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Arthropoda Gap Notes

Biology 11

 

Name: _______________ ____________________ Date: ________________ Block: _________

 

 

Phylum Arthropoda (Greek: arthros = “joint”, podos = “foot”)

Pages 334-338

 

I Background:

 

  • The Phylum Arthropoda includes 5 Subphyla that include a total of 19 Classes. Some of these Subphyla and Classes include:
    • Subphylum: _______________________________ (Includes 1 Class)
      • Class: _________________________ – Includes only Trilobites, which are extinct today
    • Subphylum: ________________________________ (Includes 4 Classes)
      • Class: _______________________ – Spiders, Scorpions, Ticks, Mites etc.
      • Class:____________________________________ – Horseshoe crabs
      • Etc.
    • Subphylum: _________________________________ (Includes 4 Classes)
      • Class: _____________________________ – Centipedes
      • Class: _____________________________ – Millipedes
      • Etc.
    • Subphylum: ________________________________ (Includes 4 Classes)
      • Class: _______________________________ – Insects
      • Etc.
    • Subphylum: ______________________________________ (Includes 6 Classes)
      • Class: ____________________________________ – Lobsters, Crabs, Shrimp, Crayfish etc.
      • Class: ____________________________________ – Barnacles etc.
      • Etc.

 

II Body Plan/Structure:

 

  • Arthropods demonstrate a _______________________________ symmetrical body plan
  • They have the three true germ layers:
    • _________________________
    • _________________________
    • _________________________
  • One of the defining characteristics of all Arthropods is the division of the body into three body segments:
    • The _______________ – Contains _________________________ organs and ___________________ parts (Can have pinchers)
    • The _______________________ – Contains the walking ___________ and _______________ if present
    • The ______________________ – Contains the ______________________ organs, can contain _______________________________ in Crustaceans and can also contain the ______________________________ in Arachnids

 

Note: The head and thorax of some Arthropods have fused to become a ________________________________ such as the Arachnids

 

  • Arthropods have an _____________________________ made out of _______________. The exoskeleton is used for ______________________ and to prevent _________________________(drying out)
  • In order to grow Arthropods have to undergo ___________________ in which a larger, soft exoskeleton grows under the old one. As the internal exoskeleton grows it cracks the old exoskeleton open and the Arthropod wriggles out of it, a little bigger
  • Arthropods have ______________ appendages. These appendages have evolved to be used for :
    • _________________________
    • _________________________
    • _________________________
    • _________________________, Etc.
  • Arthropods have an _________________ circulatory system that is comprised of many open spaces that make up the ________________________.
  • The ________________________ is filled with __________________________ which acts as blood for Arthropods
  • The blood is pumped throughout the tissues by a series of ______________ that extend along the ____________________ side of the entire body

 

DID YOU KNOW!!!: At least half of the described species of living animals are Arthropods

(mostly insects), but arthropods are less common as fossils. The most familiar group of fossil Arthropods is undoubtedly the trilobites!!!

 

 

 

 

 

III. Feeding:

 

  • The mouth of Arthropods is found in the head region
  • It is often comprised of two or more paired appendages (modified segments) used for biting, cutting and holding food
  • Examples of some of these mouth parts are _____________________ in the Class Insecta or ________________________ in the Arachnida
  • Due to the incredible diversity of the Arthropods there are many different types of feeders ranging from Herbivores to Carnivores.

 

  1. Respiration:

 

  • There are three major forms of respiratory systems found among the Arthropoda:
    • __________________: Aquatic Arthropods such as the Class Crustacea contain Gills as they need to respire under water
    • _____________________________: Book lungs can be found in the Class Arachnida.       They are comprised of stacks of alternating _________ sacs and _______________________ filled tissues. This resembles a closed book. They are connected to the outside world by small openings.
    • A _________________________________: Terrestrial Arthropods such as the Class Insecta have a tracheal system consisting of ________________________ and ___________________. The _______________________ are small openings in the exoskeleton that can be opened and closed to allow gas exchange. Once oxygen has entered the _______________________ it travels along the many ______________________ to all of the body tissues. Only in some Arthropods does the hemocyanin function to transport the oxygen to all of the tissues

 

  1. Internal Transport:

 

  • Arthropods have an _________________________________________
  • They have a large internal cavity called a _____________________ that is filled with ________________________ (Arthropod blood)
  • There are a series of ________________ that run along the ______________ side of most Arthropods
  • The hearts pump the ________________________ from the abdomen to the head through the Arthropod’s only blood vessel called the ______________
  • Once the __________________________ enters the _______________ it leaves the _______________ and simply fills the spaces between the tissues.
  • It then flows back to the __________________organs at the posterior end of the body where it washes over the organs in order to transport ______________________ to all of the Arthropod’s tissues
  • Once the hemocyanin reaches the hearts it is pumped forward again

 

  1. Excretion:

 

  • Undigested food is passed out of the ______________ which is located at the end of the _________________________
  • Insects (and some other Arthropods) have special organs called ______________________________________ located around the stomach
  • These _________________________________ are threadlike structures that collect metabolic wastes from the hemocyanin that is washing over the organs
  • The metabolic wastes are transported into the _________________________ where they mix with undigested food
  • The wastes are released from the ________________

 

VII. Response:

 

  • The Arthropods contain a fairly large ______________ in their head
  • The brain controls the rest of the body by sending signals down a large ____________________________________
  • Arthropods have many specialized segments used for sensing an responding to their surroundings
  • The most easily recognized features are their ____________________ and their __________________________________
  • The _______________________:
    • The antennae are used to sense and respond to __________________
  • The _________________:
    • Insects and Crustaceans have incredibly advanced eyes
    • Their eyes are unlike human eyes because they ___________________________
    • Unlike our human eyes the Insect eyes are made up of thousands of individual units that each provide a __________ of light to the brain
    • The brain then interprets the array of light as a __________________ image
    • The eyes cannot focus so the image is usually course and the eyes are mostly used to detect __________________________
  • Arthropods can also sense and respond to:
    • ______________________________: The ____________________ and ___________________ parts of some Arthropods are able to detect differences in chemicals and allow them to Taste and Smell such as the Crustaceans
    • ______________________: Some Arthropods contain special structures called _______________________ at the base of their antennae that allow them to balance such as the Crustaceans and the Insects
    • ______________________: Some Arthropods have actually evolved structures called a ________________________. This is a membrane found on either side of the abdomen and that detect sound vibrations.

 

VIII. Movement:

 

  • Arthropods are incredibly _____________________
  • Due to the rigid ______________________Arthropods must have _________________ in order to move.       This is how they have received their name Arthropoda, “Jointed Feet”
  • Most Arthropods contain many more ____________________ than humans that help them perform all of their intricate movements
  • There are many forms of movement seen in the Arthropods ranging from the segmental movement seen in Millipedes to the ability to fly seen in some of the Insects and to the ability to swim seen in some Crustaceans

 

  1. Reproduction:

 

  • Arthropods contain both _________________ and are not _________________________
  • In Insects the male fertilizes the female by releasing sperm into the female’s sperm ____________________________.
  • The egg is released from the female out of the body through an _______________________ near the anus
  • Most Insects undergo ________________________ and go through ___________ distinct stages
    • The _______________: Released from the ovipositor
    • The ________________: Many Arthropods contain a larval stage that doesn’t resemble the adult form at all. Many of us recognize this stage as grubs, caterpillars or maggots (the larva of flys)
    • The __________________: The pupa is a nonfeeding stage following the larval stage. An example is the cocoon
    • The __________________

 

  1. Ecological Roles:

 

 

 

 

 

posted by Marc Bernard Carmichael in Arthropoda,Biology Eleven,Biology Eleven Notes and have No Comments

Molluscs Notes

MOLLUSCS

(phylum mollusca)

 

– many of our ideas of sea monsters come from molluscs.

– also provide many types of food – think of all the molluscs that we eat.

