File

Essential Biology

Student Name:

Blog resource: http://tinyurl.com/l363hk

Due Date:

Candidate Number: 002171-

Click4Biology: http://tinyurl.com/35gzg34

Cite all sources using the CSE method (or ISO 690 Numerical in Word. Highlight all objective 1 command terms in yellow and complete these before class. Highlight all objective 2 and 3 command terms in green – these will be part of the discussions in class. After class, go back and review them.

Complete the self-assessment rubric before submitting to Moodle. Avoid printing this if possible.

1.

Define vascular plant.

Vascular plants (tracheophytes) have conductive tissues (a vascular system) for transporting water, minerals and nutrients throughout the plant. (1)

2.

Distinguish between angiospermophytes and gymnospermophytes.





3.

Complete the table below to distinguish between monocotyledons and dicotyledons.

You may use labeled diagrams if you wish.

Monocotyledon Dicotyledon

Examples

Number of cotyledons

(first leaves)

Roots

Stem tissue distribution

Leaves

Flowers

For much of the remainder of the unit we focus on dicotyledons (dicots), which are examples of angiosperms. Be sure to use dicot examples in any research you carry out.

Stephen Taylor Bandung International School http://sciencevideos.wordpress.com

Essential Biology Due Date:

Student Name: Candidate Number: 002171-

4.

In the space below, draw and label a tissue plan (low power) diagram of a dicot stem.

5.

Draw and label a tissue plan diagram of a dicot leaf.

6.

Outline the functions of the following leaf structures.

How does their position/ distribution in the leaf relate to their function?

Structure

Waxy cuticle

Palisade mesophyll

Spongy mesophyll

Vascular bundle i. xylem

ii. phloem

Guard cells and stomata

Function Distribution/ function relationship




7.

Give named examples of the following modified leaf, root and stem structures:

Example:

Leaf: tendril e.g. Bignonia

How is it modified? Image:

Leaf: bulb

Stem tuber

Root tuber

8.

Define meristem.



9.

Explain why meristem cells are more likely to be in mitosis than cells found in other parts of the plant.







10.

Distinguish between apical and lateral meristems in terms of location and function in the stem.

Location

Apical Lateral

Function




11.

Describe the function of the axillary bud.



What is the trigger to growth of a new shoot or branch?

12.

Define tropism.



13.

Compare these types of tropism:

Response to: Positive or negative?

Phototropism

Geotropism

(radicle)

Geotropism

(plumule)

Hydrotropism

14.

Define auxin.



15.

Explain, with the aid of a diagram, the role of auxins in phototropism.












16.

Outline how the following structures of the roots are beneficial to the plant: a.

Branching roots

 b.

Root hairs

 c.

Tap roots

 d.

Wide-reaching roots



17.

Match up the following mineral ions with their functions in plants:

Nitrates (NO

3

− ) Stimulate root growth and flowering

Phosphates (HPO

4

− )

Potassium (K + )

Regulation of water use/ loss

Amino acid/ protein production

18.

Describe these three methods of mineral ion movement through the soil to the roots: a.

Diffusion





 b.

Mass flow





 c.

Via fungal hyphae (how is this relationship mutualistic?)










19.

Explain why mineral ions need to be taken up by active transport in the roots.

(Go all the way back to membrane transport!)







20.

Distinguish between anions and cations.





21.

State the source of energy used in active transport at the root hairs.



22.

Annotate the diagram below to explain the uptake of cations by mineral exchange.




23.

Annotate the diagram below to explain the uptake of anions by symport.

24.

Identify one step in ion uptake which is common to both symport and ion exchange.



25.

Describe how the following methods help support a plant: a.

Thickened cellulose

 b.

Lignified xylem

 c.

Cell turgor





Student Name:

26.

Define transpiration.




27.

Annotate the diagram to explain how the structure of primary xylem facilitates transpiration.

28.

Outline how water leaves the leaves of a plant.





29.

State one property of water which allows a transpiration pull to be generated.



30.

Explain how the action of guard cells allows the plant to balance CO

2

uptake with control over water loss.







31.

Outline factors which cause the opening of the stoma.










32.

Outline the hormonal control of opening and closing of the stoma.







33.

Draw and label a simple diagram to show the open and closed stomata.

Include cell turgor, water pressure.

34.

Define boundary layer.



35.

Explain how the presence of a boundary layer decreases the rate of evaporation of water from the leaf.







36.

Complete the table to explain how the following abiotic factors affect the rate of transpiration:

Effect Reason

Temperature

Light

Wind

Humidity



Student Name:

37.

Define xerophyte.



38.

Define hydrophyte.




39.

Describe three physical adaptations of xerophytes to minimise water loss.







40.

Describe two life cycle adaptations of xerophytes to minimize water loss.





41.

Describe how CAM plant metabolism is an adaptation to preventing water loss.







42.

List three types of macromolecule transported by active translocation.







43.

State the function of phloem.



44.

Distinguish between source and sink in terms of molecules in plants.





45.

Complete the table below to show the sources and sinks of sugars and amino acids in plants.

Sugars Amino Acids

Sources

Sinks




46.

Draw and label a simple line drawing of an animal-pollinated dicot.

Include all reproductive structures.

47.

Outline the steps involved in insect-pollination of a flower.

Begin with attraction of the insect to the flower.









48.

Describe the process of fertilization in a flowering plant.

Begin with the pollen grain on the stigma.











49.

Identify the site of seed development in a fertilized dicot.



50.

State two advantages of dispersing seeds over a wide area.








51.

Outline some examples of these methods of seed dispersal: a.

By wind



 b.

By water

 c.

By animal vector





52.

In the space below, draw a simple line drawing to show the structure of a green bean seed.

Label and include functions of: testa, micropyle, scar, radical and plumule

53.

Define germination.



54.

State the functions of the following in the germination of a seed? a.

Water

 b.

Ideal temperature/ pH

 c.

Oxygen






55.

Annotate the diagram below to outline the metabolic processes during the germination of a starchy seed:

1.

2.

3.

4.

5.

6.

56.

Distinguish between long-day and short-day plants in terms of conditions needed for flowering.





57.

Define phytochrome.



58.

Distinguish between red light and far-red light.








59.

Use the diagram below to help explain the interconversion of phytochromes during daylight and darkness.

60.

Explain how phytochrome levels control flowering: a.

In short-day plants.









 b.

In long-day plants.











61.

Describe the results of one experiment to show that it is in fact night-length that is critical in triggering flowering and not day-length.


Essential Biology

Student Name:

Works Cited

Due Date:


1. Allott, Andrew. IB Study Guide: Biology for the IB Diploma. s.l. : Oxford University Press, 2007. 978-0-

19-915143-1.

2. Mindorff, D and Allott, A. Biology Course Companion. Oxford : Oxford University Press, 2007. 978-

099151240.

3. Clegg, CJ. Biology for the IB Diploma. London : Hodder Murray, 2007. 978-0340926529.

4. Campbell N., Reece J., Taylor M., Simon. E. Biology Concepts and Connections. San Fransisco :

Pearson Benjamin Cummings, 2006. 0-8053-7160-5.

5. Taylor, Stephen. Science Video Resources. [Online] Wordpress, 2010. http://sciencevideos.wordpress.com.

6. Burrell, John. Click4Biology. [Online] 2010. http://click4biology.info/.

7. IBO. Biology Subject Guide. [Online] 2007. http://xmltwo.ibo.org/publications/migrated/productionapp2.ibo.org/publication/7/part/2/chapter/1.html.

Self Assessment:

Criterion

Presentation &

Organisation

Academic

Honesty

Objective 1 understanding

Objective 2 understanding

Objective3 understanding

Logic, notation, mathematical working

Further research

Complete (2)

Essential Biology

Partially complete (1)

Assessment

Self MrT

NA

Complete and neat. All command terms highlighted, tables and diagrams well presented.

NA

All answers for the following command terms correct:

Sources cited using the CSE (ISO 690 numerical) method, with Works Cited section complete and correct.

Most answers for the following command terms correct:

Define Draw Label List Measure State

All answers for the following command terms correct:

Most answers for the following command terms correct:

Annotate Apply Calculate Describe Distinguish Estimate Identify Outline

Most answers for the following command terms

All answers for the following command terms correct: correct:

Analyse Comment Compare Construct Deduce Derive Design Determine Discuss

Evaluate Explain Predict Show Solve Sketch Suggest

NA

NA

Answers are presented in a logical and concise manner. SI units used most times, with correct unit symbols and definitions of terms. All mathematical working shown.

Evidence is apparent of research and reading beyond the textbook and presentations to find correct answers to challenging questions. If any questions are unanswered, this criterion scores

zero.

Total (max 10):


File

Works Cited

Essential Biology

Total (max 10):

Related documents

Products

Support

File

Works Cited

Essential Biology

Total (max 10):

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib