy) is produced.
    • Takes place in the thylakoids.
  • Dark Reaction:         ATP + NADPH2 + CO2 C6H12O6
    • Carbon dioxide is split, providing carbon to make sugars.
    • The ultimate product is glucose.
    • While this system depends on the products from the light reactions, it does not directly require light energy.
    • Includes the Calvin Cycle.
    • Takes place in the stroma.

VIII. Calvin Cycle

  1. Carbon atoms from CO2 are bonded or “fixed” into organic compounds during a process called carbon fixation
  2. The energy stored in ATP and NADPH during the Light Reactions is used in the Calvin cycle
  3. The Calvin cycle has 3 main steps occurring within the stroma of the Chloroplast

     STEP 1

  • CO2 diffuses into the stroma from surrounding cytosol
  • An enzyme combines a CO2 molecule with a five-carbon carbohydrate called RuBP
  • The six-carbon molecule produced then splits immediately into a pair of three-carbon molecules known as PGA

      STEP 2

  • Each PGA molecule receives a phosphate group from a molecule of ATP
  • This compound then receives a proton from NADPH and releases a phosphate group producing PGAL
  • These reactions produce ADP, NADP+, and phosphate which are used again in the Light Reactions.

   STEP 3

  • Most PGAL is converted back to RuBP to keep the Calvin cycle going
  • Some PGAL leaves the Calvin Cycle and is used to make other organic compounds including amino acids, lipids, and carbohydrates
  • PGAL serves as the starting material for the synthesis of glucose and fructose
  • Glucose and fructose make the disaccharide sucrose, which travels in solution to other parts of the plant (e.g., fruit, roots)

movements within plants

  • Glucose is also the monomer used in the synthesis of the polysaccharides starch and cellulose

  1. Each turn of the Calvin cycle fixes One CO2 molecule so it takes six turns to make one molecule of glucose

IX. Photosystems & Electron Transport Chain

  1. Only 1 in 250 chlorophyll molecules (chlorophyll a) actually converts light energy into usable energy
  2. These molecules are called reaction-center chlorophyll
  3. The other molecules (chlorophyll b, c, & d and carotenoids) absorb light energy and deliver it to the reaction-center molecule
  4. These chlorophyll molecules are known as antenna pigments
  5. A unit of several hundred antenna pigment molecules plus a reaction center is called a photosynthetic unit or photosystem
  6. There are 2 types of photosystems — Photosystem I & Photosystem II
  7. Light is absorbed by the antenna pigments of photosystems II and I
  8. The absorbed energy is transferred to the reaction center pigment, P680 in photosystem II, P700 in photosystem I
  9. P680 in Photosystem II loses an electron and becomes positively charged so it can now split water & release electrons  (2H2O   4H+   +   4e-   +  O2)
  10. Electrons from water are transferred to the cytochrome complex of Photosystem I
  11. These excited electrons activate P700 in photosystem I which helps reduce NADP+ to NADPH
  12. NADPH is used in the Calvin cycle
  13. Electrons from Photosystem II replace the electrons that leave chlorophyll molecules in Photosystem I

X. Chemiosmosis (KEM-ee-ahz-MOH-suhs)

  1. Synthesis or making of ATP (energy)
  2. Depends on the concentration gradient of protons ( H+) across the thylakoid membrane
  3. Protons (H+) are produced from the splitting of water in Photosystem II
  4. Concentration of Protons is HIGHER in the thylakoid than in the stroma
  5. Enzyme, ATP synthetase in the thylakoid membrane, makes ATP by adding a phosphate group to ADP

XI. Alternate Pathways

  1. The Calvin cycle is the most common pathway used by autotrophs called C3 Plants
  2. Plants in hot, dry climates use alternate pathways to fix carbon & then transfer it to the Calvin cycle
  3. Stomata are small openings on the underside of leaves for gas exchange (O2 & CO2)
  4. Guard cells on each side of the stoma help open & close the stomata
  5. Plants also lose H2O through stoma so they are closed during the hottest part of the day

  1. C4 plants  fix CO2 into 4-Carbon Compounds during the hottest part of the day when  their stomata are partially closed
  2. C4 plants include corn, sugar cane and crabgrass
  3. CAM plants include cactus & pineapples
  4. CAM plants open their stomata at night and close during the day so CO2 is fixed at night
  5. During the day, the CO2 is released from these compounds and enters the Calvin Cycle

XII. Factors Determining the Rate of Photosynthesis

  1. Light intensity – As light intensity increases, the rate of photosynthesis initially increases and then levels off to a plateau
  2. Temperature – Only the dark, not the light reactions are temperature dependent because of the enzymes they use (25 oC to 37oC)
  3. Length of day
  4. Increasing the amount of carbon dioxide available improves the photosynthesis rate
  5. Level of air pollution

 

 

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Osmosis & Diffusion in Egg Lab

 

Osmosis & Diffusion in an Egg

 

Objective:
In this investigation, you will use a fresh hen’s egg to determine what happens during osmosis & diffusion across membranes.