 

CHARACTERISTICS OF MOLLUSCS

 

 

 

BODY PLAN

 

1) FOOT

 

 

2) VISCERAL MASS

 

 

3) MANTLE

 

 

 

mantle cavity

 

 

 

 

 

– most have soft bodies protected by a hard shell

– The coelom is mainly present around the heart

– most have a radula = rasping tongue

 

 

has 3 distinct parts

 

– muscular, used for locomotion

– in cephalopods modified into tentacles

 

– contains digestive organs, excretory organs, and the heart

 

= fleshy outer layer covering visceral mass

– has mucous glands and nerve endings

– secretes the shell

 

– lies between the mantle and the visceral mass

– contains organs that function in gas exchange between blood and

– water (gills)

– air (lung)

 

 

 

CLASSES OF MOLLUSCS

 

1) gastropods (stomach-foots)

 

= snails, slugs, sea snails, sea slugs

 

– most numerous = 5/6 of molluscs

– flat foot

– shell is one piece, coiled, or absent

– head has tentacles and eyes on stalks

– have a radula

 

 

2) bivalves (two-shells)

 

= clams, mussels, and oysters

 

– have two shells

– right and left shells hinged dorsally

– no head, tentacles or radula

– adapted to live in mud

– feed by filtering particles from water

 

 

3) cephalopods

(head-foots)

 

= squids, octopus

– no shells or else a small internal shell

– large head and well-developed eyes

– active predators

– foot modified into crown of 8 – 10 tentacles with suckers around mouth

– foot used in locomotion

– expel water from mantle cavity (jet propulsion).

– mouth has a horny beak and a radula

– some squids are largest invertebrates

– squirt inky substance in defense

 

 

4) chitons

 

– have a radula (rasping tongue)

– eight articulating plates, or valves

 

 

5) nautilus – “living fossils,” thought extinct for millions of years, found again in 1952

 

 

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Annelida Gap Notes

Biology 11

 

Name: _________________________ Date: __________ Block: _____

 

Phylum Annelida: Segmented Worms

(Latin: anellus = “little ring”)

Pages 323-327

 

  1. Background:

 

  • 2 Major Classes: (Actually 4 classes)
    1. Class _______________: (Means “Many Bristles”)
    2. Class _______________:
      • Subclass _______________: (Means “Few Bristles”) The Earthworms
      • Subclass _______________: The Leeches

 

  • ~15000 known species
  • The Annelids live in many diverse environments including freshwater, marine and terrestrial

 

DID YOU KNOW!!!: The giant Australian Earthworm can grow to be up to 3 meters in length

 

 

  1. Body Plan/Structure of the Earthworm

 

  • _______________ symmetrical body plan
  • Three true germ layers:
    • _______________
    • _______________
    • _______________
  • A true _______________ with a _______________ and _______________connected by intestines
  • A large _______________ on the _______________ side of the their anterior end which acts as a primitive brain
  • The _______________ are connected to a _______________ which runs down the _______________ side of the body
  • A true _______________ that is lined with _______________
  • Both _______________ and _______________muscles
  • A _______________.       Their circulatory system is made up of two _______________ which run along the length of the body on the ____________ and _______________ sides. There are also a series of “_______________” called the _______________ which pump the blood through the circulatory system.
  • Annelids are _______________ and contain both male and female reproductive organs.
  • These organs are found just anterior to a special structure called a ___________ which is a swollen segment near the _______________ end of their body.
  • Annelids have true _______________
    • Each segment of the Annelid worms contains similar structures to the next segment
    • Each segment is separated from the next by a __________ (plural = septa).
    • Annelid worms contain little bristles on their exterior called ____________ which aid in locomotion.
    • Each segment of an Annelid contains a pair of _______________ which are used for excretion

 

III. Feeding:

 

    • Most Earthworms are _______________ which means that they eat decomposing organic matter (detritus)
    • As Earthworms travel through the dirt they suck the dirt into their mouth using their muscular _______________
    • The Earthworm sends the dirt through the _______________ and into the _______________ by muscle contractions
    • The dirt is stored in the _______________ until the worm is ready for digestion
    • Using muscle contractions the dirt moves into the _______________ which acts much like a _______________
    • The _______________ mechanically digests the dirt and organic material by mixing it. The sand in the dirt aids to grind the organic material into small pieces
    • The organic material and dirt continues along the _______________ by muscle contractions
    • As it travels through the intestines the organic material is absorbed into the _______________ in the _______________and _______________ blood vessels
    • The remaining inorganic dirt travels through the _______________ to the _______________

 

 

 

 

  1. Respiration:

 

  • _______________ enters directly through the _______________ by the process of _______________
  • The oxygen enters the blood and is transported to all the body cells of the Earthworm
  • _______________exits the circulatory system directly through the ectoderm and into the Earthworm’s surroundings by the process of _______________

 

  1. Internal Transport:

 

  • All Annelids have _______________ circulatory systems which contains _______________ with _______________
  • The haemoglobin in the blood transports _______________ throughout the Annelid and gives the blood its red colour
  • The circulatory system of Annelids is made up of the _______________which are a series of muscular “_______________”, and a pair of blood vessels which run along the _______________ and _______________sides of the worm
  • The _______________ pump the blood through the _______________ blood vessel and collect blood from the _______________ blood vessel

 

 

  1. Excretion:

 

  • Each segment of an Annelid contains a pair of _______________ which are used for excretion
    • Wastes are excreted by the body cells into the _______________ cavity
    • The _______________ collect the waste material from the _______________cavity and transport it out of the earthworm

 

 

VII. Response:

 

  • Most of the Earthworm’s sensory organs are found in the _______________ end
  • The _______________ interpret sensory information and send the information along the ventral _______________ to the segments
  • As the nerve cords enter each segment they bulge to form individual _______________in each segment which allows each individual segment to respond quickly

 

 

 

VIII. Reproduction:

 

  • Asexual reproduction:
    • Annelid worms can undergo the process of _______________ to produce two genetically identical worms
    • Annelids can also _______________ after they have been cut

 

DID YOU KNOW!!!: Earthworms can be cut up to 1/13 their size and still regenerate!!!

 

  • Sexual Reproduction:
    • Earthworms are _______________
    • Two earthworms line up _______________ to _______________ so their _______________ and _______________ line up (male to female)
    • The _______________ produce a slime tube that surrounds both worms
    • _______________ is transferred from each partner to the other
    • The worms wriggle out of the slime tube releasing the _______________
    • The sperm fertilize the eggs within the worm “_______________
    • The eggs mature directly into the adult Earthworms which emerge from the “cocoon”

 

 

  1. Movement:

 

  • Earthworms move by a process known as _______________: alternately contracting and relaxing       muscles

 

DID YOU KNOW!!!: Human beings also perform peristalsis, however, we use the process to swallow our food. Try eating or drinking upside down one time and see what happens!!!

 

 

  1. Ecological Roles:

 

  • Annelids play incredible ecological roles
  • Earthworms are very important to agriculture. As they burrow through the soil they help to aerate it allowing the roots of plants to gain much needed space and oxygen. The castings they leave behind also help to fertilize the soil
  • Some countries around the world use a leeches. In Medieval times leeches were used to suck people’s blood in hopes of balancing their “Humours”. In modern medicine the chemical that leeches secrete during feeding called hirudin is used to prevent blood coagulation in certain operations such as plastic surgery or to stimulate circulation in reattachment surgeries.

 

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Nematoda Gap Notes

Biology 11

Mr.Carmichael

Name: __________________________ Date: __________ Block: _____

 

 

Nematoda Anatomy

 

 

 

 

 

 

 

 

 


Biology 11

Mr. Carmichael

Name: ___________________ Date: __________ Block: _____

 

 

Phylum Nematoda: Roundworms

(Greek: nema = “thread”)

Pages 314-317

 

  1. Background:

 

  • 2 Major Classes:
    1. _______________________________
    2. _______________________________
  • ~ 80000 species known

 

DID YOU KNOW!!!: Nematodes are the most abundant multicellular lifeforms on earth!!!

