My Classroom Material 102 - BIOLOGY JUNCTION

Plant Classification Study Guide

PLANT EVOLUTION AND CLASSIFICATION

1. There are more than ________________ different plant species.

2. Plants share Four Characteristics:
A._________________________________________________________________

B._________________________________________________________________

C._________________________________________________________________

D._________________________________________________________________

3. In their characteristics plants are most similar to the ________________________.

4. Plants and Green Algae Have these Characteristics in Common:
A.__________________________________________________________________

B.__________________________________________________________________

C.__________________________________________________________________

D.__________________________________________________________________

5. There are also some important Difference:
A.__________________________________________________________________

B.__________________________________________________________________

C.__________________________________________________________________

D.__________________________________________________________________

6. All plants are photosynthetic, multicellular, __________________________ organisms, and can _________________________ _________________________.

7. A ____________________ is a ripen ovary that surrounds the seeds of angiosperms.

8. All plants probably evolved from ______________________ __________________.

9. One of the greatest problems that encountered by the first land plants was the need for
___________________________.

10. How does water aid the fertilization of some organisms? ______________________
____________________________________________________________________

11. _________________________ of _______________________ means that there are TWO
phases in the life cycle of plants:

A. The first phase: ___________________ ______________________ phase that produces ________________________ and _______________________.

B. The second phase: ___________________ _____________________ phase that produces ________________________.

12. Sexual reproduction ensures there will be __________________________ ______________________ in plants.

13. The type of vascular tissue that transports organic compounds is ____________________________.

14. The _____________________ is a waxy, waterproof layer that coats the parts of a plant
exposed to air.

15. The earliest plants were probably __________________, and had NO true ___________,
____________________, or ______________________.

16. __________________ is a hard compound that strengthens cell walls, enabling cells to support additional weight.

17. The 12 Phyla of plants can be divided into two groups based on the presence of __________________________ ___________________________.

18. One adaptation that help land plants to slow the evaporation of water was a
____________________________.

19. The type of vascular tissue that transports water is _________________________.

20. This type of angiosperm has parallel leaf venation __________________________.

21. The waxy covering on plant surfaces is called _____________________________.

22. The plant material in peat bogs decomposes very ________________________ because the bogs are ____________________________.

23. How many plant phyla produce seeds? _____________________

24. What type of gymnosperm produces fleshy seeds? ____________________________

25. What is the photosynthetic phase of a moss called? ______________________________

26. Bryophytes, instead of roots, they have long, thin strands of cells called ____________________ that attach the plant to the soil.

27. Vascular plants absorb water from the soil through underground structures called
_____________________. They also provide a plant with ___________________.

28. Non-woody plants are usually called ___________________________.

29. _____________________ carries organic compounds in any direction depending on the plant’s needs.

30. In order to reproduce, a nonvascular plant must have ________________________.

31. Rhizoids are long, thin strands of cells that resemble ________________________.

32. The roots of vascular plants absorb water and _________________________ _________________________.

33. What is the non-photosynthetic phase of a moss called ____________________________.

34. Gymnosperms produce “_____________________” seeds, while angiosperms produce _______________________ protected inside a _____________________________.

35. This type of angiosperm has net leaf venation __________________________.

36. The _________________________ allow for the exchange of carbon dioxide and oxygen.

37. Sphagnum is often used to ______________________ soil and help it ____________________ __________________________.

38. A ___________________ is a protective structure that contains a plant
__________________, and _________________ __________________.

39. A __________________ is a structure that develops in plants with flowers and contains the
____________________.

40. Nonvascular plants are distinguished by the absence of ______________________ and ____________________________.

41. All nonvascular plants are collectively called _______________________________.

42. Vascular plants are classified into one of Two Types: _______________________ or
________________________________ plants.

43. What are the Four Phyla of Seedless Vascular Plants? ________________________,
________________________, ______________________, ________________________.

44. What are the Five Phyla of Seed Vascular Plants? _______________________,
_________________________, _________________________,
________________________, and ______________________________.

