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56 Cards in this Set
- Front
- Back
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31.3 Use a diagram to identify the parts of a typical plant: root system (taproot and root hairs) and shoot system (leaves, stem, buds, and flower) and state the functions of each part
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Plant roots
Anchor plant Absorb water and nutrients Store food Plant shoots Stems, leaves, and reproductive structures Stems provide support Leaves carry out photosynthesis Root modifications Food storage Large taproots store starches Examples include carrots, turnips, sugar beets, sweet potatoes |
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31.3 Explain how pruning fruit trees and “pinching back” a plant helps make the plant bushier
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**
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31.4 Distinguish among the following: large taproots that store sugar, horizontal stems called runners and rhizomes, enlarged rhizomes called tubers, and modified leaves called tendrils and spines
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**
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31.4 State common examples of modified roots, stems, and leaves from a vegetable garden, i.e. carrot is a taproot
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Food storage
Large taproots store starches Examples include carrots, turnips, sugar beets, sweet potatoes |
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31.5 Identify and describe the functions of the three tissue systems (dermal, ground, and vascular) that form roots, stems, and leaves
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Dermal tissue
Layer of tightly packed cells called the epidermis First line of defense against damage and infection Waxy layer called cuticle reduces water loss Vascular tissue Composed of xylem and phloem Arranged in bundles Ground tissue Lies between dermal and vascular tissue Eudicot stem ground tissue is divided into pith and cortex Leaf ground tissue is called mesophyll |
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31.7 Define meristem cells
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are regions of active cell division
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31.7 Explain the indeterminate growth of plants compared to the determinate growth of animals
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Plant growth is indeterminate
Growth occurs throughout a plant’s life Plants are categorized based on how long they live Annuals complete their life cycle in one year Biennials complete their life cycle in two years Perennials live for many years determinate Growth stops after a certain size is reached |
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31.7 Contrast annuals, biennials, and perennials and give examples
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Annuals complete their life cycle in one year
Biennials complete their life cycle in two years Perennials live for many years |
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31.7 Describe and compare primary and secondary growth in woody plants
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Primary growth allows roots to push downward through the soil and shoots to grow upward toward the sun Secondary growth increases the girth of woody plants
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31.8 Use a diagram of a woody stem in cross section to identify the following parts: growth rings, heartwood, sapwood, vascular cambium, and bark
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31.8 Describe the tissues that make up “wood” and “bark”
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Secondary xylem produces wood toward the interior of the stem
Secondary phloem produces the inner bark toward the exterior of the stem |
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31.9 Use a diagram to identify the parts of a flower and explain the function of each
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Sepals—enclose and protect flower bud
Petals—showy; attract pollinators Stamens—male reproductive structures Carpels—female reproductive structures |
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31.9 Use a diagram to identify the stages (embryo within seed, seedling, mature plant) of the life cycle of an angiosperm.
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Fertilization occurs in the ovule; the fertilized egg develops into an embryo encased in a seed
The ovary develops into a fruit, which protects the seed and aids in dispersal The seed germinates under suitable conditions to produce a seedling, which grows into a mature plant |
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31.9 Distinguish between pollination and fertilization
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31.11 Explain how fertilization results in the formation of an embryo within a seed coat
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Fertilization occurs in the ovule; the fertilized egg develops into an embryo encased in a seed
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31.12 Explain how the ovary develops into a fruit
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Hormonal changes induced by fertilization trigger the ovary to develop into a fruit
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31.12 Explain the roles of fruit in seed protection and dispersion
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it is to protect the seed and delever it to the ground or to be carried off by an animal to be taken off to another place to germinate
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31.13 Describe the contents of a seed
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Eudicot seeds
Two cotyledons Apical meristems lack protective sheaths Endosperm absorbed by cotyledons Monocot seeds Single cotyledon Apical meristems have a protective sheaths Endosperm is present |
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31.13 Define germination
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Germination breaks seed dormancy
Germination begins when water is taken up Eudicot seedling shoots emerge from the soil with the apical meristem “hooked” downward to protect it Monocot seedling shoots are covered by a protective sheath and emerge straight from the soil |
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31.14 Explain how asexual reproduction produces plant clones and reduces genetic diversity
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Production of clones via bulbs, root sprouts, and runners is common
Plants are often propagated by taking cuttings, which can produce roots Plants can be cultured on specialized media in tubes Asexual reproduction can be advantageous in very stable environments |
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32.1 Explain how plants take up nutrients from the air and soil
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Plants take up carbon dioxide from the air to produce sugars via photosynthesis; oxygen is produced as a product of photosynthesis
Plants obtain water, minerals, and some oxygen from the soil Using simple sugars as an energy source and as building blocks, plants convert the inorganic molecules they take up into the organic molecules of living plant tissue |
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32.2 Describe the routes of water and solutes from soil to root xylem
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Intracellular route—water and solutes are selectively taken up by a root epidermal cell, usually a root hair, and transported from cell to cell through plasmodesmata
Extracellular route—water and solutes pass into the root in the porous cell walls of root cells; they do not enter any cell plasma membrane until they reach the root endodermis |
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32.2 Identify root hairs and their function in water and solute uptake
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32.3 Define transpiration
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Evaporation of water from the surface of leaves,
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32.3 Explain the ascent of xylem sap by transpiration due to the cohesive and adhesive properties of water
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is the solution carried up through a plant in tracheids and vessel elements
Xylem sap is pulled up through roots and shoots to the leaves |
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32.4 Draw and label the guard cells forming an open stoma and a closed stoma
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***
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32.5 Define phloem sap
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transports the products of photosynthesis throughout the plant
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32.5 Explain the movement of phloem sap from a sugar source to a sugar sink. Give examples of sugar source and sugar sink.