 

  • The Nematodes have evolved to live in every habitat on the planet from marine to fresh water, the polar regions to the tropics and from the highest elevations to the lowest.
  • Nematodes can be _____________________ or _______________________

 

  1. Body Plan/Structure:
  • Nematodes demonstrate a ________________________ symmetrical body plan
  • They have a _________________and _______________________ body
  • They lack a ______________________
  • They have three germ layers:
    1. ______________________
    2. ______________________
    3. ______________________
  • Nematodes are the fist phylum we will look at that has a _________________ ____________________________ with a _________________ and an _____________ connected by __________________________
  • The mouth is connected to the intestines by a muscular ___________________
  • Nematodes are ___________________________ which means that they have an internal body cavity but this cavity is not lined with _______________________
  • They do have muscles but only ___________________________ ones
  • They have ____________________ in their __________________ end which is connected to two __________________________ that run down the length of the body on the ________________ and ____________________ sides
  • Nematodes secrete a thick _______________________ that surrounds the body and protects them from their surroundings

 

DID YOU KNOW!!!: Nematodes are born with the same number of cells that they will have for their entire life. This means that as Nematodes grow they do not get new cells; instead their cells just get larger!!!

 

III. Feeding:

  • The free-living Nematodes usually eat bacteria, fungi, protozoans along with other detritus (decomposing material)
  • Parasitic Nematodes live off of their host organism
  • Food is ingested through the mouth by muscular contractions of the ___________
  • The food is digested in the ________________________
  • Undigested food is passed out of the _______________

 

  1. Respiration:
  • Respiration occurs by simple _____________________ where oxygen is taken up by the body cells from the surroundings and carbon dioxide is released from the body cells into the surroundings

 

  1. Internal Transport:
  • The Nematodes lack a true _______________________________; However, nutrients diffuse from the intestines into the __________________________ where they circulate throughout the body

 

  1. Excretion:
  • Wastes and undigested nutrients are released out of the _____________.
  • They also have _____________________________________ on either side of their body which release wastes into the surroundings from the pseudocoelom

 

 

VII. Response:

  • Nematodes can have the ability to sense and respond to three stimuli:
    1. Sense and respond to ________________
    2. Sense and respond to ______________________
    3. Sense and respond to _________________

 

VIII. Movement:

  • Since Nematodes lack _______________________ muscles and only have ______________________ muscles they can only slash around from side to side

 

  1. Reproduction:

 

  • Sexual reproduction (free-living):
    • Most Nematodes are either ________________ or _______________ (though some are hermaphroditic)
    • When a female and a (much smaller) male Nematode meet, the male will wrap his ________________ around the female
    • One or more ______________ will move out of his anus and will be inserted into the females __________________ and sperm will be transferred
    • The fertilized eggs are released by the female into the surroundings

 

  1. Ecological Roles:

Parasitic Nematodes:

Like the Platyhelminthes there are many forms of Nematodes that are parasitic. They Are mostly parasitic on vertebrates and can cause serious illness. They also have very complicated lifecycles:

 

Eg. Trichenella spiralis (causes Trichinosis)

  • These Nematodes only need one host to mature but can be passed from host to host
  • The adult Nematodes live in the _______________ of their host (pig/rat/human)
  • When they undergo sexual reproduction the larva burrow into the muscles of their host and create a capsule around themselves called an _______________
  • After maturing the larvae travel back to the intestine to begin the lifecycle again

 

DID YOU KNOW!!!: Most Humans get Trichinosis from eating undercooked pork which

contains the larvae filled encysts!!!

 

Biology 11

Mr. Carmichael

Name: _________________________ Date: __________ Block: _____

 

 

Parasitic Nematoda Life Cycle

eg: Trichenella spiralis

 

 

 

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Platyhelminthes Gap Notes

 

Biology 11

 

Name: _________________________ Date: __________ Block: _____

 

 

Platyhelminthes Anatomy

eg: Class Turbellaria, Family Planaria

 


Biology 11

Ms. L. Jamieson

Name: _________________________ Date: __________ Block: _____

 

Phylum Platyhelminthes: Flatworms

(Greek: platy = “flat”, helminth = “worm”)

Pages 311-317

 

  1. Background:

 

DID YOU KNOW!!!: The longest tapeworm ever to be extracted from a human was 37 feet long and was pulled out of a woman’s mouth!!! In whales they can grow up to 120 feet in length!!!

 

  1. A) Free-Living Platyhelminthes:

(Class Turbellaria)

 

  1. Body Plan/Structure:
  • Flatworms demonstrate a _______________________ symmetrical body plan
  • They are ____________________ flattened and lack a __________________
  • They have a highly branched _______________________________________. It is considered a ______________ gut because there is only one opening to it which serves the function of both the ______________ and ______________
  • They have three germ layers:
    1. ______________________: Outside
    2. ______________________: Inside
    3. ______________________: Middle layer of tissue between the ectoderm and the endoderm
  • Though Flatworms have three germ layers they are _______________________ and have no body cavity
  • Flatworms do have ___________________ and primitive __________________ that are used for __________________ and ___________________
  • Flatworms are also the most primitive organisms to show ___________________
  • The head region of Flatworms contains a concentration of __________________ called ___________________ (singular=_____________________) that resembles a primitive brain.
  • They have two __________________ that run from the __________________ in the head region along the ___________________ side of the worm to the tail.
  • In the head region of Flatworms are two ______________________________
  • They also have lobes on the side of their head called _____________________

 

III. Feeding:

  • The free-living forms of Flatworms are ______________and ______________
  • Flatworms have a ___________________ which is connected to the __________________ through a long       muscular ________________________
  • Small invertebrates or the remains of dead animals are taken into the mouth/anus by the muscular ____________________
  • The food is then digested in the highly branched ________________________
  • The nutrients moves from the gut into the body cells by __________________

 

  1. Respiration:
  • Respiration occurs by ___________________
  • ______________is taken up directly by the ________________ from the water or the gut
  • ______________________ is released directly from the _________________ into the water or the gut

 

  1. Internal Transport:
  • __________________ and ___________________ in the gut are simply absorbed into the body cells by the process of _____________________

 

 

 

 

 

  1. Excretion:
  • Most undigested food is released directly out of the _____________________
  • Other waste materials diffuse from the body cells into the _________________ and exit out of the ____________________
  • Other undigested food is released out of tiny ____________________ that open to the water

 

VII. Response:

  • Flatworms are able to sense and respond to at least three forms of stimuli:
    1. Sense and respond to __________________: The __________________ can detect light and allow the Flatworms to respond to it
    2. Sense and respond to ____________________: ____________ on the side of their head regions can sense ___________________ in the water and allow the Flatworms to respond (like “smelling”)
    3. Sense and respond to ________________: The ____________________ on either side of the head region can sense _______________ and allow the Flatworms to respond
  • The _____________________ in the head region relay messages from the sensory organs down the _______________________ to the rest of the body. The _______________________ can control _______________________ in the body which allow the Flatworms to ______________ or ________________.

 

DID YOU KOW!!!: Even though Flatworms only have primitive brains they are capable of

learning!!!

 

VIII. Reproduction:

  • Asexual Reproduction:
    • Flatworms can asexually reproduce through a process called ____________.       The ________________ and ________________ ends hold a surface and the midsection constricts. This results in two new flatworms, one from the _________________ end of the original flatworm and the other from the ____________________ end of the original flatworm.
    • Flatworms can also ________________________ parts they have lost.

 

 

 

DID YOU KNOW!!!: If you cut a small piece off the tip of a flatworm’s head region and left the wound open it will regenerate a new head in front of the old one. You can repeat the process to create a flatworm with many heads. If we were Greek we could call it a Polycephaloturbellarian!!!

 

  • Sexual Reproduction:
    • Flatworms are _________________________
    • After two flatworms have copulated they release sacs of fertilized __________ and attach them to a surface

 

DID YOU KNOW!!!: In the animal world it is much easier to be male because you generally

don’t have to take care of your offspring. Because of this some hermaphroditic flatworms demonstrate a sexual behaviour called “Penis Fencing” in which two flatworms will attack each other with their penises. The first one that can jab the other will release their sperm and thus take on the role of a male while the flatworm that has been jabbed will have their eggs fertilized and take on the role of the female!!!

 

  1. Movement:
  • The flatworms move across a surface using _________ on their _____________ surface
  • They can also move by contracting _______________ and _________________ muscles that lay just below the __________________. These muscles are controlled by the ___________________.

 

DID YOU KNOW!!!: Some flatworms are so muscular they can swim through the water!!!