45. Vascular seed plants are subdivided into TWO general categories according to the type of seeds they produce: _________________________________ and
____________________________________.

46. A ____________________________ is a special reproductive structure composed of hard scales, that produces seeds without a fruit.

47. ____________________ are vascular plants that produce seeds lacking a protective
_______________________. They are often called _______________ _________.

48. A seed is a _________________________ embryo inside a __________________________ _____________________.

49. The _____________________ are vascular plants that produce seeds enclosed and
__________________ by a __________________.

50. All angiosperms produce _________________ and _________________.

51. The protective structure that contains the seed or seeds of an angiosperm is the
______________________.

52. One way of distinguishing among the many types of angiosperms is by counting the number of seed leaves or ________________________.

53. Angiosperms with only ONE cotyledon are called _______________________________ or simply _____________________.

54. An angiosperm whose embryo has TWO cotyledons are called __________________________________ or simply _______________________.

56. Plants that produce seed protected by a fruit are called _______________________________.

57. A dicot is an angiosperm whose embryo has Two _______________________.

58. Plants remove carbon dioxide from the air by the process of ________________________.

59. Bryophytes are _______________-growing plants that live in _____________________ ________________________________.

60. All vascular plants have __________________________ tissues and _____________________________ of _________________________________.

61. True roots, stems, and leaves are characteristics of all ______________________ _________________________.

62. What are the primary functions of spores and seeds?

63. In what ways do green algae differ from plants?

64. Why do nonvascular plants have to live in moist environments?

65. Name three bryophytes, and identify their common characteristics.

66. Which plant phylum contains the tallest and most massive plants? Is this a phylum of nonvascular, seedless vascular, or seed plants?

67. Conifers are often found living at high elevations in locations with cold, dry winters. What characteristic enables them to retain their leaves in these conditions?

Plant Analytical Questions

Plant Analytical Questions

Plant Structures and Function

Part 1: Use the following diagram of a seedling to answer these questions.

What tropisms are being exhibited by the various parts of this seedling?

What hormones are involved in these responses?

Part 2: Use the diagram below to complete lines a – f.

The diagrams represent three conditions of day & night length. A short-day plant, with a critical night length of 14 hours, and a long-day plant, with a critical night length of 8 hours, are grown under each condition. On lines a – f, indicate whether each plant will flower under each condition.

Preap Biochemistry Study Guide

Biochemistry Review

1. Molecules with a slightly negative end and a slightly positive end are called ___________________ _____________________________.

2. A monomer of protein is called an __________________ __________________.

3. An attractive force between like particles is called ___________________________.

4. Organic molecules that catalyze reactions in living systems are ______________________.

5. The compound found in living things that supplies the energy in one of its chemical bonds directly to cells is ______________________.

6. Enzymes lower activation energy by___________ to the ____________________ and ______________________ bonds within the ________________________.

7. The monomers that make up nucleic acids are called __________________________.

8. The type of attraction that holds two water molecules together is called __________________________ __________________________.

9. The sharing of three pairs of electrons is called a ___________________ _____________.

10. The structural building block that determines the characteristics of a compound is called the _____________________________ _______________________.

11. Large carbon compounds are built from smaller molecules called ______________________________.

12. What is the type of reaction that forms large molecules from smaller ones? _________________________________ _____________________________.

13. What type of reaction breaks large molecules into smaller ones? _______________________

14. What is the by product of a condensation reaction? __________________________

15. The attractive force between unlike particles is called ____________________________.

16. A compound that is stored as glycogen in animals and as a starch in plants is ____________________________________.

17. Lipids are good energy storage molecules because they have many _________________-___________________ bonds.

18. What are the components of many lipids? ________________________ ______________________

19. What is the monomer of many polysaccharides? ______________________________

20. What kind of reaction allows amino acids to become linked together? ________________________________ _____________________________.

21. Nucleic acids function primarily to carry __________________________ ____________________ and direct _____________________ ______________________.