Materials: (per lab group)
1-2 fresh hen eggs in their shells, masking tape & marker, distilled water, clear sugar syrup (Karo, for example), vinegar, clear jar with lid, tongs, electronic balance, paper towels, paper, pencil

Procedure:

Day 1   

  1. Label the jar with your lab group & the word “vinegar”.
  2. Mass the egg with the electronic balance & record in the data table.
  3. Carefully place the raw egg into the jar & cover the egg with vinegar.
  4. Loosely re-cap the jar & allow the jar to sit for 24 to 48 hours until the outer calcium shell is removed.

Day 2   

  1. Open the jar & pour off the vinegar.
  2. Use tongs to carefully remove the egg to a paper towel & pat it dry.
  3. Record the size & appearance of your egg in your data table.
  4. Mass the egg on an electronic balance & record.
  5. Clean and re-label the jar with your lab group & the word “distilled water”.
  6. Carefully place the egg into the jar & cover the egg with distilled water.
  7. Loosely re-cap the jar & allow it to sit for 24 hours.

Day 3   

  1. Open the jar & discard the distilled water.
  2. Use tongs to carefully remove the egg to a paper towel & pat it dry.
  3. Record the size & appearance of your egg in your data table.
  4. Mass the egg on an electronic balance & record.
  5. Clean and re-label the jar with your lab group & the word “syrup”.
  6. Carefully place the egg into the jar & cover the egg with clear syrup.
  7. Loosely re-cap the jar & allow it to sit for 24 hours.

Day 4   

  1. Open the jar & pour off the syrup.
  2. Use tongs to very carefully remove the egg & rinse off the excess syrup under slow running water.
  3. Pat the egg dry on a paper towel.
  4. Record the size & appearance of your egg in your data table.
  5. Mass the egg on an electronic balance & record.
  6. Clean up your work area & put away all lab equipment.

Data:

 

RESULTS OF DIFFUSION

Original Mass Final Mass Appearance of Egg
VINEGAR
WATER
SYRUP

 

 

Questions & Conclusion:

1. Vinegar is made of acetic acid & water. Explain how it was able to remove the calcium shell.

 

2. (a) What happened to the size of the egg after remaining in vinegar?

(b) Was there more or less liquid left in the jar?

   (c) Did water move into or out of the egg? Why?

 

3. (a) What happened to the size of the egg after remaining in distilled water?

(b) Was there more or less liquid left in the jar?

   (c) Did water move into or out of the egg? Why?

 

4. (a) What happened to the size of the egg after remaining in syrup?

(b) Was there more or less liquid left in the jar?

   (c) Did water move into or out of the egg? Why?

 

5. Was the egg larger after remaining in water or vinegar? Why?

 

6. Why are fresh vegetables sprinkled with water at markets?

 

7. Roads are sometimes salted to melt ice. What does this salting do to the plants along roadsides & why?

 

 

 

 

Nucleotide Model preap

 

Model of a Nucleotide

 

Introduction

Nucleotides consist of three parts — a pentose sugar, a nitrogen-containing base, and a phosphate group. A pentose sugar is a five-sided sugar. There are 2 kinds of pentose sugars — deoxyribose and ribose. Deoxyribose has a hydrogen atom attached to its #2 carbon atom (designated 2′), and ribose has a hydroxyl group atom there. Deoxyribose-containing nucleotides are the monomers of DNA, while Ribose-containing nucleotides are the monomers of RNA.

A nitrogen-containing ring structure is called a base. The base is attached to the 1′ carbon atom of the pentose. In DNA, four different bases are found — two purines, called adenine (A) and guanine (G) and two pyrimidines, called thymine (T) and cytosine (C). RNA contains The same purines, adenine (A) and guanine (G).  RNA also uses the pyrimidine cytosine (C), but instead of thymine, it uses the pyrimidine uracil (U).