 

  1. Ecological Roles:

 

  1. ____________________
  2. ____________________
  3. ____________________

 

 

 

 

 

Biology 11

Mr. Kalkman

Name: ______________________ Date: __________ Block: _____

 

Parasitic Platyhelminthes

(Classes Trematoda, Cestoda and Monogenea)

 

Parasitic Platyhelminthes are quite a bit different than their free-living relatives. Many of these adaptations are related to the fact that they live within host organisms. Most of the final host organisms that parasitic Platyhelminthes use are vertebrates, including HUMANS!!! However, they have intricate lifecycles with intermediate host organisms.

 

Here is a list of adaptations that make the fluke and the tape worms different than the free-living flatworms.

 

Class Cestoda (Tapeworms):

  1. The Beef Tapeworm
  • The tapeworm has a _______________ at its anterior end, with complicated hooks for attaching to the intestines of its host.
  • The tapeworm does not have a _______________ or _______________. They are bathed in the pre-digested fluids of their host, and absorb nutrients directly into their cells
  • Since they live in such a harsh environment as the intestines they have a modified ectoderm called a _______________ which protects them from the host’s _______________ and _______________
  • The tapeworm is _______________ and has a body adapted for reproducing.
  • The body of the tapeworm is segmented into _______________, each containing both male and female _______________.
  • As the eggs in the proglottids are fertilized they are released into the human host’s intestines and eventually end up in the host’s _______________.

 

  • Lifecycle:
    • After the fertilized eggs have been released in the fecal matter of the human host the feces can be used as fertilizer etc.
    • The eggs are ingested by the intermediate host, a cow
    • The eggs mature into larva which burrow into the muscles of the cow
    • The beef is eaten by more humans and the larva mature into tapeworms in the intestine of the human host to start the lifecycle again.

 

 

 

 

Class Trematoda (Flukes):

  1. Schistosoma

 

  • The fluke worm has an an _______________ on its anterior end for attaching to the host
  • Fluke worms also have a _______________ to protect them from their host’s _______________ and _______________
  • Flukes are most often _______________ but in the case of Schistosoma there is a male and a female form
  • Other than these adaptations flukes show many of the same characteristics as the free-living turbellarians

 

  • Lifecycle:
    • The adult fluke worm lives in the blood vessels near the intestine of a human host.
    • When it is ready to lay its eggs it pushes its way into one of the tiny blood vessels of the intestine and lays thousands of eggs
    • The sheer number of eggs causes the blood vessels to burst releasing the eggs into the intestine
    • The eggs are carried out of the human host in their fecal matter
    • In many underdeveloped countries there are no proper sewage system and the fecal matter is used as fertilizer
    • The eggs get into the water systems and mature into ciliated larva
    • The larva swim until they find a snail intermediate host. If they do not find this snail they will die
    • The larva burrow into the tissue of the snail, feed on its tissues and asexually reproduce
    • The new larvae exit the snail and become free-swimming
    • The new free-swimming larvae burrow into the skin of humans who are swimming near them
    • A male larva and female larva will find eachother and move through the human circulatory system until they reach the human liver where they mature and feed on red blood cells
    • The pair of mature trematodes migrate to the intestines where they undergo sexual reproduction
    • The female releases the eggs into the small blood vessels of the intestines to start the cycle again.

 

 

 

Biology 11

  1. Jamieson

Name: _________________________ Date: __________ Block: _____

 

 

Human Tapeworm Lifecycle:

Phylum Platyhelminthes, Class Cestoda, Taenia saginata

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Biology 11

Ms, Jamieson

Name: ____________________ Date: ___________ Block: _____

 

 

Liver Fluke Lifecycle

Phylum Platyhelminthes, Class Trematoda, Schistosoma mansoni

 

 

 

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Cnidaria Gap Notes

Biology 11

 

Name: __________________________ Date: ___________ Block: ____

 

 

Phylum Cnidaria:

(Greek: cnidos = “stinging needle”)

Pages 306-309

 

  1. Background

 

  • 4 Major Classes:
    1. _______________:True coral, Sea Anemones, Sea Pens – ~6000 spp
    2. _______________: Box Jellyfish, Sea Wasps – ~20 spp
    3. _______________: Hydroids, Freshwater Hydra, Fire Coral – ~3000 spp
    4. _______________: True Jellyfish – ~200 spp

 

DID YOU KNOW!!!: The “Box Jellyfish” has the most potent venom of any animal on the

planet. A sting from these Australian jellyfish is usually fatal

 

  • Most Cnidarians are _______________, but some live in _______________

 

  1. Body Plan/Structure:
  • The Cnidarian have a _______________ symmetrical body plan
  • They are the first Phylum that we will study with a true _______________ (gut)
  • There is only one opening into the _______________ which serves the function of _______________ and _______________
  • Like the Sponges they only have two germ layers:
    1. _______________ : Outside
    2. _______________ : Inside
    3. _______________ (Not really a germ layer): A jelly-like material that lies between the _______________ and the _______________
  • They do not have organs but do have _______________ and _______________ (but no brain)
  • They do not have a _______________

 

DID YOU KNOW!!!: Up to 95% of a Cnidarian’s body may be water!!!

 

 

 

  • All Cnidarians have _______________ around the _______________ which they use to catch food
    • The tentacles have special cells called _______________. Inside these _______________ are little harpoons called _______________ which fire to capture food

 

  • Cnidarians demonstrate _______________ in their lifecycle:
    • They have a _______________ of their lifecycle which is _______________ and _______________ (eg. Anemone)
    • They also have a _______________ of their lifecycle which is _______________and _______________ (eg. Jellyfish)

 

III. Feeding:

 

  1. Capturing Prey:
  • Cnidarians use _______________ to capture food
  • Thousands of special cells on the tentacles, called _______________, contain sacs called _______________
  • The _______________ contain a coiled, hollow, threadlike tube which is often filled with _______________.
  • When a tentacle brushes up against something it triggers the _______________ to fire the harpoon-like threads in order to _______________, _______________ and sometimes _______________ the prey
  • The _______________ form is _______________ and must wait for prey to come close enough to capture it while the _______________ form is _______________ and accidentally swims close enough to prey to capture it (they don’t have a brain so they don’t think about what they’re doing).

 

  1. Digestion:
  • Captured prey is brought to the _______________ by the tentacles
  • The food is taken into the _______________ where it is digested
  • The nutrients from the digested prey are absorbed into the _______________ where they _______________ throughout the Cnidarian

 

  1. Respiration:
  • _______________ is absorbed directly into the cells of Cnidarians from the surrounding water by _______________
  • _______________ is released directly from the cells of Cnidarians into the surrounding water by _______________diffusion

 

 

 

  1. Excretion:
  • Undigested food is released back into the water through the _______________
  • Metabolic wastes are released directly from the cells of Cnidarians into the surrounding water

 

  1. Response:
  • Cnidarians do not have a brain, but they have a _______________ that encircles the body
  • The _______________ is a very simple type of _______________ that controls simple ____________ and is used for movement and to control the ___________

 

  • Cnidarians can also sense and respond to their surroundings.       These include:
    1. Sense and respond to _______________
    2. Sense and respond to _______________
    3. Sense and respond to _______________
    4. Sense and respond to _______________
    5. Sense and respond to _______________

 

VII. Reproduction:

  • Alternation of Generations:
    • Aexual Reproduction:
      • The sessile polyp stage undergoes _______________ reproduction by _______________
      • _______________ gives rise to the _______________ stage of the life cycle
    • Sexual Reproduction:
      • The _______________ stage can be either _______________ or _______________
      • The _______________ develop and cluster in the _______________ to form “_______________” (not true organs)
      • The gametes are released into the water
      • When a _______________ cell meets an _______________ cell in the water it fertilizes it
      • The fertilized egg (_______________) develops into the _______________ larva stage called a _______________
      • The _______________ eventually attaches to an object to form a new p_______________ stage

 

DID YOU KNOW!!!: Some Cnidarians like Sea Anemones and Coral (Anthozoans) do not have a medusa stage in their lifecycle. Instead they are hermaphroditic and release both eggs and sperm directly into the water.