22. Tends not to react with water, “Water Fearing” ________________________________

23. Attracted to water molecules, “Water Loving” _________________________________

24. Water is called a ___________________________ ___________________________.
DIRECTIONS: Read Chapter 3, Biochemistry, and Answer the questions below as completely and as thoroughly as possible. Answer the question in essay form (not outline form), using complete sentences. You may use diagrams or pictures to supplement your answers, but a diagram or picture alone without appropriate discussion is inadequate.

1. Describe the structure of a water molecule, and explain how the electrical charge is distributed over the molecule.

2. Describe the structure of amino acids and proteins.

3. What are the structural differences between monosaccharides, disaccharides, and polysaccharides?

4. What is capillarity? Include defining Adhesion and Cohesion.

5. How does a condensation reaction differ from a hydrolysis reaction?

6. Give Three reasons why water is an effective solvent.

7. What is an organic compound?

8. What property allows carbon compounds to exist in a number of forms?

9. The presence of four electrons in the outermost energy level of a carbon atom enables
carbon atoms to form what THREE Things.

10. Living things contain many different proteins of vastly different shapes and functions.
What determines the shape and thus the function of a particular protein?

11. How does the structure of a phospholipid, linear molecules with a polar end and a
nonpolar end, relate to their function in the cell membrane?

Plant Pigments and Photosynthesis

Plant Pigments and Photosynthesis

Introduction:
In this laboratory you will separate plant pigments using chromatography. You will also measure the rate of photosynthesis in isolated chloroplasts. The measurement technique involves the reduction of the dye DPIP. The transfer of electrons during the light-dependent reactions of photosynthesis reduces DPIP, changing it from blue to colorless.

Exercise 4A: Plant Pigment Chromatography:
Paper chromatography is a useful technique for separating and identifying pigment and other molecules from cell extracts that contain a complex mixture of molecules. The solvent moves up the paper by capillary action, which occurs as a result of the attraction of solvent molecules to the paper and the attraction of the solvent molecules to one another. As the solvent moves up the paper, it carries along any substances dissolved in it. The pigments are carried along at different rates because they are not equally soluble in the solvent and because they are attracted, to different degrees, to the fibers of the paper through the formation of intermolecular bonds, such as hydrogen bonds.

Beta carotene, the most abundant carotene in plants, is carried along near the solvent front because it is very soluble in the solvent being used and because it forms no hydrogen bonds with cellulose. Another pigment , Xanthophyll differs from carotene in that it contains oxygen. Xanthophyll is found further from the solvent font because it is less soluble in the solvent and has been slowed down by hydrogen bonding to the cellulose. Chlorophyll’s contain oxygen and nitrogen and are bound more tightly to the paper than the other pigments. Chlorophyll a is the primary photosynthetic pigment in plants. A molecule of chlorophyll a is located at the reaction center of the photo systems. The pigments collect light energy and send it to the reaction center. Carotenoids also protect the photosynthetic systems from damaging effects of ultraviolet light.

Procedure:
1. Obtain a 250 mL beaker which has about 2 cm of solvent at the bottom. Cover the beaker with aluminum foil to prevent the vapors from spreading. It is also suggested this work be done under a fume hood.

2. Cut a piece of filter paper which will be long enough to reach the solvent. Draw a line about 1.0 cm from the bottom of the paper. See Figure 4.1 below.

Figure 4.1

3. Use a quarter to extract the pigments from spinach leaf cells. Place a small section of leaf on the top of the pencil line. Use the ribbed edge of the coin to to crush the leaf cells. Be sure the pigment line is on top of the pencil line. Use a back and forth movement exerting firm pressure through out.

4. Place the chromatography paper in the cylinder. See Figure 4.2 below. Do not allow the pigment to touch the solvent.

Figure 4.2

5. Cover the beaker. When the solvent is about 1 cm from the top of the paper, remove the paper and immediately mark the location of the solvent front before it evaporates.

6. Mark the bottom of each pigment band. Measure the distance each pigment migrated from the bottom of the pigment origin to the bottom of the separated pigment band. Record the distance that each front, including the solvent front, moved in Table 4.1 Depending on the species of plant used, you may be able to observe 4 or 5 pigment bands.

Table 4.1

Distance moved by Pigment Band (millimeters)

Band Number	Distance (mm)	Band Color
1
2
3
4
5

Distance Solvent Front Moved _________________

Analysis of Results:
The relationship of the distance moved by a pigment to the distance moved by the solvent is a constant called Rf . It can be calculated for each of the four pigments using the formula:

Rf	=	distance pigment migrated (mm)_____
		distance solvent front migrated (mm)

Record your Rf values in Table 4.2

Table 4.2

___________________________	= Rf for carotene (yellow to yellow -orange)
___________________________	= Rf for xanthophyll (yellow)
___________________________	= Rf for Chlorophyll a (bright green to blue green)
___________________________	= Rf for Chlorophyll b (yellow green to olive green)

Topics for Discussion:
1. What factors are involved in the separation of the pigments?

_______________________________________________________________________________

2. Would you expect the Rf value of a pigment to be the same if a different solvent were used? Explain.

_______________________________________________________________________________

3. What type of chlorophyll does the reaction center contain? What are the roles of the other pigments?

_______________________________________________________________________________

Exercise 4B: Photosynthesis / The Light Reaction:
Light is a part of a continuum of radiation or energy waves. Shorter wavelengths of energy have a greater amounts of energy. For example, high-energy ultraviolet rays can harm living things. Wavelengths of light within the visible spectrum of light power photosynthesis. when light is absorbed by leaf pigments, electrons within each photosystem are boosted to a higher energy level and this energy level is used to produce ATP and to reduce NADP to NADPH. ATP and NADPH are then used to incorporate CO2 into organic molecules, a process called carbon fixation.

Design of the Exercise:
Photosynthesis may be studied in a number of ways. For this experiment, a dye-reduction technique will be used. The dye-reduction experiment tests the hypothesis that light and chloroplasts are required for the light reactions to occur. In place of the electron accepter, NADP, the compound DPIP ( 2.6-dichlorophenol-indophenol), will be substituted. When light strikes the chloroplasts, electrons boosted to high energy levels will reduce DPIP. It will change from blue to colorless.

In this experiment, chloroplasts are extracted from spinach leaves and incubated with DPIP in the presence of light. As the DPIP is reduced and becomes colorless, the resultant increase in light transmittance is measured over a period of time using a spectrophotometer. The experimental design matrix is presented in Table 4.3.

Table 4.3: Photosynthesis Setup

Cuvettes
	1 Blank	2 Unboiled Chloroplasts Dark	3 Unboiled Chloroplasts Light	4 Boiled Chloroplasts Light	5 No Chloroplasts
Phosphate Buffer	1 ml.	1 ml.	1 ml.	1 ml.	1 ml.
Distilled Water	4 ml.	3 ml.	3 ml.	3 ml.	3 ml + 3 drops
DPIP	—-	1 ml.	1 ml.	1 ml.	1 ml.
Unboiled Chloroplasts	3 drops	3 drops	3 drops	—-	—-
Boiled Chloroplasts	—-	—-	—-	3 drops	—-

Procedure:
1. Turn on the spectrophotometer to warm up the instrument and set the wavelength to 605 nm by adjusting the wavelength control knob.

2. While the spectrophotometer is warming up, your teacher may demonstrate how to prepare a chloroplast suspension from spinach leaves.

3. Set up an incubation area that includes a light, water flask, and test tube rack. The water in the flask acts as a heat sink by absorbing most of the light’s infrared radiation while having little effect on the light’s visible radiation.

Figure 4.2: Incubation Setup

Flood Light ——-Water Heat Sink——-Cuvettes

4. Your teacher will provide you with two beakers, one containing unboiled chloroplasts. Be sure to keep these on ice at all times.

5. At the top rim, label the cuvettes 1,2,3,4, and 5, respectively. Using lens tissue, wipe the outside walls of each cuvette ( Remember: handle cuvettes only near the top). Using foil paper, cover the walls and bottom of cuvette 2. Light should not be permitted inside cuvette 2 because it is a control for this experiment.

6. Refer to Table 4.3 to prepare each cuvette. Do not add unboiled or boiled chloroplasts yet. To each cuvette, add 1 ml of phosphate buffer.

7. Bring the spectrophotometer to zero by adjusting the amplifier control knob until the meter reads 0% transmittance. Cover the top of cuvette 1 with Parafilm@ and invert to mix. Insert cuvette 1 into the sample holder and adjust the instrument to 100% transmittance by adjusting the light -control knob. Cuvette 1 is the blank to be used to recalibrate the instrument between readings. For each reading, make sure that the cuvettes are inserted into the sample holder so that they face the same way as in the previous reading.

8. Obtain the unboiled chloroplast suspension, stir to mix, and transfer three drops to cuvette 2. Immediately cover and mix cuvette 2. Then remove it from the foil sleeve and insert it into the spectrophotometer’s sample holder, read the % transmittance, and record it as the time 0 reading in Table 4.4 . Replace cuvette 2 into the foil sleeve, and place it into the incubation test tube rack. Turn on the flood light. Take and record additional readings at 5,10,and 15 minutes. Mix the cuvette’s contents just prior to each readings. Remember to use cuvette 1 occasionally to check and adjust the spectrophotometer to 100% transmittance.

9. Obtain the unboiled chloroplast suspension, mix, and transfer three drops to cuvette 3. Immediately cover and mix cuvette 3. Insert it into the spectrophotometer’s sample holder, read the % transmittance, and record it in Table 4.4 . Replace cuvette 3 into the incubation test tube rack. Take and record additional readings at 5,10,and 15 minutes. Mix the cuvette’s contents just prior to each readings. Remember to use cuvette 1 occasionally to check and adjust the spectrophotometer to 100% transmittance.

10. Obtain the boiled chloroplast suspension, mix, and transfer three drops to cuvette 4. Immediately cover and mix cuvette 4. Insert it into the spectrophotometer’s sample holder, read the % transmittance, and record it in Table 4.4 . Replace cuvette 4 into the incubation test tube rack. Take and record additional readings at 5,10,and 15 minutes. Mix the cuvette’s contents just prior to each readings. Remember to use cuvette 1 occasionally to check and adjust the spectrophotometer to 100% transmittance.

11. Cover and mix the contents of cuvette 5. Insert it into the spectrophotometer’s sample holder, read the % transmittance, and record it in Table 4.4 . Replace cuvette 5 into the incubation test tube rack. Take and record additional readings at 5,10,and 15 minutes. Mix the cuvette’s contents just prior to each readings. Remember to use cuvette 1 occasionally to check and adjust the spectrophotometer to 100% transmittance.

Table 4.4: Transmittance (%)

Time (minutes)

Cuvette	0	5	10	15
2 Unboiled /Dark
3 Unboiled/ Light
4 Boiled / Light
5 No Chloroplasts

Analysis of Results:
Plot the percent transmittance from the four cuvettes on the graph below.

a. What is the dependent variable? ____________________________________________

b. What is the independent variable? __________________________________________

Graph Title: __________________________________________________________________

Graph 4.1

Topics for Discussion:
1. What is the purpose of DPIP in this experiment?

___________________________________________________________________________

2. What molecule found in chloroplasts does DPIP “replace” in this experiment? _________________

3. What is the source of the electrons that will reduce DPIP? _________________________________

4. What was measured with the spectrophotometer in this experiment? ____________________________________________________________________________

____________________________________________________________________________

5. What is the effect of darkness on the reduction of DPIP? Explain.

____________________________________________________________________________

6. What is the effect of boiling the chloroplasts on the subsequent reduction of DPIP? Explain.

____________________________________________________________________________

7. What reasons can you give for the difference in the percent transmittance between the live chloroplasts that were incubated in the light and those that were kept in the dark?

_____________________________________________________________________________

Category: My Classroom Material

Plant Classification Study Guide

Pre AP Lab Reports

Plant Analytical Questions

Preap Biochemistry Study Guide

Plant Pigments and Photosynthesis