 

The Purines The Pyrimidines

The combination of a base and a pentose is called a nucleoside.  A phosphate group is attached to the 5′ carbon of the pentose sugar.

Objective

Students will construct a 3-dimensional model of a single nucleotide, the monomer of which nucleic acids are composed.

Materials

Various materials may be used for the atoms that make up a nucleotide such as styrofoam balls, plastic coke bottle caps, beads, etc. Bonds between atoms may be made from toothpicks, plastic stirring sticks, popsicle sticks, etc. Single & double bonds must be represented by the correct number of “sticks”. The atoms and bonds may NOT be made of any food item. Your model should be glued together to make the model rigid for hanging. Attach string and a label with the nucleotide’s name to your model. Models must be sturdy, light weight, and small enough to hang from the ceiling.

Color Code for atoms:

CARBON – BLACK
HYDROGEN – YELLOW
OXYGEN – RED
NITROGEN – BLUE

Structural Formulas of Nucleotides:

Uracil Nucleotide (Ribose ) & Thymine Nucleotide (Deoxyribose)

 

Adenine Nucleotide (Deoxyribose)
Cytosine Nucleotide (Deoxyribose)
Guanine Nucleotide (Deoxyribose)
 

 

 

Mollusk

Mollusks


All Materials © Cmassengale  

Phylum Mollusca
Characteristics

  • Soft-bodied invertebrate covered with protective mantle that may or may not form a hard, calcium carbonate shell
  • Includes chitons, snails, slugs, clams, oysters, squid, octopus, & nautilus
  • Second largest animal phylum
  • Have a muscular foot for movement which is modified into tentacles for squid & octopus
  • Complete, one-way digestive tract with a mouth & anus
  • Have a fully-lined coelom
  • Cephalization – have a distinct head with sense organs & brain
  • Have a scraping, mouth-like structure called the radula
  • Go through free-swimming larval stage called trochophore


Trochophore Larva

  • Body organs called visceral mass lie below mantle
  • Have circulatory, respiratory, digestive, excretory, nervous, & reproductive systems
  • Bilaterally symmetrical
  • Most have separate sexes that cross-fertilize eggs
  • Gills between the mantle & visceral mass are used for gas exchange
  • Includes 4 classes — Polyplacophora (chitons), Gastropoda (snails, slugs, nudibranchs, conchs & abalone), Pelecypoda or Bivalvia (clams, oysters, & mussels), & Cephalopoda (squid, octopus, & nautilus)


SNAIL, CLAM, CHITON, & SQUID

Class Polyplacophora
Characteristics

  • All marine
  • Have a shell divided into 8 over-lapping plates
  • Live on rocks along seashore feeding on algae


CHITON

Class Gastropoda
Characteristics

  • Head has a pair of retractable tentacles with eyes located at the ends
  • Have a single shell or valve (snails) or none (slugs)
  • Known as univalves
  • Snails
    * May be marine, freshwater, or terrestrial
    * Aquatic snails breathe through gills & use their radula to scrape algae for food
    * Terrestrial snails use their mantle cavity as a modified lung & saw off leaves
    * Retreat into shell in dry periods & seals opening with mucus
    * Have open circulatory system
    * Secrete mucus & use muscular foot to move
    * Land snails are hermaphrodites
    * Aquatic snails have separate sexes
    * Use internal fertilization

  • Slugs
    * Live in moist terrestrial areas
    * Lack a shell


SLUG

  • Pteropods
    * Called “sea butterflies”
    * Marine
    * Have a wing-like flap for swimming


“SEA BUTTERFLY”

  • Oyster Drills
    * Radula modified to drill into oyster shells


OYSTER DRILL

  • Nudibranch
    * Marine slug
    * Lacks shell


NUDIBRANCH

Class Bivalvia or Pelecypoda
Characteristics

  • Sessile or sedentary
  • Includes marine clams, oysters, shipworms, & scallops and freshwater mussels
  • Filter feeders
  • Have two-part, hinged shell (2 valves)
  • Have muscular foot that extends from shell for movement
  • Scallops clap valves together to move

  • Shell secreted by mantle & made of 3 layers — outer horny layer protects against acids, middle prismatic layer made of calcium carbonate for strength, & inner pearly layer next to soft body
  • Mantle secretes substance called “mother of pearl” to surround irritants like grains of sand
  • Oldest, raised part of shell called umbo
  • Powerful anterior & posterior adductor muscles open & close shell
  • Lack a distinct head
  • Have an incurrent & excurrent siphon that circulate water over the gills to remove food & oxygen

INTERNAL CLAM ANATOMY

  • Have heart & open circulatory system
  • Nervous system made of 3 pairs of ganglia, nerve cords, & sensory cells that detect light, chemicals, & touch
  • Separate sexes with external fertilization of eggs

Class Cephalopoda or Amphineura
Characteristics

  •  Includes octopus, squid, cuttlefish, & chambered nautilus  
  • All marine  

 

NAUTILUS OCTOPUS SQUID

 

  • Most intelligent mollusk
  • Well developed head
  • Active, free swimming predators
  • Foot divided into tentacles with suckers
  • Use  their radula & beak to feed
  • Closed circulatory system
  • Lack an external shell
  • Highly developed nervous system with vertebrate-like eyes
  • Separate sexes with internal fertilization

  • Squid
    * Largest invertebrate is the Giant Squid
    * Large, complex brain
    * Ten tentacles with longest pair to catch prey
    * Use jet propulsion to move by forcing water out their excurrent siphon
    * Chromatophores in the skin can help change squid color for camouflage
    * Can squirt an inky substance into water to temporarily blind predators
    * Have internal shell called pen
    * Female lays eggs in jellylike material & protects them until hatching


GIANT SQUID

  • Octopus
    * Eight tentacles
    * Similar to squid
    * Crawls along bottom looking for prey


OCTOPUS

  • Chambered Nautilus
    * Has an exterior shell
    * Lives in the outer chamber of the shell
    * Secretes gas into the other chambers to adjust buoyancy


NAUTILUS

Economic Importance of Mollusks

  • Used  by humans for food
  • Pearls from oysters
  • Shells used for jewelry
  • Do crop & garden damage
  • Serve as intermediate hosts for some parasites such as flukes
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Moss & Fern

Mosses & Ferns
fern gametophyte
Kingdom Plantae
All Materials © Cmassengale   

Seedless Nonvascular Plants

  • Includes mosses, liverworts, and hornworts
  • Lack vascular tissue (xylem & phloem) to carry water & food
  • Have a Sporophyte & Gametophyte stage known as alternation of generations
  • Gametophyte is dominant stage
  • Reproduce by spores

Division  Bryophyta

 Mosses:

  • Small, nonvascular land plants
  • No true roots, stems, or leaves
  • Class Musci
  • Most common bryophyte
  • Grow on moist areas (brick walls, as thick mats on forest floors, and on the shaded side of trees)
  • Some can survive periodic dry spells & revive when H2O becomes available
  • Must grow close together and must have H2O to complete their life cycle 
  • Sperm swims to egg through drops of water during fertilization
  • H2O moves cell-to-cell by osmosis
  • Sphagnum moss is known for its moisture holding capacity, absorbing up to 20 times its dry weight with water.


MOSS SPOROPHYTES & FERN GAMETOPHYTES

LIFE CYCLE OF MOSSES:

  • Mosses alternate between a haploid (n) gametophyte stage & a diploid (2n) sporophyte stage 
  • Gametophyte is the dominant generation

 

Moss Gametophyte Moss Sporophyte
Polytrichum formosum with moss flowers Tortula muralis?

 

  • Called alternation of generations

  • The haploid gametophyte stage contains half the chromosome number & produces gametes (egg & sperm) 
  • Gametophyte stage is dominant in the moss’s life cycle
  • Gametophytes are photosynthetic & have root-like rhizoids
  • The diploid sporophyte has a complete set of chromosomes & produces spores by meiosis
  • Sporophyte of a moss is smaller than, & attached to the Gametophyte
  • Sporophytes lack chlorophyll & depend on the photosynthetic gametophyte for food
  • Sporophyte has a long, slender stalk topped with a capsule
  • Capsule forms haploid (n) spores 


Moss Capsules

Sexual Reproduction in Moss:

  • Mosses produce 2 kinds of gametes (egg & sperm)
  • Gametes of Bryophytes are surrounded by a jacket of sterile cells that keep the cells from drying out
  • Female gametes or eggs are larger with more cytoplasm & are immobile
  • Flagellated sperm must swim to the egg through water droplets for fertilization
  • Moss gametes form in separate reproductive structures on the Gametophyte — Archegonium & Antheridium

 

Archegonium Antheridium
moss archegonial head X 40.jpg (102370 bytes) Mnium antheridial head 40X.jpg (660893 bytes)

 

  • Each Archegonium forms one egg, but each Antheridium forms many sperm
  • Fertilization can occur only after rain when the Gametophyte is covered with water
  • Sperms swim to the egg by following a chemical trail released by the egg 
  • A zygote (fertilized egg) forms that undergoes mitosis and becomes a Sporophyte
  • Cells inside mature Sporophyte capsule undergoes meiosis and form haploid spores
  • Haploid spores germinate into juvenile plants called protonema
  • Protonema begin the Gametophyte generation

Protonema of Funaria hygrometrica
Protonema

  • Spores are carried by wind & sprout on moist soil forming a new Gametophyte

Asexual reproduction in Mosses:

  • Asexual reproduction in moss may occur by fragmentation or gemmae
  • Pieces of a Gametophyte can break off & form new moss plants (fragmentation)
  • Gemmae are tiny, cup shaped structures on the Gametophytes 
  • Raindrops separate gemmae from the parent plant so they can spread & form new Gametophytes

 

Gemmae cups

 

Uses for Moss:

  • Help decomposer dead logs
  • Serve as pioneer plants on bare rock or ground
  • Help prevent erosion
  • Provide shelter for insects & small animals
  • Used as nesting materials by birds & mammals
  • Sphagnum or peat moss forms peat bogs (wet ecosystem)
  • Peat is burned as fuel in some areas

Division  Hepatophyta  

Liverworts:

  • Nonvascular
  • Undergo alternation of generations with Sporophyte attached to Gametophyte
  • Gametophytes are green & leafy and the dominant generation


Liverwort

  • Need abundant water for fertilization
  • Reproduce by spores
  • Grow on moist rocks or soil
  • Reproduce asexually by gemmae and by growing new branches

Division  Anthocerophyta

Hornworts:

  • Small, nonvascular bryophytes
  • Gametophyte leafy like liverworts
  • Archegonia & antheridia form inside the plant
  • After fertilization, zygotes develop into long, horn-shaped Sporophytes
  • Horn-shaped Sporophytes capable of photosynthesis so not completely dependent on Gametophyte


Hornwort

Seedless Vascular Plants

  • Includes club mosses, whisk ferns, horsetails, & ferns
  • Have specialized vascular tissues (xylem & phloem) to transport H2O, food, etc.
  • Have a Sporophyte & Gametophyte stage known as alternation of generations
  • Sporophyte is the dominant stage
  • Reproduce by spores

Division  Psilophyta

Whisk Ferns:

  • Photosynthetic, aerial stem forks repeatedly to form a small twiggy bush
  • No true roots, stems, or leaves
  • Have horizontal, underground stems called rhizomes
  • Root-like structures called rhizoids anchor plant
  • Reproduce by spores & vegetatively from rhizomes
  • Only 2 living genera


Whisk Fern

Division  Lycophyta

Club Mosses:

  • Low growing plants resembling pine trees
  • Have a club-shaped spore producing structure


Club Moss

  • Some like Lycopodium contain chemicals that burn quickly
  • Resurrection moss is green (after rains) when moist and brown when dry.

 

Resurrection Plant
resurrection plant

 

Division  Sphenophyta

Horsetails:

  • Equisetum called scouring rush is the only living species
  • Photosynthetic aerial stems & underground rhizomes
  • Stems contain silica & were once used to scrub pots
  • Reproduce by means of spores made in small cones at the tip of branches
  • In prehistoric times, some plants of this family grew to be large trees
  • Found in wetlands


Horsetail

Division  Pterophyta

Fern Gametophyte:

  • Largest group of living seedless vascular plants
  • Live in moist habitats
  • Alternates between dominant Sporophyte stage & Gametophyte stage
  • Sporophyte stage has true roots, stems, & leaves
  • Produce spores on the underside of leaves 

fern sporangia.jpg (47544 bytes)

  • Leaves are called fronds & are attached by a stem-like petiole


FERNS

Fern Life Cycle:

  • Spores produced on underside of fronds in clusters of sporangia called sori
  • Spores undergo meiosis, are spread by wind, & germinate on moist soil to form prothallus
  • Prothallus begins the Gametophyte stage
  • Mature Gametophytes are small, heart-shaped structures that live only a short time
  • Male antheridia & female archegonia grow on the prothalli
  • Sperm must swim to the egg to fertilize it & developing embryo becomes the Sporophyte generation
  • Newly forming fronds are called fiddleheads & uncurl

Uses for Ferns:

  • Prevent erosion
  • Fiddleheads serve as food
  • Ornamental plants
  • Formed coal million of years ago
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