14 February 2014

1. 14 February 2014 Today’s Bell Ringer Start of the section: chapter 22.2 Define the following words: Sepal Petal Stamen Carpel Ovary Find five (5) cool/interesting/bizarre/weird things about plants

2. 18 February 2014 Today’s Bell Ringer Define the following words: Heterotroph (bacteria, animals, fungi) – Autotroph (bacteria, plants, algae) – Vascular plants – plants with water and nutrient conducting cells/tissue. All higher plants, trees, shrubs, and ferns. Non-vascular plants – plants without organized tissue to conduct water and nutrients – moss, algae, and other protista. Xylem – Phloem –

3. Good morning , this announcement will be made all week, however some students will not get to hear it. If applicable please mention it in your classes. It is a really great opportunity for some of our students. To my understanding it’s a documentary that Valencia college was hired to make, not just a student film for a grade. So the potential exposure for the student and our school is really cool. Because this film will deal with marine science and the environment I would like to encourage science teachers to mention this to their students as well.

4. 19 February 2014 Today’s Bell Ringer This section: 21.1, 21.2, 21.3, 21.4, 22.2, 22.4, 13.3, 13.4, 13.5, & 13.6 Next test is March 6 Define the following words: Dermal tissue – Ground tissue – Vascular tissue – Cambium – Guard cells – Stomata – Transpiration – Root hairs – Root cap – Meristem –

5. Explain how the following plant organs and tissues are directly related to these four physiological processes: (Physiology – the scientific study of function in living systems) Photosynthesis - Cellular - Transpiration - Reproduction Respiration Leaves LeavesLeaves Flowers Stomata StomataStomata Fruits Guard cells Guard cells Guard cells Cones/Seeds Stems Stems Roots Stamen: Phloem Xylem Anther Filament Pistil Stigma Style Ovary

6. Plant tissues are made of three basic cell types. 1) Parenchyma cells are the most common plant cell type. • store starch, oils and water • found throughout plant • can divide throughout life • help heal wounds to the plant • have thin flexible walls

7. 2) Collenchyma cells provide support to a growing plant. • they are strong and flexible. • celery strings are strands of collenchyma. • they have unevenly thick cell walls.

8. 3) Sclerenchyma cells are the strongest plant cell type. • second cell wall hardened by lignin • die when they reach maturity • used by humans to make linen and rope

9. Plant organs are made of three tissue systems. 1) Dermal tissue covers the outside of a plant. • protects the plant • made of live parenchyma cells in non-woody plants • some covered by waxy cuticle • dead parenchyma forms outer bark of trees

10. 2) Ground tissue is found inside a plant. • provides support • stores materials in roots and stems • packed with chloroplasts in leaves • most commonly made of parenchyma

11. stem leaf root 3) Meristematic/Vascular tissue transports water, minerals and organic compounds. • makes up xylem and phloem • xylem transports water and minerals • phloem transports photosynthetic products

12. 20 February 2014 Today’s Bell Ringer Define the following words: Monocot – Dicot –

13. 24 February 2014 Today’s Bell Ringer Define the following words: Ovary – Petals – Sperm – Egg – Sepal –

14. Draw the whole flower • Dissect the flower, reveling the male and female structures. Draw them. • (Stamen) (Pistil) • How many petals? • Why are the flowers brightly colored? • How many ovules did you find? • Describe the plant’s leaves, draw one. • What are the three tissues in the flower stem? Draw and label. • What cell types are present in the stem?

15. Draw the whole flower • Dissect the flower, reveling the male and female structures. Draw them. • (Stamen) (Pistil) • How many petals? • Why are the flowers brightly colored? • How many ovules did you find? • Describe the plant’s leaves, draw one. • What are the three tissues in the flower stem? Draw and label. • What cell types are present in the stem?

16. Draw the whole flower • Dissect the flower, reveling the male and female structures. Draw them. • (Stamen) (Pistil) • How many petals? • Why are the flowers brightly colored? • How many ovules did you find? • Describe the plant’s leaves, draw one. • What are the three tissues in the flower stem? Draw and label. • What cell types are present in the stem?

19. Do page 221 & 225 in the Study Guide Guard cells and stomata http://www.youtube.com/watch?v=IlmgFYmbAUg

20. 25 February 2014 Today’s Bell Ringer Wednesday’s quiz will cover 20.2, 20.3, 21.1, 21.2, 21.3, 21.4, 22.2, 22.4

21. How does transpiration affect the water inside a plant? (section 21.2) 2. What are the factors that cause seeds to germinate? (section 22.3) 3. What are the four types of asexual reproduction in plants? (section 22.4) Do page 217 & 218 in the Study Guide

22. 26 February 2014 Today’s Bell Ringer

23. Water travels from roots to the top of trees. • cohesion and adhesion in xylem • absorption occurs at roots • transpiration at leaves

24. Transpiration is the loss of water vapor through leaves. • water vapor exits leaf stomata • helps pull water to the top branches • Water cohesion to the xylem cells • Cohesion is the tendency of water molecules to bond with each other.

25. Phloem carries sugars from photosynthesis throughout the plant. • Phloem contains specialized cells. • sieve tube elements have holes at ends • companion cells help sieve tube elements • unlike xylem, phloem tissue is alive

26. phloem xylem sugars Water moves from the xylem into the phloem by osmosis, due to the higher concentration of the sugars in the phloem. The water flow helps move sugars through the phloem. 2 Sugars move from their source, such as photosynthesizing leaves, into the phloem. 1 water The sugars move into the sink, such as root or fruit, where the are stored. 3 • The Pressure-flow model explains sugar movement. • plants actively transport sugar from the source • water moves from xylem to phloem via osmosis • sugar flows to the sink due to pressure differences

27. 27 February 2014 Today’s Bell Ringer

28. 13.3 – Energy in ecosystems 13.4 – Food chains and food webs 13.5 – Cycling of matter 13.6 – Pyramid models Define the following words: Producer – Consumer (primary-secondary-tertiary) – Decomposer – Autotroph – Heterotroph – Trophic level –

29. Producers provide energy for other organisms in an ecosystem. • Producers get their energy from non-living resources. • Producers are also called autotrophs because they make their own food.

30. Food web

31. 5 tertiary consumers secondary consumers 5000 primary consumers 500,000 producers 5,000,000 producers 5,000,000 • A pyramid of numbers shows the numbers of individual organisms at each trophic level in an ecosystem. • A vast number of producers are required to support even a few top level consumers.

32. tertiary consumers 75 g/m2 150g/m2 secondary consumers primary consumers 675g/m2 2000g/m2 2000g/m2 producers producers • Biomass is a measure of the total dry mass of organisms in a given area.

33. energy lost energy transferred 10% Rule – The approximate energy of one trophic level that is transferred to the next (it is actually less than 10%)

34. Producers provide energy for other organisms in an ecosystem. • Consumers are also called heterotrophs because they feed off of different things. • Consumers are organisms that get their energy by eating other living or once-living resources.

35. carbon dioxide + water + hydrogen sulfide + oxygen sugar + sulfuric acid Almost all producers obtain energy from sunlight. • Photosynthesis in most producers uses sunlight as an energy source. Includes green plants, cyanobacteria, and some protists. • Chemosynthesis in prokaryote producers uses chemicals as an energy source. Includes deep-sea organisms and those found in hydrothermal pools and marsh flats.

36. 28 February 2014 Today’s Bell Ringer Define the following words: Food Chain – Food Web – Nitrogen fixation – Today’s topics 13.4 – Food chains and food webs 13.5 – Cycling of matter hydrologic cycle, biogeochemical cycle, oxygen cycle, carbon cycle, and nitrogen cycle.

37. Question – What phenomenon could cause this up and down pattern of atmosphere carbon?

38. condensation precipitation transpiration evaporation surface runoff lake water storage in ocean seepage groundwater Water cycles through the environment. • The hydrologic, or water, cycle is the circular pathway of water on Earth. • Organisms all have bodies made mostly of water.

39. Elements essential for life also cycle through ecosystems. • A biogeochemical cycle is the movement of a particular chemical through the biological and geological parts of an ecosystem. • The main processes involved in the oxygen cycle are photosynthesis and respiration.

40. Oxygen cycles indirectly through an ecosystem by the cycling of other nutrients.

41. carbon dioxide in air respiration combustion photosynthesis respiration photosynthesis decomposition of organisms carbon dioxide dissolved in water fossil fuels • The carbon cycle moves carbon from the atmosphere, through the food web, and returns to the atmosphere. • Carbon is emitted by the burning of fossil fuels. • Some carbon is stored for long periods of time in areas called carbon sinks. • Carbon is the building block of life.

42. nitrogen in atmosphere animals plant nitrates nitrogen-fixing bacteria in roots decomposers nitrifying bacteria ammonification nitrites nitrogen-fixing bacteria in soil ammonium nitrifying bacteria denitrifying bacteria • Some bacteria convert gaseous nitrogen into ammonia through a process called nitrogen fixation. • Some nitrogen-fixing bacteria live innodules on theroots of plants;others livefreely inthe soil. • The nitrogen cycle mostly takes place underground.

43. nitrogen in atmosphere animals plant nitrates nitrogen-fixing bacteria in roots decomposers nitrifying bacteria ammonification nitrites nitrogen-fixing bacteria in soil ammonium nitrifying bacteria denitrifying bacteria • Nitrifying bacteria change the ammonium into nitrate. • Nitrogen moves through the foodweb and returnsto the soil duringdecomposition. • Ammonia released into the soil is transformed into ammonium.

44. 3 March 2014 Today’s Bell Ringer The diagram below shows the flow of carbon in a terrestrial ecosystem.  Which will most likely happen if the decomposers are removed from the carbon cycle? A. The amount of carbon dioxide in the atmosphere will increase. B. The amount of carbon dioxide in the atmosphere will decrease. C. The amount of carbon dioxide used by producers will increase. D. The amount of carbon dioxide needed by consumers will decrease. Autotrophs produce O2 Heterotrophs produce CO2 Explain why the three wrong answers are wrong.

45. Sections for Thursday’s test 13.3, 13.4, 13.5, 13.6 20.1, 20.3 21.1, 21.2, 21.3, 21.4 22.2, 22.3, 22.4

46. Question – What phenomenon could cause this up and down pattern of atmosphere carbon?

48. KEY CONCEPT Pyramids model the distribution of energy and matter in an ecosystem.

49. energy lost energy transferred An energy pyramid shows the distribution of energy among trophic levels. • Energy pyramids compare energy used by producers and other organisms on trophic levels. • Between each tier of an energy pyramid, up to 90 percent of the energy is lost into the atmosphere as heat. • Only 10 percent of the energy at each tier is transferred from one trophic level to the next.

50. tertiary consumers 75 g/m2 150g/m2 secondary consumers primary consumers 675g/m2 2000g/m2 2000g/m2 producers producers Other pyramid models illustrate an ecosystem’s biomass and distribution of organisms. • Biomass is a measure of the total dry mass of organisms in a given area.