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transports the products of photosynthesis throughout the plant
Phloem is composed of long tubes of sieve tube members stacked end to end Phloem sap moves through sieve plates in sieve tube members Phloem sap is composed of sucrose and other solutes such as ions, amino acids, and hormones Sugars are carried through phloem from sources to sinks |
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32.6 Distinguish between micronutrients and macronutrients and recognize examples of each
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Macronutrients—plants require relatively large amounts of these elements
Micronutrients—plants require relatively small amounts of these elements ** |
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32.7 Describe and recognize the signs of nitrogen deficiency in plants
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32.7 Define compost and explain its value as a fertilizer.
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32.13 Define mycorrhiza
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Mycorrhizae act like extensions of plant roots, increasing the area for absorption of water and minerals from soil
Mycorrhizae produce enzymes that release phosphorus from soil, making it available to plant hosts Mycorrhizae release growth factors and antibiotics into the soil Mycorrhizal symbioses have evolved with plants and were important to plants successfully invading land |
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32.13 Explain how fungi help most plants absorb nutrients from the soil
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32.14 Give examples of parasitic and carnivorous plants and explain the significance of these lifestyles in nitrogen-deficient environments
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Epiphytes
Grow anchored on other plants Absorb water and minerals from rain Parasites Roots tap into the host plant’s vascular system Incapable of photosynthesis Absorb organic molecules from host plant Carnivores Trap and digest small animals such as insects Absorb inorganic elements from prey Found in nutrient poor environments |
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34.1 Define and distinguish the different levels (hierarchy of life) within ecosystems
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Organism
Population Community Ecosystem |
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34.1 Contrast abiotic and biotic components of an ecosystem
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Ecosystem interactions involve living (biotic) communities and nonliving (abiotic) components
Biotic components include all organisms Abiotic components include atmospheric gases, energy, nutrients, and water Organisms are affected by both components of their environment Their presence and activities often change the environment they inhabit |
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34.2 Discuss the contributions of Rachel Carson and her book, Silent Spring, to the environmental movement
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Rachel Carson was one of the first to perceive the global dangers of pesticide abuse
Carson documented her concerns in the 1962 book Silent Spring This book played a key role in the awakening of environmental awareness |
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34.3 List some abiotic factors such as solar energy, water and temperature
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nutrients, other aquatic factors and other terrestrial factors
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34.6 Define wetlands, estuaries, and coral reefs and explain their importance
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Estuaries are productive areas where rivers meet the ocean
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34.6 Distinguish photic and aphotic zones of the ocean
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The photic zone is the portion of the ocean into which light penetrates
Photosynthesis occurs here The aphotic zone is a vast, dark region of the ocean |
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34.6 Explain the importance of phytoplankton
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food
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34.7 List examples of freshwater biomes such as
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lakes, ponds, rivers, streams, and wetlands
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34.7 Explain the influence of current, sunlight and nutrients (i.e. large inputs of nitrogen, phosphorous) on freshwater biomes
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they are important abiotic factors in fresh water ecosystems
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34.8 Define terrestrial biome
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regional variations in climate
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36.1 Define a population and describe several examples of populations
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A group of individuals of a single species that occupy the same general area
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36.4 Use a diagram to describe and compare the exponential growth model and the logistic growth model and give examples of populations that exhibit each type of growth
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Exponential growth model
The rate of population increases under ideal conditions Calculated using the equation G = rN G is the growth rate of the population N is the population size r is the per capita rate of increase Logistic growth model This growth model takes into account limiting factors Limiting factors are environmental factors that restrict population growth Formula |
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Explain the concept of an “ecological footprint”
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is the measure of resource consumption
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Define the term community and describe several examples of communities
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An assemblage of populations living close enough together for potential interaction
Described by its species composition |
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Describe the four properties of a community: biodiversity, predominant vegetation, response to disturbance, and trophic
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Define and describe examples of interspecific competition and interspecific interactions such as mutualism (37.4) and predation
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Interspecific interactions
Relationships with other species in the community Interspecific competition Two different species compete for the same limited resource Squirrels and black bears Compete for acorns |
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Define predation and distinguish predator from prey
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hunter vs hunded
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Define trophic level and food chain
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A pattern of feeding relationships consisting of several different levels
Food chain Sequence of food transfer up the trophic levels |
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Define the terms producer and consumer and describe examples
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Producers
Support all other trophic levels Autotrophs Photosynthetic producers Plants on land Cyanobacteria in water |
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37.14 Contrast the movement (pathways) of energy and chemicals in an ecosystem
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Energy flow
Passage of energy through the ecosystem Chemical cycling Transfer of materials within the ecosystem |
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37.18 Explain biogeochemical cycles
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Cycle chemicals between organisms and the Earth
Can be local or global Decomposers play a central role in biogeochemical cycles |
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37.19 Describe the carbon cycle and the roles of photosynthesis and aerobic respiration in the carbon cycle
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Carbon is the major ingredient of all organic molecules
The return of CO2 to the atmosphere by respiration closely balances its removal by photosynthesis The carbon cycle is affected by burning wood and fossil fuels |