 

VIII. Movement:

  • The _______________ form of Cnidarians are _______________
  • The _______________ form of Cnidarians are _______________

 

  1. Colonial Specialization
  • Some Cnidarians can form colonies
  • Most of the colonies are formed during the _______________ stage of the lifecycle but some Cnidarians form colonies during the _______________ stage of the lifecycle
  • Colonies allow for _______________ of parts
  • These colonies are formed from many polyps each with a specific function
  • One example of a colonial Cnidarian is The Portugese Man ‘O War, which contains polyps sepecialized for _______________, _______________, _______________, and_______________

DID YOU KNOW!!!: Corals are gigantic colonies of Cnidarian polyps. These polyps secrete

calcium carbonate for protection which gives Corals all of their cool shapes!!!.

 

DID YOU KNOW!!!: As Corals die new ones grow over the dead calcium carbonate skeletons. Many generations of settlement, growth and death result in huge reefs like the Great Barrier Reef, hundreds of feet thick and millions of years old!!!.

 

  1. Ecological Roles of Cnidarians:
  • _______________ and _______________ form symbiotic relationships with thousands of other organisms
  • Some anemone form symbiotic relationships with _______________
  • Both anemone and coral provide _______________, _______________, and _______________ for thousands of organisms
  • Coral reefs also help humans in many ways
    • The protect the coastal land from damaging waves
    • They also create amazing waves that many people enjoy surfing
    • Many people around the world rely for food on the abundant coral reef fish

 

DID YOU KNOW!!!: The Bonsai Pipeline off the North Shore of Hawaii is created by a reef that lays only a few feet beneath the surface of the ocean!!!.

 

  • Coral Bleaching:
    • The coral reefs around the world are quickly being destroyed.
    • Pollution created by us humans is killing the polyps of the coral leaving behind the white calcium carbonate reef. This is called coral bleaching.

The calcium carbonate reefs are much more fragile and are destroyed by waves which destroys many of the ecosystems found in

posted by Marc Bernard Carmichael in Biology Eleven Notes and have No Comments

Principles of plant (Sample AP File)

Principles of life Plant summary

 

Evolution of Plants concept 21.1 Primary Endosymbiosis Produced the First Photosynthetic Eukaryotes

 

  • Primary endosymbiosis gave rise to chloroplasts and the subsequent diversification of the Plantae. The descendants of the first photosynthetic eukaryote include glaucophytes, red algae, several groups of green algae, and land plants, all of which contain chlorophyll a. Review Figure 21.1
  • Streptophytes include the land plants and two groups of green algae. Green plants, which include the streptophytes and the remaining green algae, are characterized by the presence of chlorophyll b (in addition to chlorophyll a). Review Figure 21.1
  • Land plants, also known as embryophytes, arose from an aquatic green algal ancestor related to today’s charophytes. Land plants develop from embryos that are protected by parental tissue. Review Figure 21.1

concept 21.2 Key Adaptations Permitted Plants to Colonize Land

  • The acquisition of a cuticle, stomata, gametangia, a protected embryo, protective pigments, thick spore walls with a protective polymer, and a mutualistic association with a fungus were all adaptations of land plants to terrestrial
  • All land plant life cycles feature alternation of generations, in which a multicellular diploid sporophyte alternates with a multicellular haploid gametophyte. Review Figure 21.4
  • The nonvascular land plants comprise the liverworts, hornworts, and mosses. These groups lack specialized vascular tissues for the conduction of water or nutrients through the plant body.
  • The life cycles of nonvascular land plants depend on liquid water. The sporophyte is usually smaller than the gametophyte and depends on it for water and nutrition.
  • In many land plants, spores form in structures called sporangia and gametes form in structures called gametangia. Female and male gametangia are, respectively, an archegonium and an antheridium. Review Figure 21.6

concept 21.3 Vascular Tissues Led to Rapid Diversification of Land Plants

  • The vascular plants have a vascular system consisting of xylem and phloem that conducts water, minerals, and products of photosynthesis through the plant body. The vascular system includes cells called tracheids.
  • The rhyniophytes, the earliest known vascular plants, are known to us only in fossil They lacked true roots and leaves but apparently possessed rhizomes and rhizoids.
  • Among living vascular plant groups, the lycophytes (club mosses and relatives) have only small, simple leaflike structures (microphylls). True leaves (megaphylls) are found in monilophytes (which include horsetails and leptosporangiate ferns). The monilophytes and the seed plants are collectively called
  • Roots may have evolved either from rhizomes or from stems. Microphylls probably evolved from sterile sporangia, and megaphylls may have resulted from the flattening and reduction of a portion of a stem system with overtopping growth. Review Figure 21.10
  • The earliest-diverging groups of vascular plants are homosporous, but heterospory—the production of distinct megaspores and microspores—has evolved several times. Megaspores develop into female megagametophytes; microspores develop into male microgametophytes. Review Figure 21.11

concept 21.4 Seeds Protect Plant Embryos

  • All seed plants are heterosporous, and their gametophytes are much smaller than (and dependent on) their sporophytes. Review Figure 21.12
  • Seed plants do not require liquid water for fertilization. Pollen grains, the microgametophytes of seed plants, are carried to a megagametophyte by wind or by animals. Following pollination, a pollen tube emerges from the pollen grain and elongates to deliver gametes to the megagametophyte. Review Figure 21.14
  • An ovule consists of the seed plant megagametophyte and the integument of sporophytic tissue that protects it. The ovule develops into a seed. Review Figure 21.14B
  • Seeds are well protected, and they are often capable of long periods of dormancy, germinating when conditions are favorable.
  • Fossils of woody seed ferns are the earliest evidence of seed The surviving groups of seed plants are the gymnosperms and angiosperms. Review Figure 21.1
  • The gymnosperms produce ovules and seeds that are not protected by ovary or fruit tissues. The major gymnosperm groups are the cycads, ginkgos, gnetophytes, and Review Figure 21.15
  • The megaspores of conifers are produced in woody cones called megastrobili; the microspores are produced in herbaceous cones called microstrobili. Pollen reaches the megagametophyte by way of the micropyle, an opening in the integument of the ovule. Review Figure 21.16 and Figure 21.17,

concept 21.5 Flowers and Fruits Increase the Reproductive Success of Angiosperms

  • Flowers and fruits are unique to the angiosperms, distinguishing them from the gymnosperms.
  • The xylem of angiosperms is more complex than that of the gymnosperms. It contains two specialized cell types: vessel elements, which function in water transport, and fibers, which play an important role in structural support
  • The ovules and seeds of angiosperms are enclosed in and protected by carpels.
  • The floral organs, from the base to the apex of the flower, are the sepals, petals, stamens, and pistil. Stamens bear microsporangia in anthers. The pistil (consisting of one or more carpels) includes an ovary containing ovules. The stigma is the receptive surface of the pistil. Review Figure 21.14B and WEB ACTIVITY 21.5
  • The structure of flowers has evolved over time. A flower with both megasporangia and microsporangia is referred to as perfect; a flower with only one or the other is imperfect. Some plants with perfect flowers have adaptations to prevent self-fertilization. Review Figure 21.21 and Figure 21.22
  • A monoecious species has megasporangiate and microsporangiate flowers on the same plant. A dioecious species is one in which megasporangiate and microsporangiate flowers occur on different plants.
  • Flowers may be pollinated by wind or by animals. Many angiosperms have coevolved with their animal pollinators.
  • Nearly all angiosperms exhibit double fertilization, resulting in the production of a diploid zygote and an endosperm (which is triploid in most species). Review Figure 21.25 and ANIMATED TUTORIAL 21.3
  • The oldest evolutionary split among the angiosperms is between the clade represented by the single species in the genus Amborella and all the remaining flowering plants. Review Figure 21.26
  • The most species-rich angiosperm clades are the monocots and the eudicots. The magnoliids are the sister group to the monocots and eudicots.

 

Concept 24.1 The Plant Body Is Organized and Constructed 24.1 in a Distinctive Way

 

  • The vegetative organs of flowering plants are roots, which form a root system, and stems and leaves, which (together with flowers, which are sexual organs) form a shoot system. Review Figure 24.1
  • Plant development is influenced by three unique properties of plants (compared to animals): apical meristems, the presence of cell walls, and the totipotency of most plant cells. Review Figure 24.2
  • During embryogenesis, the apical-basal axis and the radial axis of the plant body are established, as are the shoot apical meristem and the root apical meristem. Review Figure 24.3 and Figure 24.4
  • Three tissue systems, arranged concentrically, extend throughout the plant body: the dermal tissue system, ground tissue system, and vascular tissue system. Review Figure 24.5
  • The vascular tissue system includes xylem, which conducts water and mineral ions absorbed by the roots to the shoot, and phloem, which conducts the products of photosynthesis through- out the plant body.

Concept 24.2 Meristems Build Roots, Stems, and Leaves

  • Primary growth is characterized by the lengthening of roots and shoots and by the proliferation of new roots and shoots through branching. Some plants also experience secondary growth, by which they increase in thickness.
  • Apical meristems generate primary growth, and lateral meristems generate secondary growth. Review Figure 24.6
  • Apical meristems at the tips of shoots and roots give rise to three primary meristems (protoderm, ground meristem, and procambium), which in turn produce the three tissue systems of the plant body.
  • The root apical meristem gives rise to the root cap and the three primary meristems. The cells in the root tip are arranged in three zones that grade into one another: the zone of cell division, zone of cell elongation, and zone of cell maturation. Review Figure 24.7
  • The vascular tissue of roots is contained within the stele. It is arranged differently in eudicot and monocot roots. Review Figure 24.8 and WEB ACTIVITIES 24.1 and 24.2
  • In stems, the vascular tissue is divided into vascular bundles, which containing both xylem and phloem. Review Figure 24.10 and WEB ACTIVITIES 24.3 and 24.4
  • Eudicot leaves have two zones of photosynthetic mesophyll cells that are supplied by veins with water and minerals. Review Figure 24.12 and WEB ACTIVITY 24.5
  • Two lateral meristems, the vascular cambium and cork cambium, are responsible for secondary growth. The vascular cambium produces secondary xylem (wood) and secondary phloem (inner bark). The cork cambium produces a protective tissue called cork. Review Figure 24.13 and Figure 24.14 and ANIMATED TUTORIAL 24.1

concept 24.3 Domestication Has Altered Plant Form

  • Although the plant body plan is simple, it can be changed dramatically by minor genetic differences, as evidenced by the natural diversity of wild plants.
  • Crop domestication involves artificial selection of certain desirable traits found in wild populations. As a result of artificial selection over many generations, the body forms of crop plants are very different from those of their wild relatives. Review Figure 24.15

 

Concept 24.1 The Plant Body Is Organized and Constructed 24.1 in a Distinctive Way

 

  • The vegetative organs of flowering plants are roots, which form a root system, and stems and leaves, which (together with flowers, which are sexual organs) form a shoot system. Review Figure 24.1
  • Plant development is influenced by three unique properties of plants (compared to animals): apical meristems, the presence of cell walls, and the totipotency of most plant cells. Review Figure 24.2
  • During embryogenesis, the apical-basal axis and the radial axis of the plant body are established, as are the shoot apical meristem and the root apical meristem. Review Figure 24.3 and Figure 24.4
  • Three tissue systems, arranged concentrically, extend throughout the plant body: the dermal tissue system, ground tissue system, and vascular tissue system. Review Figure 24.5
  • The vascular tissue system includes xylem, which conducts water and mineral ions absorbed by the roots to the shoot, and phloem, which conducts the products of photosynthesis through- out the plant body.

Concept 24.2 Meristems Build Roots, Stems, and Leaves

  • Primary growth is characterized by the lengthening of roots and shoots and by the proliferation of new roots and shoots through branching. Some plants also experience secondary growth, by which they increase in thickness.
  • Apical meristems generate primary growth, and lateral meristems generate secondary growth. Review Figure 24.6
  • Apical meristems at the tips of shoots and roots give rise to three primary meristems (protoderm, ground meristem, and procambium), which in turn produce the three tissue systems of the plant body.
  • The root apical meristem gives rise to the root cap and the three primary meristems. The cells in the root tip are arranged in three zones that grade into one another: the zone of cell division, zone of cell elongation, and zone of cell maturation. Review Figure 24.7
  • The vascular tissue of roots is contained within the stele. It is arranged differently in eudicot and monocot roots. Review Figure 24.8 and WEB ACTIVITIES 24.1 and 24.2
  • In stems, the vascular tissue is divided into vascular bundles, which containing both xylem and phloem. Review Figure 24.10 and WEB ACTIVITIES 24.3 and 24.4
  • Eudicot leaves have two zones of photosynthetic mesophyll cells that are supplied by veins with water and minerals. Review Figure 24.12 and WEB ACTIVITY 24.5
  • Two lateral meristems, the vascular cambium and cork cambium, are responsible for secondary growth. The vascular cambium produces secondary xylem (wood) and secondary phloem (inner bark). The cork cambium produces a protective tissue called cork. Review Figure 24.13 and Figure 24.14 and ANIMATED TUTORIAL 24.1

concept 24.3 Domestication Has Altered Plant Form

  • Although the plant body plan is simple, it can be changed dramatically by minor genetic differences, as evidenced by the natural diversity of wild plants.
  • Crop domestication involves artificial selection of certain desirable traits found in wild populations. As a result of artificial selection over many generations, the body forms of crop plants are very different from those of their wild relatives. Review Figure 24.15

 

Concept 24.1 The Plant Body Is Organized and Constructed 24.1 in a Distinctive Way

 

  • The vegetative organs of flowering plants are roots, which form a root system, and stems and leaves, which (together with flowers, which are sexual organs) form a shoot system. Review Figure 24.1
  • Plant development is influenced by three unique properties of plants (compared to animals): apical meristems, the presence of cell walls, and the totipotency of most plant cells. Review Figure 24.2
  • During embryogenesis, the apical-basal axis and the radial axis of the plant body are established, as are the shoot apical meristem and the root apical meristem. Review Figure 24.3 and Figure 24.4
  • Three tissue systems, arranged concentrically, extend throughout the plant body: the dermal tissue system, ground tissue system, and vascular tissue system. Review Figure 24.5
  • The vascular tissue system includes xylem, which conducts water and mineral ions absorbed by the roots to the shoot, and phloem, which conducts the products of photosynthesis through- out the plant body.

Concept 24.2 Meristems Build Roots, Stems, and Leaves

  • Primary growth is characterized by the lengthening of roots and shoots and by the proliferation of new roots and shoots through branching. Some plants also experience secondary growth, by which they increase in thickness.
  • Apical meristems generate primary growth, and lateral meristems generate secondary growth. Review Figure 24.6
  • Apical meristems at the tips of shoots and roots give rise to three primary meristems (protoderm, ground meristem, and procambium), which in turn produce the three tissue systems of the plant body.
  • The root apical meristem gives rise to the root cap and the three primary meristems. The cells in the root tip are arranged in three zones that grade into one another: the zone of cell division, zone of cell elongation, and zone of cell maturation. Review Figure 24.7
  • The vascular tissue of roots is contained within the stele. It is arranged differently in eudicot and monocot roots. Review Figure 24.8 and WEB ACTIVITIES 24.1 and 24.2
  • In stems, the vascular tissue is divided into vascular bundles, which containing both xylem and phloem. Review Figure 24.10 and WEB ACTIVITIES 24.3 and 24.4
  • Eudicot leaves have two zones of photosynthetic mesophyll cells that are supplied by veins with water and minerals. Review Figure 24.12 and WEB ACTIVITY 24.5
  • Two lateral meristems, the vascular cambium and cork cambium, are responsible for secondary growth. The vascular cambium produces secondary xylem (wood) and secondary phloem (inner bark). The cork cambium produces a protective tissue called cork. Review Figure 24.13 and Figure 24.14 and ANIMATED TUTORIAL 24.1

concept 24.3 Domestication Has Altered Plant Form

  • Although the plant body plan is simple, it can be changed dramatically by minor genetic differences, as evidenced by the natural diversity of wild plants.
  • Crop domestication involves artificial selection of certain desirable traits found in wild populations. As a result of artificial selection over many generations, the body forms of crop plants are very different from those of their wild relatives. Review Figure 24.15

 

Concept 25.1 Plants Acquire Mineral Nutrients from the Soil

 

  • Plants are photosynthetic autotrophs that require water and certain mineral nutrients to survive. They obtain most of these mineral nutrients as ions from the soil solution.
  • The essential elements for plants include six macronutrients and several micronutrients. Plants that lack a particular nutrient show characteristic deficiency symptoms. Review Figure 25.1 and ANIMATED TUTORIAL 25.1
  • The essential elements were discovered by growing plants hydroponically in solutions that lacked individual elements. Review Figure 25.2 and Working with Data 25.1
  • Soils supply plants with mechanical support, water and dissolved ions, air, and the services of other organisms. Review Figure 25.3
  • Protons take the place of mineral nutrient cations bound to clay particles in soil in a process called ion exchange. Review Figure 25.4
  • Farmers may use shifting agriculture or fertilizer to make up for nutrient deficiencies in soil.

Concept 25.2 Soil Organisms Contribute to Plant Nutrition

  • Signaling molecules called strigolactones induce the hyphae of arbuscular mycorrhizal fungi to invade root cortical cells and form arbuscules, which serve as sites of nutrient exchange between fungus and plant. Review Figure 25.5A
  • Legumes signal nitrogen-fixing bacteria (rhizobia) to form bacteroids within nodules that form on their roots. Review Figure 25.5B
  • In nitrogen fixation, nitrogen gas (N2) is reduced to ammonia in a reaction catalyzed by nitrogenase. Review Figure 25.6
  • Carnivorous plants supplement their nutrient supplies by trapping and digesting arthropods. Parasitic plants obtain minerals, water, or products of photosynthesis from other plants.

Concept 25.3 Water and Solutes Are Transported in the Xylem by Transpiration–Cohesion–Tension

  • Water moves through biological membranes by osmosis, always moving toward regions with a more negative water potential. The water potential (Ψ) of a cell or solution is the sum of its solute potential (Ψs) and its pressure potential(Ψp). Review Figure 25.8 and INTERACTIVE TUTORIAL 25.1
  • The physical structure of many plants is maintained by the positive pressure potential of their cells (turgor pressure); if the pressure potential drops, the plant wilts.
  • Water moves into root cells by osmosis through aquaporins. Mineral ions move into root cells through ion channels, by facilitated diffusion, and by secondary active transport. Review Figure 25.10
  • Water and ions may pass from the soil into the root by way of the apoplast or the symplast, but they must pass through the symplast to cross the endodermis and enter the xylem. The Casparian strip in the endodermis blocks the movement of water and ions through the apoplast. Review Figure 25.11 and WEB ACTIVITY 25.1
  • Water is transported in the xylem by the transpiration–cohesion–tension Evaporation from the leaf produces tension in the mesophyll, which pulls a column of water—held together by cohesion—up through the xylem from the root. Review Figure 25.12 and ANIMATED TUTORIAL 25.2
  • Stomata allow a balance between water retention and CO2 Their opening and closing is regulated by guard cells. Review Figure 25.13

concept 25.4 Solutes Are Transported in the Phloem by Pressure Flow

  • Translocation is the movement of the products of photosyn–thesis, as well as some other small molecules, through sieve tubes in the phloem. The solutes move from sources to sinks.
  • Translocation is explained by the pressure flow model: the difference in solute potential between sources and sinks creates a difference in pressure potential that pushes phloem sap along the sieve tubes. Review Figure 25.14 and ANIMATED TUTORIAL 25.3

 

Concept 26.1 Plants Develop in Response to the Environment

 

  • Plant development is regulated by environmental cues, receptors, hormones, and the plant’s genome.
  • Seed dormancy, which has adaptive advantages, is maintained by a variety of mechanisms. When dormancy ends, the seed imbibes water, germinates, and develops into a seedling. Review Figure 26.1 and WEB ACTIVITY 26.1 and WEB ACTIVITY 26.2
  • Hormones and photoreceptors act through signal transduction pathways to regulate plant growth and development.
  • Genetic screens using the model organism Arabidopsis thaliana have contributed greatly to our understanding of signal transduction pathways in plants. Review Figure 26.2

concept 26.2 Gibberellins and Auxin Have Diverse Effects but a Similar Mechanism of Action

  • Gibberellins stimulate growth of stems and fruits as well as mobilization of seed reserves in cereal crops. Review Figure 26.4 and WEB ACTIVITY 26.3
  • Auxin is made in cells at the shoot apex and moves down to the growing region in a polar Review Figure 26.5
  • Lateral movement of auxin, mediated by auxin efflux carriers, is responsible for phototropism and gravitropism. Review Figure 26.6 and ANIMATED TUTORIAL 26.1
  • Auxin plays roles in lateral root formation, leaf abscission, and apical dominance.
  • The acid growth hypothesis explains how auxin promotes cell expansion by increasing proton pumps in the plasma membrane, which loosens the cell wall. Review Figure 26.7 and ANIMATED TUTORIAL 26.2
  • Both auxin and gibberellins act by binding to their respective receptors, which then bind to a transcriptional repressor, leading to the repressor’s breakdown in the proteasome. Review Figure 26.8

concept 26.3 Other Plant Hormones Have Diverse Effects on Plant Development

  • Cytokinins are adenine derivatives that often interact with auxin. They promote plant cell division, promote seed germination in some species, and inhibit stem elongation, among other activities.
  • Cytokinins act on plant cells through a two-component signal transduction pathway. Review Figure 26.9
  • A balance between auxin and ethylene controls leaf abscission. Ethylene promotes senescence and fruit It causes the stems of eudicot seedlings to form a protective apical hook. In stems, it inhibits elongation, promotes lateral swelling, and decreases sensitivity to gravitropic stimulation.
  • Brassinosteroids promote cell elongation, pollen tube elongation, and vascular tissue differentiation but inhibit root elongation. Unlike animal steroids, these hormones act at a plasma membrane receptor.
  • Abscisic acid inhibits seed germination, promotes dormancy, and stimulates stomatal closing in response to dry conditions in the environment.

Concept 26.4 Photoreceptors Initiate Developmental Responses to Light

  • Phototropin is a blue-light receptor protein involved in phototropism. Zeaxanthin acts in conjunction with phototropin to mediate the light-induced opening of stomata. Cryptochromes are blue-light receptors that affect seedling development and flowering and inhibit cell elongation. Review Figure 26.10
  • Phytochrome is a photoreceptor that exists in the cytosol in two interconvertible isoforms, Pr and Pfr. The relative amounts of these two isoforms are a function of the ratio of red to far-red light. Phytochrome plays a number of roles in photomorphogenesis. Review Figure 26.11
  • The phytochrome signal transduction pathway affects transcription in two ways: the Pfr isoform interacts directly with some transcription factors and influences transcription indirectly by phosphorylating other proteins. Review Figure 26.12
  • Circadian rhythms are changes that occur on a daily cycle. Light can entrain circadian rhythms through photoreceptors such as phytochrome.

 

Concept 27.1 Most Angiosperms Reproduce Sexually

 

  • Sexual reproduction promotes genetic diversity in a population. The flower is an angiosperm’s structure for sexual reproduction.
  • Flowering plants have microscopic gametophytes. The megagametophyte is the embryo sac, which typically contains eight nuclei in seven cells. The microgametophyte is the two-celled pollen grain. Review Figure 27.2
  • Following pollination, the pollen grain delivers sperm cells to the embryo sac by means of a pollen tube.
  • Angiosperms exhibit double fertilization, forming a diploid zygote that becomes the embryo and a triploid endosperm that stores reserves. Review Figure 27.4 and ANIMATED TUTORIAL 27.1

concept 27.2 Hormones and Signaling Determine the Transition from the Vegetative to the Reproductive State

  • In annuals and biennials, flowering and seed formation are followed by the death of the rest of the plant. Perennials live longer and reproduce repeatedly.
  • For a vegetatively growing plant to flower, a shoot apical meristem must become an inflorescence meristem, which in turn must give rise to one or more floral meristems. These events are determined by specific genes. Review Figure 27.6
  • Some plants flower in response to photoperiod. Short-day plants (SDPs) flower when nights are longer than a critical length specific to each species; long-day plants (LDPs) flower when nights are shorter than a critical length. Review Figure 27.7 and Figure 27.8 and ANIMATED TUTORIAL 27.2
  • The mechanism of photoperiodic control of flowering involves phytochromes and a diffusible protein signal, florigen (FT), which is formed in the leaf and is translocated to the shoot apical meristem. Review Figure 27.9 and Figure 27.10
  • In some angiosperms, exposure to cold—called vernalization—is required for flowering. In others, internal signals (such as gibberellin) induce flowering. All of these stimuli converge on the meristem identity genes.

Concept 27.3 Angiosperms Can Reproduce Asexually

  • Asexual reproduction allows rapid multiplication of organisms that are well suited to their environment.
  • Vegetative reproduction involves the modification of a vegetative organ for reproduction. Review Figure 27.12
  • Some plant species produce seeds asexually by apomixis. Review Figure 27.13
  • Woody plants can be propagated asexually by grafting.

 

Concept 28.1 Plants Have Constitutive and Induced Responses to Pathogens

 

  • Plants and pathogens have evolved together in a continuing “arms race”: pathogens have evolved mechanisms for attacking plants, and plants have evolved mechanisms for defending themselves against those attacks.
  • Some of the responses by which plants fight off pathogens are constitutive—always present in the plant—whereas others are induced—produced in reaction to the presence of a pathogen. Review Figure 28.1 and ANIMATED TUTORIAL 28.1
  • Plants use physical barriers to block pathogen entry and seal off infected regions.
  • Gene-for-gene resistance depends on a match between a plant’s resistance (R) genes and a pathogen’s avirulence (Avr)genes. Review Figure 28.2
  • In the hypersensitive response to infection, cells produce phytoalexins and pathogenesis-related (PR) proteins, and the plant isolates the area of infection by forming necrotic lesions.
  • The hypersensitive response may be followed by another defensive reaction, systemic acquired resistance, in which salicylic acid activates further synthesis of defensive compounds throughout the plant.

Concept 28.2 Plants Have Mechanical and Chemical Defenses against Herbivores

  • Physical structures such as spines and thick cell walls deter some herbivores.
  • Plants produce secondary metabolites as defenses against herbivores. Review Table 28.1, Figure 28.5, and Working with Data 28.1
  • Hormones, including jasmonate, participate in signaling pathways leading to the production of defensive compounds. Review Figure 28.6
  • Plants protect themselves against their own toxic defensive chemicals by compartmentalizing those chemicals, by storing their precursors separately, or through modifications of their own proteins.

Concept 28.3 Plants Adapt to Environmental Stresses

  • Xerophytes are plants adapted to dry environments. Their structural adaptations include thickened cuticles, specialized trichomes, stomatal crypts, succulence, and long taproots.
  • Some plants accumulate solutes in their cells, which lowers their water potential so they can more easily take up water.
  • Adaptations to water-saturated habitats include pneumatophores, extensions of roots that allow oxygen uptake from the air, and aerenchyma, tissue in which oxygen can be stored and can diffuse throughout the plant. Review Figure 28.11
  • A signaling pathway involving abscisic acid initiates a plant’s response to drought stress. Review Figure 28.12
  • Plants respond to high temperatures by producing heat shock proteins. Low temperatures can result in cold-hardening.
  • Plants that are adapted for survival in saline soils are called halophytes. Most halophytes accumulate salt. Some have salt glands that excrete salt to the leaf
  • Some plants living in soils that are rich in heavy metals are hyper-accumulators that take up and store large amounts of those metals into their tissues.
  • Phytoremediation is the use of hyperaccumulating plants or their genes to clean up environmental pollution in soils.

 

 

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Plant Research Project

Welcome to our plant mystery project.

 

As industrious members of “Gunners Inc”, you have been sought out to research potential plants to be used for medicinal purposes.

 

You are to select one ingredient from the following list. Sign up in class or at your Facebook

  1. Menthol
  2. Camphor
  3. Capsaicin (from child pepper)
  4. Decyl Polyglucose ( from coconut and palm oil)
  5. Aloe vera
  6. Grapefruit seed
  7. Green tea extract
  8. Orange peel extract
  9. Queen of the Prairie
  10. Witch Hazel
  11. Yucca extract

You research should include the following

  1. A photo of the actual plant
  2. Locations of where the plant is grown
  3. What part of the plant can be used for medical purposes?
  4. Is there any hazards of using this plant with another plant in the list
  5. E how is the plant processed to be used for medicinal purposes
  6. What ailments can the plant be used for
  7. Is there a link to using this plant for pain and healing muscles
  8. A bibliography page for where you got information
  9. Try to find information that is valid.

 

Data should be put into powerpoint format.

Photo and writing on each slide. Keep writing simple and larger font.

 

You are to research only one plant ingredient

 

Email to Mr C via mcarmichae@vsb.bc.ca

 

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Plant PLO’s

Biology Eleven Plants: BC PRESCRIBED LEARNING OUTCOMES

 

Fungus

It is expected that students will:

 

  • examine members of the Kingdom Fungi and describe characteristics that unify them
  • demonstrate sterile technique while preparing cultures
  • devise experiments using the scientific method
  • demonstrate and evaluate the suitability of various growth conditions for fungi
  • relate the adaptations of fungi to their diverse roles in ecosystems

 

Green Algae and Lower Plants:

 

It is expected that students will:

 

  • examine green algae, mosses, and ferns and describe characteristics that unify each
  • demonstrate the correct use of the dissection microscope
  • explain the benefits of alternation of generations
  • use examples of unicellular, colonial, and multicellular green algae to illustrate their diversity
  • describe the ecological roles of green algae, mosses, and ferns
  • describe the role of mosses as pioneer plants
  • compare and contrast how ferns and mosses have adapted to a land environment

 

Gymnosperms

 

It is expected that students will:

 

  • describe the characteristics that unify gymnosperms
  • explain how gymnosperms are adapted for survival in a land environment with respect to the following: alternation of
  • generations, needles, seeds, pollen, vascular tissue
  • explain the role of meristems in primary and secondary stem growth
  • evaluate the economic and ecological importance of gymnosperms

 

Angiosperms

 

It is expected that students will:

 

  • examine angiosperms and describe characteristics that unify them
  • compare and contrast the ways in which angiosperms and gymnosperms have adapted to a land environment

use specimens to differentiate between monocots and

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Angio Gap Notes

Biology 11

Mr. Carmichael

Name: _________________________ Date: __________ Block: _____

 

Seed Plants: Angiosperms

(pages 267-274)

 

  1. What does “Angiosperm” mean? (hint: see page 264): ______________________________ ______________________________________________________________________
  2. Describe 2 differences between Angiosperms and Gymnosperms
    1. ___________________________________________________________________
    2. ___________________________________________________________________

 

  1. What is coevolution? ______________________________________________________

 

  1. Why are flowers thought to make Angiosperms more successful than Gymnosperms? ______________________________________________________________________
    ______________________________________________________________________

 

  1. Label the parts of the flower below. Include the following parts: stamen, filament, anther, pistil, stigma, style, ovary, ovule, sepal, petal.

 

  1. Use coloured pencils (pink and blue?) to indicate which parts are male, and which are female.

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Fill in the functions of each of the parts below:
    1. stamen: _______________________________________________________
    2. filament: _______________________________________________________
    3. anther: ________________________________________________________
    4. pistil: _________________________________________________________
    5. stigma: ________________________________________________________
    6. style: _________________________________________________________
    7. ovary: _________________________________________________________
    8. ovule: _________________________________________________________
    9. sepal: _________________________________________________________
    10. petal: _________________________________________________________

 

  1. Label the parts of the flower at right. Include the
    following parts: ovary, ovule.

 

  1. Label the parts of the fruit below right. Include the
    following fruit parts, and write the name of the
    flower part they developed from: seed, fruit.

 

  1. Describe 2 functions of fruit:
    1. ________________________________________
    2. ________________________________________

 

  1. Why is it better for plants if their seeds grow far away
    from the parent? ______________________________
    ___________________________________________

 

  1. List 3 ways that Angiosperms distribute their seeds: ___________________________________________

 

  1. What is pollination? ____________________________
    ___________________________________________

 

  1. List the 2 most common ways of dispersing pollen:
    ____________________________________________
posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments